Table 4 Example of assigning facilitation moves to video case “Representing characteristics”
From: Compiling video cases to support PD facilitators in noticing productive teacher learning
Speaker | [Setting] Turn | Facilitation move |
|---|---|---|
Facilitator | For the last minutes, you were working together on the task and you had to find an agreement concerning the specific questions in which you are interested. | Contextualizing |
Facilitator | Please explain to the other participants why you chose the topic for your data collection and what are your results. | Launching |
Group 1 | [Presents their results of the task to plan, conduct and illustrate a data collection. Characteristic: shoe-size, Illustration: bar graph] | |
Facilitator | [Starts to take notes during the presentation on a flipchart.] | Lifting up (implicit) |
Please do not feel interrupted. I just got to capture a few remarks we might discuss later on. | ||
Group 1 | [Presentation ends with the issues distinct characteristics and discordant values.] | |
Facilitator | Do the other participants have any questions for the group? Did you have any problems with the task? | Clarifying |
Group 2 | [Presents their results of the task to plan, conduct and illustrate a data collection. Characteristic: grade level participants teach, Illustration: table] | |
Facilitator | [Stands back and takes notes during the presentation on a flipchart.] | Lifting up (implicit) |
Group 2 | [Presentation ends] We had the problem to pose a precise question to our data collection. Our results show that the characteristic we chose is open for multiple answers. | |
Facilitator | I see you wrote down that problem already on your chart. There have been questions from the other participants. It seems that for many this was not clear. | Highlighting |
Facilitator | [After the presentations of all groups.] Thank you for your contributions. I have tried to capture some key aspects that might be relevant for our PD learning to come and your teaching as well. | Connecting ideas |
Facilitator | You mentioned earlier, the problem of precise questions in a data collection. This will be one of our next topics. | Lifting up |
Facilitator | You have talked specifically about data illustration and the problem with discordant values. Using an interval was another issue. What do I mean, talking about an interval? | Lifting up |
Teacher | We have discussed this in the context of the characteristic shoe size. It means the notion of a distance. | |
Facilitator | You are right. So, we can use a distinct characteristic, but we can also connect a distinct characteristic with an interval scale. | Validating participant ideas |
Offering an explanation |