Facilitation Strategies
Specific plan with examples of the facilitation and questioning strategies you will use during the unit
We will open each objective segment with questions brought up from the Need-to-Know that apply to that objective. When the students do their research, they should seek answers to these (and other questions we may find relevant that they did not bring up). Students will turn in the answers to these questions after a class debriefing.
EXAMPLE: Students are handed a printout of the questions that came from the Need-to-Know wall that pertain to biomass/biofuels. If not addressed by the students, make sure that a question about the biomass to biofuel process is on the list. The closing question will be,"How do we apply this to our plant and model design?" During the last 10 minutes of class, students will share their data for about 5 - 7 minutes, letting the students answer and comment. The last 3 - 5 minutes will be for reflection through 3-2-1 exit slip. Students will also have the option of writing questions on post-its and putting them on a "parking lot" at any time throughout the unit. Teacher will organize questions from 3-2-1 or parking lot as Need-to-Address-Now, What-do-you-Think, or We-will-Address-in-an-upcoming-lesson.
Examples of how you will collaborate with students and offer assistance without giving them answers
At the beginning of class, the teacher will discuss with the students the Need-to-Address-Now questions. Ask the students what problems they are encountering pertaining to this. If it isn't a technical "how are we grading this," question, keep asking questions until a mutual decision or direction is determined by teacher and students (partnering). "How do you think we should handle this? Does anyone have any ideas where we might find the answer?"
Arrange quick update meetings with groups throughout the unit, just to ask questions about what they are finding and what their plans are. If it seems the group is floundering, this is an opportunity to pinpoint their issues and discuss what direction they need to help them along. The key continues to be that the teacher asks questions about problems and direction, not directly answer all questions.
Detailed description of how you will facilitate student self-questioning
Beginning with the Need-to-Know exercise, and maintaining it establishes a culture of questions. Using 3-2-1 and other exit slip allows students to ask questions that a teacher can address (not necessarily answer) allows students to know that their questions are important and the main tool of information-gathering. A ongoing "parking lot" of questions will be maintained throughout the project will also maintain the culture of asking.
Questions can be addressed during opening housekeeping, during the debrief time, or the teacher may chose to approach students or teams during work times.
Questions can be addressed during opening housekeeping, during the debrief time, or the teacher may chose to approach students or teams during work times.
Detailed description of how students will be grouped, including roles/responsibilities
Students will be grouped by the teacher based on previous knowledge of the student's academic and skill levels. One method of grouping students rding to what I call the Star Trek model. A team needs a leader (Kirk), a communicator (Uhuru), an analyzer (Spock), and a techy (Scotty). Students will be grouped with the hope that each of these roles can be filled and will address each of the end products (design, report, model, and presentation) with the student's strengths in mind. A teacher may chose to use another method of grouping.
Sample map of the classroom showing seating arrangement
Plan for helping groups set and agree upon goals
Once the 4 person teams are established, each student will accept responsibility for one of the finished products (report, design, model, and presentation) and each student will accept responsibility for each objective (Government Regulations, Community and Environmental concerns, Materials and Transportation, and Biomass to Biofuel). This way, each student has multiple responsibilities and will need to contribute, but ongoing communication and collaboration will be necessary to finish the final products. Each team will turn in their roles and responsibilities to the teacher.
The class will then be instructed to use the calendar for the unit to set goals for each of the products. The teacher will work the room and give suggestions as needed to help teams set milestones (particularly to coincide with the peer reviews dates). Their calendar will be posted on the wall next to the parking lot. The teacher will use this calendar to help students monitor their progress of meeting goals.
The class will then be instructed to use the calendar for the unit to set goals for each of the products. The teacher will work the room and give suggestions as needed to help teams set milestones (particularly to coincide with the peer reviews dates). Their calendar will be posted on the wall next to the parking lot. The teacher will use this calendar to help students monitor their progress of meeting goals.
Plan for ensuring what effective group work (using classtime effectively, equal participation) - include copy of prompts or activities designed to assist students
Observation will be the first means of targeting students who may not be contributing. These students will be approached individually and asked key questions about their progress and what helps they may need. Their responses to daily debriefs and reflections will also be used to seek evidence of working to meet their goals.
Along with with the Marshmallow Tower teamwork drill, other teamwork drills may be utilized to emphasize collaboration and teamwork skills. These may include:
Once Upon a Time-- Teams are asked to appoint a first scripter (understanding that everyone will have a turn to write). They are then asked to write a story that begins with, "Once upon a time..." Each student is to write a sentence in the story, then pass the paper for the next scripter. Let them know they all can encourage and share ideas for the story. Once they appear to get into the flow of a story, interject random elements that must be included into their present story. (i.e. "Ice cream must be in the story," or "Something just fell from the sky and...") Then ask for their story to close with the moral of the story. Students are asked to present and critique their stories. Afterwards, we will discuss how important communication, collaboration, and creativity are to achieving a goal.
Pass the Pencil-- Each team needs a pencil and to stand in a circle. One teammate will be a timer, while the others will touch their nose with the pencil and pass it to a teammate. The time will call out how quickly the pencil passes through the 3 of them. After a couple of trials, stop them and ask them to discuss how to cut their time. Students then run another trial and see if they cut their time. After they feel they are at their fastest, put them in larger circles and repeat the process. Once this has been done as a full class circle, ask the students why we did this and let them discuss the importance of communicating, collaborating, and critiqueing,
Once Upon a Time-- Teams are asked to appoint a first scripter (understanding that everyone will have a turn to write). They are then asked to write a story that begins with, "Once upon a time..." Each student is to write a sentence in the story, then pass the paper for the next scripter. Let them know they all can encourage and share ideas for the story. Once they appear to get into the flow of a story, interject random elements that must be included into their present story. (i.e. "Ice cream must be in the story," or "Something just fell from the sky and...") Then ask for their story to close with the moral of the story. Students are asked to present and critique their stories. Afterwards, we will discuss how important communication, collaboration, and creativity are to achieving a goal.
Pass the Pencil-- Each team needs a pencil and to stand in a circle. One teammate will be a timer, while the others will touch their nose with the pencil and pass it to a teammate. The time will call out how quickly the pencil passes through the 3 of them. After a couple of trials, stop them and ask them to discuss how to cut their time. Students then run another trial and see if they cut their time. After they feel they are at their fastest, put them in larger circles and repeat the process. Once this has been done as a full class circle, ask the students why we did this and let them discuss the importance of communicating, collaborating, and critiqueing,
Detailed description, with examples, of how inquiry and student engagement will be promoted and ensured
The most obvious means of checking student engagement is observation. As you work the room and ask questions pertaining to their project, are students seeking answers? Are students working on the products? If not, then simply ask students questions that might give them direction (or a prompt).
“What part of the process are you working on?”
“What have you found out so far about (fill in with that day’s topic)?”
“How do you think that is going to help your team with your project?”
“What’s keeping you from getting more done?”
Hopefully, the culture we are creating by deliberately teaching skills along with content is nurturing a desire to seek our driving question, but when it does not, teachers should be armed with open-ended questions, like those suggested above, that tie back to the driving question and final product.
“What part of the process are you working on?”
“What have you found out so far about (fill in with that day’s topic)?”
“How do you think that is going to help your team with your project?”
“What’s keeping you from getting more done?”
Hopefully, the culture we are creating by deliberately teaching skills along with content is nurturing a desire to seek our driving question, but when it does not, teachers should be armed with open-ended questions, like those suggested above, that tie back to the driving question and final product.
Example tools and techniques that could be used to ensure student engagement
Along with observation, the teacher will ask students write daily reflections in their engineering notebooks that will have at least one question that addresses their personal contributions to the project. The teacher will check notebooks periodically (every notebook will be checked in a 3-4 day period). As part of these checks, teachers will compare their reflections concerning their contributions to observations made during this time. The teacher will also make an effort to address the student about the progress mentioned and compare it to where they are now.
For example, during reflection time, students are asked,“What contributions did you make to the team today?” Over the next few days, especially with students you have a concern about, read how they responded to the question and follow up with that student. They may also continue to add What-We-Knows and Need-to-Knows to the wall.
For example, during reflection time, students are asked,“What contributions did you make to the team today?” Over the next few days, especially with students you have a concern about, read how they responded to the question and follow up with that student. They may also continue to add What-We-Knows and Need-to-Knows to the wall.
Detailed plan, with examples, for what will help students reflect on and debrief (project progress, group process/peer roles, content being learned)
At the end of each period, students will have a debrief time. Part of that time will involve discussing what they learned (i.e., Did we answer a question from the Need-to-Know?). During this time, the teacher will ask at least one question about their progress (i.e., How did what you learned today help you move toward completing your assignment?) and one question about the content (i.e., Each table, share at least one thing you found out today with the class). For the last 3-5 minutes, students will answer reflection questions in their notebook that will include the content (i.e., 3-2-1 exit card), progress (i.e., What do you need to investigate tomorrow?), and group process (i.e., What positive contributions did each member of your team make today?) These times may be adjusted as the teacher sees a need.
As we begin this process, students will receive feedback on their responses so that they understand how to make their reflection and debrief time more profitable.
They will also have two peer review milestones, where they will spend more time critically examining their products and provide input to other teams products. They will also have the opportunity to evaluate their team and their progress in 21st Century skills and content.
As we begin this process, students will receive feedback on their responses so that they understand how to make their reflection and debrief time more profitable.
They will also have two peer review milestones, where they will spend more time critically examining their products and provide input to other teams products. They will also have the opportunity to evaluate their team and their progress in 21st Century skills and content.
Detailed plan for teachers will help students to develop and reflect on their skills as team players and problem solvers
Teachers will help students develop their skills as team players and problem solvers by:
1) Observation of student’s using these skills and providing positive reinforcements.
2) Feedbacks provided on daily reflections and debriefs.
3) Feedback from each skills-based activities like Marshmallow Tower, Pass the Pencil, or Once upon a Time.
1) Observation of student’s using these skills and providing positive reinforcements.
2) Feedbacks provided on daily reflections and debriefs.
3) Feedback from each skills-based activities like Marshmallow Tower, Pass the Pencil, or Once upon a Time.