Facilitator guide

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Primary ETFO Arts

Table of Contents

Introduction to ETFO Book Clubs 2

Introduction to Primary ETFO Arts 9
Session One: Introduction to the Power of Story and the Importance of the Arts 10

Session Two: Story, Drama, and Dance 17

Session Three: Story, Music, and Visual Arts 24

Session Four: Co-constructing and Consolidating Arts Knowledge 29

Support Materials Section 35

ETFO statement and definition of equity
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create schools, communities, and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures which result in equality, promote diversity, and foster respect and dignity for all.
June 2011

Introduction to ETFO Book Clubs

The Elementary Teachers’ Federation of Ontario is committed to providing professional development for it members in a variety of forms. Teachers are best able to determine what professional development they need to pursue as life-long learners and ETFO Book Clubs are designed for voluntary participation of interested members. As ETFO professional development programs and services continue to evolve to meet the challenging needs of educators and their students, the new season of offerings has been expanded to include ETFO Book Clubs with a focus on classroom management, differentiated instruction, Kindergarten and equity and social justice.

Professional book clubs provide an excellent opportunity for members to reflect on their classroom practice, enhance their professional knowledge, and engage in the professional learning that best meets their needs and the needs of their students.

An ETFO Book Club is a learning experience that gives educators an opportunity for professional networking, sharing, and reflection through an in-depth examination of ideas, concepts, research, and strategies presented in a professional resource.

The main goals of ETFO Book Clubs are:

  • To enhance the professional knowledge of our members.

  • To enhance the professional practice of our members.

  • To foster leadership at the local level.

  • To implement high-yield, research-based instructional strategies.

  • To monitor the impact or effects of instructional decisions on students.

  • To reflect on current teaching practices.

When professional book club experiences are tied to the real work of teachers, and to authentic issues they are grappling with in their classrooms, teachers have a deeper understanding of their impact on classroom practice and student learning.

ETFO Book Club Structure

ETFO Book Clubs provide an excellent opportunity for our members to enhance their professional knowledge and practice. Participants attend four two-hour sessions that focus on specific chapters of the various resources highlighted, consider strategies they can try in their classroom, and reflect on and share their experiences within a community of learners. As a facilitator, you will contribute to building leadership capacity within our locals in the area of professional development.

Roles and Responsibilities

ETFO Book Clubs are offered in partnership between locals and the provincial office. Facilitator guides, such as this one, have been developed by members to support you as you facilitate.

“The most valuable insight a group can have is that the most effective resources for moving ahead are found within their situation and within themselves.”

R. Bruce Williams

The Role of the Facilitator

An ETFO Book Club facilitator guides a group of participants through an interactive discussion of a selected title. The facilitator organizes the session and conducts the meetings. Group members can expect the facilitator to use open-ended questions, wait time, and paraphrasing to encourage participation. The facilitator also emphasizes the importance of keeping the discussion on track, focusing on one topic or task at a time. The person in this role is not an expert and should remain neutral allowing group members to share different perspectives. All group members are valued and encouraged to participate in their own way.

Establishing Group Norms

Any group that meets regularly to work together needs to identify a set of norms or ground rules that will help a group do its work and discourage behaviours that interfere with a group’s effectiveness. Norms govern how the group will interact, share, and learn together.

It is ideal to set norms at the beginning of a group’s work together inviting group members to suggest ideal behaviours for groups, eventually refining them into an agreed-upon set of norms. Once established and posted, groups need to continually remind themselves about the norms they have created.

Some topics you may want to raise as starting points for discussion with your group are:

Expectations for behaviour – How will your group relate to one another within (and beyond) the group? Considering norms in TRIBES such as right to pass, attentive listening, and taking turns, may be helpful.
Shared leadership – How will members share responsibility for the group? How will decisions be made about what to read, when to meet, and where to meet be made?
Participation and interaction – How will members work together? Considering roles such as recorder, timekeeper, and encourager may ensure that all group members become involved in the discussions.
One strategy that may be helpful when reviewing group norms is ‘Round-Robin Reflection’. In this process everyone takes 30 seconds to silently reflect on the extent to which he/she honoured the group’s norms and to what extent it enhanced the group’s work. The facilitator then chooses someone at random to share their reflections. When this person is finished then another group member paraphrases what they have heard. This process is repeated in round-robin fashion beginning with the person to the right of the first speaker.

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