Facilitation+Reflection+1


 * Include in your Facilitation Reflection:**
 * **A brief outline of the context in which you facilitated (what protocol was used, the work that was presented, and who the participants were (NOT names, just descriptors – eg. //four Middle School teachers//))**
 * **What you noticed about the protocol**
 * **What you noticed about the participants**
 * **What you noticed about yourself (the facilitator)**


 * Each facilitator’s reflection length = 250 words minimum**


 * We encourage each of you to __respond to ONE other course participant's facitiation reflection__ (at least once in the duration of this course). The nature of CFG work is DIALOGUE...**

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Erika Levesque: Facilitation Reflection #1 Matt Laurence: David Cole: Paul Harris



Scott Hossack's CFG 1st Facilitation reflections

Julian Thornbury's CFG Facilitation Reflection #1: The protocol I introduced into my third grade class was based on the “comfort zone” game. I had two goals in mind: I used the protocol with a third grade class and I was quite surprised at the results. The students were engaged, participating fully, and displayed genuine interest in the other students. I made several statements. The students either stayed in the big circle if they did not feel comfortable, move in three steps if they were somewhat comfortable or move all the way inside the red circle if they were very comfortable. Some of the statements were:
 * 1) 1. learn more about my students
 * 2) 2. determine how effective this protocol would be if introduced at the beginning of the year (as a class-bonding activity)
 * 1) 1. Talking to older students that I have never met
 * 2) 2. Playing games in PE that involve throwing and catching
 * 3) 3. Playing dodgeball in PE
 * 4) 4. Sharing a seat with a middle or high school student on the bus

The activity ran smoothly and the students enjoyed it. Students that don’t normally get a chance to voice their feelings or ideas were able to show their peers how they felt. I will definitely use it in August when next school year begins. I will use it when we are getting to know each other, learning routines, and developing class bonding. I can foresee it being very useful for other students to get to know one another. I may also adapt it slightly in order to teach some of the rules and expectations of the class.

The Tuning Protocol - Luke MacBride

The protocol I took part in was efficient and very useful in a variety of settings. Sticking to the steps and focusing on the end goal were important aspects of making everything work smoothly. It allowed us all to take a close look at the work and to see it through a critical lens. Many of the clarifying questions helped in moving the process along in a very orderly fashion that seemed to please the entire group.

Each one of the participants looked engaged and seemed to be thinking deeply about the work at hand. By listening to their clarifying questions I could tell that they were all working towards the same goal. The feedback was excellent and it seemed as though a lot of knowledge was garnered.

As the facilitator I felt comfortable and engaged in the entire process. I had no major problems or issues that arose. It was a role that I would like to take on more often in the future. Overall, I feel as though this protocol would work work in staff and department meetings. It may also be useful with students in the classroom.