Co-Facilitation Branch

ER&M 3083 Weekly Schedule

Please use this Google Document to sign up as a co-facilitators for your preferred week. Each week should have a maximum of two people. If there are already two co-facilitators, please find another available week.

Week 1 Sign Up

Description

Starting Week 3, you will have the opportunity to work in pairs to lead a portion of class for 20 minutes. You will sign up by writing your name down under the week you are interested in after our first class on a first come-first serve basis. To receive full credit for this assignment you must sign up to facilitate a week by August 29th at 11:59pm.

Evaluation

You will receive a "Complete" or "Incomplete" for this assignment.

Office Hour Brainstorm

Description

Once teams have been created, you must reserve a slot in office hours a week prior to your scheduled co-facilitation to discuss or brainstorm your desired plan with the instructors and address any concerns. It is suggested that you skim through your week’s texts in preparation for the brainstorm session but you are not expected to have completed all the readings yet. However, you will be expected to have completed or nearly completed the accountability plan to discuss during the brainstorm session.

Evaluation

You will receive a "Complete" or "Incomplete" for this assignment.

ER&M 3083 Accountability Plan

Template to develop the collective Accountability Plan. You can make a copy of this google document and edit as your own.

Accountability Plan

Description

To ensure all members of the group are contributing to the completion of this assignment, groups must outline an accountability plan a week prior to their scheduled co-facilitation. The team must submit their plan via canvas a day before their office hour brainstorm session. In this plan, you must reflect on your individual goals, strengths, and obstacles to develop collective goals as a team and a plan to equitably distribute labor.

Purpose

The goal of this assignment is to make sure that you develop individual goals for yourself and a plan to achieve them but also collectively agree upon a shared distribution of labor.

You can split tasks and responsibilities in whatever way you see fit as long as you feel your plan will ensure you successfully complete the co-facilitation assignment while also encouraging you to take risks and experiment with new skills without placing the labor of completing this assignment on any one student. By identifying and sharing this as a group, you will have a shared understanding of how each of you plans to show up and where you might need additional help, understanding, or grace from your peers.

Example

We encourage you to be vulnerable and honest with yourself about both the valuable skills you bring to your group but also possible challenges that may arise. For example, one of you may feel very comfortable speaking in front of an audience but struggle with synthesizing course material (student A) while the other may feel uncomfortable with public speaking but excels at condensing and visualizing content (student B). This team may choose to play to their strengths or choose to experiment by flipping roles to challenge each other. Student A may offer tips on how to feel more confident speaking publicly while Student B may share their techniques on how to synthesize academic texts. Alternatively, Student A might have only had practice speaking for a few minutes at a time and would like to strengthen their public speaking skills by speaking for a longer amount of time and in a more concise and engaging way. Similarly, Student B might excel at synthesizing course material in essays but would like to experiment visualizing content with other multimodal formats by conducting some research on possible exercises that will help them develop this skill.

Format

Please follow the "Accountability Plan" template and submit a PDF version via canvas.

Because you will submit a self-assessment for your co-facilitation, we also ask that you delineate a clear rubric that includes key steps, components, and deliverables that you will use to assess yourself as a group (in the "Distribution of Labor" section) and individually (in the "Plan of Action" section).

Evaluation

You will receive a "Complete" or "Incomplete" for this assignment.

Lesson Plan

Description

The finalized lesson plan and materials must be emailed to the instructors two days before your scheduled co-facilitation (Tuesdays at 1:30pm) to ensure enough time to offer and incorporate instructor feedback.

Purpose

Co-facilitation helps de-center power dynamics between "teacher" and "students" but will also prime you to think about pedagogy which you will need to focus on for your capstone project as you think about the functionality of your project and how you will want your audience to use it.

Format

Your role as co-facilitator is not to lecture on the week’s material but rather develop a creative pedagogical activity that will generate a lively discussion on one or more of the week’s key concepts and themes. Your lesson plan should:

Identify the concepts you plan to engage with
Develop clear and tangible learning objectives for the co-facilitation
Outline the activity you will facilitate for those 20 minutes.

Activities can include a variety of things including drawing, mapping, music, videos, or debates as long as they generate meaningful discussion among your peers.

Evaluation

You will receive a "Strong," "Satisfactory," or "Revise" for your lesson plan. If you receive a "Satisfactory" or "Revise" you will have until Wednesday at 5pm to resubmit before our Thursday seminar.

Self-Assessment

Description

You will submit an individual self-assessment where you will reflect on your specific role in the co-facilitation in 1-2 double-spaced pages. You must assign yourself an evaluation of “strong,” or “satisfactory" and thoroughly explain why by providing evidence on your competency, growth, risk-taking, and excellence as an individual. You must submit this assessment via canvas by the end of the week of your scheduled co-facilitation (Friday at 11:59pm).

Purpose

To practice critical self-reflection, these self-assessments will ask you to evaluate your own performance in completing this assignment by documenting and demonstrating your progress. These assessments will also prepare you for the final assessments you will have to do for the capstone project.

Criteria

Much like the group self-assessment, your individual assessment should be structured around these four criteria but with a sole focus on your particular contributions:

Competency

Describes one’s ability to successfully and efficiently accomplish a task. Create a narrative that describes and demonstrates your group’s competency in completing this assignment. Make sure to incorporate evidence from your own experience as a group. Here are some key questions to consider:
- - - 1. Did you complete all the tasks required for this assignment in a timely manner and within the specifications outlined for each task?
      2. What skills did you implement to complete this assignment?
      3. How did you prepare to successfully complete this assignment?

Growth

Growth describes a process of transformation with a focus on improvement. Create a narrative that describes and demonstrates your group’s growth from beginning to end in completing this assignment. Make sure to incorporate evidence from your own experience as a group. Here are some questions to consider:
- - 1. 1. What were your areas of improvement? How did you know you improved? How did you achieve that improvement?
      2. Did you meet your personal goals for this assignment?
      3. When faced with obstacles, how did you overcome them?
      4. How well did you incorporate feedback?
      5. What new skills did you develop?
      6. What did you learn about yourself throughout this process?

Risk-Taking

Risks are typically seen as reckless and dangerous. However, risks also demonstrate bravery and offer an opportunity to push oneself or grow from a mistake. Create a narrative that describes and demonstrates your group’s risk-taking in completing this assignment. Make sure to incorporate evidence from your own experience as a group.
- - - 1. Was there something you were afraid to try but did it anyway? Why were you afraid of this and how did it feel to do it?
      2. What is your comfort zone and did you step out of it?
      3. Did you seek out ways to challenge yourself?

Excellence

Excellence speaks to effort and quality. Create a narrative that describes and demonstrates your group’s excellence in completing this assignment. Make sure to incorporate evidence from your own experience as a group. Here are some questions to consider:
- - 1. 1. Were your ideas creative and ambitious? How well were you able to implement them?
      2. Did you conduct any additional research to complete the assignment?
      3. Was your effort consistent throughout the process?

Format

We suggest concise and straightforward language when developing your narrative. For example:

Our co-facilitation as a whole demonstrates our performance was "strong" in each of the four categories. Below you will find more detailed descriptions and evidence for each:

Competency: Narrative paragraph(s) demonstrating competency
Growth: Narrative paragraph(s) demonstrating growth
Risk-Taking: Narrative paragraph(s) demonstrating risk-taking
Excellence: Narrative paragraph(s) demonstrating excellence

Evaluation

You will assign yourself a "Strong," or "Satisfactory" for this assignment.

A "strong" will demonstrate stellar performance and evidence in all four categories of competency, growth, risk-taking, and excellence.
A "satisfactory" will only complete the competency and growth categories.

We will accept your assessment if there is enough evidence and a clear narrative justifying your self-evaluation. Because there are not enough weeks available to "redo" co-facilitation, if we disagree with your evaluation, we will ask for more evidence or supplement with our own feedback if additional evidence cannot be provided.

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