Page 92 - International Journal of Process Educaiton (Special Issue)

Figure 3 Contents of Learning to Learn: Becoming a Self-Grower Facilitation Guide

Section 1: Instructor Orientation and Introduction

Overview About the Facilitation Plans Pitfalls on the Road to Success
Long-Term Behaviors Resources Professional Development
Learning Outcomes Creating a Learning Environment Ten Best Practices 6 Teaching Techniques
Experience Design Profile of a Quality Learner

Section 2: Facilitation Plans

This section contains full facilitation plans for all 15 experiences in the book plus the two supplemental online
experiences. Each facilitation plan contains the following components:

Experience Outcomes What students who complete the experience will be able to do or demonstrate knowing

On My Own (This is the work that students do before class: reading, an exploration activity, and questions to
answer. The in-class activity builds upon this learning.)

Instructor Preparation Readings to read, tools to practice with, questions to think about, quizzes to attempt
Notes on Preparation (for facilitator notes)

In My Class (This in-class learning is active and collaborative. It builds on what students learned on their own
and prepares them for the post-class part of the experience.)

Assess Readiness (and time allotted) Suggested tasks and strategies

Activity Tools & Supplies List of tools, forms, reports and where they’re found in the text

Team Roles Recommended team roles that should be used for the in-class activity

Class Experience & Group Work Recommended tasks and strategies for facilitating the activity
(and time allotted)

Assessment points Aspects of student performance that can be assessed as they
complete the activity, including questions to ask of them.

Notes on Class Experience & Group Work (for facilitator notes)

Closure (and time allotted) Notes on Closure (for facilitator notes)

My Learning & Growth (In this portion of the experience, students practice and apply what they’ve learned
before and in class.)

Reconciliation & Data What evidence demonstrates that outcomes were met? Use data from group work
to document.

Instructor Assessment of Class Period

Answer Keys

 Exploration Questions (Sample high-quality student answers are provided, along with the criteria that
answers should meet, such as “Student answers need to include similarities and differences between
reading for enjoyment and reading for school.”)

 Critical Thinking Questions (Sample high-quality student answers are provided, along with the criteria
that answers should meet.)

 Reading Quiz answers

 Blank Reading Quiz

90 International Journal of Process Education (February 2016, Volume 8 Issue 1)