Course Handbook
FLO Rubrics
Team Facilitation (Facilitator Role)
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Level 1: |
Level 2: |
Level 3: |
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Plan effectively with team member(s) |
Connects with team members late Sends incomplete or disjointed communications Limited availability to devote to planning |
Connects with other team members early Communicates ideas for learning activity early and clearly Participates with team to create instructions, timeline and support suggestions Stays connected with team and FLO facilitators - particularly at crucial times (prior to launch) |
Reviews Activity Plan, intended learning outcomes and week’s topic and readings before planning Proposes workable plan and helps organize how facilitation tasks will be divided among team members
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Communicate goals and roles for learning activity |
Awaits direction from others about how to participate in the development of the learning activity |
Assists in communicating objectives, steps, tasks, timelines and what is expected of participants to successfully complete the learning activity
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Refers frequently to objectives, learning outcomes Develops an effective strategy to keep participants on-task and monitor progress |
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Guide participants through the activity |
Puts minimal effort into collaborating with team member(s) to provide support during mini-session Is difficult to reach when problems or concerns arise |
Monitors learning activity Liaises with team members to ensure questions or concerns are answered quickly Identifies when reminders should be posted Posts/coordinates session wrap-up |
Scaffolds the participants’ learning Posts prompts or suggestions to deepen learning or to engage learners |
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Demonstrates strategies to encourage community |
Does not communicate with participant groups Seldom supports or encourages peer-to-peer interactions |
Encourages communication among participants Reframes questions to include the group |
Interjects comments or questions to encourage participants to notice and build on others’ contributions Structures activities that promote peer-to-peer interactions. |
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Reflective Practice |
Focuses on the participants' experience, rather than consider their learning and feedback Does not relate the mini session experience to personal performance as a facilitator |
Documents the facilitation experience thoroughly Shows thoughtful consideration of participants' learning and overall experience
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Considers the intended learning outcomes when reflecting on participants' learning Offers insights into personal growth and future practice |
This summary table is a useful way to record your team facilitation, as outlined in the Rubric.
- Calculate your weekly score (1, 2, or 3) for each criteria over each week.
- What is your calculated weekly total scores? Maximum weekly total is 4x3 = 12
- Reflect: What are your critical strengths and areas needing improvement?
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Criterion |
Score: 1, 2, or 3 |
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Planned effectively with team member(s) |
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Communicated goals and roles for learning activity |
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Guided participants through the activity |
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Demonstrated strategies to encourage community |
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Engaged in reflective practice |
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Total |
/15 |
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Weekly Participation (Participant Role)
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Level 1: |
Level 2: |
Level 3: |
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Relevance
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Contributions are not related to the topic or readings Remarks tend to be short |
Contributions offer new insights and prompt further discussion Ideas from the readings are incorporated |
Demonstrates understanding of readings and contributions of others Takes the discussion to a deeper level by asking questions or drawing conclusions |
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Foster the development of online community
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Rarely acknowledges others’ contributions, or does so without building on their ideas (e.g. “I agree”) Responds only when directly questioned Tends to post from a personal perspective
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Demonstrates awareness of the role of community in learning Regularly responds to other participant’s postings Provides feedback each week to team facilitators Reaches out to help other participants when possible |
Postings in forums are inclusive Substantial and frequent contributions weave together and extend ideas Frequently attempts to motivate group discussion
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Engages in the activities
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Infrequent participation Little or no communication with peers or co-facilitators Absent without communicating schedule or unexpected situations
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Participates in each activity (or informs others of inability to participate) Provides feedback to team facilitators |
Contributions are timely, considerate, and aim to advance learning and facilitation skills Encourages others to participate, develops/demonstrates facilitator skills |
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Reflective practice
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Reflections on the workshop experience and activities are infrequent or very brief
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Regularly shares selected journal items that highlight personal learning and insights |
Notices key ideas and strategies from both readings and colleagues, and considers implications for practice |
This summary table is a useful way to record your weekly participation as outlined in the Rubric.
- Calculate your weekly score (1, 2, or 3) for each criteria over each week.
- What is your calculated weekly total scores? Maximum weekly total is 4x3 = 12
- Reflect: What are your critical strengths and areas needing improvement?
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Criterion |
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Criteria Total |
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Relevance |
/15 |
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Fosters the development |
/15 |
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Engages in the activities |
/15 |
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Reflective practice |
/15 |
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Week Total (down) |
/12 |
/12 |
/12 |
/12 |
/12 |
/60 |
Tip: You may want to copy and paste the table into your own document or spreadsheet.