Workshop Handbook

Criterion

Level 1:
Beginning

Level 2:
Developing

Level 3:
Accomplished

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

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

Refers frequently to objectives, learning outcomes

Develops an effective strategy to keep participants on-task and monitor progress

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

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.

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

Considers the intended learning outcomes when reflecting on participants' learning

Offers insights into personal growth and future practice

Criterion

Score:  1, 2, or 3

Planned effectively with team member(s)

Communicated goals and roles for learning activity

Guided participants through the activity

Demonstrated strategies to encourage community

Engaged in reflective practice

Total

     /15

Criterion

Level 1:
Beginning

Level 2:
Developing

Level 3:
Accomplished

Relevance

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

Foster the development of online community

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

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

Engages in the activities

Infrequent participation

Little or no communication with peers or co-facilitators

Absent without communicating schedule or unexpected situations

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

Reflective practice

Reflections on the workshop experience and activities are infrequent or very brief

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

Criterion

Week 1

Week 2

Week 3

Week 4

Week 5

Criteria Total 
(across)

Relevance

            /15

Fosters  the development
of online community

            /15

Engages in the activities

            /15

Reflective practice

            /15

Week Total (down)

     /12

   /12

   /12 

     /12

   /12

           /60