facilitating a video conference meeting · scenario 1 – professional learning ... video...

Facilitating a Video Conference Meeting

Rural and Distance Education Unit NSW Department of Education and Training

NSW CAP - Facilitating a Video Conference Meeting of 31

Table of Contents Background .................................................................................................... 3

Video Conference Process............................................................................ 4 Pre-Meeting .................................................................................................................. 4 Meeting ......................................................................................................................... 5 Post-Meeting ................................................................................................................ 6

Appendix ........................................................................................................ 7 Video Conference Meeting Agenda ................................................................. 8 Decision Action Record .................................................................................... 9 Roles and Responsibilities ............................................................................. 10 Meeting Checklist for Facilitator ..................................................................... 11 Some Scenarios ............................................................................................. 12 Scenario 1 – Professional Learning ............................................................... 13 Scenario 2 – Central Schools......................................................................... 15 Scenario 3 – Small Schools ........................................................................... 17 P.O.P.E. ......................................................................................................... 19 NGT – Nominal Grouping Technique ............................................................. 20 Multivote ........................................................................................................ 21 Brainstorm ..................................................................................................... 22 Bone Diagram ................................................................................................ 23 Parking Lot ..................................................................................................... 25 Strengths – Weaknesses – Questions (SWQ) ............................................... 27 Scenario ......................................................................................................... 29 Question and Answer (Q&A) .......................................................................... 30 Thumbs Up – Thumbs Down ......................................................................... 31


Background The purpose of this document is to provide a process to facilitate a meeting via video conference or similar media across a number of sites that is engaging and encourages all participants to be collaborative during the meeting process. The intended audience for this document is staff members who facilitate meetings using the video conference or other technology mediums. Senior students may also utilise this document if they are meeting with other students and staff in remote locations. The processes provided will be based on a number of video conference sites involving large numbers of staff and or students. This document will give specific information for a meeting that is conducted both online and offline for approximately two hours. However, this timeframe can be shortened or lengthened by the facilitator depending on the purpose of the meeting and needs of the participants. The success of conducting meetings virtually is more than working out how to bring a group of people together using technology. The real value and skill is facilitating a collaborative process before, during and after the meeting. For video conference meetings to be successful a high level of participant engagement needs to be facilitated. When facilitated appropriately, video conferencing can be an extremely effective medium for meetings. Meeting virtually enables a variety of people from different geographical locations to interact regularly and reduces costs with less time being wasted travelling to a central location. Virtual meetings encourage more versatility and expertise within the team as people are able to be invited from practically any location. This is beneficial when specific expertise is necessary or small or isolated cohorts need further input. A variety of technologies may also be utilised during the meeting, this enables multiple mediums and resources to be operating at the same time. This document will provide a framework of how a video conference can be facilitated to maximise the collaboration of all participants. A suggested agenda, processes and examples of other technologies to support the meeting is provided to assist the facilitator in the planning and implementation of the meeting. Please use this document as a framework to support the development of your own ideas and processes for virtual collaboration.


Video Conference Process Pre-Meeting

1. Meeting Agenda In terms of engaging participants it is important that the agenda is realistic, only contains necessary items and sits within the timeframe. Before sending out the agenda to participants, check if all of the agenda items are necessary at this point in time or if they can be addressed in another way e.g. within a memo, email, mail out. Approximate times next to each section should be provided.

2. Plan the meeting processes Are participants being asked to:

• make a decision? • problem solve? • provide feedback? • digest new information?

In the one meeting you may be asking participants to do all of the above or the meeting may be focussed on one or two. How am I asking them to respond? When setting the agenda use the following table to assist you in choosing a process that best meets the needs of what you are asking the participants to do. Each of the processes encourages the participants to engage in the process and work collaboratively to respond to the task. At the end of each agenda item make sure an action has been recorded on the Decision Action Record.

Brainstorming

or

Bone Diagram

Problem Solve

N.G.T

or

Multi-Vote

Make a Decision

Parking Lot

or

S.W.Q.

Provide Feedback

Scenario

or

Q and A

Digest New Information

What am I asking the participants to do?

How am I asking them to respond?


3. Identification of Resources

Resources made available to all sites At least 24 hours prior to the meeting ensure all sites have received the necessary resources to engage in the meeting process. The types of resources may include:

• agenda • participant list • proformas to facilitate meeting processes • specific information relating to the task, such as relevant articles,

curriculum documents, school timetables and sport schedules.

4. Make Resources Available These resources can be made available to the sites in a number of ways, including:

• fax • email • a central repository, for example a common site such as “SharePoint”,

a Wiki, shared network or network drive • mail.

If resources are unexpectedly introduced during the conference ensure all sites receive the resource at the next appropriate opportunity, either during or after the conference.

Meeting This process is for a meeting timeframe of approximately two hours. Timing can be altered to suit the needs of your meeting.

1. Introductions The facilitator will:

• ensure all participants are online and, if not, contact the site to check for issues

• welcome everyone to the meeting • remind all sites of the video conference protocols for the meeting. For

example,adjust camera to frame all participants in room, mute microphones when not contributing and raise hand if a question needs to be contributed

• ask each site to introduce themselves and those in the room including off camera

2. Meeting Agenda The facilitator will:

• review the agenda • resources • Purpose, Outcomes, Process, Evaluation (POPE) • roles and responsibilities • meeting process • ask for any questions and/or clarifications from the sites.


3. Review the Decision Action Record The facilitator will:

• request that the Decision Action Record be read back to the participants

• ask for and address any questions or clarifications from the sites which arise from the Decision Action Record

• make changes to the Decision Action Record if necessary.

4. Evaluation of Outcomes The facilitator will:

• read through the outcomes for the meeting and ‘tick off’ if outcomes have been met. A simple ‘thumbs up’ or ‘thumbs down’ process can be used to gain feedback from each site.

• make a decision about outcomes that were not met, either to address in the next meeting or, due to changes the outcome is no longer relevant.

5. Agenda for next meeting The facilitator will:

• set any agenda items for the next meeting which have arisen from the Decision Action Record

• set the date and time for the next meeting.

Post-Meeting

1. Follow Up The facilitator will:

• distribute the Decision Action Record, the proposed agenda and any additional resources to all participants at the conclusion of the meeting.

These items can be distributed to the sites in a number of ways including:

• fax • email • a central repository. For example, SharePoint, Wiki or shared drive • mail.


Appendix Related documents – copies of these documents are also available on the Country Areas Program website.

General • Agenda for meeting • Decision Action Record • Roles and Responsibilities • Meeting Checklist for Facilitator

Scenarios • Professional Learning - Introduction to new English syllabus • Central Schools - Mathematics Faculty Meeting • Small Schools - Term 1 Organisational Meeting

Suggested Processes • P.O.P.E. • N.G.T • Multi-Vote • Brainstorming • Bone Diagram • Parking Lot • S.W.Q. • Scenario • Q and A • Thumbs Up – Thumbs Down

http://www.cap.nsw.edu.au/


Video Conference Meeting Agenda

Meeting: Time: Date: VMR: Technical Difficulties:

Participants: Name/Site Contact Phone Number Role/Responsibility

Resources:

P.O.P.E. Purpose – Outcomes – Process – Evaluation -

Meeting Process:

Review the Decision Action Record:

Evaluation of outcomes:

Next Meeting:


Decision Action Record

What Who When Done?


Roles and Responsibilities This document recommends allocating roles to participants before the commencement of the meeting. The roles given in the scenarios are:

• facilitator • scribe • timekeeper

Roles and responsibilities should be allocated by the facilitator as appropriate. Following are some suggested roles you may consider for your meeting. Facilitator - Chairs the meeting and ensures the agendais followed. Site Coordinator - Ensures that site based information and coordination takes place in a timely fashion, i.e. equipment is available pre-meeting and documentation is distributed prior to the meeting. Scribe - Takes notes during the meeting and produces the Decision Action Record actions/minutes afterwards. Timekeeper - Ensures that the meeting allocates/reallocates appropriate time to items. Customer - decides if they are satisfied with the meeting and if the outcomes have been met. Sensor - 'senses' the temperature of the meeting to spot unhelpful group moods. This role may be played by the facilitator.


Meeting Checklist for Facilitator

Pre Meeting

Agenda completed and made available to all sites

Meeting processes planned

Resources made available to all sites

During Meeting

Introductions from all sites

Agenda reviewed

Agenda items carried out

Decision Action Record reviewed

Meeting outcomes evaluated

Next meeting set

Post Meeting

Follow up completed


Some Scenarios The following scenarios have been provided to allow staff to view examples of specific processes. In each scenario the facilitator has been asked to run an activity across multiple sites.

Scenario 1 - Professional Learning • Introduction of new English syllabus • Meeting one of four

Scenario 2 – Central Schools

• Mathematics faculty meeting • Meeting 1 of 5

Scenario 3 – Small Schools

• Term one organizational meeting In each case a site coordinator is assigned to ensure a smooth communication process for the two-hour activity. In these scenarios the facilitator is expecting to conduct a rich and engaging session where participants will not only receive information but also engage in a rich discourse within their individual sites and then contribute back to the group as a whole. The key to success lies in understanding the elements that comprise a rewarding activity in a traditional environment and contextualising it for this medium.


Scenario 1 – Professional Learning Meeting: Introduction to new English syllabus (Meeting 1 of 4) Time: 1pm-3pm Date: 21.2.09 VMR: 10284482 Technical Difficulties:

Please phone Joe Bloggs (facilitator) on 0273489372

Participants: Name/Site/Contact Person Contact Ph. Number

Role/Responsibility

Joe Bloggs – Regional Office BillyBuck PS – 8 participants (Contact: Anna Smith) Ruth Park PS – 5 participants (Contact: John Jones) Hobbit PS – 10 participants (Contact: Simon Bates)

0273489372 0258393020 0238475934 0248857439

Facilitator Scribe (Decision Action Record) Timekeeper

Resources: 1. Agenda – emailed to all sites 19.2.09 2. One copy of syllabus per person – mailed to schools

week one 3. Decision Action Record – emailed to Anna Smith 19.2.09 4. Hand out – 3 scenarios – emailed to all sites 19.2.09

P.O.P.E. Purpose – To provide staff an introduction to the new English

syllabus Outcomes – By engaging in processes staff will be familiar with the structure of the new syllabus Process – See meeting process Evaluation – Have we achieved the outcome?

Meeting Process:

1. Introductions from sites (5 mins) 2. Facilitator (Joe) to address agenda (10 mins) 3. Questions/clarifications from sites (5 mins) 4. Body of Meeting

Joe to present key information about the new syllabus (15 mins)

1. Background behind the syllabus 2. Major changes to the syllabus

What am I asking the participants to do? Provide Feedback – After the presentation go offline and review the major changes to the syllabus and complete a whole group S.W.Q.


Meeting Process: (con’t)

How am I asking them to respond? S.W.Q – What are the strengths/weaknesses/questions about the new syllabus? (15 mins) After the allotted time come back online. Joe to ask each site for their three main strengths, weaknesses and questions. Questions are addressed at this time if possible, if not, as part of the follow up or at the next meeting. Record on Decision Action Record. (10 mins) Joe to present key components of each strand of syllabus (15 mins) What am I asking the participants to do? Digest new information – After the presentation Joe will ask each site to go offline for xxx time to focus on a particular strand and complete the scenario task. How am I asking them to respond? Scenario – On the handout there are three scenarios, one for each site. The scenario asks the participants to delve further into one of the syllabus strands and plan for a specific student outcome. (15 mins) After the allotted time, Joe will ask each site to share their scenario. (10 mins) Questions and clarifications from sites, any follow up recorded on Decision Action Record. (5 mins)


Decision Action Record read back to group, roles assigned and Decision Action Record clarified if necessary.


Joe will re-read the outcome for the meeting and ask for a ‘thumbs up/thumbs down’ from participants if they think the outcome has been achieved or not. (5 mins)

Next Meeting: Next meeting (2 of 4) is set and confirmed with all sites. (10 mins) Joe to confirm agenda items, anything arising from the Decision Action Record and any additions.

Follow up: Joe to send to all sites: • Decision Action Record

Next meeting details Sites to send Joe:

• S.W.Q


Scenario 2 – Central Schools Meeting: Mathematics Faculty Meeting (Meeting 1 of 5) Time: 9am-11am Date: 10.12.08 VMR: 10284482 Technical Difficulties:

Please phone GeorgieArmdynsky (facilitator) on 0273489372

Participants: Name/Site/Contact Person Contact Ph. Number Role/Responsibility Low Lakes C.S – 2 participants (Contact: GeorgieArmdynsky) Dusty Rd C.S. – 2 participants (Contact: Burt Bacharach) Tall Peaks C.S – 1 participant (Contact: Adam Willis) Kickatinalong C.S – 1 participant (Contact: Susan Jones)

0273489372 0258393020 0238475934 0248857439


Resources: 1. Agenda – emailed to all sites 9.12.08 2. Decision Action Record – emailed to Geoff Smith 9.12.08 3. Bone Diagram document – emailed to all sites 9.12.08 4. Multi-vote document – emailed to all sites 9.12.08

P.O.P.E. Purpose – To review the mathematics program and results for

Stage 5 students. Outcomes – To identify areas of improvement for Stage 5 mathematics program. Process – See meeting process Evaluation – Have we achieved the outcome?

Meeting Process:

1. Introductions from sites (5 mins) 2. Facilitator (Georgie) to address agenda (10 mins) 3. Questions/clarifications from sites (5 mins) 4. Body of Meeting

Georgie to present results from mathematics internal and external testing for Stage Five students over the past five years in participating schools. (15 mins) What am I asking the participants to do? Problem Solve – After the presentation the facilitator asks for contributions from each participant on the Bone Diagram.



How am I asking them to respond? Bone Diagram (20 mins) Facilitator to ask each site to contribute to the Bone Diagram using the following order:

• What is the current situation? • What do we want the program and results to look like in the

future? • What positive forces are assisting? • What negative forces are preventing?

Facilitator to fill in Bone Diagram as ideas are presented ensuring all sites can see the results. What am I asking the participants to do? Make a Decision – Using the Bone Diagram ask participants to use a multi-vote to identify where to start to improve the mathematics program for Stage 5 students. How am I asking them to respond? Multi-vote – On the Bone Diagram ask each participant to re-read the section “What do we want the program and results to look like in the future” (top right hand corner) and select the two most important points that they think will make the biggest impact on student learning, place a dot next to each of the points. (15 mins) The facilitator will then rank the points in order of importance and re-read the list to the participants. The facilitator will assign people to investigate some new ideas based on the list. This will be the starting point for the next meeting. (10 mins) Questions and clarifications from sites, any follow up recorded on Decision Action Record. (5 mins)




Georgie will re-read the outcome for the meeting and ask for a ‘thumbs up/thumbs down’ from participants if they think the outcome has been achieved or not. (5 mins)

Next Meeting: Georgie meeting (2 of 5) is set and confirmed with all sites. (10 mins) Georgie to confirm agenda items, jobs to be completed before the next meeting, anything arising from the Decision Action Record and any additions.

Follow up: Georgie to send to all sites: • Decision Action Record • Next meeting details • Bone Diagram (including multi-vote of “What do we want the

program and results to look like in the future”). Sites to send Georgie:

• Any information they attain prior to the next meeting.


Scenario 3 – Small Schools Meeting: Term 1 Organisational Meeting Time: 3pm-5pm Date: 21.2.09 VMR: 10284482 Technical Difficulties:

Please phone Sam Pappert (facilitator) on 0273489372

Participants: Name/Site/Contact Person Contact Ph. Number Role/Responsibility Frodo PS – 2 participants (Contact: Sam Pappert) Bilbo PS – 3 participants (Contact: Jane Jones) Mordor PS – 2 participants (Contact: Sophie Lambakis) Shire PS – 2 participants (Contact: Lily Grant) Gandalf PS – 3 participants (Contact: Tim Andrews)

0273489372 0258393020 0238475934 0248857439 0248587584


Resources: 1. Agenda – emailed to all sites 19.2.09 2. Decision Action Record 3. Parking Lot document – emailed to all sites 19.2.09 4. NGT document – emailed to all sites 19.2.09

P.O.P.E. Purpose – To establish organisational procedures for our Small

Schools Group, term 1, 2009. Outcomes – To provide feedback on the 2009 swimming carnival. To establish fundraising activities for 2009 excursion. Process – See meeting process Evaluation – Have we achieved the outcomes?

Meeting Process:

1. Introductions from sites (5 mins) 2. Facilitator (Sam) to address agenda (10 mins) 3. Questions/clarifications from sites (5 mins) 4. Body of Meeting

Small School 3 to lead discussion on how the Small Schools swimming carnival ran last week. Emphasis on any issues that may have occurred. (15 mins) What am I asking the participants to do? Provide Feedback – After the presentation go offline and discuss the great ideas, improvements and questions about the swimming carnival.



How am I asking them to respond? Parking Lot – What are the positives, improvements and questions raised from last week’s swimming carnival? (15 mins) After the allotted time come back online, Joe to ask each site for their Parking Lot feedback. Sam to record responses so everyone can see. Using the recommendations, changes are made to the carnival for 2010. Record on Decision Action Record. (10 mins) Sam to discuss the details of this year’s Small Schools excursion to Sydney. (15 mins) What am I asking the participants to do? Make a decision – After the presentation Sam will ask each site to recommend fundraising ideas to raise money for the excursion. How am I asking them to respond? NGT – Sam will ask each site to nominate one fundraising idea. Keep asking each site until all ideas are exhausted. Each idea will be recorded for all sites to see. (10 mins) Sites to go offline and rank the fundraising ideas. (10 mins) After the allotted time, Sam will ask each site to share their rankings and the fundraising idea with the lowest number will be the one to be implemented. (5 mins) Questions and clarifications from sites, follow up about how the fundraising will occur to be recorded on Decision Action Record. (5 mins)




Sam will re-read the outcome for the meeting and ask for a ‘thumbs up / thumbs down’ from participants if they think the outcome has been achieved or not. (5 mins)

Next Meeting: Next meeting is set and confirmed with all sites. Sam to confirm agenda items, anything arising from the Decision Action Record and any additions. (10 mins)

Follow up: Sam to send to all sites: • Decision Action Record • Next meeting details • Parking Lot (swimming carnival feedback) • NGT (fundraising rankings)


P.O.P.E.

What This strategy is a process used to help set a clear objective for a meeting and or project.

Why This strategy is used when participants need to stay focused on a specific task.

How 1. Before commencing a task/meeting complete a POPE to keep

all participants on task.

2. P – Purpose – what is the purpose of this meeting?

O – Outcome – what outcomes do you want to achieve?

P – Process – what process will you use to achieve your outcome?

E – Evaluation – how will you evaluate if you achieved your outcome?

3. Regularly refer to the POPE to help stay on track.


NGT – Nominal Grouping Technique

What This strategy is a collaborative process to make decisions on important issues. It puts team members on an equal footing.

Why This strategy is a structured process to gather the important issues. It allows individuals to come to a consensus by voting on the issues in priority order. In this way least popular items are eliminated.

How 1. Create a list of issues, ideas, opportunities, problems. The list can be

created individually and then as a whole group.

2. Record the list for everyone to see (eliminate duplicates) eg white board, blackboard, flip chart

3. Assign letters to each item

Example Engaging students

A Attendance

B Subject choice

C Gender balance

D Classroom environment

4. Each team member lists the letters and ranks them according to importance ( in this example, 4 is most important)

5. The rankings are recorded against the items and totaled

A 2 2 1 3 = 8

B 4 1 3 2 = 10

C 1 4 2 1 = 8

D 3 3 4 4 = 14

6. The team would work on the item that scores the highest points. Ideas from here:

• Teams could be allocated to work on the first top items. • Lower items could be eliminated from all aspect of planning. • Develop action plans with roles and responsibilities around priority

items.

Samples • To decide which guest speaker/s to book for the conference. • To decide which tasks to start first on a project. • To decide what are the most important school improvement targets.


Multivote

What This strategy is a collaborative process used to help with decision making and select the most important items.

Why This strategy is used when there are a variety of issues and opinions and group consensus is required.

How 1. Create a list of issues, ideas, opportunities, problems. The list can be

created individually and then as a whole group.

2. Record the list for everyone to see (eliminate duplicates) eg interactive white board, chalkboard, flip chart.

3. Provide individuals with sticky dots, real or virtual. One or more dots per person dependent on the number of items and the need to prioritise. One to five dots is usual.

4. Each individual uses their dots to select the items they consider important. All dots can be placed on one item or spread across a number of items.

eg FITNESS

weight training ☻☻☻☻☻☻

running ☻☻☻☻ aerobics ☻☻☻

cricket ☻

dancing ☻☻☻

fencing ☻☻☻☻☻

walking ☻☻☻☻☻☻☻☻☻☻

5. You can visually see the priority areas, in the example it is clearly “walking”.

Ideas from here • The top priority for each person could be in a different colour eg top

priority could be a green dot and other priorities yellow dots. • Teams could be allocated to work on the first priority. • Lower items could be eliminated from all aspect of planning • Develop action plans with roles and responsibilities around priority

items.

Samples

• Place a dot/s against the most beneficial extra curricular activity you participated in this year.

• Place a dot/s against the professional learning activity you gained the most benefit from in 2008.


Brainstorm

What Brainstorming is the free, uninhabited generation of ideas, usually in a group setting. The key to a successful brainstorm is to provide an environment free of criticism, where each person can present or state their opinions. A brainstorm is used to explore or develop ideas and can be used at all levels from kindergarten to executive levels. It’s a great way to break away from old ideas and to explore new thinking.

Why This tool is a simple strategy, which :

• Can produce a large number of ideas in a short time • Encourages inclusivity by enabling everyone an equal say • Encourages creativity through stimulating the expansion of ideas • Ensures a sense of ownership as all participants will see their

ideas included in the list.

How 1. Select group facilitator and or a recorder.

2. A time limit is set.

3. Participants and/or sites are invited to give their ideas. This can be

done in a structured manner where each person is asked to contribute and nominates to PASS if they cannot think of an idea when it is their turn, or alternately participants can freely call out their ideas.

4. ALL ideas are recorded and displayed exactly as they have been stated.

5. No judgments (positive or negative) are allowed by either the facilitator or other participants.

6. After the brainstorm, go over the list to make sure that all group understand the ideas. Remember this is only a clarification time not an opportunity for comment.

7. Eliminate duplication.

8. Brainstorming acts as a springboard for other collaborative processes.

Samples • Brainstorm activities for Harmony Day. • Brainstorm ways to utilise technology in the curriculum. • Brainstorm ways to engage and connect secondary students in

different schools. • Brainstorm ways new scheme teachers can share their

experiences using technology.


Bone Diagram

What George Noyes from the Defence Systems Management College Fort Belvoir Virginia designed the Bone Diagram.

A Bone Diagram allows us to reflect on our current situation as well as plan or visualise a future or desired situation. The Bone Diagram is a helpful tool in developing a big picture or future concept whilst providing a mechanism to assist teams or groups in moving from where they are currently situated towards achieving that “big picture” or desired situation.

Why The tool encourages inclusivity and creativity, provides a great opportunity for reflection and allows for clarity in planning.

How 1. Draw a large bone or shapes representing a bone onto a

whiteboard or paper.

2. Brainstorm ideas that represent the current situation in the lower section of the bone.

3. Have the group brainstorm ideas that they identify as a desired situation or “the big picture” they would like to see happening in the upper section of the bone.

4. Identify the positive forces that will help the growth of the “big picture” and place on the upper left side of the bone.

5. In the lower right section identify and list the forces, which will inhibit growth of the future or “big picture”.

6. Prioritise the negative forces using a ranking or voting system.

7. Select those issues that will need to be worked on if the desired state is to be achieved.

Samples • What is the vision for the region? • Improving HSC results in English in Central Schools. • Improving attendance at school. • Improving attendance in the region.


Bone Diagram Future

Present

Positive forces that create growth

Negative forces that prevent change


Parking Lot

What This strategy is a collaborative process used to help gain feedback and new ideas about a specific topic.

Why This strategy is used when direct feedback is required. It allows all participants to provide their opinions and ideas without judgement from others.

How 1. Have a Parking Lot drawn up for everyone to see eg. Interactive

white board, flip chart

2. After reviewing or discussing an issue/document/report ask participants and or sites to provide information around the following four questions: What is going well? What needs improvement? What are the ideas for improvement? What are the questions?

3. A time limit is set for participants to complete the Parking Lot.

4. The facilitator asks for individuals/sites/groups to report back on each question, the information is recorded for all to see.

5. Similar responses are grouped together.

Ideas from here

• The facilitator/presenter addresses any questions that can be answered immediately. If not, questions are responded to in post meeting documentation.

• The improvements could be prioritised in order of importance. • Teams could be allocated to work on the ideas for

improvement. • Develop action plans with roles and responsibilities around

priority items.

Samples • What did you think about the VC meeting today? • What do you think about my teaching/supervising? • Provide feedback on the conference planning to date. • Provide feedback on the process of school planning.


Parking Lot

What is going well?

What needs improvement?

What are the questions?

What are the ideas for improvement?


Strengths – Weaknesses – Questions (SWQ)

What An SWQ is used to:

• Provide feedback to the person presenting the information; and

• Help participants process and clarify the information being presented.

Why The process encourages collaboration, clarification and an opportunity for all participants to have equal representation.

How 1. Have an SWQ process drawn up for all participants to

see eg. Interactive Whiteboard, flip chart.

2. After the presentation of a new idea/topic/document ask participants for their feedback using the SWQ (this can be completed individually, small group or whole group)

3. Ask for contributions to add to the Strengths column, facilitator to seek further clarification if needed.

4. Ask for contributions to add to the Weaknesses column, facilitator to seek further clarification if needed.

5. Ask for contributions to add to the Questions column, facilitator to seek further clarification if needed.

6. Presenter/Facilitator to address the questions if able, if not followed up in post meeting information.

7. Weaknesses addressed and prioritised amongst group to improve.

Samples • Provide feedback on the draft timetable for student

internal testing. • Provide feedback on the draft Regional Equity Plan

2009-2011 • Provide feedback on the presentation given by the guest

presenters at the Staff Development Day.


Strengths – Weaknesses – Questions (SWQ)

Strengths

Weaknesses

Questions

?


Scenario

What This strategy is a process used to help participants deepen their knowledge about new information. A ‘Scenario’ is defined as an outline or model of an expected or supposed event.

Why This strategy is used when participants need to learn something new, it provides them with ‘real life’ scenarios to help them use their new learning to discover solutions and problem solve.

How 1. Present participants with some new information.

2. Ask participants to form small groups, could be in the same room or

across sites.

3. The facilitator gives each group a time limit.

4. Give each small group a scenario, it could be the same scenario or different for each group, based on the new learning that has just occurred.

5. The scenario should encourage the group to delve in to the new information and discuss possible solutions, alternatives, directions.

6. The facilitator asks each group to report back to the whole meeting the discussion they had around the scenario.

7. The facilitator/presenter asks and answers any questions that arise from the scenario process.

Samples • At school a staff member trips down a stair and injures his ankle.

Using the new OH&S guidelines provide advice to what process you would follow.

• A student in stage 2 is currently working at a stage 3 level in the Space strand in the mathematics syllabus. All other students in the class are at the stage 2 level. As a group discuss and plan how to implement the space strand for the class in term one.


Question and Answer (Q&A)

What This strategy is a process used to help participants deepen their knowledge about new information.

Why This strategy is used when participants need to know and understand something new. It provides them with opportunities to ask and answer questions to further their knowledge.

How 1. Present participants with some new information. 2. Ask participants to form small groups, in the same room or across

sites.

The facilitator gives each group a time limit. Give each small group a question or a series of questions to answer about the prior information given.

3. The question/s should be open ended and encourage the group to delve in to the new information and discuss possible answers. The group then uses the new information to develop a question of their own for the facilitator/presenter.

4. The facilitator asks each group to report back to the whole meeting.

They are to respond to the questions they were asked to address and ask the question to the facilitator/presenter.

5. The facilitator/presenter answers the questions that arise from each

group. If the facilitator/presenter cannot answer the questions they are to follow up with each site in the post meeting documentation.

Samples • After Principals are presented with Stage Four of the Quality

Teaching Framework they are asked to provide responses to the following questions:

• How will you introduce this stage to your staff? • How will this stage impact on the teaching and learning in

your school? • What will be the most beneficial part of the framework? • What will be the most difficult to implement and why?

• Principals then write a question to ask the facilitator.


Thumbs Up – Thumbs Down What

This strategy is a process used to gauge how participants feel about an idea/question.

Why This strategy is used when there is a large number of participants and a yes/no response is needed quickly. It is usually used at the end of a process or discussion.

How 1. Ask participants to display their ‘thumbs up’ or their

‘thumbs down’ in response to a question/proposal/idea. 2. The facilitator gauges the participants’ responses and

acts accordingly. 3. This can be facilitated both face to face and via video

conference.

Samples • Have the outcomes of the meeting been achieved? • Do you have enough information to begin the next

process? • Are you able to meet on 12 March?

facilitating a video conference meeting · scenario 1 – professional learning ... video...

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