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The days are long, the learning is intense so keeping a constant pulse of the room and giving them frequent opportunities to get up and move is really important to keep them engaged.

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I brought large sticky notes (6" x 8") and gave them to the people I wanted to have present their strategies. They could then bring them up, stick them to the large poster, and explain their method and thinking. This saves some time and allowed us to easily sort the strategies later.

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By CLD 4, some of the slides were redundant.  For the LDOE Cohort, Gerri and I had the participants give an "elevator speech" to describe the goal of the initiative.  It was a nice way to have them summarize what they thought was the point of the 9 days of training and describe how this will apply in the future.

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I use these for grouping participants.

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Lots of opportunity to pair up and discuss with different participants.  By the end of every day, I challenged participants to talk with at least 3-5 new people.

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Really practicing the material for timing since there will be so many people.

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With a smaller group, I like to use a variety of grouping strategies and have people change groups often to support a need for movement as well as helping teachers to build relationships within their district.
Some grouping strategies to make mixed groups:
*On beginning slide ask teachers to sit at table for 4 with teachers from different schools and different grades
*Use cards
*write table numbers on sticky notes and distribute
*# off by number of groups
For partners:
*number off 1 to n.  find parter to make sum of n+1
*Find partner withsame color shirt. etc

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Name-tags every day until you learn names!!!

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Having clear strategies to support 55 people to feeling part of a learning community where they feel safe to take risks with sharing ideas.

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With large groups find a system for remembering names.

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Pam, I really liked the name tag idea that had a different fact on each corner of the name tag - grade level, specialities, favorite food, etc.

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Be very aware of modeling practices and then referring back to make the "move" visible to participants.

Be genuinely curious about participant thinking.

Think/Pair/Share - quick go-to move

Put grade level on the name tags

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I was thinking about having a space on their table to put parking lot questions and wonderings on sticky notes and then at each break go around and either add to the main poster and discuss or add to the main poster and set a time to discuss.

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Informally discuss participant feelings about sessions to make connections.

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I'm a big fan of the 'think-pair-share- for small groups (ideally 4). I.e. - everyone think on their own, then share with a partner, then partners share with group. This works great for problem solving type work - where you reach consensus after the group share.

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I was recently in a training where someone had created "Share" cards. When they heard an Idea to share out, they gave the participants a share card so that the participant could remember what part the facilitator wanted to highlight and the facilitator had identified their speakers

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Thinking through alternate plans/grouping to be ready for the small hiccups (e.g., timing, uneven distribution of grade-levels, etc.)

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I'm thinking about having everyone create a name tag and put different symbols on the name tag that identify different information, i.e. a blue dot if your a special educator, an orange dot if you are a regular educator, different color stars to designate your grade level, etc.

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Malissa has these colored sticks that have numbers, shapes, and colors.  We are going to use them to group participants and regroup them.  I'm thinking about making my own paper set so we can use them in other trainings.

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Type your facilitator move here.

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I intentionally meet a few each time, eye to eye and interested and make a point to be vulnerable with my own teaching challenges when appropriate to the discussion/facilitation.  Letting them know how much I respect their expertise/experience.

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I sometimes ask participants to say their name before they share out to the group. That helps me and helps other participants.

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When capturing participant thinking (on chart paper or on doc camera) I ask participants to state exactly what they want me to write.  After I record it on paper, I ask them if they are comfortable with what I've written.  I always ask permission if we are adjusting anything that is written on the paper to honor their thinking.

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I ask questions, make comments and try to build confidence as I move around the room.

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Really tuning in to where people are struggling, honor it, and come back to it formally or informally.

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I like to know names and remember small things about people in order to make connections.

I also like to warn people I'm going to call on them. "I love what you said, I would like for you to share....

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Sometimes on that first day, before knowing people, using cards to make groups can be helpful....maybe assign a grade level to a card and then you can quickly group - mixed or like grade levels.

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I think movement is so important in any PD session.  I try to incorporate as many quick brain breaks as possible, like cross over activities, or touch your nose/pinch your ear, shake off...it helps when participants are feeling overwhelmed and tired.

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I like to make a point to intentionally meet and speak with a few each time we start up a session to really know them and be vulnerable with my own teaching challenges that are appropriate to our discussion. I want them to know I respect their expertise and also learn from them.

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Drawing explicit attention to facilitator moves so participants can think how the learning is happening while they are learning.

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This makes me think about also as I listen, asking partipants..."would you be willing to share that idea when we come back together"

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I like to greet each person informally before session starts to make connections and start learning names.

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Create a poster with grade-level groups and mix grade-level ahead of time by listing teacher names.  You may want to change this grouping after day 4.

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Greet participants at the door and try to find out something unique about them to help me attach the unique thing to the person's name.  Use first names as much as possible when speaking with the group.

Be purposeful about who I ask to share out and try to make connections among responses from other participants that will take us toward the objective of the session.

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*Ask participants to share something they said or something they heard during their table discussion.
*Change groups frequently.  Be sure participants introduce each other to their new group.
*When a question comes up "What would you do if...", ask the group to share their thinking.  Validate the expertise in the room.

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I am someone who needs time to get my own thoughts together first and process what I am going to share before jumping into a conversation.  So, I try to be super conscientious about being respectful of personal think time for participants.   The other main move I use has already been hit on- actively listening (aka eavesdropping) to participants when they are engaged in conversations and calling on them specifically to share or sharing with the group what you overheard them say while giving them credit- especially with participants who you notice aren’t eager to speak out whole group.  It’s a way to help them participate and feel validated in their thinking without some of the intimidation.

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Sometimes when you ask the whole group "Does anyone want to share?" you don't get many responses. I like to call people by name and connect to something I overheard in small group conversations. I sometimes keep a sticky note with me to jot down names and ideas I hear and want to leverage later.

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As often as possible, I try to model the 5 Practices for orchestrating discourse. I keep a post-it note or pad of paper and jot down specific phrases of what participants say so I can call on them by name when we are debriefing as a whole group. Very similar to Shelly's idea.

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* Protocols (they feel uncomfortable sometimes - but they work... i.e. save the last word)
* (I stole this one from Denise) "Can I have one brave soul who will repeat what we are supposed to do?"
* "Convince me."
* Anecdotal evidence that you are not far from the classroom. (Teachers know when their facilitators are real or not. Be real. Tell stories. Relate. )

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Type your facilitator move here