Facilitating a Teacher Study Group

Sample Outline for Study Group Sessions

This is a sample outline for a 2-hour study group session exploring the language development and literacy instruction sections of “Classroom Instruction: Questions and Answers.” The outline is offered only as a suggestion for the facilitator, rather than a protocol to be followed.

Topic: Language and Literacy Development

Duration: 2 hours

Objectives

Compare views and experiences about language and literacy teaching in two-way immersion programs.
Raise questions for further exploration about language and literacy teaching in two-way programs immersion.
Plan follow-up.

Pre-Reading (30 minutes)

Begin the session by telling group members that they will be reading a series of questions and answers about teaching language and literacy in two-way immersion programs.
Give the group any background information they may need about the reading material and the Toolkit.
Ask the members what questions they expect to be posed in the readings.
Ask members about their experiences with these issues.

Reading (20 minutes)

Have group members read the language development and literacy instruction sections of the Q&A document for classroom instruction.

Post-Reading Discussion (60 minutes)

Ask the group which of the issues addressed in these sections pertain to them and their program. List the topics on chart paper.
Have the group choose the four most important topics.
Divide the group into four groups by topic. Have each group choose a note-taker who will report back to the whole group. Ask each group to discuss its topic in terms of four questions:
- What does the reading have to say on the topic?
- Do you agree with the reading? What is your evidence in support of your opinion?
- How have you dealt with this issue in your program?
- Are there any additional issues related to this topic that the whole group should explore?
In the large group, have each note-taker report on the small-group discussion in terms of the four questions. As facilitator, record the results on chart paper. In particular, note additional questions to be explored.
Ask the large group for questions and reactions. Facilitate any discussion that follows.

Follow-Up Activity: Suggestions for the Next Study Group Meeting (10 minutes)

As a group, decide the activities for the next study group meeting. Ask the group whether they need to plan follow-up to this discussion. Do they want to get more information? If so, who will find it and where will it be found? How will the information be used by the group?

If members want to further explore additional questions and issues, the group can select texts for group discussion. texts from either the additional resources sections in the Toolkit or from other sources. See below for “Guidelines for Discussing Professional Literature”.

If appropriate, ask for a volunteer facilitator for the next meeting.

Supplementary Materials

Guidelines for Starting a Study Group

Groups include 6 to 12 members.
They are school-based, or they bring together teachers from partner schools.
Groups meet frequently (e.g., twice a month for two hours).
Groups are open to all teachers in the program and others who want to support it.
Membership in the group is voluntary, but strong incentives are offered.
To help members make the transition from traditional professional development experiences, initial study group meetings focus on developing group norms and discussing expectations.
Leadership and accountability are shared, and sessions are interactive. All members are responsible for preparing for meetings, attending each one, contributing to activities, and taking turns facilitating the work if the group decides to organize themselves in that way.
Group process is democratic. Group members are responsible for voicing concerns and proposing solutions.
Group members build knowledge about two-way immersion using professional literature and evidence from their own practice. Group members define areas for which they may need to contract outside professional development providers.
The group uses sustainable learning strategies that are tied to essential dimensions of appropriate instruction for diverse students. Productive strategies include, but are not limited to, examining student work, carefully observing classroom practice, and reading and discussing professional literature.

Guidelines for Discussing Professional Literature

Getting Started:

Select a book, article, or other resource that has broad appeal to the group. Candidates can be found in association newsletters, professional journals, Education Week book reviews, or the Internet. Any group member may suggest or select a book.
If possible, bring potential books or articles to the study group so that group members can skim the text.
Once the reading is chosen, establish a timeline indicating when it will be discussed in the study group. For example, if a study group meets twice a month for a total of 4 hours, the group could dedicate 1 hour per meeting to discussion of professional literature.
Create a facilitation schedule. Have study group members volunteer to facilitate a discussion. All group members are responsible for doing the reading, but facilitators must read the selection with great care in order to facilitate the discussion.

Facilitating the Discussion:

Facilitators can begin the discussion by posing an open-ended question to the group, such as
- What was striking about this reading?
- What new ideas did you learn from reading it?
Facilitators should make sure that all group members participate in the discussion, encouraging quieter ones to speak and discouraging any group member from dominating the conversation.
Facilitators may close the discussion by asking the group what new questions they have as a result of talking about the reading.
Before ending the discussion, the facilitator may ask for a volunteer to facilitate the next discussion.