1. Presentation Assignment

2. Short Group Facilitation of a Reading With a small group (3 to 4 colleagues), facilitate an assigned reading for the rest of your colleagues. You may use the following questions as models for preparing your facilitation, but feel free to adapt or use different ones. What does the text say? How do you understand its relevance to your journey towards teaching? What questions does the text provoke? Why? How does the text intersect with (inform, challenge) your own understanding (of teaching, learning, knowing)?

3. Readings / Classes Available Oct. 2: Researching schools. from: Cole, A. & Knowles, J. G. (2000). Oct. 9: Teaching as Autobiographical Inquiry. Cole & Knowles. Oct. 16: Researching the self through journal writing. Cole & Knowles Oct. 16: Inquiry into elements of Practice, Context, Relationships Oct. 23: Personal History Inquiry / Researching the Creative Self through Artistic Expression 75 Minutes per presentation: 1 hour and 15 mins.

4. Excellent: PASS Good: 3 out of 4 = PASS Satisfactory: REDO / FAIL Information in Presentation “Big Ideas” and key points from the assigned reading are presented completely, clearly and in a well- organized manner. Helps learners understand how these important ideas impact them Presentation is mainly a review / summary of the information from the reading, Does not make implications to teaching clear Organization does not facilitate understanding. Information from the text is presented, but it is not complete and/or it is not clear.

5. Facilitation Exploration of the material in the text is motivated and interesting. Handouts, visual aids, etc. used to clarify key points or provide support. The text material is shared with some interest but there is little to motivate learning or engage class participants with the material. Material from text is addressed in manner that shows very little interest. Discussion Discussion of material is promoted. Good questions for engaging conversation. Practical connections made w/ audience. Questions are asked that guide discussion but the conversation remains superficial in nature. There is very little discussion of the text material. Activities Meaningful activities, help promote a deeper understanding of the material being explored. Activities used are unrelated to the topic, not engaging, and/or poorly planned. There is no activity to enhance learning.