FACILITATOR GUIDE
In this guide, we share tips and guidelines for effectively facilitating the UDL conversations in these kits. As facilitator, your role is not to be an expert; it is to guide, question, summarize, and challenge and create a space for all the professional learners in your conversation to do the same. This is not intended to be an extensive facilitation guide; it is intended to be a useful layer to bring a UDL perspective to your existing facilitation experience.
Focus on goals
Having a clear goal for the conversation and encouraging learners to set their own goal for the time together is valuable and model a UDL approach. Returning to those goals to provide feedback and encourage peer and self-feedback will help each learner set their own goal for the time together. Learners should have an active role in shaping the session.
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Tip: Write the kit goal in a place all can access. During the conversation, return to that goal to help focus the dialogue. If that goal needs to be adjusted, consider doing that in consultation with the group.
Consider group size
The size of the group and the length of time together and the space will influence your preparation and approach to facilitating. Plan accordingly.
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Tip: In larger groups, use small groups strategically to give adequate air time to all professional learners.
Plan for adult learners
Adult learners are motivated by their own goals and often want to solve a problem or issue as a motivator for their learning. Keep that in mind when facilitating and be sure to ground the conversation in their prior experiences and knowledge.
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Plan for variable learners
Your professional adult learners are also highly variable. Using the UDL guidelines and the principles of multiple means of engagement, action and expression, and representation may help you plan ahead for all your learners. These professional conversations are learning conversations, and as facilitator you can promote multiple ways of conversing beyond voice and dialogue.
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Tip: Model UDL by talking about how you planned for the conversation using the UDL guidelines. Make specific connections from the guidelines to your planning.
Increase accessibility
Consider the accessibility of the space, media, materials and conversation you are planning. Think ahead to identify, predict and remove barriers to access.
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Tip: Create a collaborative document (like a google doc) to take notes or share resources during the conversation.