Chapter 4: FLO Fundamentals
FLO Fundamentals Self-Assessment Rubric
Participants, you can use the following rubric to assess your own learning as you work through the course.
You may want to copy and paste these tables into your own document or spreadsheet.
Team Facilitation Self-Assessment (Facilitator Role)
Team Facilitation Rubric
| Criterion |
Level 1: Beginning |
Level 2: Developing |
Level 3: Accomplished |
| Plans effectively with team member(s) |
- Connects with team members late.
- Sends incomplete or disjointed communications.
- Limited availability to devote to planning.
|
- Connects with other team members early.
- Communicates ideas for learning activity early and clearly.
- Participates with the team to create instructions, timeline and supports suggestions.
- Stays connected with the team and FLO facilitators, particularly at crucial times (prior to launch).
|
- Reviews Activity Plan, intended learning outcomes, and week’s topic and readings before planning.
- Proposes workable plan and helps organize how facilitation tasks will be divided among team members.
|
| Communicates goals and roles for learning activity. |
- Awaits direction from others about how to participate in the development of the learning activity.
|
- Assists in communicating objectives, steps, tasks, timelines and what is expected of participants to successfully complete the learning activity.
|
- Refers frequently to objectives and learning outcomes.
- Develops an effective strategy to keep participants on-task and monitors progress.
|
| Guides participants through the activity. |
- Puts minimal effort into collaborating with team member(s) to provide support during mini-session.
- Is difficult to reach when problems or concerns arise.
|
- Monitors the learning activity.
- Liaises with team members to ensure questions or concerns are answered quickly.
- Identifies when reminders should be posted.
- Posts/coordinates session wrap-up.
|
- Scaffolds the participants’ learning.
- Posts prompts or suggestions to deepen learning or to engage learners.
|
| Demonstrates strategies to encourage community. |
- Does not communicate with participant groups.
- Seldom supports or encourages peer-to-peer interactions.
|
- Encourages communication among participants.
- Reframes questions to include the group.
|
- Interjects comments or questions to encourage participants to notice and build on others’ contributions.
- Structures activities that promote peer-to-peer interactions.
|
| Reflective Practice. |
- Focuses on the participants’ experiences rather than considering their learning and feedback.
- Does not relate the mini session experience to personal performance as a facilitator.
|
- Documents the facilitation experience thoroughly.
- Shows thoughtful consideration of participants’ learning and overall experiences.
|
- Considers the intended learning outcomes when reflecting on participants’ learning.
- Offers insights into personal growth and future practice.
|
Summary t