Planning Document 4

"What if " Situations
Studio facilitators must be alert in the studio groups and must be aware of the progress of the group at all times. this means constantly being conscious of the body language of the students and the interaction between the students (be aware of the comfort level of the group: are they bored? off- topic? unresponsive? no feedback?)

Before the session begins, facilitators need to make sure students understand that these sessions are designed to help them. The sessions can only be successful if they are actively participating and engaged during the session. Explain to students that by helping others with their work, they gain a deeper understanding of their own work.

If students are reluctant to partcicipate:

• wait it out! (appropriate wait time)
• students must understand that the facilitator is not the only person they are in the session with
• ask probing questions: "what did you think?" "what did you like about it?" "tell me more"

If students are unprepared (no draft available):

• have the studio group brainstorm an outline with the student
• student should take notes in his/her Netbook so they can have a prewriting document for the organization of the assignment

If one student is dominating the feedback:

• Ask/invite another student to elaborate on the first point given.
• Make sure body language is open and that tone of voice is pleasant and non threatening
• Smile

If the studio group goes off topic:

• Ask the designated time keeper how much time is left for that person/ how much time is left in the session
• This should be a reminder to keep on topic so that all students have equal time
• Listen for what the students are talking about and find a way to connect it to the topic being discussed (if at all possible)

Design Document 4

Protocol for Studio Sessions (specific to students' writing/ study issues)
Students should come to sessions with assignment sheets given by instructor, hard copy or electronic copy of their drafts.

• Introduction and sign-in (this part of the session is about taking attendance and giving a "welcome" to the session. Should take less than 5 minutes)
• Organize chairs/desks so that everyone can see each other ("half circle") and so that everyone is in close proximity of one another
• Designate a time keeper (not the facilitator) to keep track of the time so that all students have equal time to share their work with the group.
• Each student will take their turn presenting their assignment
• Students should come to the session with questions/concerns about their assignment or drafts so a "rubric" can be made (meeting instructor's requirements- each student should have a different "rubric")
• Each student might have a different assignment and/or a different concern so the presenting student will have to be specific as to what the group should be listening for when the draft is being read
• If the student does not have a draft, the time will be used as a brainstorming process with the studio group to draw up an outline for the assignment (this outline could be used for the organization of the paper to ensure that all of the instructor's requirements are met).
• After the student presents, ask for positive feedback from the group
• Then the group will address the student's concerns with their work (the "rubric" that was made before presenting)
• Student should write down suggestions and write what they are going to do at home (can be taken as notes in their Netbooks)
• As a wrap-up at the end of the session, ask students what they will do with the feedback given to them from the session.

Facilitator should:

• take attendance
• encourage student to student interaction/feedback
• be a guide, but emphasize a student centered session
• be aware of student interaction and body language to gauge comfort level of students, the more comfortable they are with each other, the more feedback
• make sure the session stays on topic