New format for SchemaPlay workshops - 2 Saturday mornings in August - to be held at Hillarys Community Kindy.
New SchemaPlay Workshop Series – Bronze Level Accreditation
Join Marie to explore schemes in the second SchemaPlay workshop series for 2025!
Comparing co-facilitation
Cofacilitation can take different forms. Here are tables comparing: * different ways of co-facilitating * facilitation, mediation, teaching and leading * facilitation and co-facilitation * ways of working with others * personal relationships * co-facilitation as facilitation, as a way of working together, as a personal relationship and as a professional relationship * differing ways of sharing responsibilities * co-facilitation using analogies
Want to know more about co-facilitation?
Even 30 years ago there was a lot of literature to draw from in exploring co-facilitation! Here is a list of the texts I referred to in my research. And I welcome you to contact me? I have structured a range of training events to develop co-facilitation skills – from 2 to 10 hours!
Is Co-facilitation Worth Doing?
Is co-facilitation worth doing? Co-facilitation is a way of working with a group. Just as ‘facilitation’ is supposed to ‘make things easy for a group’, novice co-facilitators believe that co-facilitation will be easier for the facilitators. The difficulty is that this is belief not reality; co-facilitation is not easier. The research participants in my study clearly articulated the ‘dark side’ of co-facilitation and yet most of them recommended co-facilitation as a way of working with a group, whether it be “in the right time and place” or recognising that “not all situations need co-facilitation but most would benefit from it”.
Seven things co-facilitation requires to be called ‘co-facilitation’
In exploring how co-facilitators facilitate, collaborate, exist in an expanding relationship and manage the unpredictability of co-facilitation, seven underlying structures emerge, ‘things that co-facilitation cannot be without’. They do not individually describe co-facilitation, nor are they exclusive to co-facilitation. I argue, however, that from the perspectives provided in my research, co-facilitation cannot be called ‘co-facilitation’ without them.
The Nature of the Lived Experience of Co-facilitation
Co-facilitation is full of possibilities. Co-facilitators enter into the co-facilitation experience optimistically, hopefully and expectantly, wanting this co-facilitator to be the right person in the right place at the right time. This is an opportunity to “make a difference”, “to reach a vision”. They are there to “represent each other and the profession”, to “take a creative place in the community”. Every relationship is a possible recommendation, a lead to new contacts, an opportunity to build individual and collective reputations. Co-facilitators “commit to something long-term”, to something “enriching and worthwhile”.
Schemes – Supporting children’s cognitive needs
If the child, as a little scientist, is driven to understand their world, what is our role as educators? How can we support children’s social, emotional, cognitive, creative; linguistic and physical development if they have a ‘need’ to know, understand and be able to do things, a need for safety, connection, mastery, fun and freedom and a need to be creative?
What is an Orientation Scheme?
Schemes are repeated patterns of behaviour that help children make sense of their world. When children are exploring Orientation, they enjoy hanging upside down, climbing things, hanging from bars, looking through holes and transparent objects. They turn objects and themselves around and upside down. They may bend over and look at the world backwards through their legs.
Questions and concerns – Making meaning together
As we continue to explore better ways for children to learning and teachers to teach, how can we think together, relaunch our thinking and search for meaning together?
