Group	  Members:	  PHIL	  492	  p4cHI	  Style	  Philosophical	  Inquiry	  Group	  Facilitation	  Rubric	
  Qualities	  of	  Good	  Facilitation	  A	  person	  who	
  makes	  the	  discussion	  “easy”	  by:	  1.
Selecting	  a	  dynamic	  topic	  2.
Demonstrating	  their	
  own	  willingness	
  to	
  challenge	  their	  thinking	  and	  work	  hard	  at	  it	  3.
Eliciting	  inferential	
  questions	
  that	  provoke	  all	  community	  members	  to	  challenge	  their	  thinking	  4.
Inviting	  all	  discussants	  to	  participate	  5.
Summarizing	  and	  clarifying	  thoughts	  presented	  during	  the	  inquiry	  6.
Anticipating	  questions/concerns	  before	  the	  discussion	  and	
  thinking	
  on	  the	  spot	  during	
  the	  discussion	  7.
Creating	
  and	  ensuring	  a	  safe	  environment	  	  OUTSTANDING	  Clearly	  shared	  facilitation	  responsibilities.	  There	
  is	
  evidence	
  of:	  	  -­‐extensive	  planning	  before	
  the	  inquiry	  	  -­‐equal	  participation	  during	  the	  inquiry	  	  –each	  group	  member	
  having	
  a	  clear	
  role/responsibility	
  -­‐the	  group	
  having	  fun	
  It	  appears	
  as	  if	  only	  one	  or	  two	  group	  members	  knew	  what	  they	
  were	  doing	  during	  the	  discussion	  The	  entire	  group	  is	  unprepared.	  

Professionalism	  Clearly	  shared	  facilitation	  responsibilities.	  There	
  is	
  evidence	
  of:	  	  -­‐extensive	  planning	  before	
  the	  inquiry	  	  -­‐equal	  participation	  during	  the	  inquiry	  	  –each	  group	
  member	  having	
  a	  clear	  role/responsibility	  -­‐the	  group	
  having	  fun	
  Facilitation	  The	  group	  consistently	
  demonstrates	  seven	  out	  of	  the	  seven	  qualities	  of	  a	  good	
  facilitator	  while	
  leading	  the	  inquiry.	  	  The	  group	  consistently	  demonstrates	  five	  out	  of	  the	  seven	
  qualities	  of	  a	  good	  facilitator	  while	  leading	  the	  inquiry.	
  The	  group	  inconsistently	
  demonstrates	  three	  out	  of	  the	  seven	
  qualities	  of	  a	  good	  facilitator	  while	  leading	  the	  inquiry.	  

Facilitators:	  -­‐support	  the	  community	  of	  inquiry	
  in	  selecting	  a	
  question/focus	  to	  the	  inquiry.	  	  -­‐maintain	  a	  focus	  by	  making	
  meaningful	  connections	  between	  tangents	
  and	  the	  original	  inquiry	  question	  selected	  by	  the	
  group.	  
-­‐Explain	  the	  rules	  of	  and	  use	  the	  community	
  ball	  to	  have	
  participants	  mediate	  turn	
  taking	  Facilitators:	  -­‐Encourages	  participants	  to	  challenge	  their	  thinking	  and	  scratch	  beneath	  the	  surface	  by	  asking	  questions	  and	  making	  claims	  that	
  use	  the	  Good	
  Thinker’s	
  Toolkit	  	  -­‐ask	  the	  participants	  to	  use	  the	  good	  thinker’s	  tool	  kit	
  to	  challenge	  their	  thinking	  Facilitators:	  -­‐	  support	  the	  community	  of	  inquiry	  in	  selecting	  a	  question/focus	  to	  their	  inquiry.	  
-­‐Explain	  the	  rules	  of	  and	  use	  the	  community	
  ball	  to	  have	  participants	
  mediate	  turn	
  taking	  Facilitators:	  -­‐	  support	  the	  community	  of	  inquiry	  in	  selecting	  a	  question/focus	
  to	  their	  inquiry	  	  -­‐Attempt	  to	  maintain	  a	  focus	  but	
  end	  up	  discussing	  many	  irrelevant	
  sidetracks	  -­‐Don’t	
  explicitly	  explain	
  the	
  rules	  of	  the	  community	  ball	
  and	  forget	  to	  use	  it	  Encourages	  participants	  to	  challenge	  their	  thinking	  	  Does	  not	  demonstrate	  any	  qualities	  of	  a	  good	  facilitator	  while	  leading	  the	  inquiry.	
  There	  is	  no	  focus	
  to	  the	  group’s	  inquiry.	  

Facilitators	
  maintain	  an	  intellectually	  safe	  (IS)	  environment	  by	  explicitly	  reminding	  the	  group	  about	  IS	  at	  various	  (and	  appropriate	  times	  throughout	  the	  inquiry).	  

Facilitators	  maintain	  an	  IS	  environment	  by	  explicitly	  stating	  the	  definition	  of	  IS	  at	  the	  beginning	  of	  the	  inquiry.	  

IS	  was	
  mentioned,	  but	  it	  seemed	  out	  of	  context	  and	
  forced.	
  Facilitators	  model	  the	  “examined	  life”	  by:	  -­‐	  demonstrating	  interest	  in	  the	  topic	  -­‐asking	  questions	  -­‐making	  personal	  connections	  	  -­‐	  encouraging	  participants	  to	  make	  personal	
  connections	  	  -­‐sharing	  knowledge	
  of	
  the	  topic	  that	  they	
  researched	  prior	  to	  the	  inquiry	  	  -­‐explicitly	  stating	  when	  they	  are	  learning	  new	  things	  alongside	
  the	  participants	
  Participants	  are	  asked	  to:	  -­‐reflect	  on	  the	  inquiry	  topic	
  prior	  to	  the	
  inquiry	  -­‐evaluate	
  the	
  group’s	
  progress	  as	  a	  community	  following	  the	  inquiry	  -­‐evaluate	  the	  group’s	  progress	  in	  the	  inquiry	  (confusion,	  more	  questions,	  connections,	
  emergence	  of	  a	  possible	  answer)	  following	  the	  inquiry	  Facilitators	  model	  the	  “examined	  life”	  by:	  -­‐	  demonstrating	  interest	  in	  the	  topic	  -­‐	
  asking	  questions	  -­‐	  making	  personal	  connections	  encouraging	  participants	  to	  make	  connections	  between	  the	  topic	  and	  their	
  own	
  lives	  	  	  It	  is	  hard	  to	  tell	  if	  the	  facilitators	  are	  genuinely	  interested	  in	  the	  topic	  	  Participants	
  are	
  asked	  to:	  -­‐evaluate	
  the	
  group’s	
  progress	  as	  a	  community	  following	  the	  inquiry	  -­‐evaluate	  the	  group’s	  progress	  in	  the	  inquiry	  (confusion,	  more	  questions,	  connections,	
  emergence	  of	  a	  possible	
  answer)	  following	  the	  inquiry	  The	  facilitators	  -­‐evaluated	
  the	
  group’s	
  progress	  as	  a	  community	  following	  the	  inquiry	  -­‐evaluated	  the	  group’s	  progress	  in	  the	  inquiry	  	  	  

A	  Focused	  Learner-­Centered	  Inquiry	  Philosophical	
  Thinking	  Intellectually	  Safe	  Community	  Modeling	  the	  Examined	
  Life	  Reflection	  	
  MEETS	  	  Facilitators:	  -­‐Encourages	  participants	  to	  challenge	  their	  thinking	  and	  scratch	  beneath	  the	  surface	  by	  asking	
  questions	  that	
  use	  the	  Good	  Thinker’s	  Toolkit	  	  -­‐ask	  the	  participants	  to	  use	  the	  good	  thinker’s	  tool	
  kit	  to	  challenge	  their	  thinking;	  	
  ATTEMPTS	  	  DOES	  NOT	  MEET	  STANDARDS	  Does	  not	  encourage	
  participants	
  to	
  challenge	  their	
  thinking;	  The	  facilitators	
  did	  not	  explicitly	
  define	  or	  address	  issues	  related	  to	  IS	  as	  they	  came	  up	  throughout	
  the	  inquiry	
  The	
  facilitators	
  look	  bored	  with	  the	  topic,	
  they	  are	  just	  going	  through	  the	  motions	  to	  complete	  the	  assignment.	  

There	  were	  no	  opportunities	  for	  reflection	  and	  evaluation