Facilitating in the Virtual World26 interactive exercises to engage participants at all stages of the learning journey

Bring Bold Jewish Ideas to Light

upstartlab.org

Nearly everyone in the UpStart network is a facilitator – whether they’re an entrepreneurial rabbi facilitating a program for their community, an institutional leader navigating a team meeting, or a funder conducting a small group conversation with key stakeholders.

And at UpStart, our team has been facilitating programs for bold leaders from all areas of Jewish life for nearly two decades. Over the past several months, we’ve seen how so many people need to adapt their current program from in-person to virtual. This is both a challenge and an opportunity.

Virtual facilitation is a chance to think creatively and design an environment for your participants that is fresh and meets their current needs. Zoom, Google Hangouts, and FaceTime are all newer technologies for the facilitation environments, but remember that a pencil and paper are also forms of technology that we can easily integrate into facilitation. It’s also an opportunity to include more people with different learning styles, in varied locations, and with different access needs in your programs or meetings.

As you transform your environment to the virtual space, consider how you can take specific technologies and leverage them to create real impact and meaningful interactions with your participants. This guide is designed to help you adapt and create a new participant experience, in which you can build off of your past programs and meet your participants wherever they are in their learning journeys.

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This guide is applicable for many settings, including traditional classroom environments, meetings within your organization, gatherings with external stakeholders, and more. All of the activities in this guide work best with groups of 30 people or less, as most activities rely on participants interacting with one another.

Activities are hyperlinked throughout the guide, so you can easily navigate between them. Below are a handful of terms that will appear throughout the guide. We’d love to hear how your facilitation goes! Feel free to reach out to us: info@upstartlab.org to share stories or ask questions.

SYNCHRONOUS LEARNING: multiple people are learning together, at the same time; the learning is live and participants are interacting. The majority of the learning happens in collaboration and conversation.

ASYNCHRONOUS LEARNING: all participants are engaging with the material at different times. Most learning happens independently, with one major deadline by which participants must complete assignments.

METACOGNITIVE LEARNING: participants build awareness and understanding of their own thinking and thought processes.

FORMATIVE ASSESSMENT: evaluating how participants are learning content throughout the course or program; gauge individual and collective understanding. Facilitators can gain insight into how to adjust their teaching or facilitation process to better meet participants’ needs.

SUMMATIVE ASSESSMENT: evaluating participants’ overall mastery of content, including skill acquisition and student learning, at the end of a program.

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Table of Contents

REFLECTIONActivities that help participants reflect, either on their own or in groups.

Accountabilibuddies. . . . . . . . . . . . . . . . . . . . . 6

Chalk Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Collective Notetaking . . . . . . . . . . . . . . . . . . 9

Gallery Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Learning Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Mind Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Online Polling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Power Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Small Group Coaching . . . . . . . . . . . . . . 18

Think Pair Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

INQUIRY Activities in which participants learn new ideas through questioning, problem-solving, and exploration.

Chevruta Learning . . . . . . . . . . . . . . . . . . . . . . . 23

Diamond Ranking . . . . . . . . . . . . . . . . . . . . . . . . 25

Fishbowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Flipped Classroom . . . . . . . . . . . . . . . . . . . . . . 28

The Hot Seat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Online Forums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Snowball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Student-led Discussions . . . . . . . . . .36

Using Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

World Cafe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

APPLICATIONActivities that provide an opportunity for participants to apply what they have learned through the program.

Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Each One, Teach One . . . . . . . . . . . . . . . . 44

Jigsaw Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Multimedia Assignments . . . . . . . 48

Project-Based Learning . . . . . . . . . . 50

Role Playing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Simulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Sprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

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Reflections

AccountabilibuddiesAccountability + buddy = accountabilibuddy! With so much on our plates, it can be difficult to set aside time to complete every assignment. Match participants into pairs to meet regularly (such as thirty minutes every month) to discuss progress on an assignment or reflect on their own challenges and opportunities.

Note: this is different from a learning partner (also called Chevruta), as there is no guiding text or outline to these discussions. This exercise creates a space to check in with a peer, provide some cheerleading, and/or a listening ear. And, it’s an opportunity for the pair to practice a new skill or process new information.

Accountabilibuddies are helpful for reflecting and forming metacognitive processes, assessing how much the participant understands a concept, and where they need to grow to be more successful.

Make it VirtualAccountabilibuddies can meet on any online forum, on the phone, or via email. The structure of this is pretty flexible; it’s not about following a particular prompt or question, but being there for someone else to help them process and be accountable to their learning.

• SYNCHRONOUS LEARNING: Accountabilibuddy time could be built into group learning sessions, where buddies are put into breakout rooms to check in and discuss their own agenda, before coming back to the larger group. Additionally, pairs could all meet on the same day, but at different times or with different modalities, depending on the pairs’ preferences.

• ASYNCHRONOUS LEARNING: Pairs can be required to meet a certain number of times. For example, pairs meet 30 minutes a month, every month, for the duration of the program, but the date and time is up to the pair to decide.

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Chalk Talk A chalk talk is a silent activity where participants share ideas based on a one-word, phrase, or question prompt. When facilitated in-person, there is one large piece of butcher paper on the wall, with the prompt written in the middle of the page, and circled. The prompt will be a statement, a word, or a phrase about the content in the course. Each participant has a different colored marker. For 10 minutes, they will write questions relating to the prompt on the sheet.

Once they have written a question, they will be instructed to answer one another’s questions, on the sheet, and “yes, and” other people’s comments. Before ending the activity, each person is instructed to go back and find their original question, and follow the discussion that came from it. The activity ends with each person sharing out their “a-ha” moment, or one thing they have learned from doing this activity.

This activity can act as a formative assessment for how well participants understand the concept represented in the original prompt. The responses can inform the facilitator’s further exploration of the concept, or flag that the group is ready to dive into a new or more complicated topic.

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Make it VirtualThis activity requires participants to be building off of the same “white board,” even if it’s a digital space. Platforms like Lucidchart or Milanote can be used for customized white board spaces, which can be more versatile than the whiteboard that comes with Zoom or a Google Doc. The key is to create a user-friendly way for people to add on their thoughts to those already typed into the platform or doc, and to track the conversation as it grows.

• SYNCHRONOUS LEARNING: The role of the facilitator in a synchronous Chalk Talk is to make sure everyone is staying silent; and ensure all participants are writing; add questions like “how” or “why” to develop the conversation. Recommended!

• ASYNCHRONOUS LEARNING: Like the Gallery Walk, everyone has the same period of time to go into the online platform to access the Chalk Talk, view the prompt and the ideas of their peers, and add their comments.

Chalk Talk continued...

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Collective NotetakingCo-creating notes allows for participants to benefit from what others enter into the document, while interacting in real-time by adding questions they have about the content, or clarifications that would be useful for others. After the session, everyone has one document capturing the conversations and the content shared, and can reference the document as needed.

The facilitator can review this document when conducting a summative assessment at the end of the learning process, to identify how participants were able to articulate the information covered during the session or program.

Make it VirtualCollective Notetaking is ideal for virtual settings, as everyone is already on their computers. It helps keep people’s attention on the content.

• SYNCHRONOUS LEARNING: When the whole group is meeting, the facilitator can share a link to the Google doc, and instruct the group on how to make notes simultaneously, perhaps providing a skeleton within the document for the various topic headings that will be discussed. Before starting, clarify how to ask questions in the doc. There are a number of technical challenges that may come up during this activity (as Google docs has some quirks), so the facilitator will need to provide as much structure as possible, as well as some buffer time as participants become more familiar with the document.

• ASYNCHRONOUS LEARNING: If participants are watching a video lecture or reading an article independently, they can still contribute to a collective notetaking document, adding their own notes and building on others’ notes. Clarify instructions before beginning.

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Gallery Walk Think about your participants’ work as art pieces – in this case, flip charts with intriguing ideas – hanging on a gallery wall for all to see. This activity is a silent conversation in writing, where people provide feedback and reflections, ask questions, and share reactions. When facilitated in-person, participants are prompted to either respond to a question on a hanging flip chart paper, or to create their own presentation on one.

Participants move silently around the room, which is covered with participant-created flip chart papers, responding in writing with symbols, questions, or “yes and,” writing a response to something someone has already written. The flip chart is then returned to the original creator for further processing.

This is an opportunity for metacognition, for each participant to reflect on how much they understand each idea presented. Since this activity is done silently, this giv̀ es both the extroverts and the introverts a way to reflect while still engaging with the rest of the group.

Make it VirtualAlthough the group can’t move around in the same space, the facilitator can still create a gallery-like experience. Try using a Google slide document. Send it out to the group ahead of time, assigning each slide to a different participant (or group of participants). They can use the slide to write their responses, include images, or link to videos. When participants “move” through the slides, they can use the Google function of “adding a comment” for their responses. Another platform available is Mural.

• SYNCHRONOUS LEARNING: Participants can be sent the Google slides link before the group session, but fill it in and then view the other slides in real time.

• ASYNCHRONOUS LEARNING: Participants can fill in their slide by a certain date, and then everyone has the same period of time to go in, view the other slides, and add their comments.

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Learning LogsA Learning Log is a document or journal where participants can process information they learned in the session, reflect on their feelings about the learning, and make a plan for action. The Learning Log is a regular activity. For instance, it can be part of the program culture to end every session with ten minutes to write in the Learning Log. The Learning Log is private, not to be turned in nor assessed by the teacher or facilitator. We recommend (but it’s not a requirement) to have the same set of questions to answer during each entry. Three to five questions are sufficient, and may include one or some of the following:

• What connection did you make between today’s learning and your own personal experience?

• What idea(s) do you disagree with? Why?

• What is the most critical piece of information you learned today? Why?

• What do you feel was left unanswered?

• What was your big “a-ha” from today’s session?

• What are some reactions you are having today’s session?

• What part of today’s session do you feel you already have strength in implementing?

• What are your next steps to implementing what you learned today?

Learning Logs are helpful for reflecting and forming metacognitive processes, helping participants identify how much they understand a concept, and where they need to grow to be more successful.

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Make it VirtualLearning Logs can easily be supported by a virtual learning space. If there are specific questions participants need to answer in their Learning Log entries, give them a journal ahead of time with the questions embedded, or broadcast the questions in the virtual setting for participants to respond to in their journals.

• SYNCHRONOUS LEARNING: The facilitator can allot a specific amount of time in the agenda for Learning Logs, a time where everyone puts themselves on mute (even turning off their camera) and take the time to process their learning individually.

• ASYNCHRONOUS LEARNING: If the learning is happening at the pace chosen by the participant, make clear how often they should write in their Learning Log, and how many entries are due by what date. Even though they do not need to turn in their Logs, they should feel a sense of accountability to completing this assignment. This could be a time to leverage their Accountabilibuddy.

Learning Log continued...

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Mind MapsA Mind Map is a visual representation of information in which the participant draws or “maps” their own understanding of the content covered during the learning session. The Mind Map activity can support participants’ ability to brainstorm new ideas, take notes, and organize research. This method counters the traditional process of writing linear notes. A mind map starts with an idea or a question written in the middle of the page, with a circle around it. Spokes extend from the circle, and participants add new circles and spokes with new information, showing a flow of ideas, topics, and themes. They can continue to build off of the original center circle, or begin to focus on other areas of the map, depending on their own interest and the prompt.

TIME

HESCHEL LUNAR CALENDAR

HOLIDAYSHABBAT

JUDAISMRITUAL

CANDLES

SONG

LIGHT

TRADITION

REINVENTION

NEWNESS

ANCESTRY

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Mind maps can be used for summative assessment at the end of the learning process, to compare the information covered with the knowledge and skills acquired by participants.

Make it Virtual• SYNCHRONOUS LEARNING: If this activity is collaborative – where everyone is contributing their

thoughts to the same map – it would require participants to be building off of the same “white board,” even if it’s a digital space. Platforms like Lucidchart or Milanote can be used for customized white board spaces, which can be more versatile than the whiteboard that comes with Zoom (although that could work, as well). Create a user-friendly way for people to add their thoughts to those already typed into the platform or document, and to track the mind map as it grows. If this activity is for the individual – where each participant makes their own map – they can use these platforms or create their map with pen and paper.

• ASYNCHRONOUS LEARNING: If the activity is done individually, a participant could leverage the same technology, or use a pen and paper to track their thinking. The facilitator would need to have a clear deadline for if/when participants need to upload their mind map, sharing their notes with their peers, or adding to a Collective Notetaking document.

Mind Maps continued...

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Online PollingOnline polling is a way to engage your participants by asking them specific questions and seeing real-time results. Educators have been using online polls ever since it became common practice for people to have their cell phones on hand at all times. During in-person sessions, a facilitator can pose a question, either to test the knowledge of participants or solicit feedback, and participants can use their phones (accessing a specific link) to give an anonymous answer.

Polling can act as a formative assessment for how well participants understand a particular concept, idea, or framework. The responses can inform the facilitator’s further exploration of the concept, or flag that the group is ready to dive into a new or more complicated topic. Additionally, the poll can solicit feedback that can inform the facilitator’s decisions for future programming.

Make it Virtual• SYNCHRONOUS LEARNING: Some online polling applications, like Polleverywhere and DirectPoll,

have interfaces that show in-the-moment responses and create charts that break down the results. The facilitator can easily share their screen to show the results, and then engage in a conversation based on the responses. Other online polling applications that would work in a synchronous environment include Typeform, SurveyMonkey and Xoyondo. They all provide different ways to pose questions and process he answers.

• ASYNCHRONOUS LEARNING: Use a social media platform like Twitter, Instagram and Facebook so that people can easily access the information, see real-time results, and post follow-up responses, combining the activity with an Online Forum design.

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Power Walk A Power Walk is an activity where, when facilitated in-person, participants are instructed to stand in a circle. The facilitator will say a prompt that begins: “Walk into the circle if you….” ending the sentence with something that elicits a personal response from participants. For instance, if a facilitator is teaching a session on public speaking, a prompt might be, “Walk into the circle if you...have never spoken to an audience of more than 10 people.”

After each prompt and people walk into the center, the facilitator gives the following instructions:

• Notice who is with you, and notice who didn’t step into the circle.

• What are your assumptions about those that are with you, and those that are not?

• Please return to the circle.

A Power Walk can be a powerful opportunity for metacognition, in which participants reflect on their own experience, and how that informs the way they show up in the environment. It also requires them to face their assumptions about others in the room, and how that may influence the decisions they make when engaging with the group.

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Make it VirtualWhat makes a Power Walk so effective is the visual of people physically signalling their alignment with the prompt, so creating a virtual Power Walk should allow for that physicality.

• SYNCHRONOUS LEARNING: If all participants are on the same Zoom call, they can have physical markers to indicate their answer to the prompt. This might include

□ turning your camera off/on

□ standing/sitting in responses

□ raising hands

□ using a paddle where they hold up one of two sides to indicate their alignment with the statement.

The instructions must be clear from the start of the activity about how participants respond in either the affirmative or the negative, and we recommend that they use the gallery view on Zoom to be able to see as many colleagues as possible at once, so they can notice who is “with them” after each prompt.

• ASYNCHRONOUS LEARNING: Although a facilitator could use an Online Poll to engage in an asynchronous Power Walk, we recommend facilitating this activity in a synchronous environment.

Power Walk continued...

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Small Group CoachingSmall Group Coaching (also known as Peer Support Groups) is a method for creating a space for participants to support one another through challenges. Peer support is a powerful way to share resources, leverage the wisdom of others, and learn from diverse perspectives. The format for small group coaching is to have a group of no more than 15 people, with one facilitator. The facilitator’s role is to make sure the group adheres to the structure and take notes, but not to participate in the discussion. The four parts to a Small Group Coaching session includes:

Roles include the facilitator (you!), the presenter (the one sharing their challenge) and the rest of the group.

• PART I: A participant shares the challenge they are facing, the context, and what kind of peer support is being sought.

• PART II: The rest of the group asks clarifying questions to make sure they understand the challenge. This is a critical point where the facilitator needs to make sure others are not sharing their opinions or starting to share advice.

• PART III: Participants offer their input, while the “presenter” silently takes notes.

• PART IV: The presenter asks clarifying questions, and reports out what steps they will take to address the challenge. This is another critical moment, where the presenter synthesizes what they learned from the activity.

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Small Group Coaching is helpful for reflecting and forming metacognitive processes, assessing how much the participant understands a concept, and where they need to grow to be more successful.

Make it VirtualSmall Group Coaching can easily translate to a virtual space, but the facilitator must be aware that participants can easily be distracted. Make sure that everyone has a role in the discussion to boost focus and participation. For instance, people can be assigned the role of notetaker, time keeper, facilitator of one or all of the “parts”, etc.

• SYNCHRONOUS LEARNING: This method is best matched for synchronous learning. The entire group can meet in the main Zoom room and participate, or smaller groups can be moved into breakout rooms for a given period of time, and then brought back together to debrief.

• ASYNCHRONOUS LEARNING: Two possible methods: have a group set their own time to meet via Zoom, following the protocol above; or leverage the Online Forum structure, where the “presenter” posts the original challenge and participants share their feedback over a period of time. The post is closed once the original poster reflects on what they have learned and shares their next steps to address the challenge.

Small Group Coaching continued...

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Think Pair ShareThis is a helpful tool for reflection. After covering a complicated topic or concept, participants can use this time to form their own thoughts about the information learned and process it with their peers.

• The activity begins with the facilitator asking an open-ended question that sparks personal reflection, and every participant takes a few minutes to write down their response.

• Once everyone has written their reflection, participants pair up to share what they’ve written.

• Once everyone has had time with their partner, the whole group comes back together for a group discussion, to share all of the thoughts and ideas they have unearthed through the reflection process.

This a useful form of metacognitive assessment, helping participants reflect on their own understanding and integrating the ideas of their peers.

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Make it VirtualThink Pair Share is designed for participants to interact with one another, so the virtual experience must provide a way for each participant to engage silently on their own, privately with a partner, and in a large group discussion.

• SYNCHRONOUS LEARNING: You need a tech expert to make this work via Zoom, but it’s doable.

□ First, mute everyone during the personal reflection moment, and maybe play some soothing music, letting everyone write until the song ends.

□ Then, send everyone to breakout rooms to meet in pairs. Remember to broadcast a message when they are halfway through their time, and when they have one minute left.

□ Finally, bring everyone back to the main room where they can both talk and use the chat to share. Depending on the group size, you can ask either a few people, one person from each pair, or everyone, to share.

• ASYNCHRONOUS LEARNING: This will take a bit more planning and may not yield the same results as that of a synchronous experience. Each participant should be given a deadline by which they need to complete their personal reflection, and then set up a time to meet via Zoom or over the phone to discuss with their pair. The final group discussion could be accomplished on an Online Forum or documented in a Google Doc. Another option is for Part 1 to be asynchronous, while part 2 and 3 could happen all together, depending on the structure of the program.

Think Pair Share continued...

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Inquiry

Chevruta Learning Chevruta Learning, or “paired study” is a traditional Jewish method for text study. Modern Jewish learning environments have adapted this tradition for when two people review a text and analyze its meaning. Facilitators can choose to use a Jewish text or any number of other Artifacts. The goal of Chevruta Learning is to leverage the wisdom of the text so participants can explore and deepen their understanding of the overall theme or concept covered in the program.

Chevruta Learning can be a powerful opportunity for metacognition, in which participants can step back and reflect on their own ability to understand what the text is saying, what they understand the meaning to be, and what the text means to them personally.

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Make it VirtualThe facilitator needs to create space where the two participants can easily hear and see one another, have clear understanding of the amount of time they have to discuss the text, have access to the text while meeting in pairs, feel like they can speak freely, and have clarity in what questions they should be addressing.

• SYNCHRONOUS LEARNING: Learning partners can use breakout rooms to analyze and discuss the text before coming back to the larger room for a final discussion. We recommend that the text and prompt questions are sent to participants ahead of time, so they have access to the information, or a link to the document is shared before breakout rooms begin.

• ASYNCHRONOUS LEARNING: If learning partners are able to set up their own schedule to meet and discuss the text, we recommend that there is a write-up or video training making clear what Chevruta Learning is, and what is expected of the pairs when they meet. After that, the texts should be provided well in advance of when the pairs are meeting, and the schedule should be clear as to when all pairs should meet, how often, for how long, and how they need to document the learning that comes from meeting with one another.

Chevruta Learning continued...

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Diamond RankingDiamond Ranking is a process by which an individual or a small group must order facts, statements, or topics in a specific, designated order. There are typically nine different topics, and participants use the following structure to lay out their order:

The diamond shape forces participants to identify the one “most” concept and the one “least” concept. They then can identify the two right after “most” and the two right before “least.” This kind of grouping helps participants articulate differences between the options at the polar ends, and those that are somewhere in between. For instance, a group of Venture Accelerator participants may be provided with a list of nine tasks of an executive leader, and asked to put them in order from “highest priority” to “lowest priority.”

This is a great way for the facilitator to do a formative assessment, having participants identify what they find most important, or what they would like to discuss in more detail, along with what skills they feel confident in and what they still don’t understand.

MOST IMPORTANT

LEAST IMPORTANT

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Make it VirtualThis is typically a hands-on classroom activity, where the statements are written on index cards, and teams work together to put the cards physically in order. Therefore, a lot of planning must go into this process to make it work virtually. The facilitator will need to decide if participants will be sent the nine cards ahead of time (through snail mail, or email and ask them to print/cut out); or decide if they will write the order down off of an instruction sheet. Additionally, the facilitator will need to identify if this is a collaborative activity, or one done individually before sharing out.

• SYNCHRONOUS LEARNING: Small groups can put their orders together in breakout rooms, or individually and then share out. Sharing out in one group can allow for discussion on discrepancies in orders and identifying similar ways of thinking and gap areas.

• ASYNCHRONOUS LEARNING: Participants can be asked to, on their own time, put the items in order, and then blog about how they made their decisions. This may also be a great opportunity to match with Chevruta Learning.

Diamond Ranking continued...

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FishbowlIn a Fishbowl exercise, there are two types of participants: the fish and the observers. In-person, the fish sit in a small circle, with the observers in a larger circle surrounding the fish. The fish are given a controversial discussion prompt one and the fish debate the prompt. The role of the observers is to watch, listen, take notes, and – when prompted – ask probing questions to the fish. At the end of the discussion, the observers share their insights. Consensus is not required by the end of the discussion, but it is the role of the lead facilitator to make sure that all sides of the discussion are expressed and heard.

A fishbowl can be leveraged for both formative assessment (at the end of a unit) or summative assessment (at the end of a program), to test how much participants can articulate the concepts taught throughout the program.

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Make it VirtualWhile the fish may be engaged in a heated debate, the observers can be easily distracted by other things on their computers, and start to detach from the conversation. This would be a perfect time to bring in Collective Notetaking, where the observers are co-creating notes based on a provided structure, keeping them involved throughout the discussion. Additionally, because you can’t distinguish the fish from the observers by creating circles, this is a great time to leverage Zoom backgrounds! Perhaps an under-the-sea background for all of the fish, to make clear who is “in the fishbowl.”

• SYNCHRONOUS LEARNING: This activity is designed for synchronous learning, and we recommend doing it live with both groups, to leverage the wisdom of everyone involved.

• ASYNCHRONOUS LEARNING: If synchronous learning is not available, the facilitator can record the discussion of the “fish”, and post it for the observers to watch on their own time, adding to the collective notetaking document as they watch the video. Include follow-up questions as part of this assignment, to make sure participants are able to connect the fishbowl conversation to the larger arc of learning.

Fishbowl continued...

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Flipped Classroom Most of us recognize traditional classroom learning as going to class, listening to a lecture, going home and doing the homework, and going back to class and getting tested on the material. Time to flip the script! In a flipped classroom, participants receive a video, reading, or podcast covering the content of the lecture prior to class, and then they interact with activities and application of the learning in the classroom.

This method is a combination of synchronous and asynchronous learning. Participants are able to view and process the material at their own pace, but then come together with the rest of the group to activate the knowledge.

Make it VirtualThe first part of the Flipped Classroom is already virtual: a video of the lecture. But this is the time to get creative and keep participants engaged with a more interactive, high-quality video. Increase production quality by improving the slides, leveraging GIFs and memes to keep people laughing, change the Zoom background to fit the theme of your presentation, and have surprise guests calling in.

As for bringing the group together after the lecture, leverage any of the many activities listed here in this document, like Fishbowl or Snowball.

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The Hot Seat One person is in the “hot seat” and interviewed by the rest of the group. The interviewee can be the facilitator, a participant, or a guest speaker – they may be answering questions as themselves and their own experience, or they may be taking on the persona of someone else, like a customer in a customer discovery interview (see Role Playing). The interview is just a few minutes, and the goal is to have the questions be rapid fire, so both the person on the hot seat and the interviewers need to come prepared. You can do multiple hot seats in a row, with different interviewers, or focus just on one.

A Hot Seat can be leveraged for both formative assessment (at the end of a unit) or summative assessment (at the end of a program), to test how much participants can articulate the concepts taught throughout the program, both in how they answer and how they ask questions.

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Make it VirtualAlthough the Hot Seat can easily transfer to a Zoom format, we suggest playing up the kitsch of the activity to increase engagement and make the meeting feel a bit different than other meetings. Some examples include:

» Someone can dress up as the host of the interview.

» Change virtual backgrounds to create an interview-like environment or that of the persona’s environment.

» Use a count-down timer on the screen to give a sense of urgency for asking and answering the questions.

» Use Zoom reactions (clapping, thumbs up) to respond to the person on the Hot Seat.

» The chat could be where people submit questions.

• SYNCHRONOUS LEARNING: The design of this best fits a synchronous environment as it’s based on interaction. Although other modes are possible, we suggest leveraging this design for when you have the group together.

• ASYNCHRONOUS LEARNING: We recommend that the interview is pre-recorded with a host and The Hot Seat (still playing up the camp as much as possible), with questions submitted by participants before the recording. This may also require some pre-work or pre-reading, to help participants craft their questions, since they will be unable to craft their questions in real-time based on the interview responses.

The Hot Seat continued...

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Online ForumsAn online forum is a place where participants can have ongoing conversations about both specific prompts and general topics. The goal for the forum is for participants to drive the conversations and pose questions in order to process the information shared in the program or share resources. Depending on the level of security of the organization, facilitators can choose the level of oversight of the forum, from no oversight at all to requiring each user to submit their answers to the facilitator first before the answer is made public. Example of online forums include:

• Reddit: Facilitators can create a private subreddit so only your participants can access the discussion.

• Slack: Facilitators can set up multiple channels for participants to access, geared towards different conversation topics and avenues for sharing resources.

• And don’t forget that Twitter, Instagram and Facebook are all versions of online forums.

It is important to set norms on how often participants need to engage with the forum (one-off, regular, monthly, real-time, only in response to others). Additionally, it is the role of the facilitator to keep participants accountable to submitting their answers and engaging with the platform, depending on the culture of the group. You might use deadlines or leverage Accountabilibuddies.

Online Forums are helpful for reflecting and forming metacognitive processes, assessing how much the participant understands a concept, and what additional resources they need to increase their skill and knowledge.

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Make it VirtualOnline Forums are easy to use in either synchronous or asynchronous spaces.

• SYNCHRONOUS LEARNING: Online forums can be a great place for participants to process the program content in real time (like a more sophisticated Zoom chat). The facilitator would need to create ground rules for the expected culture around the use of the forum before engaging with it, and any specific instructions about how to use the forum for different presentations. For instance, it could be used for Collective Notetaking, Diamond Ranking, or an adaptation of a Gallery Walk.

• ASYNCHRONOUS LEARNING: Online forums are most often used in an asynchronous environment, where people can post either a question, a statement, or a response when the participant chooses. The facilitator still needs to clarify the ground rules and culture expectations before opening up the forum. The facilitator may need to do some additional moderation of the forum to assure that people are engaging with the posted questions, and acting appropriately.

Oneline Forums continued...

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SnowballHere, participants teach one another. The goal is to identify various perspectives on a subject, and to analyze what makes a perspective similar to or different from another perspective. Snowball activities could be designed to be short (10 minutes) or a longer learning session (a few hours), depending on the richness and complexity of content.

There are four steps to a Snowball:

• Participants are assigned an artifact to review and analyze. This could be an article, a podcast, a video clip, etc. Participants explore this artifact on their own and take notes.

• Each participant is then paired up with one other participant. Together, they share what they learned and compare and contrast the ideas.

• From there, the pair is matched up with another pair; again, the group is instructed to compare and contrast the four ideas.

• The group of four will work with another group of four; again, discussing the similarities and differences of their individual artifacts.

The Snowball is a useful form of formative assessment to see how participants apply the knowledge recently acquired.

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Make it VirtualThe virtual experience must provide a way for each participant to continue to add people to their group and share knowledge.

• SYNCHRONOUS LEARNING: You need a tech expert to make this work via Zoom, but it’s doable! This requires multiple sets of breakout rooms, so we recommend having someone dedicated to keeping time, coordinating the matching of groups, and broadcasting a message to the group letting them know how much time they have in each group.

• ASYNCHRONOUS LEARNING: This will take a bit more planning. Each participant should be matched ahead of time with at least one person to meet with to discuss their individual artifacts, and then assigned additional groupings to meet with – at their leisure – for follow-up conversations. A final deadline should be provided as to when the group should have met, and potentially a document for all groups to share where they can engage in collective notetaking.

Snowball continued...

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Student-led DiscussionsSimilar to Each One, Teach One, this is a method of empowering participants to become educators. In this case the facilitator will assign an artifact – a video, an article, a podcast, etc. that the entire group will review. The facilitator will then provide clear criteria of what makes for a successful group discussion: both how to lead, and how to be a thoughtful listener and contributor to the discussion. One participant will then be asked to lead the group in analyzing the artifact, providing guiding questions to the group, and framing the key points of the piece. The rest of the group can leverage Collective Notetaking to capture the discussion.

This technique provides individual participants a moment of reflection, building their own metacognition of their knowledge of the subject as they are teaching it to others. You know something when you can teach it!

Additionally, this is a great form of formative assessment: testing to see not only what each individual knows, but how they integrate the content of the overall course into their teaching.

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Make it VirtualIn this activity, participants take on the role of the facilitator, therefore enacting the same structure for teaching and learning that has already been established by the group. It is not recommended that the format changes too much from what was already standard for the group, as it may flag that this learning is “less than” or “not as important” as what is taught by the lead facilitator. This learning should be seen as just important, if not more important, than the standard learning experience (i.e. to have regular facilitator teaching in a synchronous way, but the participant teaching in an asynchronous way may send the wrong message).

• SYNCHRONOUS LEARNING: Individuals can take on a section of the online learning sessions already scheduled.

• ASYNCHRONOUS LEARNING: Individuals may record a video of their learning to share with the group, and include any guiding questions via email or Google document.

Student-led Discussions continued...

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Using ArtifactsAn artifact is a primary or secondary source that a facilitator uses to enhance the instruction of a particular concept or topic. These sources have relevant information or perspectives, often research-based and fact-driven, that relate to a specific topic or area of focus. Most common artifacts in educational environments include books, articles, poems, videos, texts, and audio clips. When using an artifact in a learning setting, the artifact cannot just speak for itself. It is the responsibility of the facilitator to:

• Give instructions for actively (not passively) engaging with the artifact.

• State how the artifact connects to the stated learning goals (the why behind showing a video clip or reading a poem)

• Let the conversation that develops as a result of engaging with the artifact lead to identifying the significance of the artifact; the facilitator shouldn’t drive the conversation.

• Return to the artifact at a later time as a “call back” to note its significance to the larger arc of learning.

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As an example: A facilitator is teaching the concept of diversity in the workplace.

• The facilitator assigns everyone to listen to an episode of a podcast where leaders in Silicon Valley discuss diversity in Silicon Valley. Participants are asked to answer three questions when listening to the podcast: what were they surprised to learn?; what would they have done differently in that situation?; and how does this exemplify agile leadership?

• The facilitator will frame how diversity in the workplace connects with the overall theme of the program.

• Then, the group will come together and discuss the podcast, these questions, and any other ideas that surface.

• Later in the session, the facilitator might reference the podcast when summarizing the key learnings from the session.

Similar to Chevruta Learning, using artifacts can be a powerful opportunity for metacognition: a place for participants to step back and reflect on their own ability to understand what the text is saying, what they understand the meaning to be, and what the text means to them personally.

Make it Virtual• SYNCHRONOUS LEARNING: The entire group can engage with the artifact when the facilitator shares

their screen on Zoom. Provide guiding questions in the chat or via a shared Google Doc and a facilitated discussion, either by the lead facilitator, or this could be a Student-Led Discussion. Additionally, participants can leverage Collective Notetaking to capture their analysis of the artifact.

• ASYNCHRONOUS LEARNING: The facilitator should provide easy access to the artifact (either through Google Drive, an email link or an Online Forum, along with guiding questions. Participants can post their responses via the Online Forum, meet in pairs, or follow the Think Pair Share format.

Using Artifacts continued...

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World CafePretend you’re at a cafe, and you’re able to move from table to table, engaging in different intriguing conversations while sipping your coffee. This activity builds off of that idea, where every “cafe table” has a different host, posing a different question related to the overall theme of the session. Participants have the opportunity to visit each “cafe table” and contribute to the conversation. See The World Cafe website for more information.

This is an opportunity for each participant to reflect on how much they understand each idea presented, or metacognition. Since this activity is done silently, it gives both the extroverts and the introverts a place to reflect while still engaging with the rest of the group.

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Make it Virtual• SYNCHRONOUS LEARNING:

1. Set the scene: Use technology to create the mood: use music, Zoom backgrounds, and costumes; maybe everyone brings their favorite warm beverage.

2. Welcome: The facilitator welcomes everyone to the cafe, and then explains how participants will move between cafe tables, otherwise known as Zoom breakout rooms.

3. Let the rotation begin: Each Zoom room will have one host who will pose a question (created by the lead facilitator), and engage the group in a discussion. Every participant will have access to a Google slide document, where every breakout room has a corresponding slide with the question and a space for participants to add their comments, leveraging either the process of the Gallery Walk or Collective Notetaking. Participants will be sent to three different breakout rooms, each time with a new group of people, a new host, and a new question; and will add on to the Google slide notes of the participants before them.

4. Reflect: All of the guests will return to the main Zoom room to review the final slide deck, and debrief the process.

• ASYNCHRONOUS LEARNING: Participants can fill in their slide by a certain date, and then everyone has the same period of time to go in, view the other slides, and add their comments. Not as much fun, but still can be accomplished with a nice warm beverage!

World Cafe continued...

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Application

Case StudiesA case study is when a facilitator shares the details of either a real-life or fabricated scenario that exemplifies the course curriculum. Case studies help the participant see a concept in practice rather than simply in theory, so the

underlying concepts can be applied to their specific context.

Participants analyze and assess the situation through questions and draw conclusions based on the information covered previously in the course or based on their own experience. The goal is not to get to a “right answer,” but rather to foster discussion, grappling and becoming more familiar with the concepts.

Case Studies are a useful formative assessment to see how participants apply the knowledge recently acquired.

Make it VirtualYou can share the case as a write-up, a video recording, or as a live panel or presentation from the actual people featured in the case. Analyze the case in real-time discussion or in online forums.

• SYNCHRONOUS LEARNING: We recommend that participants receive and review the case study prior to the group meeting. Then, in the group setting, leverage breakout rooms to discuss the case study (or a different room for each case study, if there are multiple), and then come back to the main room for a final discussion.

• ASYNCHRONOUS LEARNING: Share case studies with participants, along with access to an online forum (Facebook group, Slack channel, Google doc) where people first add their analysis of the situation, based on framing questions. Then they are instructed to “yes, and” another response, either supporting the statement or complicating it.

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Each One, Teach OneSimilar to Student-Led Discussions, this is a method of empowering participants to become the educators. Every participant signs up to teach something they have mastered that will enhance the learning of the group. The teachings must all relate back to the ultimate learning goals. Individuals could be asked to teach the entire group or just one person, and it could be a one-time teaching or ongoing mentorship. For instance, for a cohort of leaders in the Jewish community, each participant could be asked to lead an opening icebreaker activity while the group attends a multi-day retreat. Or for a group of educators, each participant teaches one lesson from their curriculum, so that others can replicate it in their home organizations.

This provides individual participants a moment of reflection, building their metacognition of their knowledge of the subject as they are teaching it to others. You know something when you can teach it!

This is a great form of formative assessment, testing to see not only what each individual knows, but how they integrate the content of the overall course into their teaching plan.

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Make it VirtualThe individuals will take on the role of the educator, enacting the same structure for teaching and learning that has already been established by the group. We recommend that the format of Each One, Teach One matches the tone, structure, and feel of all of the other program components. Otherwise, it may flag that this learning is “less than” or “not as important” as what is taught by the lead facilitator. This learning should be seen as just important – if not more important – than the standard learning experience. For instance, to have regular facilitator teaching in a synchronous way, but the participant teaching in an asynchronous way may send the wrong message.

• SYNCHRONOUS LEARNING: Individuals can take on a section of the online learning sessions, leveraging any of the exercises in this guide.

• ASYNCHRONOUS LEARNING: Individuals may record a video of their learning to share with the group, and include any guiding questions via email or Google document.

Each One, Teach One continued...

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Jigsaw LearningInstead of pieces of a puzzle, participants will be sharing pieces of content to come together to create a “puzzle” This method empowers participants to be experts on a specific topic, and share their wisdom with the rest of the group.

For instance, you may assign a third of the group to read Article A; another third to read Article B; and the last to read Article C. All participants read their assigned article before attending the next group meeting. At the meeting, the first half of the time the participants who read the same article will meet, discuss the article, and identify the top thesis/hypothesis/point of the article. During the second half of the meeting, you will create smaller groups of three (either randomly or preassigned), where each group has representation from Articles A, B, and C. Each person will teach the core concepts of the article. Everyone walks away learning about all three articles, even if they were assigned to read just one. This can be done with video clips (think TED Talks, YouTube instructional videos, interviews), articles, books, films, or more general ideas that participants have to research.

The facilitator can listen in on the conversations or ask the groups to engage in Collective Notetaking. Use the information as a formative assessment, testing to see not only what each individual knows, but how they integrate the content of the overall course into their group teaching.

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Make it VirtualThe goal of a jigsaw is for participants to teach one another, so the virtual experience must provide a way for each participant to learn from and with at least one representative from each grouping (per the example above, being able to have a group with at least one A, B, and C group member).

• SYNCHRONOUS LEARNING: You will most likely need a tech expert to make this work virtually, but it’s totally doable! This requires setting up breakout rooms for two separate times during the call, so prepare ahead of time to send people into their first group (i.e. all of the A’s) and then a quick turnaround for their mixed groupings (A, B, and Cs). Use Zoom to broadcast a message to the group indicating how much time they have will be helpful, since these are self-facilitated conversations.

• ASYNCHRONOUS LEARNING: This will take a bit more planning. Each participant should be matched ahead of time with at least one person to meet with to discuss the same article, and then assigned a different specific group of people to meet with to teach their topic/content. A final deadline should be provided as to when the group should have met, and potentially a document for all groups to share where they can engage in Collective Notetaking.

Jigsaw Learning continued...

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Multimedia AssignmentsA multimedia assignment is a project, assigned to the participant, wherein they are required to share original content with the rest of the group, but can do leveraging one or more mediums. This might be a final assignment, an Each One, Teach One, or team project. Either way, participants are asked to think beyond a Zoom frontal presentation.

Make it VirtualParticipants can use a number of virtual resources to create their multimedia projects. For instance, they could create:

• Podcasts, using the NPR Guide to starting your own Podcast guide

• A YouTube video, using the Adobe Spark guide

• A website for their organization, using the Google Business Website builder

• A book, to be published on Amazon

• A poster or marketing piece, using Canva

• A photo collage, using the Adobe Spark tool

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• SYNCHRONOUS LEARNING: If all participants are meeting at the same time, participants can present their projects, leveraging the “share screen” function on zoom, or providing access to the various projects in a shared Google drive folder. Each participant can present (see Student Led-Discussions) with participants following along in real-time. Setting time limits for these presentations will be critical when first assigning the project.

• ASYNCHRONOUS LEARNING: If participants are able to view each project at their leisure, we recommend that they each have to submit it in a shared Google drive by a specific date, with each file using a specific nomenclature so it is clear who submitted each one. Additionally, we recommend that each project is submitted with a discussion guide - outlining the specific questions to consider when viewing the material, and a place to submit questions and feedback. This asynchronous learning could be enhanced by an Online Forum structure, where participants can post their responses and engage in discussion sparked by the multimedia projects.

Multimedia Assignments continued...

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Project-Based LearningProject-Based learning is when a group of people explore concepts and apply skills in a real-world application, in order to deepen their knowledge of the subject. Participants leverage their curiosity to identify a solution to a specific problem. By contributing to a project, participants learn about the end-product and the entire process. Most projects rely on interdisciplinary application of ideas and concepts.

A typical Project-Based Learning assignment includes:

• THE BRIEF: a prompt of a real-life challenge or problem which a team of participants have to solve (ie: decreasing carbon levels; democratizing the classroom; changing company culture).

• THE HYPOTHESIS: the group identifies a solution to the problem, which they need to support throughout the project.

• ENACTING A SOLUTION: the group works together to solve the problem, based on the solution.

• THE RESULTS: the group presents the solution with a multimedia presentation.

Project-Based Learning can be used for summative assessment at the end of the learning process. The facilitator is able to assess how each participant leverages the material covered throughout the learning arc as they apply specific knowledge and skills to solve the problem at hand.

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Make it Virtual• SYNCHRONOUS LEARNING: Participants can use the “class time” to work on addressing the brief,

draft their hypothesis, enach their solution or share out their results to the rest of the group. We recommend multiple sessions are dedicated to these steps, allowing for ample time for participants to collaborate on research, co-design, and capture their thinking to share out. Use breakout rooms in Zoom.

• ASYNCHRONOUS LEARNING: An asynchronous would be more complex than that of synchronous learning, and will require a bit more coordination, tech savvy, and scaffolding. First, a small group of participants will need to set a time to meet at a time that works for everyone, and they would need clear instruction from the facilitator regarding what to do in each session, and which items are due when. We recommend that these instructions are provided in either written form or a video instruction guide for each step of the process.

Project-Based Learning continued...

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Role PlayingRole Playing is a method for applying knowledge to a real-life situation by empowering participants to take on a specific persona or character, and interacting with another participant who is also role playing. Participants can practice the application of new skills and knowledge in a safe environment, where they can receive feedback and guidance before applying it in another environment. The benefits include providing a space for the participant to process new information, deepen their understanding of the content, and synthesize information quickly. Typically, a few members of the group are engaged in the role play, while others are observing, similar to a Fishbowl activity. The steps include:

• EXPLAIN THE CONTEXT: the facilitator will share with the group the larger context in which the role play exists (i.e. the scene takes place in a grocery store)

• ASSIGN ROLES: provide participants with details about each persona and character (i.e. there are three characters: the clerk who is new to his job, the patron who is frustrated with how long it is taking to check out, and the manager who is there to mitigate the customer’s frustration). Participants should use the details provided, but have permission to add additional details.

• ACTION!: the facilitator calls “Action” to start the scene where the role-players will improvise based on their roles.

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• FREEZE!: the facilitator can, at any time, call “freeze” to stop the action, and engage the observers in questions to analyze the scene up to this point. Ask questions like, “what do you see?” “what do you think is the problem?” “what do you think they are a feeling at this moment?”

• “AND...SCENE!”: the facilitator ends the scene, and engages the full group in a debrief of the exercise to analyze the choices that were made. The facilitator should end the scene once there has been at least one moment of conflict and one moment of resolution.

• REPLAY: the same scenario could be given the same scenarios to new participants, to see if the outcome might be different.

Role play can be leveraged for both formative assessment (at the end of a unit) or summative assessment (at the end of a program), to test how much participants can articulate the concepts taught throughout the program.

Make it Virtual• SYNCHRONOUS LEARNING: The actors and observers can all participate on a Zoom call. It’s critical

that the observers set their view so that they can see the faces of each actor.

• ASYNCHRONOUS LEARNING: Although it is ideal to do role-playing in a synchronous environment, the actors can record their role play and share their video with the rest of the group via an Online Forum, where the observers can share feedback.

Role Playing continued...

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SimulationsA Simulation is an experiential learning technique where the facilitator defines a world in which participants must interact in order to reach a certain result. The parameters of the world are set by the facilitator along with the different roles that each participant plays. Unlike role playing, all participants engage in a Simulation (there are no observers) and Simulations occur over the course of one or multiple sessions, whereas role-playing can happen in a shorter amount of time. A classroom of tenth-grade students might engage in a French Revolution simulation, whereas a group of camp counselors might engage in a First Day of Camp simulation.

Both allow a space for participants to apply knowledge and skills learned in previous lessons to the environment. The key to a simulation is that the facilitator has created modules along the way that creates conflict and problems for participants to solve as to enforce the learning. For instance, the counselors on their first day of camp may suddenly get a text from their director that all of the campers’ lunches were eaten by seagulls, and they have to find a solution. Immersive learning experiences, like a Simulation, helps participants create more personal meaning with the content; participants are more likely to be able to apply the knowledge to other situations.

Simulations can provide the facilitator with a summative assessment, evaluating if participants are able to apply relevant knowledge and skills acquired in previous lessons.

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Make it VirtualAlthough Simulations can easily transfer to a Zoom format, we suggest playing up the kitsch of the activity to increase engagement and make the meeting feel a bit different. Some examples include:

• Have people dress in costume, by informing them ahead of the meeting about what character they will be playing

• Change virtual backgrounds to create the “new world” they are acting in

• Each participant can receive a package in the mail with items relating to the scenario (camp counselors all need whistles and clipboards, right?)

• The facilitator can bring in guests, send small groups to breakouts to work on sub-scenarios, and give real-time instruction via the chat

• Everyone can change their screen names to represent a character

• SYNCHRONOUS LEARNING: The design of this best fits a synchronous environment since it’s based on interaction. Although other modes are possible, it’s suggested to leverage this design for when you have the group all together.

• ASYNCHRONOUS LEARNING: If it is absolutely critical to do this activity in an asynchronous environment, the facilitator will need to split the group into subgroups who will meet independently, and will need to rely on a well-documented written or video instruction guide to walk them through the scenario.

Simulations continued...

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SprintA Sprint is a process for identifying and testing a new solution to a big problem. Sprints can be as short as one hour, or be designed as a 5-day process (or anything in between). The length of time depends on the size of the problem being solved, the resources available to build a prototype, and the capacity to test and iterate on the design.

There are five steps to a Sprint process:

1. Frame the problem you’re trying to solve: this may be a problem presented by the facilitator where the whole group works together to find a solution; or, this could be an opportunity for each individual participant to identify their own project.

2. Learn about the people who are experiencing the problem: This could happen through reading existing research or conducting your own research to better understand why this is a problem that needs to be solved.

3. Re-frame the problem as an opportunity: how are you uniquely qualified to turn this into an opportunity?

4. Brainstorm all the possible designs that could lead to the resolution of the problem.

5. Test the design in a low-fi way before launching the service or product.

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Although there are many different kinds of Sprint formats, we recommend following the Ideo process, referring to Sprint: Solve Big Problems and Test New Ideas in Just Five Days, or engaging with the d.school Starter Kit. All three provide structure and examples that will be helpful when designing a Sprint.

A Sprint can be an effective form of formative assessment, gauging not only what each individual knows about each step of the Sprint, but how they integrate the content of the overall course into their final prototype test.

Make it VirtualA facilitator can effectively lead a virtual Sprint by combining the experience with other facilitation moves. For instance, the totality of the project may be a multimedia assignment; participants may engage in a role play to learn more about who is experiencing a problem; or the whole group could work on solving a problem together as in project-based learning.

• SYNCHRONOUS LEARNING: Participants can use the “class time” to work on each step of the process. We recommend dedicating multiple sessions to these steps, allowing for ample time for participants to collaborate on research, co-design, and to share out. This can be done in breakout rooms via Zoom.

• ASYNCHRONOUS LEARNING: The group needs to set time to meet at a time that works for all team members, and relies on clear instruction from the facilitator regarding what to do in each session, what field work is necessary, and which items are due when. Provide instructions in either written form or a video instruction guide for each step of the process.

Sprint continued...

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upstartlab.org

To share feedback on this guide or learn more about UpStart’s work, email us at info@upstartlab.org. We’d love to hear from you!

upstartlab @upstartlab @upstartlab company/upstart-lab

Cover photo credit: Headway on Unsplash.