What you heard

One session, watched from the back

Who ran it: ______________Which session: ______________How many learners: ______________Setting: ______________

Gate checks heard

Every time the facilitator asked a learner how they would know it came back wrong. Write the exact words if the phrasing was good.

If this column is empty by the halfway point, that is the note to open with.

A learner says they will look at it and see if it is good, and the session moves on. Write what the learner said and what the facilitator did next.

The hardest one to catch, because accepting a weak answer looks exactly like the session going well.

Moments the facilitator supplied the answer instead of putting the question back. Note what was explained.

Everyone does this. The useful number is not zero, it is lower than last time.

Any moment an adult drove. Note whether the learner asked them to.

Helping is not the problem. Helping without being asked is.

Computational Collaboration Curriculum · curriculum.jamelna.com · CC BY-SA 4.0

Tick one box per row. Do not add it up.

	Not yet	Sometimes	Reliably
Asking the gate question	Work goes to the AI without anyone asking how the learner would check it.	Asked at the start, or asked of the confident learners and skipped for the ones who are struggling.	Asked every time something is handed over, including when the session is running late.
Hearing a weak answer	A learner says they will look at it and see if it is good, and the session moves on.	Vague answers get a follow-up, but a fluent wrong answer passes.	Presses on the answer rather than on the learner, and can tell a learner who cannot check from one who has not said how yet.
Putting the question back	Answers the question that was asked, usually correctly and at length.	Asks first, then answers once the pause gets uncomfortable.	Holds the pause, and sends a learner back to their board rather than to a better prompt.
Whose hands are on the keyboard	Takes over to fix things, uninvited.	Asks before taking over, and takes over more often than needed.	Stays off the keyboard, and talks the learner through it even when that is slower.
Holding the plan before the tool	Tools are open in the first few minutes.	The plan happens, then is abandoned once building starts.	The card is finished before the prompt, and drifting learners get sent back to the plan.

One thing to say first

Write it before you talk to them.

One question to ask them

Not a suggestion phrased as a question.

Pick one row to talk about. A facilitator handed five things to work on works on none of them.
Do not total it. A sheet that adds up to a number gets used for appraisal eventually, whatever the header says.
You are watching the facilitator's questions, not the learners' artifacts. If your notes are mostly about what learners built, you watched the wrong thing.

Computational Collaboration Curriculum · curriculum.jamelna.com · CC BY-SA 4.0