Classroom Management & Facilitation Flashcards
7 cards from real CDT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Classroom Management & Facilitation flashcards as text
During a role-play exercise, a participant portrays a stereotype in an exaggerated, mocking way. The facilitator should:
Answer: Intervene immediately to stop the role-play and address the impact
Allowing harmful stereotyping to continue, even briefly, can cause real harm to participants with those identities and signals facilitator complicity.
A participant states a factual inaccuracy about a marginalized group during an open discussion. The facilitator's best response is to:
Answer: Gently provide accurate information and connect it to the learning objective
Quietly correcting factual inaccuracies prevents misinformation from taking root while keeping the focus on learning rather than embarrassment.
The concept of 'brave space' in diversity facilitation differs from 'safe space' primarily because it:
Answer: Acknowledges that productive diversity dialogue requires courage and discomfort
Brave space acknowledges that meaningful diversity conversations involve productive discomfort, challenging the idea that learning can be entirely 'safe.'
When designing a diversity training for a mixed-experience audience (novice to advanced learners), the most effective approach is:
Answer: Use differentiated activities that allow engagement at multiple depths
Differentiated activities allow all participants to engage meaningfully at their current level without alienating either group.
A participant repeatedly uses the phrase 'I don't see color' during a session on racial equity. The facilitator's best response is to:
Answer: Explore how colorblind ideology can unintentionally dismiss racial inequity
Exploring colorblind ideology with curiosity rather than condemnation helps the participant understand its impact without feeling attacked.
Which debriefing question sequence best supports deep reflection after a diversity activity?
Answer: What happened? → So what does it mean? → Now what will you do?
The 'What / So What / Now What' model (Borton/Rolfe) systematically moves participants from description to meaning to application.
In diversity facilitation, 'stacking' refers to:
Answer: Tracking who wants to speak and calling on participants in a fair sequence
Stacking is a facilitation technique where the facilitator notes who raised their hand and acknowledges them in order, promoting equity in who gets to speak.