Keys to Fidelity

To implement the WhyTry program with fidelity, be sure to download and follow our fidelity checklist. To achieve the best results, use each of these lesson components:

• Visual Metaphors
• PowerPoints
• Learning Activities
• Video Clips
• Music
• Journals

Facilitator Competencies

We analyzed our highest-fidelity implementations and developed a list of 10 facilitator competencies that, once cultivated, will lead to the most consistent positive outcomes. To improve fidelity, facilitators develop the core Facilitator Competencies, and follow these guidelines:

The facilitator Surrendered The 1-up Relationship: Demonstrates the basic principle of surrendering the one up (valuing others unconditionally) at all times before during and after class.  The facilitator avoids dwelling on the negative behaviors of students and seeks to focus on what students are doing right and praises them for it. The facilitator looks for ways to meet students where they are and seeks to establish a strong rapport and connection.

The facilitator Effectively Framed the Lesson Concepts: Facilitator creates learning readiness and buy-in through careful “framing” for each concept.  When framing, the facilitator focuses on the language that will communicate the value and relevance of the information that is being shared.  This may include helping students to see the answers to what is it, why is it important, and how does it relate to me?

Facilitator Effectively Delivered and Processed Learning Activities: The facilitator is prepared with props, instructions, and processing questions. They create appropriate space and room set up for the given activity (i.e. object lesson vs. movement activity) Select appropriate activities based on the needs of the group and individuals within it.  Aware of and addresses safety concerns. Establishes different roles in cases where students don’t wish to participate. Able and prepared to coach students as needed.  The facilitator completes the activity by processing the experience and making connections to the principles taught in the visual metaphor.

The facilitator effectively delivered and processed video or multimedia: The facilitator is familiar with each video and watches them before class, preparing what to say to set up the video (framing) and how to process each video.  (possibly writing out questions/script.)  When necessary, the facilitator uses freeze-frame to explain the context, process emotion of the subjects in the video and points out what to look for while watching.

The facilitator effectively used music for effect or to reinforce content: Facilitator has songs queued up and ready to play at key moments to achieve the desired effect (energize students or help them to calm down, introduce concept/ theme, engage with humor, etc.) Facilitator at times may choose to process the message of the music or help students to recognize the way the music impacts them emotionally. 

The facilitator effectively shared stories and examples:  Facilitator Looks for stories in the media and in everyday life that apply to the principles taught in the lesson.  The facilitator uses stories to engage students and provide examples that illustrate how the lesson content is relevant to their lives.  The stories shared are placed appropriately in the lesson flow and clearly connect to a key element (short story) or key concept (can be a longer story) of the lesson. 

The facilitator effectively processed, asked and answered questions:  The facilitator utilizes processing questions provided in the program activities and other lesson content.  When those questions are not available the facilitator may follow the four “F’s” strategy.  Has well thought out questions designed to help students with self-discovery.  Makes connections between current and previously discussed concepts.  Makes connections between student comments and course material. 

The facilitator uses techniques for effective instructions:  The facilitator incorporates techniques for giving effective instructions during activities to improve communication and increase the level of student engagement.  These techniques should include getting student attention, giving one instruction at a time, utilizing the four-part sequence, avoiding unnecessary language and making sure students understand and are ready to move on.

The facilitator effectively manages time, flexibility and lesson environment: The facilitator follows strategies for managing the time and flow of the lesson, focusing on the key lesson objectives and pacing throughout the session.  Challenges with student engagement are dealt with in a flexible manner and the facilitator demonstrates the ability to change the lesson plan “on the fly” based on student response.   Particular attention is given to the room setup and environment, making sure that space is maximized for activities and arranged in a way that makes students feel valued and is optimal for student engagement.