The facilitator is one of the keys to the success of a LS in our country. It's not easy to describe the job in a few words, given the many different roles facilitators can have within a LS. Some see them as an expert, a facilitator, a trainer, while others see them as a guide, a supporter, an acute observer... the roles are multiple.
This document aims at being a help, not a guidebook, though it goes through the usual phases of LS, including the all-important contact between university and school. It presents our local practices, and what is presented are only suggestions, avenues to explore... points of reference, drawn from the many LS already facilitated by members of the Lausanne Lesson Study Laboratory (3LS) of Lausanne Teacher University (Haute Ecole Pédagogique de Lausanne, State of Vaud, Switzerland - HEP VD).
In no way does this document claim to impose a single course of action to be followed when facilitating a LS. Even if there are many similarities between the various LS currently being led by 3LS facilitators, each one remains unique in terms of the specific characteristics of the groups, the participants and the way in which the facilitator(s) organise(s) and run(s) the LS.
This compendium was adapted from the much shorter initial French version (Haan, Hoznour, & Grigioni Baur, 2020), amended, expanded and hopefully clarified to make it readable for a non-local facilitator.