Facilitating the use of video with teachers of mathematics: learning from staying with the detail.

This article aims to share awarenesses of the facilitator, concerning how it is possible to focus a group on the detail of events when using video. What the facilitator is doing, in highlighting when a norm has been breached, is making a judgement about the kind of comment made by participants, not judging the comment's content. The meta-focus of the facilitator seems to allow enabling contraints to be placed on discussion while letting conversation follow the interests of participants.