Another Text-based Protocol

Three Levels of Text

Purpose

To collaboratively construct meaning, clarify, and expand our thinking about a text or document.

Individually

1. Choose one sentence that is particularly significant, challenging or true.
2. Choose a phrase that struck you as significant.
3. Choose a word that struck you as significant.

With your group

1. Each person shares his/her sentence from the text and explains the reason it was chosen; others listen; perhaps take notes; there is no discussion
2. Repeat with the phrase and the word. A volunteer might want to record phrases and words.

Dialogue and reflection

1. Reread the sentences, phrases and words as a newly created text
2. Discuss what you learned and what new insights emerged about the topic. What patterns or surprises?
3. Share insights with the larger group.

Debrief of the protocol

1.      How did this protocol work for you as a way to think more deeply about this chapter?

Shape Up: A Review

Thanks to Pam Robbins for this review strategy. 

 

 

Shape Up: A Review

What are some of the insights about _____ that "squared" with your beliefs?

What are some of the questions still going around in your head?

What are three key points you want to remember about _________?

Save the Last Word for Me

A protocol for reflecting on a professional reading:

Save the Last Word For Me

 

Purpose:

To clarify and deepen our thinking about articles we read.

Roles:

Timekeeper/facilitator, who keeps the process moving.  The process is designed to build on each other’s thinking, not to enter into a dialogue.  Timing is important; each round should last approximately 7 minutes. 

Total Time: approximately 20 minutes.

The Protocol:

1.  Create a group of 3 participants.  Patty will facilitate and timekeep.

2.  Participants number off 1-3 and each silently identifies what s/he considers to be the most significant or provocative idea addressed in the reading.

3.  When the group is ready, NUMBER 1 identifies the point that s/he found to be most significant or provocative and reads it out loud to the group.  NUMBER 1 says nothing about why s/he chose that particular point.

4.  The other 2 participants each have 1 minute to respond to that idea.

5.   NUMBER 1 then has 3 minutes to state why s/he chose that point and to respond to his/her colleagues based on what s/he heard.

6.  The same pattern is followed until all three members of the group have had a chance to have “the last word.”

7.   (Optional) Debrief the content. In writing each participant completes the stem “I used to think………but now I……….”  Participants share how their thinking has changed.

8.  Debrief the experience.  Was this a useful way to explore the ideas in the text and to explore your own thinking?  If so, why?  If not, why not?

Stoplight Debrief

This strategy can be used to debrief collaborative norms, meeting behaviors or processes. I also use "stoplight" as a tool to reflect on action plan progress.

Debrief: Checking the Temperature

A go-to debrief is copied below. Its purpose is to take the temperature of the group and surface feelings about the work. Display four or five images (cartoons work well, too) and ask members of the group to select the one image that best reflects their feelings--about today's meeting, the work accomplished, the work ahead. If the group is large, share choices and reasons for those choices in two's and three's. Smaller groups can share round robin or popcorn style.

What, So What, Now What: A Data Analysis Protocol

Examining ERB Data: What, So What, Now What

Description: This protocol is intended to help us to make meaning from ERB data, determine implications for teaching and learning, and make recommendations for next steps or response.

Time: 45 Minutes.

Facilitator: Patty

Protocol:

            What

1.      Shannon will share the reports/data sets and tell us how to read the reports. (10 minutes)

2.      Team members will review the data silently and individually, noting questions, patterns, surprises—whatever stands out (10 minutes)

So What

3.      Team members will discuss their observations, which are recorded electronically or on chart paper. These questions frame the discussion: (15 minutes)

·         What observations can we make about the data ? What does the data tell us? (No judgment, no evaluation, just description. For example, over 90% of students scored above independent school norms in….)

·         What patterns do we see?

·         What stands out?

·         What changes are evident over time?

·         Were there any surprises? Unexpected results? Anomalies?

·         What does the data NOT tell us?

·         What questions does this data raise?

·         What does the data tell us about student learning or performance?

·         Are these results consistent with other data?

Now What

4.      The team members will discuss the implications for teaching and learning of the ERB Data. Recommendations and suggestions are recorded on chart paper or electronically.  These questions should frame the dialogue: (10 minutes)

·         How will we respond to this data? As a 7th grade team, what action will we take?

·         What are our next steps

·         What resources will we need?

 

 

Collaborative Assessment Conference

This protocol for examining student work was used by department chairs in a critical friends setting and was quite successful. 

The Collaborative Assessment Conference Protocol

 

Developed by Steve Seidel and colleagues at Harvard Project Zero

Adapted by Patty Butz

 

1. Getting Started (5 minutes)

•  Ann is presenting the student work but will say nothing about the context of the work
• The DCs will review the essay in silence, perhaps making brief notes about aspects of it that they particularly notice.

2. Describing the Work: What do you see? (5 minutes)

• DCs answer without making judgments about the quality of the work or their personal preferences.
• Ann does not participate.

3. Asking Questions about the Work (5 minutes)

• The facilitator asks the group, “What questions does this work raise for you?”
• DCs state any questions they have about the work, the student, the assignment, the circumstances under which the work was carried out, and so on.
• The presenting teacher, Ann, may choose to make notes about these questions, but she does not respond to them now--nor is she obligated to respond to them in Step 5 during the time when the presenting teacher speaks.

4. Speculating About What the Student Is Working On (5 minutes)

• The facilitator asks the group, “What do you think the student is working on?”
• Participants, based on their reading or observation of the work, make suggestions about the strategies, problems or issues that the student might have been focused on in carrying out the assignment.

5. Hearing from the Presenting Teacher (5 minutes)

• The facilitator invites the presenting teacher, Ann, to speak.
• The presenting teacher provides his or her perspective on the student’s work, describing what she sees in it, responding (if she chooses) to one or more of the questions raised, sharing the assignment and adding any other information that she feels is important to share with the group.
• The presenting teacher also comments on anything surprising or unexpected that she heard during the describing, questioning and speculating phases.

6. Discussing Implications for Teaching and Learning (5 minutes)

The facilitator invites everyone (the participants and the presenting teacher) to share any thoughts they have about their own teaching, children’s learning, or ways to support this particular child in future instruction.

7.  Debrief