Aligning+Tech+Use+4+Achievement+Protocol

Our Protocol


 * Aligning Tech Use: Learning from Student Work Protocol **

** Purpose **
To examine the design and effectiveness of an assignment and discuss the implications for teaching.

** Roles **
Facilitator (who also participates) Timekeeper Presenter (whose student work is being discussed by the group) Recorder

** 1. Introduction (5 minutes) **
Facilitator briefly introduces protocol goals, guidelines, and schedule

** A. Presenter presents and describes the student work: ** Presenting teacher describes the assignment, supporting materials, and supporting materials or assessments that accompany the work.

 * Who are the students?
 * How many?
 * Where does the work fit into your curriculum?
 * Was it whole group, small group, student choice, teacher prompt, etc.?
 * Work we do every day, twice a week, etc.?

** D. Identify and share your //Framing Question//. **

 * What are you wondering about?
 * What might collegial analysis and reflection help you to learn about your students and your practice?

** 3. Clarifying Questions (5 minutes) **

 * Participants have an opportunity to ask clarifying questions in order to get information that may have been omitted in the presentation that they feel would help them to understand the context for the student work. Clarifying questions are matters of fact.
 * The facilitator should be sure to limit the questions to those that are clarifying, judging which questions more properly belong in the warm/cool feedback section.

** 4. ** **Examination of Student Work Samples (15 minutes)**

 * Participants look closely at the work, taking notes on where it seems to be in tune with the stated goals, and where there might be a problem. Participants focus particularly on the presenter’s focusing question.
 * Presenter is silent; participants do this work silently.

** 5. Pause to reflect on warm and cool feedback (2 -3 minutes) **

 * Participants take a couple of minutes to reflect on what they would like to contribute to the feedback session.
 * Presenter is silent; participants do this work silently.

** 6. Warm and Cool Feedback (15 minutes) **

 * Participants share feedback with each other while the presenter is silent. The feedback generally begins with a few minutes of warm feedback, moves on to a few minutes of cool feedback (sometimes phrases in the form of reflective questions), and then moves back and forth between warm and cool feedback.
 * Warm feedback may include comments about how the work presented seems to meet the desired goals; cool feedback may include possible disconnects, gaps, or problems. Often participants offer ideas or suggestions for strengthening the work presented.
 * The facilitator may need to remind participants of the presenter’s focusing question, which should be posted for all to see.
 * Presenter is silent and takes notes.

** 7. Reflection (5 minutes) **

 * Presenter speaks to those comments/questions he or she chooses while participants are silent.
 * This is not a time to defend oneself, but is instead a time for the presenter to reflect aloud on those ideas or questions that seemed particularly interesting.
 * Facilitator may intervene to focus, clarify, etc.

** 8. Debrief (5 minutes) **

 * Facilitator-led discussion of this tuning experience.
 * Possible questions: What worked well? How might we apply what we learned to other work? What misconceptions or confusion emerged? How might teachers and students use this process to reflect on their work? What adaptations to this protocol might improve the process?