Dialogue protocols for professional collaboration

Protocols for evaluating and improving curriculum and instruction

Ladder of Feedback Protocol This protocol focuses on a specific plan, experience or piece of student work. In this protocol, participants examine and evaluate the plan, experience or work, and offer suggestions for improvement.

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Tuning Protocol This protocol focuses on a specific assignment and its accompanying rubric, and several examples of student work done in response to the assignment and assessed using the rubric. In this protocol, participants examine the student work examples, and offer suggestions for improvement.

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Success Analysis Protocol This protocol focuses on a successful assignment, unit or learning experience. In this protocol the emphasis is on identifying and analysing only the strengths and developing generalisations for improving future assignments, units or experiences.

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Brainstorming Possibilities Protocol This protocol focuses on a specific and concrete problem that needs to be addressed and resolved. In this protocol, the presenter describes the problem, unchallenged by the group, and the group offers suggestions for addressing the problem.

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Data Driven Dialogue Protocol This protocol focuses on participants’ viewpoints, beliefs and assumptions about data, while suspending judgements. In this protocol, participants engage equally in three phases of data-driven dialogue in order to make shared meaning of the data.

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Story Dialogue Protocol This protocol focuses on developing shared insights, stimulated by a story about an individuals’ experience of a shared endeavour. It was originally conceived as a protocol for community-based discussions, but is easily adapted for use in education settings. In this protocol, one person prepares and shares a personal story of their experience. Other participants consider how the storyteller’s experience is similar to or different from their experiences, and following a structured discussion, develop and discuss insights.

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Assignment Protocol  This protocol provides insights into how an assignment, project, unit, or other piece of teacher work will enhance student learning.

Source: www.turningpts.org

Standards Protocol This protocol provides a format for analyzing student work in relationship to specific standards and a scoring rubric

Source: www.turningpts.org

 

Protocols for developing a deeper understanding of student learning

Collaborative Assessment Conference Protocol This protocol focuses on work from a single student carried out in response to an open-ended assignment. In this protocol, participants consider the student’s work from the student’s perspective, building participants’ skills for careful observation of student work and the questions raised by student responses.

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Looking at Student Thinking Protocol (LAST) This protocol focuses on the work of a single student or a group of students, arising form a task aimed at eliciting students’ thinking. In this protocol, participants consider what the student was learning or thinking as they carried out the work, building participants’ skills for careful observation of student work and the questions raised by student responses.

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Learning from Student Work Protocol This protocol is designed as a tool to guide groups of teachers discovering what students understand and how they are thinking.  Student work is the centerpiece of the group discussion.

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Milwaukee Mathematics Partnership Protocol This protocol is a set of guidelines for structuring conversations among teachers about student work.  The goal is to foster a common understanding of student learning expectations for mathematics and to provide a collaborative forum for examining student work to inform mathematics instruction.

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Rounds Protocol This protocol involves colleague teachers in providing feedback that can be used to understand a student through his or her work.

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Protocols for developing a deeper understanding of complex challenges

Consultancy Protocol

Issaquah Protocol

Both of these protocols focus on a dilemma faced by an individual or a group. In these protocols, the participants develop a deeper understanding of the problem, including unspoken assumptions.

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Metaplan Protocol This protocol focuses on complex challenges faced by a group. In this protocol, participants generate responses to a question and use visual mapping techniques to identify patterns in their responses. Nominal group technique is commonly used to prioritise ideas emerging from use of the Metaplan Protocol.

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Vertical Slice Protocol The vertical slice protocol can be used for a variety of purposes, depending entirely on what the group engaged in the slice want to know.  It can be used to help educators understand students’ perceptions of the schools, some aspects of a problem or issue, how rigorous classroom work is, how interdisciplinary curriculum functions, and so forth.

Source: http://bit.ly/2i4DVC6

 

Protocols for developing a deeper understanding of complex challenges

Microlab Protocol This protocol focuses on a group’s shared experience of a question or questions, typically framed by the facilitator. In this protocol, each participant shares his or her thoughts about a question, followed by a group discussion

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Text-based Seminar Protocol

Save the Last Word for Me Protocol

Both these protocols focus on a text that all participants have read. These protocols differ slightly, based on who determines he discussion questions. In the first protocol the facilitator leads the discussion. In the second protocol, participants lead the discussion.

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