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Tuning Protocol as a Learning Tuning Protocol as a Learning DesignDesign
Summer Learning Designs Institute Summer Learning Designs Institute June 19-20, 2008June 19-20, 2008
Karyn ScarcellaKaryn Scarcellakaryn.scarcella@ocps.net
AgendaAgenda
• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on Examples of RealProfessional Learning Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
Ground RulesGround Rules
• Take responsibility for your own learning.
• Honor time limits.
• Advise the workshop leader and the group if you must leave the workshop to handle and emergency.
• Participate by sharing your own opinions and experiences.
• Listen and consider the opinions of others.
• Be willing to experiment with ideas and techniques presented.
Learning AssumptionsLearning Assumptions
Any work with PLCs is based on some assumptions. Let’s assume:
• Educators in all roles in the system want to get better at what they do.
• Professional development is critical to improvement of education.
• Educators want to be accountable for student learning, but they need a repertoire of ways to do this.
• Educators need information to help them improve teaching and learning.
• Educators benefit from collaboration.
Learning ObjectivesLearning Objectives
Participants will be able to:
1. Explain why examining student work is important for all educators.
2. Understand how examining student work, using the Tuning Protocol, provides both a method for holding educators accountable for learning and data no how to help students learn.
3. State the benefits of looking collaboratively at student work.
4. Practice using the Tuning Protocol.5. Begin planning how to incorporate a process for
collaboratively examining student work in their work environments.
AgendaAgenda
• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on Examples of RealProfessional Learning Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
What Examining Student What Examining Student Work Looks LikeWork Looks Like
• It involves a group of educators committee to improving their practice and improving curriculum, instruction, assessment, and the learning environment for students.
• It requires regular, protected time dedicated to the work of the group.
• It requires bringing real student work to the group to be examined.
• It uses a formal process for examining that work.
• It requires follow-up after student work is examined so that the resulting knowledge is not lost.
What Examining Student What Examining Student Work Looks LikeWork Looks Like
Two quality methods of Examining Student Work are:
The Tuning ProtocolThe Tuning Protocol &
The Collaborative Analysis of Student The Collaborative Analysis of Student LearningLearning
(recognized by both the National Staff Development Council and the Association for Supervision and Curriculum Development)
What Examining Student What Examining Student Work Looks LikeWork Looks Like
Today we will learn about
The Tuning ProtocolThe Tuning Protocol in this face-to-face breakout session.
During the coming year you may learn aboutThe Collaborative Analysis of Student The Collaborative Analysis of Student
LearningLearningvia CaseNEX online learning.
Learning About the Tuning Learning About the Tuning ProtocolProtocol
Tuning ProtocolsTuning Protocols
“A tuning protocol is a process for fine-tuning the work we do as educators, often by having a group of educators
look directly at student work.” - Lois Brown Easton
Tuning ProtocolsTuning Protocols
According to NSDC’s Powerful Designs for Professional Learning, Tuning Protocols:
• Are particularly helpful in creating a learning community
• Focus on pedagogy and teaching
• Involve looking at classrooms
• Involve looking at student work or students
• Follow a structure that requires collegial respect and shared responsibility
Tuning ProtocolsTuning Protocols
Turn to your Elbow Partner to discuss:1. What does this information mean to
you so far?2. What connections are you making?
Tuning ProtocolsTuning Protocols
Participant Jigsaw Activity1. How We Know What Students Know and
Are Able to Do2. Assumptions3. Current Status of Testing and Examining
Student Work4. Collaboratively Examining
Student Work
Tuning ProtocolsTuning Protocols
History• Originally developed by the Coalition of
Essential Schools (1991)
• Intended use has been expanded to allow group critique of any part of the teaching and learning process, particularly educator practice.
Tuning ProtocolsTuning Protocols
History
“a teacher presents actual work before a group of thoughtful ‘critical friends’ in a structured
reflective discourse aimed at ‘tuning’ the work to higher standards.”
-Joe McDonald and David Allen, 1996 Coalition of Essential Schools
Tuning ProtocolsTuning Protocols
Rationale1. Tunings provide accountability beyond test
scores.2. Tunings provide information useful in a
classroom.3. Tunings build a learning community.4. Tunings work.
Tuning ProtocolsTuning Protocols
Scenario, Overview, and Rationale
Take just a few moments to independently skim the Tuning Protocol section and
record your thoughts, wonderings, or a’has on your reflection page.
Chapter 23, pp. 237-240
Tuning ProtocolsTuning Protocols
What You Need in Place:
• A small, consistent group (5-12 people)
• Regularly scheduled meeting times of 45 minutes or more, preferably an hour or more
• Occasionally you might need a facilitator, especially at the beginning
• A timekeeper
Tuning ProtocolsTuning Protocols
The Method (1 Hour Example)
1. Introduction (5 Minutes)
2. Presentation (15 Minutes)
3. Clarifying Questions (5 Minutes)
4. Writing (5 Minutes)
5. Participant Discussion (15 Minutes)
6. Presenter Reflection (15 Minutes)
7. Debriefing (5 Minutes)
Tuning ProtocolsTuning Protocols
Variations
1. Educator Practice – Focusing on teaching practice and what educators can do to help students learn
2. The Descriptive Review – Focuses mostly on student work by Describing, Generalizing, and Evaluating
Tuning ProtocolsTuning Protocols
Variations
3. The California Protocol - An analysis team and a reflection team work together to tune student work or educator practice.
4. The School Tuning – Involves groups including both students and staff addressing school issues.
Tuning ProtocolsTuning Protocols
Critical Elements
1. Time
2. Consistency
3. Facilitation
4. Substantive Discussion
5. Active Participation
6. Balanced Feedback
Tuning ProtocolsTuning Protocols
Conclusion
“Tunings honor the professionalism, expertise, experiences, and skills of those who work with
learners. They promote reflective practice. They are collaborative and build on the notion that all professionals want to get better and want their students to do better. They focus on learning –
not just on student learning, but learning by everyone in a school or district.”
- Lois Brown Easton
Tuning ProtocolsTuning Protocols
Video Example
Tape 2: The Tuning ProtocolUse the ASCD Handouts, especially 7, to guide your
learning and enhance your understanding as you follow along with the video example.
Tuning ProtocolsTuning Protocols
Group Debrief (Wows and Wonders)
AgendaAgenda
• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on anonymous samples of Student Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
Practicing the Tuning ProtocolPracticing the Tuning Protocol
Practicing Tuning ProtocolsPracticing Tuning Protocols
“Tuning Protocol is a staff development process that is embedded in what …an embedded in what …an educator does in a schooleducator does in a school. A group of colleagues comes together to examine
each other’s work, honor the good things found in that work, and fine tune it through
a formal process of presentation and reflection.”
Practicing Tuning ProtocolsPracticing Tuning Protocols
Topic for Analysis and Reflection
To make this practice session as meaningful and relevant as possible,
please discuss a current, real professional learning situation at the
school site of the Presenter.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Divide into groups of five. You may stay in school teams or split your
group up.
Roles: Who is the…Presenter?
Timekeeper?Facilitator?
Practicing Tuning ProtocolsPracticing Tuning Protocols
Introduction – 2 Minutes
Presentation – 5 Minutes
Clarifying Questions – 2 Minutes
Individual Writing – 2 Minutes
Participant Discussion – 5 Minutes
Presenter Reflection – 5 Minutes
Debriefing – 2 Minutes
Whole Group Debrief – 5 Minutes
Practicing Tuning ProtocolsPracticing Tuning Protocols
Introduction – 2 Minutes
• Participants briefly introduce themselves.
• The facilitator describes the protocol and provides the steps and critical elements.
• The timekeeper monitors the time and assists the facilitator with flow.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Presentation – 8 Minutes
• Presenter sets the context, describes the professional learning situation, and shares materials related to what is being tuned.
• Participants are quiet and taking notes.
• The presenter poses one or two key questions.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Clarifying Questions – 2 Minutes
• Participants ask the presenter non-evaluative questions about the presentation.
• Participants should not ask questions that suggest an opinion or evaluation.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Individual Writing – 2 Minutes
• The presenter and participants write about the key questions, as well as anything else that comes to mind.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Participant Discussion – 8 Minutes
• The presenter turns away and takes notes, but says nothing.
• The participants will talk among themselves, discussing the key questions and issues raised during the presentation without addressing the presenter.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Presenter Reflection – 8 Minutes
• The presenter reflects on the participants’ discussion.
• The participants are silent, taking notes on the presenter’s reflection.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Debriefing – 2 Minutes
• The presenter discusses how well the protocol worked.
• Participants then discuss how well the protocol worked.
• Presenter and participants have a general, open discussion of the content and the tuning process.
Practicing Tuning ProtocolsPracticing Tuning Protocols
Debriefing – 2 Minutes
Warm and Cool Feedback
Warm Feedback: Statements about what is working; takes the form of praise for what seems to be effective.
Cool Feedback: Statements or questions that help the presenter move forward; a critique of the work presented; never about the presenter, only about what is being tuned.
The best Cool Feedback: “I wonder…” “What if…”
Practicing Tuning ProtocolsPracticing Tuning Protocols
Whole Group Debrief – 5 Minutes
How did it feel…
• To be the presenter?
• To be the facilitator?
• To be the timekeeper?
• To participate?
AgendaAgenda• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on Examples of Real Professional Learning Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
Using the Tuning ProtocolUsing the Tuning Protocol
Using Tuning ProtocolsUsing Tuning Protocols
For the next 15-20 minutes:
1. Reflect on what you’ve learned in this session.2. Reflect on the data you have indicating where you
are as a school.3. Reflect on your vision for where you want to go as
a school.4. Begin to brainstorm an implementation plan that
incorporates the use of Tuning Protocols keeping the Critical Elements in mind.
AgendaAgenda• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on Examples of Real Professional Learning Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
Tuning ProtocolTuning Protocol Session Session FeedbackFeedback
Evaluating the SessionEvaluating the Session
Your feedback is important.
Please take a few moments to fill out the Session Evaluation card on your table and leave it on the
table by the door.
You will receive your purple inservice form at the end of Day Two for inservice points and the
opportunity to evaluate of the entire Summer Institute.
AgendaAgenda• Get agreement on Agenda & Ground Rules (5 Minutes) • Get agreement on Learning Objectives (5 Minutes)
• Teach background information on Tuning Protocol & share previous experiences (60 Minutes)
• Practice using the Tuning Protocol on Examples of Real Professional Learning Work (40 Minutes)
• Brainstorm Action Plans for using Tuning Protocols with PLCs at the School Site (20 Minutes)
• Provide feedback on the breakout session (5 Minutes)
Thank you for coming! Your Thank you for coming! Your journey has begun. Good luck.journey has begun. Good luck.
Karyn ScarcellaKaryn Scarcellakaryn.scarcella@ocps.net
Tuning Protocol as a Learning Tuning Protocol as a Learning DesignDesign
Summer Learning Designs Institute Summer Learning Designs Institute June 19-20, 2008June 19-20, 2008
Karyn ScarcellaKaryn Scarcellakaryn.scarcella@ocps.net
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