tuning protocol as a learning design

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 [email protected]

mailto:[email protected]

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



• Practice using the Tuning Protocol on Examples of RealProfessional Learning Work (40 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.


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)


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


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


Turn to your Elbow Partner to discuss:1. What does this information mean to

you so far?2. What connections are you making?


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


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.


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


Rationale1. Tunings provide accountability beyond test

scores.2. Tunings provide information useful in a

classroom.3. Tunings build a learning community.4. Tunings work.


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


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


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)


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


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.


Critical Elements

1. Time

2. Consistency

3. Facilitation

4. Substantive Discussion

5. Active Participation

6. Balanced Feedback


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


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.


Group Debrief (Wows and Wonders)

AgendaAgenda



• Practice using the Tuning Protocol on anonymous samples of Student Work (40 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.”


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.


Divide into groups of five. You may stay in school teams or split your

group up.

Roles: Who is the…Presenter?

Timekeeper?Facilitator?


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


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.


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.


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.


Individual Writing – 2 Minutes

• The presenter and participants write about the key questions, as well as anything else that comes to mind.


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.


Presenter Reflection – 8 Minutes

• The presenter reflects on the participants’ discussion.

• The participants are silent, taking notes on the presenter’s reflection.



• 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.



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…”


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)


• Practice using the Tuning Protocol on Examples of Real Professional Learning Work (40 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.

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.

Thank you for coming! Your Thank you for coming! Your journey has begun. Good luck.journey has begun. Good luck.



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



tuning protocol as a learning design

Documents

examining student work

learning assumptionsany

real student work

work environments

aboutthe tuning protocol

learning environment

tuning protocols

educators accountable