The Tuning Protocol

1. The Tuning Protocol Suzanna J. Ramos Teaching Learning Resource Center

2. Objectives Participants will be able to: • understand how student artifacts can be used as tools for professional development. • know the Tuning Protocol as a process to inform pedagogical practice.

3. My Experience

4. What is a Tuning Protocol? “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

5. Tuning Protocol • Facilitated and focused conversation • Examination of student work • Inform instructional practices

6. Types of artifacts for different questions Adapted from Teaching as inquiry: Asking hard questions to improve practice and student achievement (2004)

7. Sample Focus Questions (Critical Thinking Skills) • How does the student show evidence of inferential thinking skills? • To what extent is the student able to examine ideas and identify arguments, reasons, or claims? • In what ways does the student demonstrate the ability to extend key concepts to make predictions, draw inferences, or analyze implications?

8. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

9. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

10. Introduction • Participants briefly introduce themselves. • Facilitator describes the protocol, provides guidelines and time limits for the various steps.

11. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

12. Presentation • Presenter sets the context – describes the teaching/learning situation. • Participants are quiet and taking down notes. • Presenter shares materials related to the teaching/learning situation described. • Presenter poses one or two key questions.

13. Sample Focus Questions (Critical Thinking Skills) • How does the student show evidence of inferential thinking skills? • To what extent is the student able to examine ideas and identify arguments, reasons, or claims? • In what ways does the student demonstrate the ability to extend key concepts to make predictions, draw inferences, or analyze implications?

14. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

15. Clarifying Questions • Participants ask the presenter non-evaluative questions about the presentation. • Participants should not ask questions that suggest an opinion or evaluation.

16. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

17. Individual Writing • Presenter and participants write about the key questions posed, as well as anything that comes to mind. • This step helps each participant focus and have something to say during the participant discussion.

18. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

19. Participant Discussion • Participants will talk amongst themselves, discussing key questions and issues raised during the presentation. • Participants strive for a balance of warm and cool feedback. • Presenter takes notes and does not take part in the discussion.

20. 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 • Examples: “In what ways might…”; “How might…?

21. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

22. Presenter Reflection • Presenter reflects aloud on the participants’ discussion. • Participants are silent, taking notes on the presenter’s reflection.

23. Tuning Protocol Process • Introduction • Presentation • Clarifying Questions • Individual Writing • Participant Discussion • Presenter Reflection • Debriefing

24. Debriefing • Presenter discusses how well the protocol worked and thanks participants for their work. • Participants discuss how well they think the protocol worked and thank the presenter for bringing the work to them to be tuned. • Presenter and participants engage in more general discussion of both the situation examined and the protocol process itself.

25. Tuning Protocol Process(Based on 60-minute session) • Introduction (5 min) • Presentation (15 min) • Clarifying Questions (5 min) • Individual Writing (5 min) • Participant Discussion (15 min) • Presenter Reflection (10 min) • Debriefing (5 min)

26. Next steps (TLRC) • Individual coaching • Group facilitation

27. Individual Coaching(Benefits) • Facilitates individual learning through reflection, practice, and goal setting. • Acts as a sounding board in support of creative thinking, thoughtful planning, and decision making. • Fosters shifts in thinking that reveal fresh perspectives.

28. Group Facilitation (Benefits) • Fosters pedagogical expertise as practitioners share insights on pedagogical issues • Encourages more effective application of strategies within EBP and CT through collaboration • Allows cross-pollination of ideas within the group

29. Thank You! Teaching Learning Resource Center