Examining Student Work (using the Tuning Protocol) Jacque Melin – GVSU

One of many protocols Basic Protocol- This is a good place to if the team hasn’t had a great deal of experience collaboratively looking at student work. Tuning Protocol -The objective of this protocol is to determine which activities will get our students to meet specific goals. This protocol helps the learning team assess and analyze whether their lessons are aligned with their goals. Developed by Joseph McDonald and David Allen Atlas Protocol -This protocol looks at the student work in greater depth than the others. It is effective once the team has gotten its “feet wet” with the basic and tuning protocols. Revised November 2000 by Gene Thompson-Grove for NSRF Examining Student Work -This protocol allows for students to look at and assess their own work. Once teachers are familiar with the use of protocols for looking at student work, this protocol can be used in the classroom. Examining Student Work Developed by Daniel Baron

Ensuring Teacher Quality Leader's Resource Guide: Examining Student Work 3 Why look at student work? Reflect on evidence of student learning. Reflect on intent of task. Reflect with colleagues. Reflect on evidence of effective teaching. Increase teachers’ knowledge.

Ensuring Teacher Quality Leader's Resource Guide: Examining Student Work 4 Purposes for Looking at Student Work Determine the nature and extent of student understanding. Judge the quality of a task. Determine the implications for instructional practice. Clarify learning expectations.

Definition of Terms Facilitator – me Presenter – instructor whose students’ work we are reviewing Participants – instructors who are reviewing the work of the presenting instructor Tuning Protocol - is a structured process that allows for reflection and meaningful feedback. The Tuning Protocol assumes that the presenter wants to improve the work in question and that the participants will deliver thoughtful, substantive feedback. It is like tuning up a car or an orchestra— it assumes that attention to improvement matters.

Definition of Terms Three Levels of Feedback: 1. Warm —participants describe what they see working or what they like in a work. 2. Cool —participants consider aspects of the work that might be improved or clarified by framing their response in the form of a question: "I wonder if…?" or "Have you thought about…?" 3. Hard —respondents ask deeper questions that get at larger, structural aspects of the work.

The Structured Process 1. Introduction (5 minutes) 2. Presentation (15 minutes) 3. Clarifying Questions (5 minutes) 4. Examination of Student Work Samples (15 minutes) 5. Pause to reflect on warm and cool feedback (2-3 minutes) 6. Warm and Cool Feedback (15 minutes) 7. Reflection (5 minutes) 8. Debrief (5 minutes)

To get us started…. 2. Presentation (15 minutes) The presenter has an opportunity to share the context for the student work: Information about the students and/or the class — what the students tend to be like, where they are in school, where they are in the year Assignment or prompt that generated the student work Student learning goals or standards that inform the work Samples of student work — photocopies of work, video clips, etc. — with student names removed Evaluation format — scoring rubric and/or assessment criteria, etc. Focusing question for feedback Participants are silent; no questions are entertained at this time