Teachers began designing learning games for their classro… The first time a protocol is used, it must be explicitly taught and rehearsed. Stigler, James W., and James Hiebert. Teachers plan a lesson for both using one of the approaches ! When working together, encourage all collaborators to generate as many ideas as possible early on. collaborative lesson planning, or use the ttlp, and consider teaching practices over time. Source: Steve Seidel, Director of Project Zero at Harvard, devised this protocol for a group of educators that gathered each weekend to look at student work. Courtesy webdonuts.com. Recruiting Diverse Teachers. By giving teachers a space to work together as designers, you’re giving them a space to develop, test, reflect, and iterate on their work—a space to grow. The protocol is described in Blythe, Allen, and Powell (1997) and McDonald, Mohr, Dichter, and McDonald (2003). Process 1. B. Collaborative Conversations Protocol: Unit 2 Guiding Questions (20 minutes) C. Think-Pair-Share: Reflecting on the Collaborative Conversations Protocol (5 minutes) 3. Peer observation can benefit both the teacher being observed and the observer. Collaborative planning provides opportunities for teachers to work together during the school day to make those connections through examining their practice, consulting with colleagues, and developing their skills. ! Lesson Planning Protocol – Mike Schmoker (use in conjunction with the Team Learning Log on p. 5 of the handout entitled Results: the Essential Elements of Improvement) 1) FOCUS (3-5 minutes): Identify the specific learning objective. Included are templates specific to planning with the SFUSD Math Core Curriculum. "), and can be used in multiple ways: a small sample of these uses includes sharing information, peer editing, or brainstorming; addressing complex social and academic challenges; sharing successes and points of view; heading off typical errors in learning; or introducing a new and engaging topic. The skeleton that shapes any strong academic protocol includes the following: Protocols provide the skeleton upon which students can safely build their own ideas:  helping shy students to participate, reining in overly enthusiastic learners, and in general leveling the playing ground so that neither student personality nor academic confusion define the results of the protocol. Will there be touchscreens and video game consoles everywhere? When everyone understands and agrees to using a protocol, participants are able to work more effectively both independently and collaboratively, often in ways they are not in the habit of doing. 4 3 2 1 RATING Collaborative teams have access to all necessary materials and resources. How might you go about identifying and recruiting “early adopters” amongst your faculty who would be willing to give this new protocol a try? Co-Teaching with a prebrief, lesson and debrief. 4. Involve students from the beginning: Students are your target audience. Group Agenda Planning (Group I-MAP) Group Juggle. EL Education Announces Second Edition Of Acclaimed 6-8 ELA Curriculum, Participation Protocol for Academic Discussion. Protocol-based discussion. As you think about possible game or lesson components, keep in mind what materials are easily accessible. Tuning Protocol Guidelines. However, unlike group projects, collaborative learning doesn’t get students together to work toward creating a product or finishing a project. the focus is on the critical role norms and protocols play in the success of collaborative learning teams.. Assigning teachers to collaborative learning teams is a start, but in order to guarantee meaningful, sustained conversations that increase student achievement, it is critical to spend time establishing norms and making use of protocols. LESSON PLANNING Good advanced planning is the key to effective teaching. Build on strengths and interests: Actively try to discover what all collaborators like and what they’re good at. Collaborative Planning. Rich has built in this continual support for perfecting the protocol even after the students are capable of smoothly enacting the steps. COLLABORATIVE PLANNING ! To help you get started, here are eight tips that we’ve found useful to guide our collaboration. Will the furniture look like it belongs in a Google office? Good planning “shoulders much of the burden” of teaching by replacing “on-the-fly-decision making” during a lesson with careful investigation into the what and how of instruction before the lesson is taught. Closing and Assessment. Collaborative planning provides opportunities for teachers to work to their strengths. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. Though its key output has been the games and game-like curriculum used with students, Mission Lab was created not just as a curriculum support lab, but as a microcosm of what we want the whole school to be—a space for people to explore, tinker, take risks, play, make things, and work together to solve real problems. Two pair will plan to teach their lesson ! A. When teachers go through a design process and emerge on the other side with a designer identity, they have a greater degree of agency in blurring the line between teacher and student, and in supporting each other as they rethink what learning can be in the 21st century. 5. Collaborative Problem Solving (CPS) is a process of civil argumentation wherein two or more parties negotiate agreeably to have conflicting needs met. Study group to discuss professional text that aligns to the student learning goal. When visitors first come to Quest to Learn, they’re often not sure what to expect. Goal setting and planning are the critical underpinning of Japanese Lesson Study – we use the metaphor of an iceberg to represent the extent of the “underwater” support needed for planning the lesson. 2. Be used as a discussion of the potential benefits of the navigation above to locate the ttlp. They were getting feedback from each other and involving students in every part of the design process. Rest of pairs will share out their lesson STEP THREE: TEACH AND OBSERVE 1. Really push each other to think about different ways that a learning goal can be executed. Analysis of student work. I can describe the characteristics of a strong academic protocol. After a few years of Institute of Play designers working with Quest to Learn teachers at Mission Lab, an interesting thing started to happen. 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