PROTOCOLS

FOR

SKILLFUL DISCUSSION

 

 

In the early 20th century, Russian educational psychologist Lev Vygotsky wrote “the role of formal and information discussions provide the social interactions for improving cognitive problem solving.  Reflective discussions with others provide perspectives for cognitive growth” (Sprinthall et. al., 1994, p.122).

 

Vygotsky’s theory advocates the need for testing personal reflections on experience in dialogue with a facilitator in order to broaden perspectives.  By dialoguing, new wholes of knowledge are formed and self-concept is enhanced in a positive manner.  When self-esteem is enhanced through cognitive growth, motivation is also increased (Sprinthall et. al., 1994).

 

These types of discussions lead to new understandings and ways of talking that encourage implicit understandings to emerge and become explicit to those participating in such discussions.  As feelings of competence increase in relation to new understandings, individuals become a member of what Schon (1987) refers to as a professional practice community.

 

 

 

Protocol for Presentation of a Lesson

 

STEP 1:      Presentation of the Lesson                                20 minutes

 

STEP 2:      Clarifying Questions                                    3 minutes

 

STEP 3:     Analysis of the Lesson                                 15 minutes

 

STEP 4:      Response of the Lesson Designer                    10 minutes

 

STEP 5:     Lessons Learned – Everyone Speaks              10 minutes

 

 

 

 

 

 

 

Protocol for a Work in Progress

Step 1:       Teacher gives content/substance of work in progress  8 mins.

 

Step 2:      Colleagues ask clarification questions                  3 mins.

 

Step 3:      Designer responds                                        3 mins.

 

Step 4:      Colleagues ask “what if” and “how about” questions   10 mins.

 

Step 5:      Designer comments conclude session         3 mins.

 

 

 

 

Looking at Student Work

 

 

 

Step 1:      Getting started – choose facilitator & present student work

 

Step 2:        Describe work – facilitator asks participants, “what do you see?”

 

Step 3:      Raise questions – facilitator asks “what questions does this work raise for you?”  [presenting teacher does not speak]

 

Step 4:        Speculate about work – facilitator asks questions about the design qualities evident in the work

 

Step 5:        Presenting teacher responds – tells about work, responds to questions raised, comments about unexpected response/questions

 

Step 6:      Discuss implications – Design qualities present are discussed and the level and types of student engagement observed.  Discussion of different how design qualities might be enhanced.