|aProtocols in the classroom :|btools to help students read, write, think, & collaborate /|cDavid Allen, Tina Blythe, Alan Dichter, Terra Lynch ; Foreword by Joseph P. McDonald.
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|aNew York, NY :|bTeachers College Press,|c[2018]
300
|ax, 148 pages ;|c23 cm
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|aIncludes bibliographical references and index.
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|aForeword; Acknowledgments; Introduction; What is a Protocol?; Why Use Protocols?; How is This Book Organized?; How Might You Use This Book?; Part I: Getting Going with Protocols; Chapter 1: Choosing a Protocol; How Well Do Your Students Know One Another?; How Familiar Are Your Students with Protocols?; What Are Your Learning Objectives for Students?; What Habits Do You Want Students to Develop?; What Are Your Students' Strengths and Needs?; How Much Time Do You Have with Your Students?; Chapter 2: Facilitating the Protocol.
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|aPurposes and PreparationSteps of the Protocol; Tips for Facilitating the Protocol; Microlab in the Classroom; Chapter 7: Chalk Talk; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Chalk Talk in the Classroom; Chapter 8: Peeling the Onion; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Peeling the Onion in the Classroom; Chapter 9: Text Rendering Experience; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Text Rendering Experience in the Classroom.
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|aChapter 10: Save the Last Word for MePurposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Save the Last Word for Me in the Classroom; Chapter 11: Three Levels of Text; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Three Levels of Text in the Classroom; Chapter 12: Gallery Walk; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Gallery Walk in the Classroom; Chapter 13: Ladder of Feedback; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol.
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|aLadder of Feedback in the ClassroomChapter 14: Tuning Protocol; Purposes and Preparation; Steps of the Protocol; Tips for Facilitating the Protocol; Tuning Protocol in the Classroom; Part III: Getting Better with Protocols; Chapter 15: Getting the Most Out of the Debrief; Questions for Debriefing Protocols; Challenges in Debriefing Protocols; Chapter 16: Documenting and Deepening the Learning; Documenting Student Learning in Protocols; Using Documentation to Deepen Learning; Chapter 17: Troubleshooting During the Protocol; Challenge: Some Students Are Talking a Lot-Others, Not At All.
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|a"Spinning off from The Power of Protocols, David Allen, Alan Dichter, Tina Blythe, and Terra Lynch seek to bring discussion protocols to the classroom for teachers to use with their high school students. Protocols in the Classroom will use the same dependable ideas that the authors developed during more than two decades of work for multiple editions of The Power of Protocols, which has provided an invaluable resource to teachers, administrators, and teacher educators to support their professional learning and development. The authors' proposed book extends beyond professional development for educators by bringing discussion protocols into the classroom while using vignettes and facilitation tips to further explain how educators can use protocols with students effectively. Protocols in the Classroom will feature descriptions of protocols that are familiar from the earlier books (e.g., the Last Word, the Tuning Protocols, the Consultancy) and new ones. Like the earlier books, it also includes guidelines for teachers in using the protocols effectively, as well as discussion of important considerations in using protocols with students, including the role of the teacher and students' preparation for participating in discussion protocols" --|cProvided by publisher.
For nearly 2 decades, Looking Together at Student Work and The Power of Protocols have sustained educators in their professional learning. Protocols in the Classroom expands the scope of those books from teachers' professional learning to include students' learning, providing teachers with the tools they need to use discussion protocols to support students in developing crucial skills and habits as readers, writers, critical thinkers, and active participants within the classroom community. This essential guide provides detailed descriptions of protocols for four critical purposes: Entering into and engaging with texts of many different types. Sharing perspectives on questions, issues, or topics. Giving and receiving important feedback on works in progress. Exploring one's own unique learning style.For each protocol the authors provide a clear set of steps, tips for teachers and students in facilitating the protocol, and a story of a teacher using the protocol with students. The book is filled with resources for getting started using protocols with students, as well as for deepening the use of protocols over time. It also relates protocols to other strategies for supporting students' learning, including Accountable Talk, Thinking Routines, and Socratic seminars. The authors describe how protocols contribute to a schoolwide culture of discussion, inquiry, and reflection.Book Features: Insight from authors with decades of experience using protocols with students, teachers, administrators, teacher educators, and others.The perspectives of classroom teachers who are using the protocols with their students.Classroom vignettes and facilitation tips for effective use of protocols with students.Guidance and resources for choosing the best protocol for your goals and the needs of your students.Key practices for effectively facilitating protocols, whether you or your students do the facilitation.Engaging activities and strategies to prepare students for the kinds of discussions protocols entail.
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