Allen, David Allen; Blythe, Tina

The Facilitator's Book of Questions : Tools for Looking Together at Student and Teacher Work

Foreword by Gene Thompson-Grove xi Acknowledgments xv Introduction 1(8) Why a Book of Questions for Facilitators? 3(1) Why a Book of Questions for Facilitators of Protocols? 3(1) What Do We Mean by Student Work and Teacher Work? 3(1) Who Is This Book For? 4(1) How Is This Book Organized? 5(2) What Doesn't This Book Do? 7(1) How Might This Book Be Used? 8(1) Chapter 1 What Are Protocols and How Do They Work? 9(16) What Is a Protocol? 9(2) The Purposes of a Protocol 11(1) The Anatomy of a Protocol 12(8) The Spirit of a Protocol 20(2) The Authority of a Protocol 22(1) Beyond the Protocol 23(2) Chapter 2 How Are Protocols Different from Other Kinds of Professional Development? 25(1) What's So Special About Protocols? 26(4) What Does This Mean for the Facilitator's Role in a Protocol? 30(3) Chapter 3 What Do Facilitators Do? The Big Picture 33(11) Facilitating Learning, Logistics, and Longevity 33(3) Facilitators' "Thinking Dispositions": Reading, Responding, and Reflecting 36(8) Chapter 4 What Do Facilitators Do in a Protocol? 44(22) Getting a Protocol (and Each Individual Step of the Protocol) Started 46(5) Moving Through the Protocol 51(7) Debriefing the Protocol 58(1) An Example: Moves in the Context of a Protocol 59(6) Summing Up 65(1) Chapter 5 What Kinds of Questions Get Asked in a Protocol? 66(9) Focusing Questions 67(3) Clarifying Questions 70(1) Probing Questions 71(4) Chapter 6 What Happens Before and After Protocols? 75(13) Before the Meeting 75(10) After the Meeting 85(3) Chapter 7 How Do Facilitators Choose, Adapt, and Create Protocols? 88(12) Choosing an Appropriate Protocol 88(4) Making Adjustments, Adapting Protocols, and Creating New Protocols 92(8) Chapter 8 What Are the Challenges of Facilitating Protocols? 100(17) Time Is Running Out 101(1) The Group Is Too Big 102(1) Participants Have a Hard Time Sticking With the Protocol 103(2) Participants Rush to Evaluate or Judge the Work Being Presented 105(1) Participants Seem Reluctant to Offer Challenging Feedback 106(2) The Presenting Teacher's Presentation Wanders or Expands 108(1) The Presenting Teacher Uses Her Response Time for Something Other than Response 109(1) Participants Turn to Other Participants, or to the Facilitator, as an Expert on the Content 110(1) The Facilitator Is Uncertain Whether to Participate in the Content of the Conversation or Stick to Facilitating the Process 111(1) The Facilitator Feels a Bit Hesitant or Unsure of Her Skills 112(1) One or More Participants Deliberately Resist Participating in the Protocol 113(4) Chapter 9 How Do Facilitators Get Better? 117(8) Observing and Emulating 117(1) Experimenting 118(1) Asking for Feedback 119(1) Reflecting 119(2) Documenting 121(4) Appendix A: Additional Resources 125(2) Appendix B: Activities 127(12) References 139(2) About the Authors 141