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HTH Tuning Protocol

The document outlines a protocol for project tuning sessions, which aim to provide constructive feedback to presenters on their work. Critical friends review the project, ask clarifying and probing questions of the presenter, and then discuss the project without the presenter. The presenter then responds to the discussion. The session closes with a debrief on what worked well and how the process could be improved. The goal is to help presenters expand their thinking through respectful feedback from their peers.

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Chris Chiang
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106 views

HTH Tuning Protocol

The document outlines a protocol for project tuning sessions, which aim to provide constructive feedback to presenters on their work. Critical friends review the project, ask clarifying and probing questions of the presenter, and then discuss the project without the presenter. The presenter then responds to the discussion. The session closes with a debrief on what worked well and how the process could be improved. The goal is to help presenters expand their thinking through respectful feedback from their peers.

Uploaded by

Chris Chiang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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PROJECT TUNING

Norms:

Hard on the content, soft on the people

Share the air (or step up, step back)

Be kind, helpful and specific


Protocol:

1. Overview Presenter gives an overview of the work, explains what goals he/she had in
mind when designing the project, and frames a question for the critical friends group to
address during the discussion. The presenter might choose to also put the project into
context so the critical friends understand how it fits into the larger scope and sequence of
the class. (3 min)

2. Document Review If applicable, critical friends have an opportunity to look at


documents relevant to the project (e.g. project handouts, rubrics, past/current student work,
etc.) and to prepare clarifying or probing questions for the presenter. (2 min)

3. Clarifying Questions Critical friends ask clarifying questions of the presenter. Clarifying
questions have brief, factual answers and are intended to help the person asking the question
develop a deeper understanding of the dilemma. An example of a clarifying question is
How were the groups chosen for this activity? (4 min)

4. Probing Questions* Critical friends ask probing questions of the presenter. Probing
questions help the presenter expand his/her thinking about the dilemma. However, probing
questions should not be advice in disguise, such as Have you considered? Examples
of probing questions are How did each student demonstrate their understanding through
the final product? or What evidence did you gather to determine the extent to which the
goals of your project were met? (6 min)

5. Discussion* - The presenter reframes the question if necessary and is then physically
removed from the group. The group discusses the dilemma and attempts to provide insight
on the question raised by the presenter. It may help to begin with warm feedback, such as
What went well with the project? and then move on to cool feedback. Cool feedback
includes a more critical analysis of the work, using the question proposed by the presenter to
frame the discussion. For example, What isnt the presenter considering? or I wonder
what would happen if. The presenter is not allowed to speak during the discussion, but
instead is only allowed to listen and take notes. It is a good idea for the presenter to
physically sit outside of the circle and for the group to close in the circle without the
presenter. Resist the urge to speak directly to the presenter. (7 min)
6. Response The presenter has the opportunity to respond to the discussion. It is not
necessary to respond point by point to what others said. The presenter may share what
struck him or her and what next steps might be taken as a result of the ideas generated by
the discussion. (3 min)

7. Debrief/ Closing the Loop Participants respond to reflection questions about what they
have learned from participating in this protocol and how it could inform their own
practice. If time allows, participants share one of their take-a-ways with a partner or
everyone in the group shares out one take-a-way. (10 min)

Questions: What worked in this session? What didnt go so well? Did we answer the
presenters questions? How could this have gone better?

Share out if time allows

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