updated protocol

Step 1.  20 -40? minutes—Presenter distributes the one page overview or outline of their work.  Presenter then discusses
Teaching practices to be discussed; Background/Context (to include teachers’ prior experience, knowledge, and values that affect that practice or set of practices i.e. Practical theories)
Questions or “puzzles of practice?????” (p. 9) with respect to the teaching practices to be considered by the consultant peers. FRAME A QUESTION FOR GROUP.  (Maybe your question will relate to your data i.e. better ways to get at the same thing; better things to get at to inform this/these practices.)
Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data.
IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES?
HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE PRACTICES (PP. 43-44)

Step 2. 10 minutes—2 minutes to compose probing questions.

Peers ask clarifying questions round; speaker answers

move into probing questions presenter responds 

discussion
Step 3. 15 minutes????—The larger group then discusses the material presented. What did we hear? What didn’t we hear that we needed to know more about? What do we think about the questions and the issues? The conversation should include both “warm” and “cool” comments.
Each member reflects back to presenter based on what they heard.
!!!The presenter does not speak but listens and takes notes.

Step 4. 5 minutes—The presenter responds to what they heard.

Step 5. 10 minutes—All members engage in short reflective writing on what you heard from the data presented and how it interacts with the professional literature that you brought.

Step 6. 3 minutes each present key points from your written thoughts—whip around