Protocols are employed to help answer large questions about teaching and
learning; these are sometimes called "research questions" or "inquiry
questions." A group might go through several -- even a year's worth
of -- protocols addressing the same question. Examples:
How can we support students to become reflective problem solvers? What
are the learning benefits of writing in math?
often have more specific, though still large, "focusing questions"
that guide individual protocols, especially in the Tuning
Protocol and Consultancy.
Participants strive to address the focusing question with their own
questions and feedback. Examples:
How is the rubric for this assignment reflected in the student work?
What evidence do you see of students' research skills here?
protocols, participants ask a wide range of questions, from "clarifying
questions" to "probing questions." Clarifying questions typically
seek "nuts-and-bolts" information about the project. Example:
How much time does the project take? How were the children grouped?
Probing questions typically ask for deeper, more reflective responses
from the presenter. Example: How
does your belief about writing influence your students' work on this
to the presenting teacher often comes in the form of questions. Example:
"I wonder what would happen if students were involved in developing
Usually at the end of a protocol, the participants use reflection
questions to consider what they have learned about the process of
LSW itself. Examples: "What worked
well?" "Did the conversation move us closer to our goals? If so, how?"
are also the facilitator's questions--sometimes asked by other
participants--that help keep protocols focused and push for greater
depth. Example: "What do you see
in this child's work that makes you say it's more creative?"