A Sample Protocol for Looking at Student Work
Step 1: Getting Started (approximately 5 minutes)
The presenting teacher provides copies of selected student work from her/his class for the
group, making no comments on the work.
Participants of the group read the work silently, making notes about aspects of the work
that they want to discuss.
Step 2: Describing the Student Work (approximately 10 minutes)
The facilitator asks the group to describe what they see, without making evaluations or
interpretations of the work.
Step 3: Asking Clarifying and Probing Questions (approximately 10 minutes)
The facilitator asks the group to identify questions this work raises for them.
The group responds with questions they have about the assignment, the purpose, the
context in which the assignment was made, the student, and so forth.
The presenting teacher takes notes on the questions, but makes no comments yet.
Step 4: Speculating About the Student Work (approximately 10 minutes)
The facilitator asks the group what they think the student is working on.
The group can now make interpretations, evaluations about the quality of the student
work, or suggestions about problems they believe the student had in carrying out this
assignment.
Step 5: Hearing from the Presenting Teacher (approximately 10 minutes)
The presenting teacher describes the assignment, the instructional context for the
assignment, and how the assignment is linked to the school’s instructional standards.
The presenting teacher reflects on the quality of the student work and what strengths and
problems she/he will need to address through further instruction.
The presenting teacher responds to the group’s questions and adds any information that
she/he feels is important to understanding the assignment.
Step 6: Reflecting on the Learning (approximately 15 minutes)
The facilitator invites all participants, including the presenting teacher, to share thoughts
about ways to improve the input (what the teacher does to set up the assignment), the
output (what the student does in response to the assignment), or ways they might support
this student in future instruction.
The group reflects together on their reactions to this conferencing format for looking at
student work.
The group thanks the presenting teacher.