Feedback Provided During Protocols

Developed in the field by educators.

Three Response Perspectives
Warm Cool Hard
Recognizing Analyzing Challenging
Highlighting Discerning Extending
Specific Probing So What?

Example: Example: Example:

“ I see excellent use of …” “I wonder if this fits that.” “Does this do what we value?”
“On page 2, I see a good “It looks like you wanted this “Does the activity meet the
example of…” to do that, but I’m not sure it stated goal?”
“Attention to detail is evident does.” “Will it consistently provide
in the following areas…” “I can’t tell if the student is to similar results?”
“I like the way you…” do this or that.” “Who is favored by this and
“It is hard to tell what the goal who is penalized?”
was, and what the thinking
skills were.”
This type of feedback highlights This type of feedback uses This type of feedback
the specific areas in which the critical distance, which means challenges and extends
work is strong. taking a closer look to analyze, what is presented. It will test
probe and discern. the meaning of the work
and provide direction for
development.
This level of feedback requires Trust must be present in the The group needs to have
the least amount of trust, and group to give cool feedback. a higher level of trust and
should always be present. presenter should ask for this
type of feedback.

The facilitator’s responsibility is to check with the presenter as to their comfort in the level of feedback.
Make sure that the presenter is ready and wants hard feedback before utilizing that level.

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org