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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Why a Book of Questions for Facilitators? | |
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| Why a Book of Questions for Facilitators of Protocols? | |
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| What Do We Mean by Student Work and Teacher Work? | |
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| Who Is This Book For? | |
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| How Is This Book Organized? | |
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| What Doesn't This Book Do? | |
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| How Might This Book Be Used? | |
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| What Are Protocols and How Do They Work? | |
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| What Is a Protocol? | |
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| The Purposes of a Protocol | |
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| The Anatomy of a Protocol | |
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| The Spirit of a Protocol | |
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| The Authority of a Protocol | |
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| Beyond the Protocol | |
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| How Are Protocols Different from Other Kinds of Professional Development? | |
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| What's So Special About Protocols? | |
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| What Does This Mean for the Facilitator's Role in a Protocol? | |
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| What Do Facilitators Do? The Big Picture | |
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| Facilitating Learning, Logistics, and Longevity | |
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| Facilitators' "Thinking Dispositions": Reading, Responding, and Reflecting | |
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| What Do Facilitators Do in a Protocol? | |
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| Getting a Protocol (and Each Individual Step of the Protocol) Started | |
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| Moving Through the Protocol | |
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| Debriefing the Protocol | |
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| An Example: Moves in the Context of a Protocol | |
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| Summing Up | |
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| What Kinds of Questions Get Asked in a Protocol? | |
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| Focusing Questions | |
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| Clarifying Questions | |
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| Probing Questions | |
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| What Happens Before and After Protocols? | |
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| Before the Meeting | |
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| After the Meeting | |
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| How Do Facilitators Choose, Adapt, and Create Protocols? | |
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| Choosing an Appropriate Protocol | |
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| Making Adjustments, Adapting Protocols, and Creating New Protocols | |
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| What Are the Challenges of Facilitating Protocols? | |
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| Time Is Running Out | |
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| The Group Is Too Big | |
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| Participants Have a Hard Time Sticking With the Protocol | |
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| Participants Rush to Evaluate or Judge the Work Being Presented | |
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| Participants Seem Reluctant to Offer Challenging Feedback | |
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| The Presenting Teacher's Presentation Wanders or Expands | |
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| The Presenting Teacher Uses Her Response Time for Something Other than Response | |
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| Participants Turn to Other Participants, or to the Facilitator, as an Expert on the Content | |
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| The Facilitator Is Uncertain Whether to Participate in the Content of the Conversation or Stick to Facilitating the Process | |
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| The Facilitator Feels a Bit Hesitant or Unsure of Her Skills | |
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| One or More Participants Deliberately Resist Participating in the Protocol | |
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| How Do Facilitators Get Better? | |
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| Observing and Emulating | |
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| Experimenting | |
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| Asking for Feedback | |
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| Reflecting | |
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| Documenting | |
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| Additional Resources | |
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| Activities | |
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| References | |
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| About the Authors | |