Critical Friends Protocol for Lesson Study Projects

Critical Friends Protocol for Lesson Study Projects

Critical Friends Protocol for Lesson Study Projects

Adapted from the Critical Friends Protocol developed by the Educational Alliance at BrownUniversity. You will be working in groups of three and should spend 20 minutes on each person’s lesson.

Purpose

The purpose of this activity is for you to present your lesson and receive thoughtful feedback. The comments of your peers should help you deepen and improve your teaching and your understanding of and effectiveness in your work with students.

Norms

  • No fault (no blame)
  • Collaboration (listening to everyone and encouraging everyone to participate)
  • Follow the protocol
  • Follow the time limits
  • No show and tell (goal is collaborative, analytical conversation about teaching and learning)

Present your work (6 minutes maximum)

Presenting teacher briefly describes the purpose of the lesson, the design of the lesson, and shows the evidence of student learning. Focus on the area(s) in which you most want feedback and assistance. It might help to think about one or two questions around:

  • The design of the lesson (links between objectives and strategies)
  • The learning of the children (links between evidence and objectives, challenges for one or more of the students)
  • The quality of the evidence of student learning (how convincing is the evidence)

Clarifying questions (3 minutes maximum)

Members of critical friends groups ask clarifying questions only. The purpose of this part of the process is to make sure you understand. Questions should require a quick response only from the presenting teacher.

Feedback (6 minutes maximum)

The purpose of this section is providing “warm” (positive) and “cool” (constructive comments and questions) feedback (all of which is helpful). Critical friends feedback; the presenting teacher should take notes. NOTE: The presenting teacher’s role is to listen and take notes. In providing feedback, it will be useful to really look at the evidence of student learning and try to infer:

  • What was each student thinking and why?
  • What does each student understand? What doesn’t each student understand?
  • What was each student most interested in?
  • How did each student interpret the assignment?

A second component of your feedback might focus on what steps the teacher might take next with the students.

Presenter responds to any comments (3 minutes maximum)

The presenting teacher may respond to any comments made during feedback and ask any questions. NOTE: The critical friends group should listen ONLY during this section.

Conclusion (2 minutes)

Critical friends take five minutes to provide written feedback to the presenting teacher that summarizes what they interpreted as the most important constructive feedback.

Critical Friends Feedback Form

Presenting Teacher ______

Critical Friend ______

I was impressed with:

I think the most important constructive feedback you received was:

Critical Friends Groups Note taking Form

Presenting Teacher ______

Critical Friends ______

Date ______

The “warm” feedback I received is:

The “cool” feedback I received is:

Right now I’m thinking:

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