As educators, we know so much and yet we have so little
opportunity to put our experience and knowledge to use in support of others –
particularly our colleagues.
Last week Brenda Augusta, Sandra Herbst, and I had
the opportunity to work with a packed room for a one-day institute focused on facilitating adult learning. One of the strategies we shared during a break-out
session is the Sticky Issues Protocol*.
The participants who kindly agreed to demonstrate the protocol in a ‘fishbowl’
setting for the rest of us were so engaged as was the audience! I also appreciated the positive response. Everyone saw immediately how useful the protocol is for surfacing craft knowledge
and providing amazing support for adult learning.
Afterwards, a couple of people shared how
the use of protocols has totally changed the adult learning culture in their
schools. And, how some teachers are now using protocols with students. I know that is also true in the schools where Catherine Glaude, author of Protocols for Professional Learning Conversations and When Students Fail to Learn works.
The process for the Sticky Issue Protocol is
simple. Provide some time during department, grade-level, learning team, and
faculty meetings for colleagues in groups of 5 – 6 people gather to share ideas
and experiences with regards to any dilemma connected to our work – it may be a
challenge surfaced by a student or group of students, parents, curriculum
challenge, and so on. After the protocol has been taught and practiced it is
important to build it in as an ongoing routine.
The steps are simple:
· Briefly review the agreed upon Norms of Collaboration.
· One person agrees to keeps time.
· Then, the person presenting the dilemma describes it in two or
three minutes (or less).
· The four or five people in the group listen and ask questions for
clarification.
· Then the person presenting the dilemma pulls back from the group
and the remaining members close in the circle. Without taking or assigning
ownership of the ideas, the group members talk through possible responses and
ways of thinking about the issue. The person presenting the dilemma listens
carefully and takes notes.
· After 8 – 10 minutes, the presenting teacher rejoins the group and
talks about what she or he heard that will be taken away to reflect upon
further and/or to use.
· And, by way of finishing, participants reflect on what they
learned, thought about, and suggestions they might have for the future use of
the protocol.
This powerful yet simple protocol provides
time for the deliberate sharing and accumulation of craft knowledge. I remember teaching this protocol to a group
of principals. In one of the groups a brand new principal shared a ‘sticky
issue’ related to a student with a challenging education plan. The ideas that
burst forth from his colleagues filled pages and pages as he listened. I’ve
seen the same thing happen over and over again as people use this protocol. As
educators, we just don’t know how brilliant we are!
The complete step-by-step directions can be found
in Leading the Way to Assessment for Learning: A Practical Guide (described on page 71 and found as a
reproducible on page 166 of Appendix 2). You can find the Sticky Issues Protocol
along with classroom video clips and practical ideas on our free members site.
All my best,
Anne
Anne
* This protocol is adapted from Sticky Issue protocol
developed by Southern Maine Partnership and found in the Critical Friends Toolbox.
