# data[].attributes.body
Elva Smith and John Curtis’ high school students come from various countries and cultures. While studying a unit on diversity, the teachers want this wide range of students to share how and what their cultures contribute to their new community, as seen through their own stories and experiences.

# data[].attributes.headline
6. DATA DRIVEN DIALOGUE Data Driven Dialogue

# data[].attributes.subject
6. DATA DRIVEN DIALOGUE Data Driven Dialogue

# data[].attributes.body
Participants examine data or other artifacts using four phases: predict, make a visual, observe, and infer.

# data[].attributes.body
Participants generate, record, and advocate for various ideas before prioritizing and voting. In one of the rounds participants can only intervene to advocate for (not against) ideas.

# data[].attributes.attachment_link.readable_text
Now that we are only some 80-something days away from the end of the school year, thoughts turn toward what we are completing in our action plan this school year, and what we want to accomplish next school year. As we think about achievements and goals, we are thinking about which protocols to use for which meeting to help us realize the purpose of each one.
Why we use protocols for our meetings
Last year in May, our faculty met to focus our goals for 2014-2015, which was officially the first year of MYP: Next Chapter transition. In the past two school years, our goal was focused on conceptual teaching and learning, and we spent those two years developing a conceptual framework for our subject overviews, and experimenting on implementing conceptual teaching and learning in our classrooms. However, the Next Chapter presents us with some tough implementation goals, which I am sure is similar for all other MYP schools worldwide. Our problem was the number of new implementation considerations. How might we focus our work so that we do not suffer what the Powells describe as "organizational ADHD" ? (See Powell, W. and Powell, O., The OIQ Factor; Raising your school's organizational intelligence, 2013)

We have been working on using protocols in our meetings, to maximize learning and minimize meeting meanderings that do not propel our organizational purposes. These protocols are from The Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman.

Expecting products that make group thinking visible helps to increase shared ownership of group priorities. This product was from a meeting focusing on assessment.

Example - The Focusing Four Protocol
One protocol that we use quite often in our teams' collaborative work is called the Focusing Four. We decided last May 2013 to use the Focusing Four protocol to decide on our priorities for 2014-2015, to help us narrow and align our goals for Next Chapter transition and make this first year a more 'intelligent' year for our MYP.
How this protocol works and how we used it
There are four steps in this protocol, and to run it successfully, there needs to be a facilitator who is knowledgeable about the protocol, and a scribe, who writes the group's ideas and choices as the meeting progresses. The documentation needs to be visible to the whole group, so this meeting needs a large board or a series of charts on which the scribe records the ideas and choices.

Step 1 Popcorn Brainstorm

The goal is have a brainstorm and record all the ideas from the group. This is an unedited collection of ideas and works much like popcorn: allow the brainstorm to continue as long as there is not a very long gap between the previous idea and the next idea. When ideas slow down, the facilitator closes this step.

Step 2 Clarifying ideas

The goal of this step is to gain shared understanding about the ideas that popped up in the brainstorm. Group members can query specific ideas that are listed on the charts or board, one at a time. When someone asks to clarify a specific idea, the author of that idea provides a brief explanation of the idea to clarify. This step continues for as long as there are queries for clarification. When all in the group are satisfied that they understand the brainstormed ideas, the group moves on to the next step.

Step 3 Advocating for ideas

In this stage, group members reflect on the ideas in the list and decide for themselves which ideas they might advocate for. Individuals can advocate for their own or others' ideas. They raise their hands and when called on by the facilitator, they might give a brief justification why this idea is valuable.

Step 4 Choosing the focus

In this stage, group members are asked to choose and vote for a third plus one of the listed ideas. The top one third plus one of ideas that got the highest number of votes become the focus for the group. This one-third plus one is a strategy from Adaptive Schools.
Why the protocol works
Step 1 is important in that it allows all ideas to be visible to the whole group. By giving all members a chance to suggest ideas, each one is valued as a contributing member of the group. Step 2 helps to facilitate shared understanding of the ideas that have been suggested, and allows authorship of ideas to be acknowledged. Step 3 in the process allows for each person to consider the prioritizing of ideas in the holistic context of the group. It also provides ownership of the group's work toward which goals might emerge as the group's priorities. Finally, the one-third plus one strategy in Step 4 helps to efficiently identify the urgent items in the list without a meandering discussion. This also avoids hurt feelings that could result if instead the ideas in the whole list were ranked one by one.

This protocol is useful for decision making and sorting out ideas for any group. I've seen it used by subject departments, student government groups, clubs, grade level teams, and entire faculties.

In that meeting last May 2013, the faculty came up with over 186 ideas in Step 1. Going through the steps in the protocol, the group was able to cull that list and identify the top 10 implementation items in MYP, which the group believed were important to our faculty's first year with new subject guides and new criteria.
Making meetings more meaningful
The value of using protocols like the Focusing Four in our collaborative planning and reflection rests on the protocols' design. By thoughtfully considering meeting goals, we are able to decide which protocol helps us to propel the work during a meeting to meet that meeting's goal. We are able to avoid meetings that meander through and become sounding boards for personal anecdotes, so we don't waste anyone's time. Meetings become learning engagements, so they might more likely energize our practice. We also increase our ownership of the programme because in these meetings, we are visibly thinking and learning together.

How might you make meetings more meaningful? What protocols do you use to make meetings constructive and engaging? Share experiences and ideas in the comments!

# data[].attributes.attachment_link.description
Now that we are only some 80-something days away from the end of the school year, thoughts turn toward what we are completing in our action plan this school year, and what we want to accomplish next school year. As we think about achievements and goals, we are thinking about which protocols to use for...

# data[].attributes.body
Participants have time to individually reflect on their response before sharing it with one other student. Each team member shares with whole group what his/her partner said in the think-pair-share progress

# data[].attributes.attachment_link.readable_text
In an activity based on the Think, Pair, Share strategy, students write and discuss their ideas with a partner before sharing them with the larger group. This format gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogue with other students about these issues. It is a helpful way to give students time to compose their ideas before sharing with them with the class. The Think, Pair, Share strategy helps students build confidence, encourages greater participation, and often results in more thoughtful discussions.

1. Think
Have students reflect on a given question or write a response in their journals.

2. Pair
Have students pair up and share their responses.

3. Share
When the larger group reconvenes, ask pairs to report back on their conversations. Alternatively, you could ask students to share what their partner said. In this way, the strategy focuses on students' skills as careful listeners.

# data[].attributes.attachment_link.description
In an activity based on the Think, Pair, Share strategy, students write and discuss their ideas with a partner before sharing them with the larger group. This format gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogue with other students about these issues.

# data[].attributes.body
Participants are divided into different groups and walk around the room to respond together to open-ended prompts or questions on poster paper.

# data[].attributes.attachment_link.readable_text
Carousel Brainstorming Technique or Rotating Review is a strategy used to help students learn new information or review existing information through movement and reflection. This strategy facilitates the development of group skills (brainstorming, discussion, communicating information) and also promotes active learning within the classroom.

In this technique, students are divided into different groups and instructed to walk around different stations set up in the classroom, brainstorming and reflecting on certain questions for a specific duration of time. Each station helps students activate their prior knowledge, process new information and share it with others.

The technique has great potential as a closure activity and is also a good assessment tool, as it assists in evaluating the students' understanding and knowledge about the topic.
Carousel technique in the classroom
Certain factors need to be considered for the implementation of this technique:

Arrangement of the classroom: The classroom is arranged to include various stations. It is important to number each station, to enable easy movement and avoid confusion around each station.

Questions: Each station will have a question that needs to be answered by the groups. This question should stimulate discussion among the students regarding a new concept, linking previous learning to the new information, critical analysis or application of the concept being taught. The paper with the question can be put up either on the wall or on the table forming the station.

Student groups: Students are divided into groups of four or five. Each group is given a marker of a different color to allow for easy identification of the responses. Each group will start from a particular station i.e. Group 1 will start from station 1 and proceed to station 2, 3, and so on. Likewise, group 2 will start from station 2 and proceed to station 3, 4 and so forth.

Apart from their response to the particular question, students are encouraged to read through the other responses and add in their thoughts on the same.

Timing: At each station, students are allotted three to five minutes to discuss and write down their responses. A bell can be used to signal changing of stations.

Discussion round:As an end to the session a discussion can be initiated. The response sheet will give you an idea about similar and contrasting responses and other queries that can be discussed further, thus encouraging active student participation and learning.

Discuss here: What are some brainstorming strategies that you use in the classroom?

About PLB

# data[].attributes.attachment_link.title
What are some brainstorming strategies that you use in the classroom?

# data[].attributes.attachment_link.description
Carousel Brainstorming Technique or Rotating Review is a strategy used to help students learn new information or review existing information through movement and reflection. This strategy facilitates the development of group skills (brainstorming, discussion, communicating information) and also promotes active learning within the classroom.

# data[].attributes.body
Mr. Homer’s third grade class has been studying the different systems of the human body.  Now he wants them to look at the body as a whole and see how all the systems work together.

# data[].attributes.body
In a fifth grade book club, students are grouped to read and discuss books according to different themes identified by their teacher, Mrs. Flor Jones.  Today, Mrs. Jones has asked them to go through the text and find quotes that demonstrate different character traits and how each character’s traits help students understand their actions and reactions.

# data[].attributes.body
Mr. Harris' 10th grade class is studying the Chinese Great Proletarian Cultural Revolution. He has asked his students to develop an  interactive presentation that explains how th revolution started, its causes and effects, timeline, people involved, and all the details that will allow them to become experts on the topic and share this event with other classes.

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
A smaller group of students discusses a topic while the rest of the group observes the process or takes turns entering the “fishbowl” to participate.

# data[].attributes.attachment_link.description
Use this discussion strategy to help students practice being contributors and listeners in a group conversation.

# data[].attributes.body
One participant selects a quotation from the text and reads it aloud. The other members take turns responding to the text, and the original participant closes the discussion with a reflection.

# data[].attributes.attachment_link.description
This discussion strategy helps students practice being both active speakers and active listeners in a group conversation.

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
Students read a passage of text and then work in groups of four. The teacher provides each of the four students with a different role card to help generate deep discussion and comprehension about different elements of the text.  Each member must be successful at his or her role for the group to be successful in later whole group discussions. or individual assessments.

# data[].attributes.body
What scenarios would work well with this strategy?

# data[].attributes.body
Cartoon images of people:
Retrieved from: https://pbs.twimg.com/media/DagC2ddV4AE38n9.jpg

Cartoon boy body anatomy human biology systems vector image:

Artist: Tartila.
Image ID: vectorstock_21288463.

Cartoon people read books at library library room vector image:

Artist: Robuart.
Image ID: vectorstock_13621448

Chinese worker vector image:
Artist: Sahua.
Image ID: vectorstock_1249754.

# data[].attributes.body
Go around the table; each student takes a turn sharing his or her ideas.

While one student is sharing, the other participants listen respectfully and take notes, but do not interrupt.

When the student finishes sharing, other participants may ask clarifying questions, but avoid presenting counter-arguments.

All participants then discuss and together complete the task for that strategy before going on to the next activity.

# data[].attributes.body
Business teamwork concept top view group people vector image:

Artist: Lightkite
Image ID: vectorstock_4043733.

# data[].attributes.body
Alavina. (Jan 25, 2015). Making meetings more meaningful. The learner’s toolbox. Retrieved from https://myptoolbox.com/2015/01/25/making-meetings-more-meaningful/

Fishbowl. Facing history and ourselves. Retrieved from https://www.facinghistory.org/resource- library/teaching-strategies/fishbowl

Frey, N., Fisher, D. & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. ASCD: Alexandria, VA. Kindle Edition.

Polley, S. (n.d.) Reciprocal teaching role cards.  Teachers Pay Teachers.  Retrieved March 28, 2019 from https://www.teacherspayteachers.com/Product/Reciprocal-Teaching-Role-Cards-2190623

Save the last word. Facing history and ourselves. Retrieved from https://www.facinghistory.org/ resource-library/teaching-strategies/save-last-word-me

Teacher Development Group. (2002). Data Driven Dialogue. School Reform Initiative-A community of learners. Retrieved from http://schoolreforminitiative.org/doc/data_driven_dialogue.pdf

Think, pair, share. Facing history and ourselves. Retrieved from https://www.facinghistory.org/ resource-library/teaching-strategies/think-pair-share

Usable Knowledge. (May 9, 2017). Starting the conversation. Harvard Graduate School of Education. Retrieved from https://www.gse.harvard.edu/news/uk/17/05/starting- conversation

(2019). What is Carousel Brainstorming Technique? Professional Learning Board. Retrieved from https://k12teacherstaffdevelopment.com/tlb/what-is-carousel-brainstorming-technique/