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Rehearsal Protocol For Practice

The document outlines a rehearsal protocol for teacher learning, emphasizing the importance of practicing teaching techniques in a supportive environment. It details the steps for facilitating a rehearsal, including setting norms, encouraging participation, and providing feedback. The goal is to enhance teaching practices through collaborative reflection and public sharing of experiences.

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Jonathan Luc
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81 views3 pages

Rehearsal Protocol For Practice

The document outlines a rehearsal protocol for teacher learning, emphasizing the importance of practicing teaching techniques in a supportive environment. It details the steps for facilitating a rehearsal, including setting norms, encouraging participation, and providing feedback. The goal is to enhance teaching practices through collaborative reflection and public sharing of experiences.

Uploaded by

Jonathan Luc
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Rehearsal Protocol

WHOLE GROUP, LTE FACILITATES

1. Introduce the rehearsal and its purpose for teacher learning.


Inform novices that they are about to participate in a rehearsal of teaching. Tell them:
a. Which portion of the instructional activity they will be focusing on
b. What the you want novices to focus on while they rehearse (core practice, move),
c. Why you’re engaging in rehearsal for this particular focus (e.g. “we’re rehearsing
uptake moves because these moves are so dependent on interaction that it is
difficult to get better at them through planning alone. Through rehearsal we’ll
have an opportunity to authentically take up each others’ ideas).
Here are some things that rehearsals help us do (you might choose from this list
as you craft your purpose statement):
 experience what it is like to enact a lesson plan
 get a sense of what students might do
 make in-the-moment decisions that may diverge from lesson plan, are
responsive to students, and aim towards the instructional goal
 troubleshoot problems of practice as they emerge through enactment.
 practice the representational demands of teaching, both in language and
visuals
 practice managing student engagement and behavior while keeping the
rigor of instruction high and responding to a possible range of student ideas
and performances.

2. Explain how to participate when you’re not rehearsing.


Tell novices that watching representations of others’ practice is one of the primary ways
that teachers can improve their own practice. Inform them that rehearsals are one type of
representation of practice and those of them who are not rehearsing should consider
themselves participants in this rehearsal. Give them a set of questions to be asking
themselves as they participate (below are sample questions):
a. What does this rehearsal help me understand about the demands of this lesson that
are not captured in the lesson plan? For example:
i. How can this rehearsal help me think about how I might engage my
students in think about content (how I might elicit their ideas, how I might
orient them to one another)?
ii. How can this rehearsal help me think about student thinking (the details of
how students might think about this idea, how I might surface
misunderstandings and/or respond to them, how I might assess what
students understand?)
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600
[email protected]
iii. How can this rehearsal help me think about how I might manage my
timing, my space, my materials, my own body/voice?
3. Establish norms for rehearsal.
 When we discuss teaching we are not here to evaluate people ("good" or "bad"). Our
focus is on the work of teaching and what teachers try to accomplish in order to support
student learning.
 We hold all our comments to the end of the rehearsal. When we make comments, they
are always respectful to the person rehearsing. To do this, we pose critical comments in
the form of questions as much as possible.
 The teacher educator is the only one pauses a rehearsal to make a comment, ask a
question, or provide a suggestion about an aspect of practice we are working on.
 When we are playing the role of students, it is good to have humor, but we try not to
exaggerate what students will do.

MOVE TO SMALL GROUPS, CTEs AND LTEs FACILITATE SMALL GROUPS

4. Recognize the individuals who are publically rehearsing


SAMPLE (if it’s early and it’s in front of everybody – later on, this should just be an
norm) The improvement of teaching practice is the lever that we as teachers have chosen
in a much larger fight for justice and equity and that the only way teaching practice will
improve is if we make our teaching practice public so that we can collaborate around its
improvement. Just like many other things we do when we fight for justice, making your
practice public is taking a risk – it requires trusting that your colleagues are on the same
team as you. I want to thank those rehearsing for agreeing to make their practice public
and thank those observing for creating an environment where people feel safe to take that
risk. This is the only way we will engage authentically teaching practice in order to
improve it and change the realities of schooling for the students that we care about.

5. Tell those rehearsing where to begin and that they can start whenever they’re ready.

6. Make your first interruption praise or positive marking

7. Interrupt to mark practice, provide feedback, raise questions, or redirect the novice
Try to not interrupt so frequently that you do not allow for a flow to emerge. Also try to
guard against turning the rehearsal into a discussion. You have several options for how
to interrupt:
 Give direct feedback “try a turn and talk now,” “record that idea on the board”
 Give evaluative feedback “nice job orienting students to one another” or “that
question might be confusing”
 Act in the role of a student – do or say something a student might say or do
 Act in the role of the teacher – “[to “students”] say more about that.” Or “that
was a lot of ideas, can you tell us the first part again?”

College of Education, University of Washington


Box 353600 Seattle, WA 98195-3600
[email protected]
 Facilitate discussion – “what could we do next here?” or “how might you support
ELL students here?”

8. Find a comfortable way to cut-off the rehearsal and thank those who rehearsed
This might sound like “Okay, I’m going to stop you right there. Everyone give a hand to
Joe and Julie. That was such a great example of making your practice public and really
deeply engaging around the complexity of decision-making in teaching. Your ability to
think deeply about the choices that you make when teaching is really something we can
all be learning from. Give them a hand.”

9. Prompt individual reflection about what novices will take from that rehearsal
Have novices stop and jot about one think that they’re taking away from this rehearsal
that will influence their practice tomorrow.

During STOP & JOT, LTEs and CTEs huddle to talk about things to raise in the whole-group
discussion

MOVE TO WHOLE GROUP RUN BY LTE

10. Publicly debrief the rehearsal and what novices are taking away from it.
Start by asking a question that positions those who rehearsed as competent, such as
“what’s something that someone saw Joe and Julie do that they want to make sure they
also do tomorrow when they’re enacting this lesson?” After novice offer comments you
might then move to a more open ended question like “what else does this rehearsal get
you thinking about as you’re preparing to teach tomorrow?”

College of Education, University of Washington


Box 353600 Seattle, WA 98195-3600
[email protected]

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