Use of Protocols in Student Group DiscussionsDonald Kachur, Presenter

Tuesday, December 6Jade Room

11:30 a.m. - 12:30 a.m.

What is Discussion?Discussion is a process through which individual students give voice to their thoughts in a disciplined manner as they interact with others to make meaning and advance individual and collective understanding of the issue in question.

Walsh & Sattes

What are Discussion Protocols?Discussion protocols are structures for small, group, student-to-student discussions that can facilitate learning and the development of discussion skills. They are carefully defined procedures or steps that govern the interactions of a limited number of students and support focused thinking and intentional use of discussion skills.

Walsh & Sattes

Range of Student Voice Levels0 1 2 3 4 5

Silence is Golden

Spy Talk Low Flow Formal Normal

Loud Crowd Out of Control

Absolute Silence

Whispering Small Group Work

Normal Conversation

Voice

Presenting Voice

Playground Voice

No one is talking

Only 1 person can

hear you

Only the group can

hear

Everyone can hear you

Never used inside

Why are Discussion Protocols Valuable?

Discussion protocols help students to:1) Develop accountability to speak2) Learn to listen through silence3) Learn to appreciate multiple points of view and deepen understanding of text4) Learn to agree and disagree respectfully5) Learn to question Walsh & Sattes

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Developing Discussion Skills is an Evolving Development of Skills

Developing that Accountability to Speak

The talk of the classroom is primarily academic in nature and includes a variety of cognitive functions that help students explain their thinking and learn from others. Much of this comes from students interacting with one another in classroom group discussions.

Partner talk is the bread and butter of a classroom filled with the talk of learning. Teachers most commonly invite students to "turn to a partner" to discuss the topic of the moment. This gives everyone responsibility to talk and to listen. This simple partner-talk method should be used frequently to allow students lots of opportunities to apply new learning through speaking themselves and listening to one another. But work accomplished in pairs is also done during collaborative learning activities designed to move students to an increased level of independence. The use of protocols allows for these collaborative learning activities.

Think-Pair-Share Protocol (engages all students in talking and listening to one another – can be used in kindergarten classrooms but also can be used for any grade or subject area)

THINK: Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students "think" about what they know or have learned about the topic for a given amount of time (usually 1-3 minutes).

PAIR: Each student should be paired with another student. Teachers may choose whether to assign pairs or let students pick their own partner.  Remember to be sensitive to learners' needs (reading skills, attention skills, language skills) when creating pairs.  Students share their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (2-5 minutes).

SHARE: Once partners have had ample time to share their thoughts and have a discussion, teachers expand the "share" into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class.  After the class “share,” you may choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the “share” element.Helps develop social skills (talking and listening to peers) and cognitive skills (such as making predictions and offering reasons for them)

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Turn and Talk Protocol

1. QuestionPose a question or prompt for students to discuss and tell them how much time they will have. A one-to-two minute discussion is most productive.

2. TurnHave students turn to a specific partner. Pair students using Eyeball Partners, Shoulder Partners, or Clock Partners (see variations below). Partner assignments should be set up beforehand so that students can quickly and easily pair up.

3. TalkSet a timer for the allotted time, and have students begin discussing the assigned question or prompt. When time is up, ask partners to share out thoughts and ideas from their discussion.

Use Turn and Talk at any time during a lesson to encourage accountable talk:

As a warm-up activity to discuss previous lesson or homework assignment After five to seven minutes of oral or written input, to help student process what they have

just heard or read During class discussions as a way for students to discuss ideas before sharing them with

the class As a closing activity so that students can review what was learned in the lesson As a clarification tool for a complex problem or new guiding question posed by the teacher

Variations

Eyeball PartnersWhen students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other.

Shoulder PartnersWhen students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other. This may also be done when students are seated in rows.

Clock PartnersUsing a clock template, have students “make appointments” with four other classmates, one for 12 o’clock, one for 3 o’clock, one for 6 o’clock, and one for 9 o’clock. Partners may not be repeated. When ready to use partners, simply say “Work with your [choose one of the times] partner.” In Primary Grades PK-1, partners should be assigned by the teacher.

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Talking Stick Protocol

Drawn from the practices of the indigenous Americans, the purpose of this protocol is to ensure that everyone has a chance to speak. It can also be helpful if you have students who constantly have their hands up, in that it can give them a format for group work.

1. Form the groups and have participants take turns speaking for one minute on the subject and their thoughts about it. Designate a particular pen as “the talking stick.”

2. The participants pass the stick around the circle, with only the person holding the stick being able to speak.

3. Allow each participant to speak for one minute without interruptions and then pass the “talking stick” to the next participant.

4. After all have spoken, allow a few minutes for them to discuss as a group.

Time required: 1-2 minutes per person in the group.

Online equivalent: Order responses by telling students to respond in alphabetic order by last or first name, in reverse alphabetic order, or by age from youngest to oldest. This can be used in either asynchronous

Participation Protocol for Academic Discussions (www.teachingchannel.org)

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Learning to Listen Carefully Through Silence

Some protocols call for moments of silence whereby students are able to process what others have said, to rethink their own position, and to consolidate what is going through their minds.

The Concepts of “Wait-Time” and “Think Time”The concept of "wait-time" as an instructional variable was invented by Mary Budd Rowe (1972). The "wait-time" periods she found--periods of silence that followed teacher questions and students' completed responses--rarely lasted more than 1.5 seconds in typical classrooms. She discovered, however, that when these periods of silence lasted at least 3 seconds, many positive things happened to students' and teachers' behaviors and attitudes. To attain these benefits, teachers were urged to "wait" in silence for 3 or more seconds after their questions, and after students completed their responses (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987). For example, when students are given 3 or more seconds of undisturbed "wait-time," there are certain positive outcomes:* The length and correctness of their responses increase.

* The number of their "I don't know" and no answer responses decreases.

* The number of volunteered, appropriate answers by larger numbers of students greatly increases.

* The scores of students on academic achievement tests tend to increase.

When teachers wait patiently in silence for 3 or more seconds at appropriate places, positive changes in their own teacher behaviors also occur:

* Their questioning strategies tend to be more varied and flexible.

Read-Write-Pair-Share Protocol

This protocol ensures that all students simultaneously engage with a text or topic. It allows students to recognize (commit to paper), and speak their ideas before considering the ideas of others.Steps:

1) Each student reads a short passage from a text2) Each student thinks about a teacher-posed question related to the text3) Each student reflects and writes a response4) Students pair with a partner to talk about and compare their thoughts5) Students share their responses with the larger group

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Generate-Sort-Connect-Elaborate Protocol (also known as Affinity Mapping)

Select a topic, concept, or issue for which you want to map your understanding.

Generate   a list of ideas and initial thoughts that come to mind when you think about this particular topic/issue.

Sort  your ideas according to how central or tangential they are.  Place central ideas near the center and more tangential ideas toward the outside of the page.

Connect  your ideas by drawing connecting lines between ideas that have something in common.  Explain and write in a short sentence how the ideas are connected.

Elaborate  on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas.

Share your thinking with a partner or a group.

Continue generating, connecting, and elaborating new ideas until you feel you have a good representation of your understanding.

Written Conversation Protocol

We all know that kids love to write notes to each other in school, but those notes rarely have anything to do with what we are trying to teach. The Written Conversation strategy harnesses the universal urge to share, but brings it into the curriculum. After reading (or hearing a lecture, watching a video, or doing an experiment), pairs of students write short notes back and forth to each other about the experience. Think of Written Conversation as legalized note-passing in your content area.

PurposeWe often use “class discussion” as a key after-reading activity. But when you think about it, what is a class discussion? It is usually one person talking and 29 others sitting, pretending to listen, and hoping that their turn never comes. This is not exactly what standards documents call “engaged learning.” With Written Conversation, you can have a “discussion” where everyone is actively talking at once–though silently, and in writing.

Steps1. After the reading is completed, have students identify partners for a written

conversation. If necessary the teacher pairs students.

2. Explain the activity first, if this protocol is new to them, so kids understand that they will be writing simultaneous notes to one another about the reading selection,

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swapping them every 2-3 minutes at the teachers’ command, for a total of 3 exchanges (or 2 or 4, depending on your time constraints), and keeping quiet along the way. They are to write for the whole time allotted for each note, put down words, phrases, questions, connections, ideas, wonderings–anything related to the passage, or responding to what their partner has said, just as they would in an out-loud conversation. Spelling and grammar do not count–after all these are just notes.

3. The teacher can leave the topic open: “What struck you about this reading?” Or, give an appropriate open-ended prompt: “What do you understand and not understand in this selection?” “What are the most important ideas here?” “Do you agree or disagree with the author, and why?”

4. Both students in each pair start writing a note (e.g., “Dear Bobby, When I read this chapter I was amazed that Abraham Lincoln actually said….”). Meanwhile, the teacher watches the time, and after 2-3 minutes, asks student to exchange notes. The teacher reminds: “Read what your partner said, then take 2 minutes to answer just as if you were talking out loud. You can write responses, feelings, stories, make connections of your own, or ask your partner questions–anything you would do in a face-to-face conversation.”

5. After the planned 2-3 note exchange is complete, the payoff comes when you say: “O.K., now you can talk out loud with your partner for a couple of minutes.” You should notice a rising buzz in the room, showing that kids have plenty to talk about.

6. Next, a short whole-class discussion can be much more engaged and productive, because everyone will have fresh ideas about the topic. Ask a few pairs to share one highlight or thread of their written conversations as a way of starting the discussion.

7. Some predictable problems occur. The first time you try this, the kids will tend to shift into oral conversation when papers are passed (Adults also do this–it’s a normal human response when you are bonding with a partner). Be ready to remind them to “Keep it in writing” during the transitions. Then, even with the best instructions, some kids will write 2 words and put their pens down, wasting 2 good minutes of writing time with each pass. You have to keep stressing, “We write for the whole time.” If necessary, provide additional prompts to the class or individuals to help them keep going. Finally, after you call kids back to order at the end, when they are talking out loud with their partners, you might find it hard to get them back. This happy little “management problem” shows you that kids are connecting to each other and the material.

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Learning to Appreciate Multiple Points of View and Deepen Understanding to Text or Other Media

Encourage students to move beyond either-or thinking and see multiple points of view. Help students appreciate other points of view. Challenge students’ clichés; ask them to provide evidence in support of their opinions; reinforce the value of entertaining competing points of view; support students in their growing awareness that there is no shame in changing one’s mind after weighing well-reasoned arguments.

Help students evaluate different points of view. Have them explore why some points of view are logically stronger than others; help students understand authorities disagree; have them discuss the relative validity of different types of evidence.

Help students understand the process of making judgments. Remind students to rethink their decisions when conditions change or when new information comes to light. The following protocols enable students to begin learning how to appreciate multiple points of view and to understand text.

Say Something Protocol:

1. Pair up for partner discussion.2. Read silently to the designated “stopping point”.3. When each partner has finished reading up to the “stopping point”, stop and “Say

Something”** to one another.4. Continue the process until you have completed the process of stopping to “Say

Something” to one another at each stopping point throughout the entire reading selection.

5. As partners, find one main point in the reading that you want to highlight to the group. Be prepared to share the information and formulate conversation around the topic.

6. When everyone is done reading, each team will share their special learning with the group. Group discussion around these points should occur.

7. Continue the process of team sharing and discussion until each group has had a time to share.

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The Final Word Protocol

Purpose:The purpose of the Final Word protocol is to give participants an opportunity to have their ideas, understandings, and perspectives enhanced by hearing from others. With this protocol, participants can explore an article, clarify their thinking, and have their assumptions and beliefs questioned in order to gain a deeper understanding.

Process:Works best in groups of 4-6 at a table.

1. Have participants read an article and underline or highlight the idea from the text that they believe is the most significant. Have them also identify a second idea as well.

2. The first person begins by reading the idea he or she identified as significant in the article. Have the person refer to where the idea is in the text. Then, in 3 minutes, this person describes why the idea is significant to him or her.

3. Then continue around the circle having each person respond to what the first person said in less than a minute. The purpose of the response is:

To expand on the idea presented To provide a different perspective on the idea To clarify the idea To question the idea or issues raised about the idea

4. After going around the circle with each person responding, the person who began has one minute to have the final word and respond to what other participants said.

5. The next person in the circle then shares an idea from the article. Proceed around the circle in the same way as with the first person. Continue this process until each person has had a turn.

6. Have the groups end by debriefing the process and the ideas presented form the article by each group member. If time permits, ask each group to create a list of ideas to share with the whole group.

Three Levels of Text Protocol or Sentence, Phrase, Word Protocol

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Overview: In this protocol, students reflect on a text of some sort. (The text can be in the form of print, audio, video, or artwork.) The purpose of this protocol is to clarify, construct meaning collaboratively, and expand thinking about the text.

Number of Participants: The ideal group size is 6–10 students, so if the whole group is larger, it should be broken into subgroups. There is no presenter in this protocol, but there should be a facilitator. It is also helpful to have a recorder who will chart what people say.

Time Required: This protocol can be done is a few as 20 minutes, and can be extended for as long as there is time. In fact, the protocol should be extended if the text being examined is long and complex or if there are more than 10 people in a group.

Steps (suggested times based on a 45-minute session):

Step 1: Introducing the Text (time depends on length and complexity of text). This step may occur before the participants meet or at the beginning of the session. Students read, view, or listen to the text and take notes.

Step 2: Sentences (10 minutes). Each student selects a sentence that he or she finds significant from the text (if the text is written) or from notes (if the text is aural or visual). The other students listen and take notes on what each person says, but there is no discussion. (Optional): If size of group and time permits, the member of the group can state in a sentence or two why he/she selected that sentence.

Step 3: Phrases (10 minutes). Each member of the group selects a phrase that he or she finds significant from the text (if the text is written) or from notes (if the text is aural or visual). The other students listen and take notes on what each person says, but there is no discussion. (Optional): If size of group and time permits, the member of the group can state in a sentence or two why he/she selected that phrase.

Step 4: Words (10 minutes). Each member of the group selects a word that he or she finds significant from the text (if the text is written) or from notes (if the text is aural or visual). The other participants listen and take notes on what each person says, but there is no discussion.(Optional): If size of group and time permits, the member of the group can state in a sentence or two why he/she selected that word.

Step 5: Discussion (10 minutes). Students discuss together what they heard and what they’ve learned about the text being studied.

Step 6: Debriefing (5 minutes). The group debriefs the process.

Four-Square-Share Protocol

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OverviewThe Four-Square-Share is a small-group structure that enables students to learn from others’ perspectives.

Steps1) Students read a passage and write a brief summary of the main ideas.

2) Students adjoin into groups of four.

3) Each student shares his/her summaries with other group members. As each student speaks, others listen and take notes.

4) After all group members share, they engage in a short discussion looking for common ideas across the groups as well as pertinent ideas that were not previously mentioned.

5) Finally, each student individually writes a one- or two-sentence summary, drawing relevant ideas from other students.

The Multiple Perspectives Protocol

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Rationale Knowing that protocols help us to develop the habits we wish we had to begin with, this protocol was designed to help make the process of using multiple perspectives to enrich conversations to become transparent and to make our learning more powerful.

Time 50 minutes

Procedure 1. Students introduce themselves — name, point of view. Facilitator points out that

point of view can be broadly defined — “woman” or “African American” or, more narrowly, “first-year student” or “second-year student.” Students are encouraged (and helped) to select their identifying perspectives according to the group’s purpose. Clearly this involves judgment, but no one’s self-selected perspective should be argued with; however, all should be willing to negotiate.

2. Facilitator presents a question which has emerged from the work of the group or which has emerged as an important one to the group. e.g. “What is democracy, actually?” (3 minutes)

3. All write their first thoughts. (5 minutes)

4. Each student, in turn, gives their preliminary thinking on the question, prefaced with their point of view: “From the point of view of a student, I think…” (10 minutes)

5. Then there is a second round, with each of the students giving their thinking based upon what they heard from the other students: “Having heard all of the other points of view, I now think…” (10 minutes)

6. A final round to reflect on the quality of the responses: “I noticed that my/our responses…“ (15 minutes)

Learning to Agree and Disagree Respectfully

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To help students in learning how to agree and disagree it is important to teach students discussion skills that help them identify the similarities and differences between their own ideas and those of others; asking questions to identify a person’s assumptions, and learning to cite reliable information sources to defend one’s point of view.

Put Your Two Cents In Protocol

1) Each student has two tokens to use as talking pieces.

2) In groups of four, each student takes a turn by putting one token in the center of the table and sharing his/her idea.

3) Once everyone has shared once, each student then puts one more token in at a time and responds to what someone else in the group has shared, i.e., “I agree with____because...”, or “I don’t agree with _____ because...”, etc.

Debate (aka. Structured Controversy) Protocol

In this discussion method, the class is divided into two groups of participants, who then debate a topic in a reasoned and organized fashion. This could be a formal parliamentary debate or a more simplistic model. A debate usually involves these parts:

1. Decide upon the motion to be debated. The motion may be expressed in this format: “Resolved, that President Truman believed that dropping the atomic bombs on Hiroshima and Nagasaki was necessary and proper.”

2. Divide the class into teams and decide which will argue for (pro) and against (con) the motion.

3. Pro and con teams take terms adding a statement that either supports their argument or refutes that of the opposing team.

4. The instructor should debrief the debate at the end, explaining which arguments he found most and least compelling as an expert commentator.

5. As a group, the participants now reflect upon whether their beliefs have changed as a result of the debate. Option: One group of participants can be designated to be the jury.

After the two teams have made their arguments, the jury will summarize the debate, discuss strengths and weaknesses of the arguments, and make a decision. This can take the place of the debriefing or precede the debriefing by the facilitator.

Time required: 1-2 minutes per person in each group, plus 10-15 minutes of debate and 10-15 minutes of debriefing.

Take a Stand Protocol

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Purpose Participants articulate and reflect on their opinions about controversial questions.

Procedure 1. Post two signs at either end of an imaginary line that goes across the classroom. At

one end of the line, post “Strongly Agree.” At the other end, post “Strongly Disagree.”

2. Tell participants that today they will be using the Take a Stand protocol, which will allow them to share and explain their opinions. After they hear a statement, they will move to a place on an imaginary line that best reflects their beliefs.

3. Explain the steps of the protocol:

a. The facilitator will make a statement and then participants will move, depending on whether they agree or disagree with that statement, to a place on the imaginary line that goes across the room. Point out that one side of the room is labeled “Strongly Disagree” and the other side labeled “Strongly Agree,” and this means that the middle of the line is undecided.

b. After the facilitator makes a statement, she will pause for participants to think and then ask all participants to move to the place on the imaginary line that best reflects their opinions.

c. The facilitator will ask participants to share and justify their opinions, making sure to hear from people on different parts of the line.

d. If a participant hears an opinion that changes his mind, he can move quietly to a different part of the line.

4. Model how the protocol will work. Make a statement (such as, “Chocolate ice cream is delicious) and show students how you would move to reflect your opinion. The modeling helps participants internalize how to use the invisible line.

5. As you use the protocol, repeat each statement twice. Note that you can have participants stand up or sit down in their places.

Learning to Question

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In too many classrooms, it is the teacher who is asking the questions. In fact, in too many schools students are answering questions, not asking them. And yet, question asking is key to learning. It contributes to the social, cognitive, and use-of-knowledge skills that support discussion.

It is helpful to teach students to distinguish between “school-type” questions and “true questions.” School-type questions are often asked by the teacher and the students are to solve a given problem or situation demonstrating something they had learned. A true question opens up the mind of the student into curiosity. Such questions touch upon what a student might be wondering about or puzzling over and that they don’t necessarily have the answer or even an answer.

Inner Outer Circle Protocol

1) Have students stand in a big circle.

2) Every other person should take one giant step inside the circle and turn around facing those in the outer circle. In other words, there should be two circles with the outer circle people facing inward and the inner circle people facing outward, and everyone should be face-to-face.

3) Students in the outer circle begin by asking the student facing them on the inner circle a question. This question may be prepared by either the students themselves or the teacher. Once the inner circle student has had an opportunity to answer, either the outer or inner circle rotates and the process is repeated until a full rotation is made.

4) Then, the inner circle has the opportunity to ask questions as the outer circle responds, and so forth.

See-Think-Wonder Protocol

PurposeThis protocol encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.

Use this protocol when you want students to think carefully about why something looks the way it does or is the way it is. Use the routine at the beginning of a new unit to motivate student interest or try it with an object that connects to a topic during the unit of study. Consider using the protocol with an interesting object near the end of a unit to encourage students to further apply their new knowledge and ideas.

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Steps

1. Ask students to make an observation about an object--it could be an artwork, image, artifact or topic--and follow up with what they think might be going on or what they think this observation might be.

2. Have students do a round table sharing of their observations. Encourage students to back up their interpretation with reasons. Ask students to think and share with others about what this makes them wonder about the object or topic.

3. The protocol works best when a student responds by using the three stems together at the same time, i.e., "I see..., I think..., I wonder...."

Questioning Circle Protocol

This is a text-based protocol designed to encourage student-generated questions. 1. Every student reads a common text.

2. The outcome of the reading is to formulate two or three thought-provoking questions or wonderings stimulated by the reading.

3. Within each group, only one person speaks at a time; back and forth discussion is discouraged. The volunteer introduces the location in the text from which his or her question stemmed so that others in the group can understand the context for the question.

4. In turn, each member of the group addresses the question by (1) using and citing information from the text, and (2) making speculations or inferences based on prior knowledge or information in the reading.

5. When each member of the group has addressed the question, the person who posed it shares his or her thoughts about the question—referring to previous comments as well as relevant parts of the text.

6. A second student offers a question, and the group follows the protocol to consider this second question, and the group follows the protocol to consider this second question. Time permitting, all four students will offer one of their questions for group consideration.

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Norms for Good Discussion

The purpose of a good discussion is to work with others to come up with the best set of ideas or ways to deal with a situation. In an argument or a debate, only one side wins. In a good discussion, everybody wins!

Elementary Norms

1. Think before you speak.2. Listen carefully to what others have to say.3. Do not interrupt when some one else is speaking.4. Make use of what others have to say when it is your turn to speak.5. Only say what you truly believe.6. Do not remain silent. Make sure to contribute to the discussion.7. Let other people speak. Do not hog the discussion. Once you are done speaking,

let at least two other people talk before you speak again.8. Support good ideas that other people have, even if they are different from your

own.9. Search for the best solution even if it is different from the way that you thought at

first.

Middle School/Secondary School Norms

1. Stay on topic 2. Listen actively3. Give everyone a chance to speak 4. One speaker at a time 5. Build off each others comments 6. Refer back to the text 7. Back up your opinions – SAY WHY 8. Bring people into the discussion 9. Play devil’s advocate 10. Debate respectfully11. Think before you speak 12. Don’t pontificate 13. You don’t have to agree with all ideas, you have to respect the speaker 14. Keep professional body language, be profession in the way you act and speak 15. Speak clearly

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Using conversation protocols with their studentsA number of protocols and activities work beautifully even with students as young as kindergartners. Students at about the fifth grade and older find protocols an especially fascinating way to learn, especially as they come to appreciate the value of silence!

Go to: Expeditionary Learning Appendix: Protocols and Resourceshttps://www.engageny.org/sites/default/files/resource/attachments/appendix_protocols_and_resources.pdf

Go Protocols and Activities Good for Classroom Use at http://www.nsrfharmony.org/free-resources/protocols/classroom

Expeditionary Learning: Appendix: Protocols and Resources – Visit https://www.engageny.org/sites/default/files/resource/attachments/appendix_protocols_and_resources.pdf

Small Group Discussion Protocols (20 Examples)– Visit https://online.tarleton.edu/fdi/Documents/Burdick_Handout4.pdf

Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the Heterogeneous Classroom, Third Edition. New York, NY: Teachers College Press.

Richhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.

Walsh, J. A. & Sattes, B. D. (2015). Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking. Alexandria, VA: ASCD

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Session Reflective JournalTake a moment and jot down your reflective thoughts to the items below…

(1) New ideas I am taking away! (2) Actions I am going to take!

(3) Questions raised in my mind! (4) Feelings I am experiencing!

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Donald Kachur

Donald Kachur is Professor Emeritus of Education from the Department of Curriculum and Instruction in the College of Education at Illinois State University (ISU), Normal, IL. While there, he served as the Director of Research, Grants, & Field Services in the College of Education from 1983-1999. He also served full-time as the Executive Director of the Illinois Association for Supervision and Curriculum Development (Illinois ASCD) from 2001-2008. He brings to the consulting field a strong background in both the education and business fields in the areas of leadership, strategic planning, team building, group facilitation, communications, meeting design planning, grant writing, and professional development. He was the lead author of a 2010 book through the publisher Routledge/Eye on Education, titled, “Classroom Walkthroughs to Improve Teaching and Learning” and an ASCD book (2013) titled “Engaging Teachers in Classroom Walkthroughs.”

He is an active member of ASCD, in which he served a three-year appointment on the ASCD 21-member board of directors (2007-2010), Learning Forward (formerly National Staff Development Council), and Phi Delta Kappa (PDK). He holds his bachelors, masters, and doctoral degrees in Education from Indiana University, Bloomington, Indiana.

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