1. Session 7: Using the Tuning Protocol to Adapt Modules
November, 2013 Network Teams Institute
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2. Introductions
Greet each other at your tables, sharing name, role, place of work, and reaction to the following quote:
“Many people perceive teaching to be the thing that’s happening when the teachers and the students are in the room together. But teachers know that the quality of the work that happens when the learners are present is directly impacted by the quality of the work that happens when the learners aren’t present. Smarter not harder planning is critical.”
Common Core Unit by Unit, Cheryl Dobbertin (2013).
4 minutes

3. Learning Target for this Session
In this session we will examine a high-quality method of planning and adapting module lessons in ways that support their alignment to the Common Core Standards and the shifts.
Learning Target: “I can effectively use protocols to give and receive constructive feedback that supports quality module adaptation.”
What does that phrase “quality adaptation of the modules” means to you now?
1 min

4. The Norms for Collaboration
Norms will be especially important in this session.
Please look back at the Norms Inventory you completed yesterday morning. How are you doing being your best self? Re-establish any goals that you have.
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5. Module Adaptations Sort
Divide your table of 10 into two groups of 5.
Work together in your group of 5 to sort the Module Adaptation Sort cards into three piles:
Adaptations that would maintain the modules’ alignment with the Common Core Standards and the shifts
Adaptations that would negatively impact the modules’ alignment with the Common Core Standards and the shifts
Adaptations that you’re unsure would either maintain or negatively impact the modules’ alignment with the Common Core Standards and the shifts (discuss what makes you unsure).

6. Adaptations Sort Answer Key
Read the answer key, paying particular attention to the rationales.
Discuss with your group any that are different than what you initially decided.
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7. Key Document Guidelines for Module Adaptation.
Please read and annotate this text (5 minutes):
I have seen this/agree with this = *
I have questions about this = ?
Questions?
Note: We will work through a process for making these decisions in the next section of the agenda.
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8. Digging In: Tuning Protocol
Stay in your group of 5.
(p )
Choose from the following roles:
Presenter (will be given a prepared presentation to share, p ))
Facilitator
Timekeeper
Recorder
Debriefer
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9. Overview of the Tuning Protocol
The Tuning Protocol is a structured process that allows for reflection and meaningful feedback about a project, a text, a performance, or any work in progress. The Tuning Protocol assumes that the presenter or presenters want to improve the work in question and that the participants will deliver thoughtful, substantive feedback. It is like tuning up a car or an orchestra—it assumes that attention to improvement matters.
In your Participants’ Notebook: Module Adaptations Tuning Protocol Overview.
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10. Getting Started
Presenter shares Proposed Changes to Grade 5, Module 2, Unit 1 Unit Plan, speaking to the overview of proposed changes on page 2 (5 minutes)
Protocol participants will get deeper into the proposed changes when they are reading the documents.
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11. Clarifying Questions
Rest of team asks clarifying questions (short answers).
Presenter uses Tuning Protocol Presenter Background Handout and their smarts to provide answers. (5 minutes)
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12. Reading and Thinking
Team silently reads the original unit plan and the proposed changes, thinking about the Module Adaptation Guidelines.
Note: not all of the changes proposed in the document will ensure alignment to the Common Core and the Shifts. Participants in this protocol should see some good ideas for adaptation and also some ideas they are concerned about.
Write notes, annotate as you see fit while you read. 15 minutes
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13. Facilitated Conversation
The team talks to each other -- what are the strengths in the adaptation plan?  (3-4 minutes)
What are the concerns?  (Use Guidelines for Module Adaptation document as a reference). (4-6 minutes)
Be crisp…no need to restate what others have said. 
Presenter and recorder listen and take notes. They do not discuss at this time. (LISTEN!)
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14. Presenter Reflection
Presenter consults notes taken by him/herself and the recorder and reflects on what he/she heard.
Presenter states what adaptations he/she is now considering as a result of the protocol. (10 minutes)
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15. Debriefing the Protocol (10 mins)
Debriefer leads discussion:
How did using the protocol impact the presenter’s adaptation plan?
What are the implications of using a Tuning Protocol to support teachers who are adapting the modules?
How can this protocol be used in your school/the schools you work with?
What would you need to do/adapt in order to make this protocol effective in the school/schools you work with?
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16. Synthesizing Thinking
Capture your thinking in your participants’ notebook related to the tuning protocol and quality module adaptations, especially noting how your thinking has changed over the course of the session.
(p. 213)
In addition, reflect on the use of a tuning protocol to enhance collaboration and strengthen professional culture. (10 minutes)

17. Sharing New Thinking
Share your thinking at tables using the following stem:
I used to…
But now I…
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18. Sharing New Thinking
Please share important learning from the whole NTI with the whole room using the following stem:
I used to…
But now I…
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19. Please KEEP SENDING FEEDBACK
And complete the NTI feedback process.
We will have “office hours” with any teams wanting individualized support, have questions, etc. from now until 4 p.m.
Thank you!
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