T. Harris Day 4

1.) How does using protocols like “critical friends” help teachers become more reflective of their teaching practices?
Protocols like "critical friends" help teachers become more reflective of their teaching practices because it allows others to state issues that the teacher may or may not have had a chance to think about.  When the colleagues give the "I like"... it is validation that what the teacher has planned is indeed a good plan.  Sometimes that validation is important to the confidence of the teacher.  Giving the "I like" statement first give the teacher a positive, before allowing them to hear something that may have them question parts of their teaching practices.  The "I wonder" is very beneficial because it allows the teacher to hear what others are thinking that may enhance the initial project.
All of the "I wonder" statements don't necessarily have to be incorporated into what the teacher is doing, but it gives a chance for others to help in a less intimidating environment.

2.) What conditions are required for teachers to make use of this protocol?
Before teachers can use the "critical friends" protocol, they have to feel safe with one another.  It can be intimidating when you present something in front of a group of people that you barely know.  So, the teachers have to feel safe and comfortable enough with each other to give their honest opinion and to receive what others think about our project.  There has to be some respect for everyone's abilities as a teacher.  Teachers still need to be able to have dignity after presenting their project.

3.) How could this protocol be used with students?
"Critical friends" could easily be adapted to use with students.  At our school, our students participate in the engineering design process for many of our PBL.  The students have to improve their project after following the EDP.  "Critical friends" would be an excellent time for students to receive feedback on their projects.  I think it would be easy for the students to be receptive due to the amount of time when have spend together during this particular project.  And usually, the students want to improve their project to make it their best.

4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I am going to use the Gallery Wall in my PBL unit.  Again, with the Engineering Design Process, students have to draw out their plan.  I think I could hang them around the room and have the students give each other feedback.  I could give feedback as well.  Another protocol I plan to use in my PBL unit is the consensus statement.  Before students begin to plan their design,  each student has to come up with their own design.  This would mean that all students would have the opportunity to give their opinion (or design), but the group would have to come up with a consensus based on each group member's design.