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Tables of Contents for The Facilitator's Book of Questions
Chapter/Section Title
Page #
Page Count
Foreword by Gene Thompson-Grove
xi
 
Acknowledgments
xv
 
Introduction
1
8
Why a Book of Questions for Facilitators?
3
1
Why a Book of Questions for Facilitators of Protocols?
3
1
What Do We Mean by Student Work and Teacher Work?
3
1
Who Is This Book For?
4
1
How Is This Book Organized?
5
2
What Doesn't This Book Do?
7
1
How Might This Book Be Used?
8
1
Chapter 1 What Are Protocols and How Do They Work?
9
16
What Is a Protocol?
9
2
The Purposes of a Protocol
11
1
The Anatomy of a Protocol
12
8
The Spirit of a Protocol
20
2
The Authority of a Protocol
22
1
Beyond the Protocol
23
2
Chapter 2 How Are Protocols Different from
Other Kinds of Professional Development?
25
1
What's So Special About Protocols?
26
4
What Does This Mean for the Facilitator's Role in a Protocol?
30
3
Chapter 3 What Do Facilitators Do? The Big Picture
33
11
Facilitating Learning, Logistics, and Longevity
33
3
Facilitators' "Thinking Dispositions": Reading, Responding, and Reflecting
36
8
Chapter 4 What Do Facilitators Do in a Protocol?
44
22
Getting a Protocol (and Each Individual Step of the Protocol) Started
46
5
Moving Through the Protocol
51
7
Debriefing the Protocol
58
1
An Example: Moves in the Context of a Protocol
59
6
Summing Up
65
1
Chapter 5 What Kinds of Questions Get Asked in a Protocol?
66
9
Focusing Questions
67
3
Clarifying Questions
70
1
Probing Questions
71
4
Chapter 6 What Happens Before and After Protocols?
75
13
Before the Meeting
75
10
After the Meeting
85
3
Chapter 7 How Do Facilitators Choose, Adapt, and Create Protocols?
88
12
Choosing an Appropriate Protocol
88
4
Making Adjustments, Adapting Protocols, and Creating New Protocols
92
8
Chapter 8 What Are the Challenges of Facilitating Protocols?
100
17
Time Is Running Out
101
1
The Group Is Too Big
102
1
Participants Have a Hard Time Sticking With the Protocol
103
2
Participants Rush to Evaluate or Judge the Work Being Presented
105
1
Participants Seem Reluctant to Offer Challenging Feedback
106
2
The Presenting Teacher's Presentation Wanders or Expands
108
1
The Presenting Teacher Uses Her Response Time for Something Other than Response
109
1
Participants Turn to Other Participants, or to the Facilitator, as an Expert on the Content
110
1
The Facilitator Is Uncertain Whether to Participate in the Content of the Conversation or Stick to Facilitating the Process
111
1
The Facilitator Feels a Bit Hesitant or Unsure of Her Skills
112
1
One or More Participants Deliberately Resist Participating in the Protocol
113
4
Chapter 9 How Do Facilitators Get Better?
117
8
Observing and Emulating
117
1
Experimenting
118
1
Asking for Feedback
119
1
Reflecting
119
2
Documenting
121
4
Appendix A: Additional Resources
125
2
Appendix B: Activities
127
12
References
139
2
About the Authors
141