Microlab Protocol

The Microlab Protocol

The microlab protocol is designed to ensure students have time to process, speak, hear and be heard. It is a useful process to engage students in discussion, whether it’s online or in person. 

 

Recently I participated in a professional learning session where the facilitators broke us into group to discuss a specific prompt. Our facilitators were excellent and I know they felt pressured to cover everything during this session. We were given the prompt, placed into groups and the discussion began. Without the time to process and internalize my thoughts, I quickly became lost in the weeds. One person dominated the conversation and what was supposed to be interactive turned more into a soliloquy. After ten minutes, I felt left-out, exhausted, perturbed and disengaged.

 

The microlab protocol is intended to prevent these problems and teach listening skills and to help foster independent thought. Here’s how it works: 

  1. Planning. Determine how long you will give learners to reflect and whether you will require this to be written. Then determine how long students will need in their triads. Additionally, decide whether will you create a graphic organizer or other means to have students share their individual and group thoughts.

  2. Explain the protocol. Explain the protocol to the group and ensure that this protocol is accessible to all students for the duration of the activity. Also during this stage have a means for students to number off to determine who goes first, second, third. 

  3. Individual reflection time. 

  4. Talk: The first person in the group shares for a set time (usually 1-2 minutes). The other members listen, take notes, and do so without interruption or comment. 

  5. Pause: Allow each member to pause and internally reflect on what was said (20-30 seconds). 

  6. Repeat steps 4 and 5 for each person. 

  7. Group discussion. As a group, students discuss for 5-10 minutes, referencing what was said by others and making connections.  

  8. Reflection. Bring all of the groups back together to share out and provide students with some time to individually reflect on both the protocol and the learning/discussion prompt. A great question to ask is, “As a result of the microlab discussion, how did your thinking and/or knowledge change?”

 

Tips

  • Triads work best, but groups of four also work. 

  • In the online format, it’s important that the role of timer is assigned to a member of each group or  the timer rotates (the person who is going to speak next is the timer). 

  • It is OK to finish before time is up. When the speaker finishes, the reflection time begins. 

  • Start with shorter times when first using the protocols. 

  • Teach students how to use the quiet time and have them reflect on the use of quiet time at the protocol’s conclusion. 

 

Uses and Variations

  • Can be used in a science or math class for problem solving. Students could work on individual problems and bring that (this is what I did, how I did it, and areas of confusion) to the individual discussions. 

  • Discuss information presented in a lecture, video, dataset, or text. Provide students with thought-provoking questions or question stems to process the information. As an example, “What did the writer show and tell during this section?” 

  • Personal questions, stories, or opinions where students can offer views and share personal experiences. 

 

The microlab protocol provides students with the opportunities to present their thoughts and opinions. It ensures equal participation within a group discussion framework and improves students social skills by helping them become better listeners and making connections with others’ ideas. 

 

Ritchart, Ron, et al. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA, Jossey-Bass, 2011. 

 

SOL Testing Information and Dates from Melisa

As you probably saw earlier this week, the VDOE has decided to move forward with SOL testing this school year.  That said, testing will be very different than in years past - the biggest change is that families can opt to delay testing to a later date (including just waiting until next year.) 

 

I am planning to give you the full details at our next faculty meeting, but in the meantime wanted to share some dates that will impact your classes first semester.

 

  • We will be offering the Writing SOL to all juniors in English 11 this semester on December 1 & 2.  Most kids will finish each day in less than two hours, so they will probably only miss their first period classes.  Make-ups, if needed, will be on December 8 & 9.  As soon as I know exactly which students are opting to take the test, I will get names out to you.

  • WAHS is designating the week of January 25-29 as asynchronous class time for all students to allow teachers time to complete final projects/tests with students, grade assignments, prep for the new semester, track down kids who are missing work, AND to give the PSAT and SOL tests.

  • Additionally, the Reading SOL will be given on Thursday, January 21, so those juniors who opt to take it will miss at least their first period class that day.

  • Our SOL/PSAT Testing Schedule for January:

    • Thursday, January 21 - Reading SOL (only juniors in Eng 11)

    • Monday, January 25 - all Math SOLs

    • Tuesday, January 26 - PSAT (juniors only)

    • Wednesday, January 27 - all Social Studies SOLs

    • Thursday, January 28 - all Science SOLs

    • Friday, January 29 - all make-ups

 

Thanks for all your support as we muddle through this year, and please feel free to contact me if you have questions!

 

Tasks/Important Information 

Grade sync checklist from Alfred: I wanted to bring to your attention the new troubleshooting guide below. It’s posted on the LMS Support page and a relevant question has been added to the Schoology FAQ page. If you are encountering sync issues, you should follow the steps in this document to confirm that the PowerSchool App, Grade Setup, and Assignments are configured correctly for the grade sync. There’s also a list of troubleshooting steps at the bottom.

 

Schoology-PTP Grade Sync Checklist and Troubleshooting Tips


The Prudential Spirit of Community award recognizes one middle level and one high school student from every state in the nation as state honorees with a $1000 scholarship, plus others with Distinguished Service awards.  There are so many students that have done so much for their community both before and during COVID, thru fires and hurricanes. Please pass along this information so that we can nationally recognize the great service being done by our students in the Commonwealth of Virginia. Applications are due November 10th. https://spirit.prudential.com/ 

 

https://bit.ly/WAHSannounce To request an announcement, calendar event, etc. 

 

https://bit.ly/TWCStuRec Together We Care Student Recognition

 

Birthdays

November 2: Cameron Koon

November 4: Jennifer Berkebile 

November 8: Dottie Akers 

 

Worth Your Time

The discussion game: how to get kids talking in synchronous learning from AJ Juliani

 

Is learning on Zoom, the same as learning in person? Not to your brain from EdSurge My takeaways: 

  • Zoom fatigue is a real thing.

  • The communication isn’t in real time and this contributes to fatigue. 

  • The opportunities and consequences of multi-tasking are greater when Zooming and contribute to Zoom fatigue.

  • The chat function can be distracting but can also enhance communication and understanding. 

  • There may be value to having cameras off, especially with older students.

  • It will become easier 

  • Tips

    • Have camera at eye level

    • Importance of wait time 

*I’m not 100% sure of all the claims made in this podcast 

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