Planning the Project: Critical Friends Protocol

1. Introduction: Set up a circle of students. Teacher gives an overview of the issue and poses an essential question (what peculiarities are there between tea ceremony in Kazakhstan and Great Britain?), set time limits (4 lessons), choose a facilitator and timekeeper, and explain the protocol to students, ask for questions and clarifications.

2. Presentation: Share the details of the plan of the project (Plan: 1. The teacher states the EQ for students with real-life samples of the Tea ceremony in Kazakhstan and Great Britain. 2. Students design the project by their own; they make a plan of the project. 3. Students discuss their plan and accumulate background information needed for their design. 4. The teacher and students negotiate the criteria for evaluating the project and make rubrics for peer-assessment. 5. Students accumulate the materials necessary for the project. 6. Students create their projects. 7. Students prepare to present their projects. 8. Students present their projects. 9. Students reflect on the process and evaluate the projects based on the criteria of rubrics. Teacher and students give comments or feedbacks. The students discuss their impressions of the project: what they like in the project; what they do not like by doing the project.), including driving question, activities, end product (dictionary).

3. Clarifying questions: Students ask questions to get information that will help them understand the project, such as: How long is the project going to be? In what way should we present our project? Can we use internet or should find information in books?

4. Warm and cool feedback. Teacher removes herself from the discussion. She is invisible for them. The facilitator directs the discussion. Students start with positive feedback, and then continue with critical feedback. They may ask such questions as: What did we hear? What do we need know more about? What do we think about the question presented? Teacher takes notes on discussion.

5. Reflection: Teacher comes back to the circle. Respond aloud on the comments, ideas or questions of the discussion, that seem particularly interesting or relevant.

6. Debriefing: Teacher discuss the experience with students. She can ask such questions as: What did we learn from our work today? Were our comments too warm or too cold? Did we have enough time? What comments from the process observer were most informative? Do we need facilitator and timekeeper?