Project Tuning System for BMS

BMS PROJECT TUNING GUIDELINES
Norms:
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Hard on content, soft on the people
Be honest, specific, and helpful
Share the air (or “step up, step back”)

Protocol: Designed to meet one class period.
1. Overview (5 min) Presenter gives an overview of the work and explains what goals he/ she
had in mind when designing the project. It may be helpful for the presenter to put the project into
the broader context of what is happening in his/ her classroom or school. This is a great time to
talk out loud about the project and ideas. Sometimes the time spent filling the air provides the
best ideas. think about how the project fits into the bigger picture of things happening in the
classroom and school. Participants then have an opportunity to quietly look at “the work” (e .g.
project handout, student work, etc.) if available. Finally, the presenter shares a dilemma by
framing a question for the critical friends group to address during the discussion. It is important
to give the project tuning group something specific to focus on as they think through the project.
2. Questions (3 min) During this phase the project tuning group will be clarifying questions of
the presenter. Clarifying questions have brief, factual answers and are intended to help the
person asking the question develop a deeper understanding of the dilemma. An example of a
clarifying question is “How will groups be chosen for this activity?” Remember that these
questions are not to bring about long answers. Quick and to the point works best here.
3. Probing Questions (5 min) During this phase the project tuning group will be asking probing
questions of the presenter. Probing questions help the presenter expand his/ her ideas about the
dilemma. However, probing questions should not be “advice in disguise”, such as “Have you
considered... ?” An example of a probing question is “What evidence will you gather to determine
the extent to which the goals of your project were met?” This is where the group can dig deeper
and seek more information. The key here is to not offer advice. The facilitator will work to keep
this from happening. Keep your suggestions to yourself at this point.
4. Discussion (8 min) The presenter reframes the question if necessary and then physically
steps back from the group. The group discusses the dilemma and attempts to provide insight on
the question raised by the presenter. The group closes the circle on the presenter and talk to one
another.
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Positive feedback: It is helpful to begin with positive feedback, such as “What
strengths do we see in the project design?”.

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Opportunities for growth: Next, the group takes a more critical analysis of the work,
using the question proposed by the presenter to frame the discussion. For example,

“What isn’t the presenter considering?” or “I wonder what would happen if... ”.
The presenter is not allowed to speak during the discussion, but should listen and take notes. It
is a good idea for the presenter to physically sit outside of the circle and for the group to close in
the circle without the presenter. Resist the urge to speak directly to the presenter. This is time
for the group to speak freely. Remember, hard on content, soft on the person.
5. Response (4 min) — The presenter has the opportunity to respond to the discussion. It is not
necessary to respond point by point to what others said. The presenter may share what struck
him/ her and what next steps might be taken as a result of the ideas generated by the
discussion. This is a great reflection piece. During this time the group listens and also thinks
about their final idea that they would like to share.
6. Debrief (3 min)— The facilitator leads a conversation about the group’s observation of the
project tuning process. One mark of a good facilitator is his or her ability to lead a good debrief.
Questions posed to the group might include:
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Did we have a good question? How well did We stick to the question?
To what extent was this process helpful for the presenter? Did our probing questions
really push his/ her Did our ideas from the discussion provide insight into possible next
steps?
● Was there a moment when the conversation made a turn for the better? Was there any
point where we went off track?
● How did we do embodying our norms? (e.g. “hard on the content, soft on the people
up/step back”, etc.) I Resist the urge to turn the debrief back to a discussion of the
dilemma.
6. Closing the Loop (5 minutes) This is optional, but one that I think is so important. Each
participant shares out one take away or idea that they have. The key here is ONE! Be precise
and to the point.
Total time: approximately 33 minutes

Tips for Facilitation:
Work with the presenter to frame a good question beforehand meet beforehand to
discuss the dilemma and wordsmith a question that is openended and not easily solved. Write
the question on the whiteboard so that it is visible during the entire conversation.
Stick to the time for each section use a timer to keep track of time or ask a volunteer to
help.
Don’t be afraid to keep the group focused on the protocol if a probing question is asked
during clarifying questions, gently ask the participant to write it down and wait until you have
moved on to that point in the conversation.
Redirect the conversation when necessary (without unnecessarily monopolizing airtime) if
the discussion jumps straight into responding to the dilemma question before sharing positive
feedback, make sure to take time to celebrate the thinking or Work first.
Resist the urge to skip the debrief ~ the debrief is a crucial way to deconstruct the
conversation and improve the quality of our dialogue with colleagues over time. Value this part of
the process by honoring the time dedicated to it.
Be courageous and confident strong facilitation is the key to having successful dialogue
about our work and is appreciated by everyone in the group. If it helps to literally read each step
to the group, by all means do so. And remember to “cowboy up” or take full ownership of your
important role as facilitator!

Project Tuning System for BMS

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