Staff support / Put Yourself on the LIne

Submitted by M. Cole

GRADE:  This version is appropriate for staff development, but it could easily be adapted for grade 3 – 12

MATERIALS/TIME REQUIRED:  some ‘work in progress’; 20-30 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:  Am I Napoleon?  (Reaching All…p. 210, Discovering Gifts…p. 239, Engaging All…p. 320)


To review, share, and identify successful TRIBES energizers and instructional strategies.

To identify, collaboratively problem-solve, and make plans for next steps.


  1. Put yourself on the line – based on comfort level with using the TRIBES Lesson Plan Format
  2. With line partner, share one energizer or instructional strategy you’ve found success using in your classroom
  3. Lesson Development – either with your line partner, with other participants, or individually
  4. Warm & Cool Feedback with Put yourself on the line partner  (See attached at end of learning experience)


What did you learn/ relearn / unlearn about using the TRIBES Learning Experience Format?

How did the peer review help your work?

What do you feel more confident with now?

PROVIDE AN OPPORTUNITY FOR APPRECIATION:  Invite appreciations in a closing community circle – genuine & specific.


Warm/Cool Feedback Protocol

Purpose: to ensure that peers receive direct and respectful feedback on the work they present, as well as the opportunity to reflect on the feedback in a continuous improvement effort


  1. The presenter/developer share materials – highlighting the process used to create the work and identifying any main ideas or overarching principles.
  1. The “listening” partner offers warm feedback in response to the shared materials and explanation.  Warm feedback focuses on the relevance, applicability, and possibilities of the work without general praise for the individual.

Examples:                    “The ______________ connects well with our group norm of _______.”

“This ________________ could be combined with ___________.”

“This might allow our audience to understand…”

Non-Examples:  “You’re the best ever!”

“You did such a wonderful job on this.”

No discussion, reply, or conversation is engaged in at this time – just attentive listening by the partner who shared the work.

  1. The “listening” partner then offers cool feedback in response to shared materials and explanation. Cool feedback focuses on questions and clarifications of the work without general criticism or negative judgments for the individual.

Examples:                    “I’m not sure I understand ________. Tell me more about your thinking.”

“I don’t quite see the connection between ______ and ____.

Can you help me understand your thinking?

“Could ________ have a negative effect on  __________?

I’m not sure, can we explore this a bit more?”

Non-Examples:  “This isn’t very good at all.”

“What were you thinking when you put this together?”

No discussion, reply, or conversation is engaged in at this time.  Pass options are always          available.  Developers may not respond during this step but should document feedback.

  1. Reflection & reaction to feedback. The presenter/developer reflects on and provides further explanation to any response he or she chooses to.  The presenter/developer is reminded that the response is not meant to answer questions but to talk about her or his thinking.  During this step, the “listening” partner practices attentive listening – this is not an open discussion.
  1. Debriefing – participants reflect on the process and the use of the 4 Agreements.  How did this protocol contribute/support our collaborative work?

Group Development Process

►Cognitive Theory

Multiple Intelligences

►Cooperative Learning


►Reflective Practice

►Authentic Assessment