A. Introduction: Framing the Challenge, and Chapter 1, Seeking a New Approach

1. What criticisms or concerns do you have yourself - or hear locally - about technology in classrooms and schools? How do you think about and/or respond to those?
2. What positives and benefits do you see yourself - or hear locally - about technology in classrooms and schools? How do you think about and/or respond to those?
3. Do you agree with Scott and Julie that the benefits outweigh the criticisms or concerns? Why or why not?
4. What models and frameworks, if any, have you been using in your schools and classrooms related to technology integration?
   1. How have they been working for you? Successes and challenges?
   2. Can you articulate WHY these models and frameworks have or have not been working for you?

B. Chapter 2, Introducing the 4 Shifts Protocol

1. What non-technology integration frameworks, models, and observation tools have been helpful to you? (e.g., Danielson’s framework for teaching, Wiggins and McTighe’s Understanding by Design, Valentine’s IPI)
   1. What do you like about these frameworks, models and conceptual tools? How have they been working for you? Successes and challenges?
   2. Have you tried to apply these to your technology integration work? If so, how have they been working for you? Successes and challenges?
2. If you asked the teachers in your school(s) the question of technology for the purpose of WHAT?, how do you think they would respond?
   1. Efficiency? Replication of traditional school work? Student empowerment? They don’t know? Other?
3. Take a look at each of the four sections in the 4 Shifts Protocol.
   1. What do you like or dislike about each section? Why?
   2. Which sections or items seem clear? unclear? Which sections or items do you have questions about?
   3. Why do you think Julie and Scott chose these 4 Shifts?
4. For each section of the 4 Shifts Protocol, which sections or items (bullet point questions) seem to be going well in your local setting? Why?
   1. Which sections or items do you think could use some improvement in your local setting? Why?

C. Chapter 3, Redesigning Elementary School Lessons and Units

1. Instructional Activity 01: Mystery Skype
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the activity? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this activity that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this activity in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
2. Instructional Activity 02: Pumpkin Book Report
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the lesson? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this lesson that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this lesson in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
3. Instructional Activity 03: The Treehouse
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the lesson? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this lesson that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this lesson in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
4. As you think about the elementary lessons and units in your local setting, what ideas do these redesign examples give you?
   1. Can you identify some elementary lessons and units in your local setting that could use some redesign? How might you shift those using the 4 Shifts Protocol? What might those shifts accomplish for elementary educators and students?

D. Chapter 4, Redesigning Secondary Lessons and Units

1. Instructional Unit 04: Bacteria Poster
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the unit? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this unit that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this unit in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
2. Instructional Activity 05: Food Postcards
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the lesson? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this lesson that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this lesson in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
3. Instructional Activity 06: Sedimentary Rock
   1. What do you think of Scott and Julie’s redesign?
   2. Do you agree or disagree with their concerns about the lesson? Why? Do you agree or disagree with their suggestions for improvement? Why?
   3. What are some other ways to improve this lesson that might be different from what Julie and Scott chose? Are there other areas of the 4 Shifts Protocol that could be used to shift this lesson in desired directions?
   4. What do you think might be different for students after this lesson has been redesigned? (deeper cognitive load, higher levels of engagement, greater joy in learning, etc.)
4. As you think about the secondary lessons and units in your local setting, what ideas do these redesign examples give you?
   1. Can you identify some secondary lessons and units in your local setting that could use some redesign? How might you shift those using the 4 Shifts Protocol? What might those shifts accomplish for secondary educators and students?

E. Chapter 5: Designing from Standards

1. Instructional Activity 07: Promoting Change or the Status Quo
   1. What do you think of Scott and Julie’s use of the 4 Shifts Protocol to design this elementary unit from scratch?
   2. Do you agree or disagree with their approach? Why?
   3. What are some other ways to design this new unit that might be different from what Julie and Scott chose?
2. Instructional Activity 08: Informative Text
   1. What do you think of Scott and Julie’s use of the 4 Shifts Protocol to design this secondary unit from scratch?
   2. Do you agree or disagree with their approach? Why?
   3. What are some other ways to design this unit that might be different from what Julie and Scott chose?
3. Scott and Julie think it’s usually easier to redesign something you already have been teaching rather than designing from scratch. However, sometimes it’s fun to just build from a blank slate. What do you think? What are your preferences? Why?
4. As you think about the creation of new elementary and secondary instructional lessons/units in your local setting, what ideas do these examples of original design give you?
   1. What could you build that was new? What sections or items of the 4 Shifts Protocol might you target? Why? What might those shifts accomplish for educators and students?

F. Chapter 6, Implementing the Protocol - Techniques, Strategies, and Suggestions

1. What is the readiness/willingness of the educators in your local setting to critically interrogate instruction in the ways that Julie and Scott have been trying to demonstrate in the book?
   1. What successes and challenges have you experienced as you have worked on instructional redesign with your educators?
2. The 4 Shifts Protocol is designed to give educators concrete ‘think abouts’ and ‘look fors.’ How might these be useful to you in your local setting?
3. Scott and Julie advocate for only using a single section of the 4 Shifts Protocol - or even a few items - in any given instructional lesson.
   1. Does this make the 4 Shifts (re)design work more manageable for you? Why or why not?
   2. If you take this approach, how might you ensure that all 4 Shifts - and most of the items - occur multiple times for students across the school year?
4. Julie and Scott advocate for starting with Sections A and/or B of the 4 Shifts Protocol. They think that the items in those sections often result in the most transformative student work. Do you agree? Why or why not?
5. How might you (re)design curriculum development, professional learning, and organizational expectations (e.g., hiring criteria, observation/evaluation rubrics, classroom walkthrough instruments) to ensure that the 4 Shifts happen more often in your local setting?
6. What mindsets about what schools should look like - and how they should operate - are present in your local setting?
   1. What can you do to begin shifting mindsets of students, educators, parents, community members, and other stakeholders?
7. What barriers and challenges exist to doing this kind of instructional (re)design work? What in your local setting is getting in the way of you making these 4 Shifts happen more often?
8. As you examine your local setting, would you say that your learning technologies are accomplishing deeper learning purposes in your classrooms or are they mostly replicating traditional factual recall and procedural regurgitation? What evidence do you have to support your assertions?
   1. If the latter, what ideas do you have to start shifting toward deeper learning purposes?
9. What opportunities do you currently have to collaborate with others to work on (re)designing lessons or units? What might be some other ways to creatively find additional opportunities to collaborate for (re)designing lesson/units?
10. How might the 4 Shifts Protocol help teachers grow and improve? What can you do to ensure that no judgment or evaluation occurs when using the protocol?
11. What are some ways that teachers can exercise some choice about how they use the 4 Shifts Protocol (e.g., choice of sections? choice of items? choice in what direction or how deep they go?)?
    1. How might the protocol be of use to all of your teachers no matter where they are on the pedagogical continuum? (e.g., teacher directed → student centered)
12. How might the 4 Shifts Protocol be used with reluctant teachers, early adopters, longtime tech integrationists and instructional coaches, principals, parents, curriculum designers, and other groups in your local setting?
13. How can you involve your students in the 4 Shifts work?
14. Why do you think Scott and Julie recommend starting instructional (re)design work with teachers with others’ videos and/or lessons rather than their own?
    1. See the Arizona TIM and Florida TIM lesson crosswalk for 150 potential videos/lesson plans you could use to introduce the protocol to different groups
15. What were the various uses of the 4 Shifts Protocol that Julie and Scott suggested? What use(s) seemed most viable? What other uses might there be?
16. Which sections or items in the 4 Shifts Protocol seem to align well with existing (or potential) building or district goals?
    1. If you’re involved in a school- or district-level project- or inquiry-based learning initiative, how might the protocol items be of use to you in that work? How can the protocol items help you build educator and student capacity to do that complex work?