ATLAS Protocol

(Analyzing Teaching & Learning in Action through Systematic observation)

Quick Reference

  • Group Size: Small Group (SG, 3-6)
  • Time Required: 50-55 minutes
  • Focus Areas: Teaching Practice, Student Learning, Curriculum Implementation
  • Data Type: Qualitative, Observational
  • Structure: Highly Structured
  • Purpose: Analyze Teaching Practice, Generate Solutions
  • Template: Download Reflection Template

Overview

The ATLAS protocol provides a structured approach for examining teaching and learning through systematic observation and analysis. It focuses on surface features of practice before moving to interpretation, allowing for deep understanding and collaborative learning.

Theoretical Background

The protocol is grounded in several theoretical frameworks:

  • Descriptive Review Process (Carini, 2000)
  • Professional Learning Communities (DuFour et al., 2006)
  • Lesson Study (Lewis & Hurd, 2011)
  • Practice-Based Professional Learning (Ball & Cohen, 1999)
  • Situated Learning Theory (Lave & Wenger, 1991)

Materials Needed

Detailed Process

1. Introduction (5 mins)

Focus: Setting Context Presenter Guidelines:

  • Share teaching context
  • Provide background
  • State focus question
  • Frame the inquiry

Research Note: The importance of context in professional learning is supported by Timperley’s (2011) research on professional conversations.

See Context Setting Guide

2. Descriptive Round (15 mins)

Focus: What do you see? Guidelines:

  • Describe only
  • No interpretation
  • Be specific
  • Note details
  • Stay objective

Research Note: This separation of description from interpretation draws on Carini’s (2000) work on descriptive review.

See Observation Guide

3. Interpretive Round (15 mins)

Focus: What’s the meaning? Guiding Questions:

  • What does this tell us about teaching?
  • What does this tell us about learning?
  • What patterns emerge?
  • What questions arise?

Research Note: The interpretive phase aligns with Schön’s (1983) work on reflective practice.

See Analysis Guide

4. Implications Round (10 mins)

Focus: So what/now what? Key Areas:

  • Teaching implications
  • Learning insights
  • Next steps
  • Future applications

Research Note: This action-focused phase draws on Kolb’s (1984) experiential learning cycle.

5. Presenter Response (5-10 mins)

Focus: Integration and Planning Guidelines:

  • Share insights
  • Make connections
  • Plan actions
  • Consider resources

Research Note: The reflection phase incorporates elements from Dewey’s (1933) work on reflective thinking.

Group Implementation

See Group Process Guide

Roles

  • Facilitator
  • Presenter
  • Timekeeper
  • Participants

Size Considerations

  • Minimum: 3 participants
  • Optimal: 4-6 participants
  • Maximum: 8 participants

Facilitation Notes

See Complete Facilitation Guide

Tips for Success

  • Maintain protocol structure
  • Keep description separate from interpretation
  • Encourage specific observations
  • Support all voices
  • Document insights

Common Pitfalls

  • Rushing to interpretation
  • Making assumptions
  • Being too general
  • Missing details
  • Skipping implications

Variations

See Protocol Variations Guide

  • Video Analysis ATLAS
  • Student Work ATLAS
  • Planning ATLAS
  • Assessment ATLAS
  • Curriculum ATLAS

Key References

Primary Sources

  1. Carini, P. F. (2000). From documentary processes to seeing persons. Teachers College Press.
  2. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 3-32).
  3. Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Heinemann.
  4. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Additional Reading

  1. Timperley, H. (2011). Realizing the power of professional learning. Open University Press.
  2. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  3. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Heath.
  4. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
  5. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree.

Version History

  • v1.0 - Initial protocol development
  • v1.1 - Added group implementation guidelines
  • v1.2 - Enhanced research base and references
  • Current (v1.3) - Added internal linking and templates