Appendix A
Revised Oral Inquiry Process Framework*
Before the OIP session, the discussion leader will write a wobble story and send a copy of it to
the professional development facilitator.
1. One teacher shares a wobble story with the group.
2. The group asks clarifying questions (e.g., “What were the demographics of the
classroom?”).
3. The group writes a response to three questions:
 What stood out in this narrative?
 What connections did you make to this narrative?
 What issues did you identify in this narrative?
4. The group responds to the first question (one response per participant per turn) while the
teacher who presented the wobble story takes notes quietly.
5. The group continues responding in turn to the first question until all responses are
exhausted.
6. The teacher who presented the wobble story shares what they heard with the group (e.g.,
“Many responders mentioned how similar situations in their classrooms caused some
students to feel silenced”).
7. Steps 4–6 are repeated for the second and third questions.
Considerations for Steps 1-7
 Newcomers may find the controlled response artificial at first because they are accustomed to
jumping in when they want to talk. Following the protocol ensures that all voices have the
opportunity to share and invites multiple perspectives.
 It is important that the teacher sharing the narrative remains silent during the response
portion of the protocol. Doing so allows that teacher to completely focus on the range of
responses rather than responding defensively.
 Responses should be positive and supportive.
 Clarifying questions should not be a veiled attempt to suggest some form of action (e.g.,
“Have you thought about calling the parent?”).
Additional OIP Step to Support Reflection and Further Exploration
8. Having taken notes during steps 1-7, the professional development facilitator offers the
group a series of questions for reflection upon the challenge raised or, as appropriate, the
emotions the challenge brought to the surface. These questions should directly address
issues raised during the discussion that were not explored as fully as they could have
been. The professional development facilitator could pose question such as:
 Where am I now and where do I want to go in relation to this issue?
 How might I close the gap between the two?
 What seems to be standing in the way?
 Are my emotions causing me to discount another perspective?
 How might my visceral response be shaping my view of the challenge or the source
of the challenge?

How can I learn to see value in things that appear to be impediments and learn from
them?
9. Each member of the group, including the teacher who shared the wobble story, reflects
upon the questions offered and respond to them in writing.
10. The group shares what they wrote in another round robin discussion that to use this cycle
of reflection to explore the issues at hand in a way that moves towards possible concrete
actions one might take to use tension as a source for growth.
Considerations for Steps 8-10
 The menu of reflective questions offered above might or might not work in any given
context. It can be difficult to anticipate the kinds of issues a teacher might raise in these
sessions. Whenever possible, the professional development facilitator should read the
teacher’s wobble story prior to the session to begin thinking about the kinds of reflective
questions that they might raise.
 Facilitating discussion of topics that might call a teacher’s perspective or actions into
question can be uncomfortable. It is important for the professional development
facilitator to phrase the reflective questions carefully and avoid presenting questions that
might appear to be veiled critiques.
 The first seven steps of the OIP process typically take 60-75 minutes. Steps eight through
10 would add an additional 30-45 minutes. The professional development facilitator
could choose give the group a short break after step seven or pick up steps eight through
ten in a subsequent meeting. Both a short break or enacting steps eight through 10 in a
subsequent meeting would give the group time to re-energize and devote time and
thought to the reflective questions if they were offered prior to the break in the action.
*Note: Original OIP Process published here:
Stewart, T. T., Coombs, D., Fecho, B., & Hawley, T. (2019) Embracing wobble:
Exploring novice teachers’ efforts to enact dialogic literacy instruction. Journal of
Adolescent & Adult Literacy, 63(9), 289-297.