Lesson Study: Diving In

From Lesson Study Step by Step: How Teacher Learning

Communities Improve Instruction

By Catherine C. Lewis and Jacqueline Hurd

Agenda BRIEF Review

Purpose Lesson Study Cycle – Where we Are Now? Our Common Research Theme Video Review: Planning and Study

Lesson Study Groups and Group Roles Developing Group Norms Plan the Research Lesson

Choosing A Topic Planning the Lesson

Reflection and Next Steps

Purpose of Lesson Study“The real “product” of the lesson study cycle is not the lesson. Lesson study builds educators’ knowledge, motivation, habits of learning, and professional learning community.” p. 16

1. STUDY CURRICULUM AND FORMULATE GOALS• Consider long-term

goals for student learning and development

• Study curriculum and standards, identify topic of interest

2. PLAN•Select or revise research lesson

•Write instruction plan that includes:•Long-term goals•Anticipated student thinking g

•Data collection plan•Model of learning trajectory

•Rational for chosen approach

3. CONDUCT RESEARCH LESSON•One team member conducts research lessons, others observe and collect data

4. REFLECT•Formal lesson colloquium in which observers:•Share data from lesson•Use the data to illuminate student learning, disciplinary content, lesson and unit design, and broader issues in teaching-learning

•Documentation of cycle, to consolidate and carry forward leanings, new questions into next cycle of lesson study.

Our Common Research Theme

Our goal is for students to create themselves as empowered, proactive learners and critical thinkers, who communicate effectively and can work collaboratively for social and academic success in school and society.

Review:DVD Segment 1: Planning and Study

Notice that team members: Start with an existing lesson – they do not develop a

lesson from scratch Monitor group norms and work to uphold them Rotate roles (e.g. facilitator and recorder) Spend time doing the mathematical task they will

have students do and anticipate student thinking work to deepened their own content knowledge.

1. STUDY CURRICULUM AND FORMULATE GOALS• Consider long-term

goals for student learning and development

• Study curriculum and standards, identify topic of interest

2. PLAN•Select or revise research lesson

•Write instruction plan that includes:•Long-term goals•Anticipated student thinking g

•Data collection plan•Model of learning trajectory

•Rational for chosen approach

3. CONDUCT RESEARCH LESSON•One team member conducts research lessons, others observe and collect data

4. REFLECT•Formal lesson colloquium in which observers:•Share data from lesson•Use the data to illuminate student learning, disciplinary content, lesson and unit design, and broader issues in teaching-learning

•Documentation of cycle, to consolidate and carry forward leanings, new questions into next cycle of lesson study.

Lesson Study GroupsGroup #1 Group #2

Lesson Study Group Roles Liaison/Convener (Jayne):

Communicates with any outsiders for the group, requests subs, reminds members of meeting dates, times and places, arranges room and refreshments.

Facilitators: (Irina and Michelle) keeps the conversation moving and fair. Involves all participants. Follows an agreed-upon agenda.

Lesson Study Group Roles Note Taker: Takes the minutes of the meeting,

copies and distributes them to members for review before the next meeting.

Recorder: records on chart paper, where all can see, important decisions of the group (helpful when brainstorming goals and planning the lesson design.)

Typist: types up the lesson plan or any other documents as needed.

Member: supports others in their roles, actively contributes to the meeting’s running smoothly.

Guide to Developing Group NormsWhat would make this lesson study group a supportive and productive site for your learning? Jot down a list of characteristics that are

important to you. (It may help to think about characteristic of groups that have functioned well—or poorly—to support your professional learning in the past.) You may want to consider some general norms (such as listening and taking responsibility) and some that have been identified as especially important to supporting learning of academic content, such as expressing agreement/disagreement and explaining your thinking.

Guide to Developing Group Norms As a group, share and discuss the

ideas generated by each member, taking particular care to identify and discuss any possible contradictions. For example, if one group member ask for “safe” and another for “challenging my thinking,” talk about how both can be honored.

Guide to Developing Group Norms Synthesize members’ ideas to a group

list of about five key norms you all support.

Record the norms for future reference. At the beginning of each meeting,

choose one norm to monitor that day. At the end of your meeting, discuss whether you upheld it and what can be improved.

Step 1: Study Curriculum and Formulate GoalsStudy curriculum and standards, identify topic of interest

Choose A Topic What topics are persistently difficult for, or

disliked by, students? What topics do we as ESL teachers find most

difficult to teach? Is there a particular standard that we as ESL

teachers want to understand and master? Choose a topic broad enough for all members

to benefit. Connect to current KCAS/Assessment

challenges

The Teaching Learning Plan

Research Theme

Unit Plan

Research Lesson Plan

ESL MS/HS PL Meeting Dates Gheens Rooms 109/110 3:00 to 6:00 p.m. Credit or Stipend AvailableDate FocusSeptember 18 Develop Research Lesson

Decide who will teach and whenOctober 16

November 20

February 19

March 19

April 23

Wrap-Up

Next meeting date Where are you in research lesson? What are your next steps? How can we help?