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Session #1. Next Steps Institute October 19-22, 2005. Agenda. Science through the decades Goals and overview Using notebooks for professional learning Modeling level 1 kit training. Meet and Greet at Decade Posters.

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Session 1

Session #1

Next Steps Institute

October 19-22, 2005


Agenda

Agenda

  • Science through the decades

  • Goals and overview

  • Using notebooks for professional learning

  • Modeling level 1 kit training

Next Step Professional Development Pathway


Meet and greet at decade posters

Meet and Greet at Decade Posters

  • Please go to the poster that represents the decade in which you began teaching

  • Introduce yourself

  • Consider this prompt… When I started teaching everyone thought the best way to teach science was to…

  • Record your group’s responses on the poster

  • Report out by decade

Next Step Professional Development Pathway


Meet and greet processing questions

Meet and Greet Processing Questions

  • What have we changed in how we teach science?

  • What are the implications for professional learning for veteran and beginning teachers in the 21st century?

Next Step Professional Development Pathway


Goals for the pathway

Goals for the Pathway

  • Experience, evaluate, and apply a practical professional development model that addresses the requirements of NCLB including student achievement goals and research-based practice.

  • Develop a clear vision of effective professional development that impacts student learning.

  • Learn and understand how to implement successful professional development strategies and professional learning activities.

Next Step Professional Development Pathway


Using student notebooks to enhance learning

Using Student Notebooks to Enhance Learning

Next Steps Institute

October 19-22, 2005


Journals logs notebooks

Journals, Logs, Notebooks??

  • Journals are reflections of students’ learning.

  • Logs are where students keep data over time.

  • Notebooks are tools for students to record data and thinking as they work with materials.

Next Step Professional Development Pathway


Purposes of notebooks

Purposes of Notebooks

Enhance the development of students’ conceptual understandings and inquiry skills, and

Provide teacher with a window into the students’ understanding of concepts and many of the skills of inquiry, and

Offer students opportunity to develop literacy skills and an authentic application of those literacy skills.


What can be used

What can be used?

  • Composition Notebook

  • Spiral Notebook

  • 3-Ring Binder

  • 3-Prong paper folder

  • Folded paper booklets

  • Other?

Next Step Professional Development Pathway


Nsi pd pathway notebooks

NSI PD Pathway Notebooks

Composition Notebooks

Next Step Professional Development Pathway


Nsi pd pathway notebooks common structure

NSI PD Pathway Notebooks Common Structure

  • Title Page

  • Table of Contents

  • Title each section

  • Number pages

  • Date every entry

  • Appendix

Next Step Professional Development Pathway


Seasonal partners

Seasonal Partners

  • In your notebooks draw an icon for each of the four seasons.


Seasonal partners1

Seasonal Partners

  • Draw a line beside each icon.

  • Find a person to be a partner for each of the seasons. You will write your name in their notebook and vice versa for the same season.


Line of learning

Line of Learning

  • To use line of learning, learners write their thinking about a key concept or topic.

  • Learners return to their thinking at strategic times throughout the unit.

Next Step Professional Development Pathway


Line of learning1

Line of Learning

  • To use line of learning, write your thinking about the key concept or topic.

  • Date the entry to the line of learning.

Next Step Professional Development Pathway


Map showing grant wood area education agency school districts eastern iowa

Map showing Grant Wood Area Education Agency School Districts (Eastern Iowa)

Next Step Professional Development Pathway


Taking a look inside the vast science materials center

Taking a look inside the VAST Science Materials Center

Next Step Professional Development Pathway


Preparing and packing the kits for circulation to the schools

Preparing and packing the kits for circulation to the schools.

Next Step Professional Development Pathway


Level one kit training on the stc pebbles sand and silt unit

Level One Kit Training on the STC Pebbles, Sand and Silt Unit

Next Step Professional Development Pathway


Modeling level one professional development

Modeling Level One Professional Development

  • Description

  • Purpose and Goals

  • Mini-Session

  • Kit Specialists

  • Logistics

Next Step Professional Development Pathway


Level 1 kit training

Level 1 Kit Training

  • What were your thoughts as a student?

  • As a teacher?

  • How would this experience help you teach the content more effectively?

Next Step Professional Development Pathway


Level one inservice goals

Level One Inservice Goals

  • Participants will become familiar with the materials and activities in the unit.

  • Participants will gain ideas on managing hands-on science instruction.

  • Participants will experience the activities of the unit of learners.

  • Participants will be aware of the big ideas of the unit.

Next Step Professional Development Pathway


A teacher to teacher model

A Teacher to Teacher Model

  • Kit Specialists:

    • Are identified for each unit

    • Have multiple years of implementation experience with the unit

    • Participate in the design of the Level One inservice model

    • Become familiar with effective professional learning research and strategies

    • Agree to respond to follow-up questions from participants

Next Step Professional Development Pathway


Logistics

Logistics

  • Experienced teachers as facilitators

  • Kits and materials prepared by materials center staff

  • Facilitator tool kits/notebooks with all materials and information

  • Evaluation

  • Subs; honorarium

Next Step Professional Development Pathway


Session 2

Session #2

Next Steps Institute

October 19-22, 2005


Agenda1

Agenda

  • Teachers in action

  • Mock leadership teams

  • Principles of effective PD

  • Leadership teams

    • analyze data

    • set goals

    • select content

Next Step Professional Development Pathway


Processing level 1 professional development

Processing Level 1 Professional Development

  • View Level 1 Training video

  • Processing Question… What do you notice in this video that connects with what you have just experienced and how are these experiences evidence of effective professional development?

Next Step Professional Development Pathway


Line of learning2

Line of Learning

  • Reread previous responses when asked to return to your thinking at strategic times throughout the unit, draw a line under what you previously wrote and record how your ideas are changing by describing how the learning experiences have:

    • reinforced something you thought before. . .

    • changed something you thought before. . .

    • caused you to think something you have never thought before. . .

  • Again, date the entry to the line of learning.

Next Step Professional Development Pathway


Next step community school district leadership team

Next Step Community School District Leadership Team

  • Information about the Next Step Community School District

  • Developing a common vision of effective professional learning using Designing Professional Development for Teachers of Science and Mathematics (2003) by Susan Loucks-Horsley, Nancy Love, Katherine E. Stiles, Susan Mundry, and Peter W. Hewson

Next Step Professional Development Pathway


Session 1

Build a Leadership Team to…

  • Analyze student achievement data

  • Set goals

  • Review research to select content

  • Design a professional development plan

Next Step Professional Development Pathway


Session 1

Professional Development

Design Framework

Commit to

Vision and

Standards

Analyze

Student

Learning and

Other Data

Set Goals

Plan

Do

Evaluate

Next Step Professional Development Pathway


Session 1

Professional Development

Design Framework

Context

Knowledge

And

Beliefs

Commit to

Vision and

Standards

Analyze

Student

Learning and

Other Data

Set Goals

Plan

Do

Evaluate

Critical Issues

Strategies


Session 1

Knowledge and Beliefs

  • Learners and Learning

  • Teachers and Teaching

  • The Nature of the Disciplines

  • Effective Professional Development

  • Change Process


Session 1

Context

  • Students

  • Teachers

  • Practices

  • Resources

  • Parents and community

  • Organizational culture

  • Organizational structures

  • History of professional development


Session 1

Professional Development

Design Framework

Analyze

Student

Learning and

Other Data

Commit to

Vision and

Standards

Set Goals

Plan

Do

Evaluate

Next Step Professional Development Pathway


Inquiring into data analysis

Inquiring into Data Analysis


Looking at data peeling away layers

Looking at data – Peeling away layers

Next Step Professional Development Pathway


First layer who

First layer – Who?

  • Look at the 8th grade science and mathematics proficiency data.

  • Ask…

    • What do you suspect about the group

      of kids below proficiency?

    • What patterns or trends might you see?

    • What is your hunch about why some

      kids fall below?

Next Step Professional Development Pathway


Possibilities

Possibilities

  • Identified subgroups

    • Gender

    • Free/Reduced Lunch

    • IEP

    • ELL

    • Ethnicity

    • Migrant

Next Step Professional Development Pathway


Your district data

Your district data

  • Look at your district’s 8th grade disaggregated student achievement data for mathematics total and science.

Next Step Professional Development Pathway


Percentage of 8 th grade student below proficient in mathematics per subgroup category

Percentage of 8th Grade Student Below Proficient in Mathematics per subgroup category


Percentage of 8 th grade student below proficient in science per subgroup category

Percentage of 8th Grade Student Below Proficient in Science per subgroup category


Rank order of subgroups including ns

Rank Order of Subgroups (including Ns)

SUBGROUP % Below N

  • With IEP44% 13

  • ELL40% 12

  • African-Am.31% 10

  • Eligible FRL30% 46

  • Hispanic20% 3

  • Asian20% 2

  • Males18% 22

  • Not ELL17% 10

  • White16% 38

  • Not Eligible FRL14% 23

  • Females14% 22

  • Without IEP12% 35

Next Step Professional Development Pathway


Your turn

Your Turn

  • Examine the data

  • Record what you notice on the Analyzing and Reporting Our Data form

Next Step Professional Development Pathway


Session 1

Looking deeper – Peeling away layers

Next Step Professional Development Pathway


Second layer what

Second Layer – What?

Next Step Professional Development Pathway


Science skills

Science Skills

  • Examine the 8th Grade “Performance Profile”

  • Compare the skills under the Science Total (Scientific Inquiry, Life Science, Earth and Space Science, and Physical Sciences)

  • Graph the data

Next Step Professional Development Pathway


Science 8th grade class performance profile

Science 8th Grade Class Performance Profile

Next Step Professional Development Pathway


Mathematics skills

Mathematics Skills

  • Examine the 8th Grade “Performance Profile”

  • Compare the skills under the Mathematics Total (Prob. Solv. & Data Interpretation) Tests

  • Graph the data

Next Step Professional Development Pathway


Math 8th grade class performance profile

Math 8th Grade Class Performance Profile

Next Step Professional Development Pathway


Your turn1

Your Turn

  • Examine the data

  • Record what you notice on the Analyzing and Reporting Our Data form

  • Consider what other data this team would gather to inform decision making

Next Step Professional Development Pathway


The data quandary

The Data Quandary

“In sum, teachers and leaders must consider both year-to-year analysis and cohort data in order to have a comprehensive understanding of the relationship between student results and professional practices. The key is to use the right tool for the right job.

To understand student progress, use cohort data. To understand the consistent impact of teaching and curriculum practices, use year-to-year comparisons.”

Source: The Data Quandary: Which to Use- Year-to-Year or Cohort? By Douglas B. Reeves, Ph.D. as published in A Publication of the Center for Performance Assessment Volume 5, Issue 2, November 2003

Next Step Professional Development Pathway


Your turn2

Your turn

  • What do the results and their implications mean for the design of our professional development plans?

Next Step Professional Development Pathway


Session 1

Professional Development

Design Framework

Set Goals

Commit to

Vision and

Standards

Analyze

Student

Learning and

Other Data

Plan

Do

Evaluate

Next Step Professional Development Pathway


Setting professional development goals

Setting Professional Development Goals

  • Use your Analyzing and Reporting Our Data Response Sheet to focus on student learning around scientific inquiry and problem solving

  • Write a student learning goal on your team action plan sheet

  • One example… Students will improve achievement in the areas of scientific inquiry and problem solving.

Next Step Professional Development Pathway


Setting professional development goals1

Setting Professional Development Goals

  • Write a teacher learning goal

  • One example… Teachers will directly experience science and mathematics concepts through the processes of inquiry and problem solving.

Next Step Professional Development Pathway


Setting professional development goals2

Setting Professional Development Goals

  • Write a teacher practice goal

  • One example… All grade six through eight science teachers will implement inquiry and problem solving as modeled in the professional development workshop.

Next Step Professional Development Pathway


Setting professional development goals3

Setting Professional Development Goals

  • Write an organizational goal

  • One example… The Next Step CSD will provide a structure to sustain the implementation of inquiry and problem solving as modeled in the professional development workshop.

Next Step Professional Development Pathway


Session 1

Critical Issues

  • Ensuring Equity

  • Building Professional Culture

  • Developing Leadership

  • Scaling Up

  • Building Capacity

  • Public Support

  • Supporting Standards

  • Evaluating Professional Development

  • Finding Time


Session 1

Professional Development

Design Framework

Plan

Commit to

Vision and

Standards

Analyze

Student

Learning and

Other Data

Set Goals

Do

Evaluate

Next Step Professional Development Pathway


Selecting content and professional development providers

Selecting Content and Professional Development Providers

  • Using the Iowa Content Network , National What Works Clearinghouse, Center for Science Education

  • Use the collective power of multiple studies to select effective professional development to match our goals

Next Step Professional Development Pathway


Questions to ponder

Questions to Ponder

  • What strategies will assist all students’ learning?

Next Step Professional Development Pathway


Session 1

Strategies

  • Immersion Experiences: Inquiry in Science and Problem Solving in Mathematics

  • Examining teaching and learning: Lesson Study

  • Vehicles and Mechanisms: Workshops, Institutes, Courses, Seminars


One example

One Example…

  • Based on our data, we find our students need improvement in both inquiry skills and problem solving skills.

  • Based on research available, we have decided to implement notebooks and integrate inquiry and problem solving instruction in science classrooms, grades 6-8.

Next Step Professional Development Pathway


One example1

One Example…

  • Who? All 6th - 8th Grade Science Classroom Teachers

  • Professional Development Content – Implement Notebooks and problem solving in context of inquiry-based classrooms

  • Workshop – Immersion in inquiry in science and problem solving in mathematics

  • Academic Year – Lesson Study Format with grade band teachers

Next Step Professional Development Pathway


Session 3

Session #3

Next Steps Institute

October 19-22, 2005


Agenda2

Agenda

  • Invitation to inquiry

  • Guided inquiry

    • Set up

    • Math connection

    • Conduct investigation

  • Explore on your own

  • Open inquiry

    • Choose a question

    • Design investigation

    • Math connection

Next Step Professional Development Pathway


Inquiry and problem solving

Inquiry and Problem Solving

Investigating Swinging Pendulums

Next Step Professional Development Pathway


Invitation to inquiry

Invitation to Inquiry

  • View a video

  • Observe a demonstration

  • Listen to a reading

Next Step Professional Development Pathway


Science in my life line of learning

Science in my life: Line of Learning

What understandings or ideas do you have about the science of swinging objects?

Next Step Professional Development Pathway


With an elbow partner discuss

With an elbow partner, discuss

What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time?What is your explanation?

Next Step Professional Development Pathway


Swinging pendulum guided inquiry

Swinging Pendulum Guided Inquiry

How does the weight of a swinging object affect the frequency of its swing?


Creating angles

Creating Angles

  • Without measuring tools available, can you paper fold an 8.5 by 11 sheet of paper to create different angle measurements?

  • What angle measurements can you create?

  • After you have created a few, share them with others.

Next Step Professional Development Pathway


Guided inquiry build a pendulum swinger getting started

Guided Inquiry: Build a Pendulum Swinger: Getting started…

  • Set it up…gather materials and set up the investigation.

  • Try it out…using your paper folded angle and your swinger, swing one washer, and record the number of swings made in 10 seconds. See the data table provided.

  • Make predictions…what will be the frequency for 2, 3, and 4 washers?

Next Step Professional Development Pathway


Exploration

Exploration:

  • Explore on your own. “Play around” with the pendulum materials and see what interests you about them.

  • Reflect on when you were doing the guided inquiry, questions that you may have had.

  • Make a list of questions.

Next Step Professional Development Pathway


Line of learning what understandings or ideas do you have about the science of swinging objects

Line of Learning:What understandings or ideas do you have about the science of swinging objects?

  • This is what I think now.

  • This is how my thinking has changed and this is what changed my thinking.

  • This is how my thinking has been reinforced and this is what reinforced my thinking.

  • This is something I never thought of before and here’s what got me to think about it.

Next Step Professional Development Pathway


Session 4

Session #4

Next Steps Institute

October 19-22, 2005


Agenda3

Agenda

  • Open inquiry

    • Math…it depends

    • Design investigation

    • Conduct investigation

    • Math…a look at the data

  • Inquiry presentations

  • Inquiry resolution

    • Math

    • Science

  • Assessment

Next Step Professional Development Pathway


Open inquiry investigating your question

Open Inquiry: Investigating your question…

  • Identify a researchable question.

  • Begin to design an investigation including brainstorming data table(s) you might use.

Next Step Professional Development Pathway


It depends

It Depends!

As you design your pendulum investigation you may decide to look at how change in one quantity results in change in another quantity.

Next Step Professional Development Pathway


Session 1

It Depends!

You may be thinking about relationships between dependent and independent variables.

Next Step Professional Development Pathway


Session 1

Let’s think together about dependent and independent variables…as they relate to quantities, graphs, tables, and equations.

It Depends!

Next Step Professional Development Pathway


Session 1

How does this focus on dependent and independent variables relate to our task of designing an investigation?

Quick Write:

Next Step Professional Development Pathway


Open inquiry continue to investigate your question

Open Inquiry:Continue to investigate your question…

Analyze your data using these 3 questions:

1. What do you SEE in the data?

2. What can you CLAIM from what you see in the data?

3. What EVIDENCE is there that supports the claim(s) you made?

Next Step Professional Development Pathway


Open inquiry

Open Inquiry:

Create a presentation to share the results of your investigation.

  • Include your question. Tell why you found it interesting and important to you.

  • Display data.

  • Present your claim(s) making sure they are supported by evidence.

  • Include other questions you might want to investigate next.

Next Step Professional Development Pathway


Inquiry resolution mathematics

Inquiry Resolution: Mathematics

  • Find your pendulum length envelope on your table.

  • Find a suitable location to swing your swinger.

  • Time and swing for 15 seconds.

  • Record your results by hanging your swingers on the number line.

  • Record the number of swings made next to its length in the T-table.

Next Step Professional Development Pathway


Force and inertia

Force and Inertia

Inquiry Resolution: Science

Next Step Professional Development Pathway


Session 1

Line of Learning:What understandings or ideas do you have about the science of swinging objects?

  • This is what I think now.

  • This is how my thinking has changed and this is what changed my thinking.

  • This is how my thinking has been reinforced and this is what reinforced my thinking.

  • This is something I never thought of before and here’s what got me to think about it.

Next Step Professional Development Pathway


Session 5

Session #5

Next Steps Institute

October 19-22, 2005


Agenda4

Agenda

  • Process Workshop PD Experience

  • Pitfalls

  • Extending the workshop learning

    • Linking two professional development strategies

Next Step Professional Development Pathway


Assessment

Assessment

  • Now, what do you think will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time? What is your explanation?

  • Have you ever seen a trapeze-type swing on an angled tree branch?

Next Step Professional Development Pathway


Quick write

Quick Write

  • Think about the learning experiences you have had in the first four pathway sessions.

  • How do they connect for you?

Next Step Professional Development Pathway


Plus delta participant feedback

Plus/Delta Participant Feedback

Next Step Professional Development Pathway


Process

Process

  • Each table will address a processing question that will guide the participants to analyze the “immersion” inquiry workshop experience with a focus on implementing and designing professional development.

  • One individual will share their group responses.

  • All may take notes from the table discussion in their notebooks

Next Step Professional Development Pathway


Processing question 1

Processing Question #1

  • What roles did the facilitators play in this example of professional development?

  • Participant Poster Responses by table group:

    • Comic Relief

    • Engagement

    • Demo/Modeling

    • Role Play

    • Visuals

    • Materials

    • Rethink Plan – Make changes based on participant needs

    • Cooperative learning (facilitated)

    • Guided Activities

    • Reflection

    • Discussion

    • Community of acceptance

    • Positive learning environment

    • Line of Learning

    • Inquiry

    • Literature connections

    • Word Wall

    • Attention Signals

Next Step Professional Development Pathway


Processing question 2

Processing Question #2

  • In what ways did the workshop experience mirror the kind of teaching and learning we would like to see in the classroom? What is similar and what is different?

  • Participant Poster Responses by table group:

    • Workshop:

      • Short time

      • Summary

      • “flavor”

      • Experience

      • Resources

      • Assumptions

      • Team teaching

      • Engaging strategies “hooks”

      • Inquiry Cycle

      • Interacting Strategies

      • Reflection

      • Notebook

      • Literacy connection

      • Extended time

      • Diversity

      • *self contained

      • *more materials

Next Step Professional Development Pathway


Processing question 3

Processing Question #3

  • What do teachers need to know and be able to do to use inquiry in the classroom? What follow-up activities would you suggest?

  • Participant Poster Responses by table group:

    • What do they know about inquiry

    • What is or is not inquiry

    • We need the “stuff”

    • They need to engage in inquiry and synthesize the experience. This should happen more than once

    • CONTENT KNOWLEDGE

    • Set up mentoring or collaborative relationships

    • Opportunities for Level 2 training.

Next Step Professional Development Pathway


Processing question 4

Processing Question #4

  • What is required to engage teachers in multi-day, in depth institutes such as the one modeled in this pathway? What expertise do you need? Time? Resources?

  • Participant Poster Responses by table group:

    • See inspiration map on next slide…

Next Step Professional Development Pathway


Processing question 5

Processing Question #5

  • What aspects of the design were intended to promote reflection and dialogue about teachers’ own practice?

  • Participant Poster Responses by table group:

    • Line of Learning

    • Collaborative learning (e.g. making a tool for determining angles “it depends”

    • Quick Write (with sharing)

    • Sharing posters

    • Journals

    • Reflecting on science can’t be separated from reflecting about practice.

Next Step Professional Development Pathway


Processing question 6

Processing Question #6

  • When might you use this professional development strategy and for whom? What help or information would you need?

  • Participant Poster Responses by table group:

    • Groups of teachers, K-12 teachers

    • Instructional team makeup: Content expert, Teacher, Facilitator

    • 1 week summer institute, Inquiry Institute

    • 1 Day PD

    • Level 2 Training (focus on content)

Next Step Professional Development Pathway


Pitfalls of immersion experiences

Pitfalls of Immersion Experiences

  • Transfer issues

  • Linking the learning experience to the strategic goals of their schools

  • The relationship between scientists and teachers that could lead to teachers emulating poor practice or that the teachers’ contribution is not valued

Next Step Professional Development Pathway


What research shows

What Research Shows…

Next Step Professional Development Pathway


Session 1

Implications for Teaching…

“The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.”Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.)(2000) How People Learn: Bridging Research and Practice. p.21

Next Step Professional Development Pathway


Quick write1

Quick Write

  • Reference the Adult Learning Handout.

  • How did the design of the immersion workshop address these adult learning assumptions and guidelines?

Next Step Professional Development Pathway


Session 6

Session #6

Next Steps Institute

October 19-22, 2005


Agenda5

Agenda

  • Lesson Study

    • Experts from a LS cycle

  • Lesson Study

    • Panel sharing

Next Step Professional Development Pathway


Improving instruction

Improving Instruction

  • Examining Ways Teachers Improve Instruction

  • Teacher to Teacher: Reshaping Instruction Through Lesson Study (2002) North Central Regional Educational Laboratory

Next Step Professional Development Pathway


Statements

Statements

  • ____ Watch and discuss each other’s classroom lessons

  • ____ Choose curriculum

  • ____ Plan lessons alone

  • ____ Align curriculum with standards

  • ____ Write curriculum

  • ____ Plan lessons collaboratively

  • ____ Add your own: ________________

Next Step Professional Development Pathway


Session 1

In our NSI power point we used resources and information from several sources.

The triangle slide that showed the differences in Japanese and U.S.teachers' use of time to improve instruction can be found in this lesson study power point presentation developed by Catherine Lewis at Mills College, Oakland, CA.

Next Step Professional Development Pathway


Getting to know lesson study

Getting to Know Lesson Study

  • Defining Lesson Study

Next Step Professional Development Pathway


Purposes

Purposes

  • Continuing conversations about instructional improvement

  • Collecting and synthesizing information on lesson study

  • Building definitions of lesson study

Next Step Professional Development Pathway


Process1

Process

  • Finish the phrase, “Lesson Study is…” by circulating with a seasonal partner, discussing, and taking notes on the information provided on the clue placards around the room

  • After visiting the clues, return to your table, and with your partner, synthesize your information and prepare an answer

  • Share your answer with another seasonal partner pair

  • Merge responses and develop one group definition of lesson study

Next Step Professional Development Pathway


Starting to implement lesson study

Starting to Implement Lesson Study

  • Translating Lesson Study for a U.S. Context

Next Step Professional Development Pathway


Characteristics of effective lesson study groups

Characteristics of Effective Lesson Study Groups

  • Egalitarian discussion

  • Shared ownership and responsibility

  • Emphasis on students, not teachers

Next Step Professional Development Pathway


Session 1

“A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.) (2000) How People Learn: Bridging Research and Practice. p. 18

Next Step Professional Development Pathway


Panel discussion about lesson study

Panel Discussion about Lesson Study

Next Step Professional Development Pathway


Session 7

Session #7

Next Steps Institute

October 19-22, 2005


Agenda6

Agenda

  • Lesson Study

    • Viewing the DVD

    • www.lessonresearch.net

  • Review Line of Learning

  • Next Steps

  • Focus Groups

Next Step Professional Development Pathway


Getting to know lesson study1

Getting to Know Lesson Study

  • What lesson study looks like

Next Step Professional Development Pathway


Purpose

Purpose

  • Reflecting on practice and the link of instructional activities to student learning

  • Understanding what the lesson study group (in the video) originally planned to teach and understanding the changes that resulted in the lesson plan following observation, reflection, and revision

Next Step Professional Development Pathway


Video

Video

  • How Many Seats?

Next Step Professional Development Pathway


Process2

Process

  • Consider the following reflective cue: In the context of professional development, what do you notice?

  • While watching the video take notes in your notebook

Next Step Professional Development Pathway


Second viewing focus questions

Second Viewing Focus Questions

Segment 1: Planning

  • How is this segment similar and different from planning which is familiar to you?

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Segment 1 planning

Segment 1: Planning

  • How is this segment similar and different from planning which is familiar to you?


Second viewing focus questions1

Second Viewing Focus Questions

Segment 2: Research Lesson 1

  • Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

Next Step Professional Development Pathway


Segment 2 research lesson 1

Segment 2: Research Lesson 1

  • Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

  • Participant Responses

    • Avoid terms “pacing” when describing lesson

    • Listen to student conversation, expression

    • Window into transfer

    • Observer benefits

    • Students found a pattern in worksheet – finishing it was their task

    • Listening to students focuses on misconceptions/debates

    • View social nature of learning

    • Verify with manipulative


Second viewing focus questions2

Second Viewing Focus Questions

Segment 3: First Debrief

  • Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

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Segment 3 first debrief

Segment 3: First Debrief

  • Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

  • Participant Responses

    • Establishing protocol

    • Moderator role helps keep people on task (timer helps)

    • Non-threatening: teachers could explore thoughts

    • Teachers were familiar with process

    • Honor the lead teacher and classroom

    • Anticipating student responses

    • Reflective teacher

    • Impact on teaching is powerful


Second viewing focus questions3

Second Viewing Focus Questions

Segment 4: Research Lesson 2 & Second Debriefing

  • Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

  • Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

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Segment 4 research lesson 2 second debriefing

Segment 4: Research Lesson 2 & Second Debriefing

  • Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

  • Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

  • Participant Responses

    • Teacher excitement, enthusiasm, accomplishment, pride

    • Differentiation for students

    • Students shared solutions and solution paths (negotiations)

    • Simple change – may result in profound results

    • Multiple observers increase feedback


Second viewing focus questions4

Second Viewing Focus Questions

Segment 5: Reflection

  • How might this lesson study cycle have been useful to teachers? What supports for their learning did you notice within this segment or earlier segments?

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Second viewing focus questions5

Second Viewing Focus Questions

Segment 5: Reflection

  • How might this lesson study cycle have been useful to teachers? What supports for their learning did you notice within this segment or earlier segments?

  • Verbal responses were given but not charted

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Evaluation quick write

Evaluation: Quick Write

  • Review Line of Learning on your Vision of Professional Development

  • Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.

  • Partner share

  • No public responses given

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Evaluation quick write1

Evaluation: Quick Write

  • Review Line of Learning on your Vision of Professional Development

  • Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.

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Evaluation process pathway learning

Evaluation: Process Pathway Learning

  • Identify key insights and strategies you have gained in the last three days that you will definitely “take home”

  • Seasonal partners, take your notebook and share

  • Large group sharing

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Evaluation process pathway learning participant responses

Evaluation: Process Pathway Learning Participant Responses

  • Invite the presenting pathway team to MO

  • Interactive strategies

  • Increase student centered PD

  • Empowerment of Lesson Study

  • Intense immersion in lesson study; plan to involve all

  • Starting with reading group

  • To be the “seed” for the change to motivate colleagues

  • Being out of comfort level is not a “bad thing” PD depends to focus on the transfer

  • Notebooks (more strategies)

  • Learners reflecting on learning

  • Find more opportunity for reflection; PD must focus on self –reflection

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Evaluation process pathway learning participant responses1

Evaluation: Process Pathway Learning Participant Responses

  • More important to facilitate the teachers than to be the expert as PD provider

  • More interactive strategies to apply to protocol for kit training statewide

  • Involve administrators through Lesson Study

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Interactive strategies posted

Interactive Strategies - Posted

  • Through the decades

  • Line of Learning

  • Strategic Modeling

  • Seasonal Partners

  • Think-Pair-Share

  • Parking Lot

  • Poster Presentation

  • Quick Write

  • Mingle

  • Eye-Contact Partner

  • Whip (around the room)

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