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Japanese Lesson Study

Japanese Lesson Study. Isolation versus Collaboration Vicky Kukuruda, Administrator Gwen Hancock, Project Specialist Riverside County Office of Education.

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Japanese Lesson Study

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  1. Japanese Lesson Study Isolation versus Collaboration Vicky Kukuruda, Administrator Gwen Hancock, Project Specialist Riverside County Office of Education

  2. “As the teacher we do not always get to see what our students are thinking and so we make a lot of predictions and assumptions regarding what they have learned. “ Project DELTA Participant

  3. What is Lesson Study? Jugyou kenkyuu = Lesson/ Instruction • Creating a system in which teachers actively learn from one another, from the curriculum, and from student thinking “We had been looking at student work, but didn’t realize how important it was to look at students while they were doing work.” Lesson Study Step by Step, C. Lewis and J. Hurd

  4. Why Lesson Study? • Lesson study provides a means for teachers to continue to refine lessons so they can respond effectively to the students in their class. • Lesson study reminds us that, over the long term, the quality of students’ learning depends upon the quality of collaboration among a school full of teachers – not just the excellence of a few.

  5. Steps in Lesson Study? • Formulate long-term goals • Study the content and curriculum • Choose a topic central to the curriculum Find a compelling problem that encourages all students to participate in problem solving • Study student responses to an actual lesson • Learn from colleagues’ observations and interpretations • Revise the approach to improve instruction

  6. How Does Lesson Study Improve Instruction • Presentation by Catherine C. Lewis • Project DELTA Summer Institute • July 2011 Video Clip

  7. How DELTA Teachers Define • Teacher-driven, not administration-driven • The overarching learning goal is decided on by the members and is the reason for forming the study group • Study cycle: collaboratively plan, research, teach, observe, collect data, reflect and debrief • The primary focus is always to define and refine the strategies in lessons that will produce best first teaching • Provides a platform for professional learning communities to work at profoundly deep levels because participants are personally invested

  8. Contrasting Views of PD TraditionalLesson Study -Begins with answer -Begins with question -Driven by outside “expert” -Driven by participants -Communication Flow: -Communication Flow: Trainer – Teachers Teacher – Teacher -Hierarchical relations -Reciprocal relations between trainer and among learners learners -Research informs practice -Practice is research Lesson Study: A Handbook, by Catherine C. Lewis

  9. Isolation • Five separate districts • Feeder schools to the same high school district • Disconnected Lesson Study groups consisting of teachers in multiple grades

  10. Collaboration • Lesson Study is now pulling together all districts • Groups focus on the study of students rather than teachers • Cohesive groups support each other despite district boundaries

  11. Isolation Lesson Study groups worked in isolation to one another Shared out during Summer Institute by grade level and realized this was more effective grouping

  12. Collaboration Grouped by grade levels for year 2 Teachers asking to stay in same groups next year Catherine Lewis provided a short template for PowerPoint slides to help groups reflect and share in a meaningful way at the end of year 2

  13. Collaboration • Teachers participate as equals – every teacher, whatever the level of experience, has something valuable to contribute to the study of student learning and development. • Shared ownership and responsibility • Our lesson not my lesson • Choose member to teach lesson after planning is completed

  14. Isolation • Alt Ed/SPED Teachers • No experience in Regular Ed classroom • Their kids come with difficulties that impact learning • Lower expectations for their own teaching

  15. Collaboration Incorporate Alt ED/SPED Into Regular Ed Lesson Study Groups Dispelled many myths Saw that Regular Ed students come with difficulties Alt Ed/SPED teacher test scores rose CAHSEE pass rates improved Administrators came on board and provided manipulatives, doc cameras, and other resources to support the new methods of teaching as seen in DELTA participants

  16. Isolation • IHE • Limited experience in K-12 classrooms • Limited prior knowledge for facilitating Lesson Study groups

  17. Collaboration • Changed model • IHE took on role as research expert • Shadowed content specialists with more experience

  18. Isolation • Lesson Study Group Leads • No support or prior training • Group members not assuming roles • Assumed “coach/leader” role

  19. Collaboration • Facilitator PD and meetings • Defined facilitators role • Possibly changing name to “Knowledgeable Other” • New roles support the move toward sustainability

  20. Isolation • On my own • PLC

  21. Collaboration I look at students differently, I am now more aware of students who are quiet and "slip through the cracks."  Through observing each other’s lessons - I am alert to the students who nod approval when they actually do not comprehend. Together, we have created lessons which are more interactive and cause me to "catch" these kids.  Working with 7 or 8 professionals makes it easier than doing it alone. Lesson Study has been very helpful in my development as a teacher.

  22. Isolation • Do the best you can to learn the content • Often uncomfortable teaching certain math concepts • Answer is to focus on ELA and limit math time

  23. Collaboration • Working along side my DELTA colleagues, I have witnessed more ah-has than I did in my college years. It is truly a unique experience for a group of professionals to be so comfortable with one another that one, or all members, ask for help navigating tasks that people who are not privy to the inside perspective may perceive as rudimentary.

  24. Isolation One teacher behind closed doors Limited feedback

  25. Collaboration • I think student learning is greatly impacted when there are many teachers involved in the lesson. I felt as though I could really get to know what all of my kids were doing by having time to walk around the classroom and help students.

  26. Isolation • Teacher’s rely heavily on the text book • Pacing guide focus leaves little time for depth

  27. Collaboration • I approach my lesson with new insight instead of the same old book lessons. I try to involve the students in activities that are interactive and make them think. • I've learned that students need many different strategies all the time, not just every once in a while.  Lesson study really helps analyze lesson shortfalls and emphasizes great teaching strategies.

  28. Isolation Focus on delivery of information Success determined by test taking abilities and scores

  29. Collaboration • We go beyond the superficial and seek to understand the "why" behind shortcuts that others are too willing to pass off to their students.

  30. Collaboration • Through Project DELTA, I am learning how to truly focus on the student success through the professional collaboration. I am only as good as my team is strong.

  31. Big Ah-has • Secondary teachers felt that use of manipulatives should be confined to elementary students. • The group learned that when using licorice as a manipulative, students’ understanding of fractions as equal parts on a number line increased significantly. • Teachers in this group are now using manipulatives.

  32. Additional Ah-ha’s • One group saw the importance of building lessons that met multiple standards at one time.    • Other teachers learned that the T-tables can be part of their everyday lessons as they are graphic organizers that support many other areas of content. • Another group discovered there is a need for more frequent informal methods of assessing student knowledge.

  33. More Ah-ha’s • Our group met today and talked about how we have all shifted away from how the text teaches math, to teaching it in a way that kids will understand. We laughed about how during last year's lesson studies, we were focused on what was in our curriculum. We spent our research day looking through our TE for lesson study ideas. This year we looked at research to guide our lesson plan designs.

  34. Long Term Ah-ha’s One group will likely spend the next year teaching place value, working throughout the year towards full conceptual understanding. This will lead to greater understanding in all four operations. 

  35. A Process not Perfection • Lesson study is not a quick fix but a slow, steady means for teachers to improve instruction and to build a school and district culture focused on inquiry and improvement.

  36. Lessons Learned • The goal is teacher learning, not a typed lesson • Develop skills that use knowledge for teaching in the classroom • Emphasis on student learning not perfect delivery by the teacher • Study the materials available for teaching • Make resources and materials available for access during the planning portion • Keep the group lesson in tact – no changes without group consensus

  37. Project DELTA Lesson Study Project DELTA Lesson Study Group – February 2012 Video Clip

  38. Reflections After the Lesson • Collaboration and planning can make any lesson a great one. Curriculum is not necessarily perfect to use every day exactly as written. • I learned that when you plan a solid lesson, it still has to be implemented well. Students need to be able to work it out and organize their thoughts and manipulatives. Students must be able to discuss their thoughts and process with a group. I also learned the importance of the vocabulary and understanding ratios and how to apply them.

  39. Reflections After the Lesson • Letting students express their thinking is a powerful tool to help them own their learning. • Students learn a lot more when they are given autonomy on how they learn a concept. • I learned that collaboration makes for a powerful lesson. I wasn’t sure when we planned the lesson if we would achieve our objectives but the students’ understanding happened faster than I thought it would.

  40. Final Thoughts • I see the learning of math in a completely different way.  Doing the Lesson Study activities has changed my way of thinking, when it comes to learning math.  I have a new approach to teaching math, it is no longer just procedural, but a deeper understanding of the why and how it relates to the real world.

  41. Project DELTA • Resources: • Lesson Study: A Handbook of Teacher-Led Instructional Change. Catherine C. Lewis. RBS, 2002. • A Mathematics Leader’s Guide to Lesson Study in Practice. Jane Gorman, June Mark, Johannah Nikula. Heinnemann,2010. • Building our Understanding of Lesson Study. Edited by Patsy Wang-Iverson, Makoto Yoshida, Research for Better Schools, 2005. • Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Catherine Lewis and Jacqueline Hurd, Heinemann, 2011. • Contact Us: • Riverside County Office of Education - 951.600.5600 • Vicky Kukuruda vlkukuruda@rcoe.us • Gwen Hancock ghancock@rcoe.us

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