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LESSON STUDY DOE Technical Assistance Paper Summary Learning Zones Department Lake County Schools Kati Pearson, Director Tammy Demps, Program Specialist ~ North Lesley Jordan, Program Specialist ~ South. OVERVIEW PRESENTATION. Background. Lesson Study originated in Japan.

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LESSON STUDY DOE Technical Assistance Paper SummaryLearning Zones DepartmentLake County SchoolsKati Pearson, DirectorTammy Demps, Program Specialist ~ NorthLesley Jordan, Program Specialist ~ South



  • Lesson Study originated in Japan.

  • Lesson Study meets Florida Professional Development System Evaluation Protocol Standards.

  • Lesson Study Process is required for schools in DA that are categorized as “F”, Intervene, or are a part of the Lowest 5%.

  • Districts are required to train all schools in Lesson Study but can decide the degree of implementation.

Lesson study definition
Lesson Study: Definition

  • Lesson Study by definition is:

    • Professionaldevelopment

    • Improving lessonsthroughteacher collaboration

    • Teacher-directed and student-centered

    • Conducted in four phases

      • Scheduling and Planning

      • Teaching and Observing

      • Debriefing and Improving

      • Re-Teaching and Reflecting.

Lesson study objectives
Lesson Study: Objectives

  • Create structured occasions for examination of teaching and learning.

  • Improve lesson planning process

  • Refine instructional strategies and delivery

  • Evaluate student thinking

  • Increase student mastery

Correlation with o ther initiatives
Correlation with Other Initiatives

  • Florida’s Continuous Improvement Model (FCIM)

    • Included in the “Act” component of FCIM

  • Professional Learning Communities

    • Provides a focus on improving instructional delivery and student achievement

  • Response to Intervention

    • Lesson Study can be the problem-solving process to making instructional adjustments.

  • Data-Driven Instruction

    • Allows teachers to redirect the instructional focus based on students’ academic needs

  • Instructional Coaching Cycles

    • Instructional coaches can develop a consistent pattern of working collaboratively with teachers.

  • Phase one scheduling and planning
    Phase One: Scheduling and Planning


      • Participants in Lesson Study:

        • Facilitator- Responsible for guiding the process

        • Teachers

        • Instructional coaches

        • Education Specialists

        • “Knowledgeable Other”-This person can be a/an:

          • Professor

          • Author

          • Psychologist

          • Researcher

          • Teacher/Administrator

      • Common Planning is the most effective component of Lesson Study.

      • The first step in Lesson Study is to analyze student data to determine what the Lesson Study topic should address.

    Phase two teaching and observing
    Phase Two: Teaching and Observing

    • The facilitator will ask for a volunteer or randomly select one of the participants to teach the lesson.

    • The teacher will teach the lesson developed by the Lesson Study Team.

    • Other team members will observe the lesson and take detailed notes and gather evidence without making judgments to share during the debriefing.

    • An agreement is reached in advance regarding what data team would like to collect and assigns observers for the lesson.

    Phase two teaching and observing1
    Phase Two: Teaching and Observing

    Data Collection Procedures for Observing the Initial Lesson

    • Take notes throughout the whole lesson.

      • Take notes on individual student responses, using student names, when possible, or the location of a student’s seat.

      • Record interactions between teacher and students and between students.

      • Record how students begin their work and approach the tasks.

      • Document common misunderstandings the students have, and how, and when, their understanding changes.

      • Indicate how individual students construct their understanding through activities and discussions.

      • Document the variety of solutions that individual students use to solve problems.

    • Observers should refrain from

      • side conversations

      • teacher evaluation (including the principal)

      • acting as trainers or professional developers

      • serving as additional teachers in the classroom

    Phase two teaching and observing2
    Phase Two: Teaching and Observing

    Data Collection Procedures for Observing the Initial Lesson

    Additionally, the team should encourage observers to develop a specific question regarding the area in which they want to collect evidence. Below are examples of questions that can be asked:

    • Was the planning process effective? Why or why not?

    • What would you do differently next time and why?

    • Did the long term goals and Lesson Study goals help to focus your learning?

    • Were you able to generate anticipated student problems?

    • What are the implications for your teaching in the future?

    Phase three debriefing
    Phase Three: Debriefing

    • Everyone should base comments on the data collected during the observation and avoid other comments.

    • The debriefing format should go as follows:

      • The person who taught the lesson should comment first on the lesson without comments from others.

      • Each team member comments on the lesson without teacher commenting.

      • Open discussion takes place. Example of discussion questions:

        • I wonder what would happen if…?

        • What is another way of…?

        • What might explain…?

        • In our planning did we consider…?

        • Why did we decide to…?

    • Facilitator comments and summarizes the session.

  • The focus is on the team’s lesson, not the teacher.

  • Phase three debriefing1
    Phase Three: Debriefing

    • Facilitator’s Role during Debriefing:

      • Knowledgeable, savvy, and tactful

      • Possess an analytical approach to debriefing

      • Possess a clear tone for respectful inquiry

      • Use guiding questions that are:

        • Reflective

        • Success-oriented

        • Focus on next steps

      • Provide feedback that is:

        • audible,

        • credible

        • actionable

    Phase four re teaching and reflecting
    Phase Four: Re-Teaching and Reflecting

    Steps for observing the learning process during the re-teaching process

    • Team and observers meet before the lesson to revisit the lesson’s goals and the observation protocol.

    • Observe the re-teaching of lesson.

    • Meet to share feedback

    Phase four re teaching and reflecting1
    Phase Four: Re-Teaching and Reflecting

    • Tools to use to identify needed changes:

      • Observation notes

      • Student work

      • Individualized Educational Plans (IEP)

      • Guiding Questions:

        • What do the analyses of the data on student learning tell us about the impact of our instructional decisions?

        • Did the lesson meet the students’ needs?

        • How can we modify the lesson to help students reach the goals?

        • How can we make modifications to IEPs to help students reach the goals?

        • What student behaviors led to insights about your thinking?

    References all information retrieved from
    ReferencesAll information retrieved from:

    Florida Department of Education, Division of K-12 Schools, Bureau of School Improvement (June 2010). A Guide for Implementing Lesson Study for District and School Leadership Teams in Differentiated Accountability Schools. http://flbsi.org