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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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overview presentation

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

OVERVIEW PRESENTATION

background
Background
  • 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
  • SCHEDULING
    • 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

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