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Lesson Study:. A practical model for engaging teachers in curriculum change. Introductions. Anne Lawrence Centre for Educational Development Massey University Palmerston North a.lawrence@massey.ac.nz. Cami Sawyer College of Education Massey University Palmerston North

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Lesson Study:

A practical model for engaging teachers in curriculum change


Introductions

Anne Lawrence

Centre for Educational DevelopmentMassey University Palmerston North

a.lawrence@massey.ac.nz

Cami Sawyer

College of EducationMassey University Palmerston North

c.sawyer @massey.ac.nz

http://ced-mxteachers-news-site.wikispaces.com


Getting started

Getting started

  • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate.

    Examples: 43 – 34 = ___

    75 – 57 = ___

  • What do you notice?

  • Is this always true? Can you show why?

  • How might a student show this?


Overview

Overview


Overview

Overview


effective pedagogy requires that teachers inquire into the impact of their teaching on their students”


Lesson study

Lesson Study

  • Professional Development that incorporates

    • teaching as inquiry

    • a supportive professional culture

  • Focuses on improving students’ learning through improvement of teaching


The lesson study cycle

The Lesson Study cycle

Planning

Phase

Research

Lesson

Post-Lesson

Activities

  • STUDY

  • 1-4 hours

  • Consider long term goals for student learning

  • Study curriculum

  • 4. REFLECT

  • 1-5 hours

  • Share data

  • What was learned about student learning, lesson design, content?

  • Implications for this lesson and instruction more broadly?

  • 3. LESSON

  • 1 hour

  • Teach lesson

  • Observe and Collect data

  • 2. PLAN

  • 4-8 hours

  • Select lesson

  • Anticipate student responses

  • Plan data collection and lesson


Lesson study improves teaching

Lesson Study improves teaching

?

Planning

Phase

Research

Lesson

Post-Lesson

Activities

Better Teaching


Roles during lesson study

Roles during lesson study

We take different (often overlapping) roles during the different phases:

  • Facilitator

  • Collaborator

  • Lesson Teacher

  • Classroom Teacher

  • Time keeper

  • Observer

  • Reflective Thinker


Lesson study planning

Planning

Phase

  • Goals:

    • Long-Term Goals: school, departmental or curriculum

    • Lesson Goals

  • Planning:

    • The overall unit

    • This lesson


Brainstorm to develop ideas

Planning

Phase

  • Goals:

    • Long-Term Goals

    • Lesson Goals: around the starting activity

  • Planning:

    • The overall unit

    • This lesson


Getting started

  • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate.

    Examples: 42 – 24 = ___

    75 – 57 = ___

  • What do you notice?

  • Is this always true?

  • Can you show why?


What would you use this task for?

  • A rich task

    - Thinking mathematically

    - Problem-solving

    - Developing abstract thinking

    - Communicating mathematical ideas

  • Developing understandings

    - Subtraction, Takeaway, Difference

    - Place value


Our goals for this lesson

Planning

Phase

  • Long-Term Goal(s)

  • Pedagogical Goals:

  • meeting diverse learning needs of the class

  • students working collaboratively

  • communicating mathematical ideas

  • moving from manipulatives to abstract

  • using maths rich task(s)

  • Content Goal: developing understandings of place value

  • .


Lesson study: Planning

Planning

Phase

  • Goals:

    • Long-Term Goals:

    • Lesson Goals

  • Planning:

    • The overall unit

    • This lesson


The planning process

Planning

Phase

  • Focus on student learning

  • Discuss sequencing of ideas

  • Consider alternative pathways

  • Explore diagnostic questions

  • Share ideas about possible student responses

  • Take into account: Students’ prior experience, knowledge & skills;How the class is typically structured.


Considerations with Lesson Study

  • Make student thinking visible:

    • use/design activities that will externalize student thinking, making it open to observation and analysis.

  • Don’t try to cram too much into one lesson

    • Starter/diagnostic

    • Guts of lesson (We commonly start with this)

    • Wrap up

  • Use an agreed Lesson Plan structure


The heart of Lesson Study: The Lesson

Planning

Phase

Research

Lesson

  • The lesson teacher uses the lesson developed by the group a guide, NOT a script.

  • Observers:

  • identify a group of 2-4 students to focus on.

  • take notesabout responses and actions of these students.

  • concentrate on student engagement and thinking.

  • look for evidence of developing understandings & misconceptions.


The Post Lesson debrief

Planning

Phase

Research

Lesson

Post-Lesson

Activities

  • A semi-formal structure keeps conversation focussed.

  • General feedback

    • The lesson teacher speaks first and reflects on the lesson.

    • The observers take turns to give a brief overview of their observations. “One thing I learnt . . .”

  • Discussion about specific aspects of the learning

    • FOCUS on LESSON GOALS

    • Each observer describes the learning and engagement of their focus students and noteworthy incidents.

  • More general discussion (this may lead to refining the lesson)


Lesson Study

Planning

Phase

Research

Lesson

Post-Lesson

Activities

Better Learning

Better Teaching

Think about your situation:

How can you use this for PD?


Suggested readings

Available at http://lessonresearch.net/

A Lesson is Like a Swiftly Flowing River. Lewis, C. & Tsuchida, I. (1998). A Lesson is Like a Swiftly Flowing River: Research lessons and the improvement of Japanese education. American Educator, Winter, 14-17 & 50-52.

Brief Guide to Lesson Studyby Catherine Lewis

http://lessonresearch.net/briefguide.pdf

Proofs without Words: Exercises in Visual Thinking by Roger Nelsen

Cut The Knot! An interactive column using Java applets by Alex Bogomolny

http://www.cut-the-knot.org/ctk/pww.shtml


Thank you

http://ced-mxteachers-news-site.wikispaces.com


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