Lesson study
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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 [email protected] Cami Sawyer College of Education Massey University Palmerston North

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Lesson study

Lesson Study:

A practical model for engaging teachers in curriculum change


Introductions

Introductions

Anne Lawrence

Centre for Educational DevelopmentMassey University Palmerston North

[email protected]

Cami Sawyer

College of EducationMassey University Palmerston North

c.sawyer @massey.ac.nz

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


Getting started

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


Overview1

Overview

Overview


Lesson study

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


Lesson study1

Lesson study

Lesson Study

  • Professional Development that incorporates

    • teaching as inquiry

    • a supportive professional culture

  • Focuses on improving students’ learning through improvement of teaching


Lesson study

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

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

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

Lesson study planning

Planning

Phase

  • Goals:

    • Long-Term Goals: school, departmental or curriculum

    • Lesson Goals

  • Planning:

    • The overall unit

    • This lesson


Lesson study

Brainstorm to develop ideas

Planning

Phase

  • Goals:

    • Long-Term Goals

    • Lesson Goals: around the starting activity

  • Planning:

    • The overall unit

    • This lesson


Lesson study

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?


Lesson study

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


Lesson study

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

Lesson study: Planning

Planning

Phase

  • Goals:

    • Long-Term Goals:

    • Lesson Goals

  • Planning:

    • The overall unit

    • This lesson


Lesson study

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.


Lesson study

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


Lesson study

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.


Lesson study

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

Lesson Study

Planning

Phase

Research

Lesson

Post-Lesson

Activities

Better Learning

Better Teaching

Think about your situation:

How can you use this for PD?


Lesson study

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

Thank you

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


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