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:

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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