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Lessons learned from using "Lesson Study" with pre-service t eachers. Christopher S Hlas UW-Eau Claire, Mathematics education hlascs@uwec.edu. Overview. Lesson study background LS experiment #1 LS experiment #2 General conclusions, plans for #3. Background: Teaching Gap.

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lessons learned from using lesson study with pre service t eachers

Lessons learned from using "Lesson Study" with pre-service teachers

Christopher S Hlas

UW-Eau Claire, Mathematics education

hlascs@uwec.edu

overview
Overview
  • Lesson study background
  • LS experiment #1
  • LS experiment #2
  • General conclusions, plans for #3

Preservice lesson study (WMC, 2010)

background teaching gap
Background: Teaching Gap
  • Circa 2005
  • Teaching Gap (1999), by Stigler &Hiebert
    • Comparisons of USA, Japan, Germany
    • Teaching is a cultural activity
    • Lesson study model of PD in Japan

Preservice lesson study (WMC, 2010)

lesson study model
Lesson study model
  • Research
  • Plan
  • Teach (w/ observers)
  • Reflect
  • Goto #1

Could this model work with preservice teachers?

Preservice lesson study (WMC, 2010)

ls experiment 1
LS experiment #1
  • Preservice math methods at research university (n=23, practicum and/or methods)
  • Colleague’s class, focused on reform methods
  • Adapted LS model for logistic constraints:
    • Read Teaching Gap for motivation
    • Three lessons in one semester (mini-cycles)
    • Peer teaching
    • 4-column lesson planning

Preservice lesson study (WMC, 2010)

4 column lesson template
4-column lesson template

Adapted Lewis 2002

Preservice lesson study (WMC, 2010)

first lesson 5 wks
First lesson (5 wks)
  • Develop GSP lesson (in pairs)
    • Learn GSP
    • Draft reviewed by peers and instructor
    • Taught to peers
    • Peer/instructor feedback
    • Revise lesson for summative feedback

Preservice lesson study (WMC, 2010)

second lesson 2 wks
Second lesson (2 wks)
  • Problem-solving focus based on reform textbooks
    • 4-5 “teachers” in a group
    • Researched lesson, curriculum, assessment tools, historical information regarding curriculum
    • 30 minutes peer instruction, 15 mins debrief
    • Revised plans submitted for summative feedback

Preservice lesson study (WMC, 2010)

third lesson methods 2wks
Third lesson (methods, 2wks)
  • Problem-solving 2 related non-trivial problem
    • Random pairs
    • One person taught to small group, other recorded observation
    • “Students” gave feedback
    • Week later, students switch roles to new small group
    • Student feedback
    • Revision then submitted for summative feedback

(practicum worked with cooperating teachers to teach one lesson in schools)

Preservice lesson study (WMC, 2010)

survey sample questions n 13
Survey sample questions (n=13)
  • Describe your strongest experience with the four-column lesson plan.
  • Which columns were most helpful, and in what way?
  • Which columns were most difficult to construct? Why?
  • What might be differences for your students between using the four-column plan or a traditional single column plan?
  • Did you collaborate with a peer or cooperating teacher on the plan? What were the comments of that person on the four-column plan?
  • If you could repeat the lesson preparation and teaching you did, what hindsights would you find useful in writing a more complete four-column plan?

Preservice lesson study (WMC, 2010)

example responses
Example responses
  • “The teacher will be more concerned w/ the student's understanding of the lesson w/ the 4 column plan, than finishing everything in the objective”
  • “it really helps in the development of a lesson to get feedback and different viewpoints of how things might unfold in the classroom”
  • “I find the 4-column plan clumsy and bothersome. I would only use it if I had to”

Preservice lesson study (WMC, 2010)

takeaways
Takeaways
  • Students focused on student thinking
  • Students found benefits in collaboration and feedback
  • Students thought 4-col LP was recommended for daily planning
  • 3 mini-cycles?

Preservice lesson study (WMC, 2010)

ls experiment 2
LS experiment #2
  • Circa 2008
  • Preservice methods at teaching university
  • My class, 2nd time teaching methods
  • 4 groups of students, 3-4 in group
  • 10 weeks, meet twice a week

Preservice lesson study (WMC, 2010)

planning
Planning
  • Concept map big math ideas, choose concept
  • Research concepts
    • What are big ideas?
    • Find research articles on student thinking
    • Compare sample lessons (reform/trad)
  • 3 weeks for completion, mostly outside class

Preservice lesson study (WMC, 2010)

lesson one
Lesson one
  • Create lesson
    • Topic w/ brief background research
    • Objectives
    • Using 4-column lesson plan
  • 4 weeks to plan
  • Game lesson to another group while observed (S/T ratio issues)
  • Reflections due next class with debrief

Preservice lesson study (WMC, 2010)

lesson two
Lesson two
  • Give revised lesson one week after last lesson
  • Reflection due next class along
  • Comparison of L1 and L2 also due

Preservice lesson study (WMC, 2010)

anecdotal observations
Anecdotal observations
  • Students didn’t understand 4-column LP
  • Teaching to peers was limiting
  • Research component good, but difficulty narrowing topic
  • Logistic constraints

Preservice lesson study (WMC, 2010)

future plans
Future plans
  • More scaffolding earlier (motivate LS using TG)
  • More scaffolding with 4-column lesson planning (develop with students instead of give to students)
  • Teach to actual students (first/second, logistics)
  • More time for revision?

Preservice lesson study (WMC, 2010)

conclusions
Conclusions?
  • "single lesson contains many (if not all) of the  critical components that teachers must consider to improve instruction" (Sims,  2009, p. 725)

Preservice lesson study (WMC, 2010)

q a resources
Q/A & Resources
  • Matthews, M., Hlas, C.S., &Finken, T. (2009 March). Using  four-column lesson planning and Lesson Study with pre-service teachers. Mathematics Teacher, 102, 504-508.
  • Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Improvement. Philadelphia: Research for Better Schools.
  • Sims, L. & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25, 724-733.
  • Stiger, J.W. &Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press

Preservice lesson study (WMC, 2010)