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Lesson Study Presented by: North East Florida Educational Consortium

Lesson Study Presented by: North East Florida Educational Consortium Kristi Richburg & Paula Hollingsworth. Hernando County Math Coaches August 4, 2010. Today’s Objectives. To develop an awareness of the lesson study process To understand the requirements for and value of lesson study

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Lesson Study Presented by: North East Florida Educational Consortium

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  1. Lesson Study Presented by: North East Florida Educational Consortium Kristi Richburg & Paula Hollingsworth Hernando County Math Coaches August 4, 2010

  2. Today’s Objectives • To develop an awareness of the lesson study process • To understand the requirements for and value of lesson study • To enable coaches to implement Lesson Study at their school

  3. Essential Question: How can Math coaches in Hernando schools improve learning for all students using lesson study?

  4. Before We Begin- KWQT • What do you already know about Lesson Study? • Turn and talk to a partner about what you know (or think you know) about Lesson Study. • Share with the whole group.

  5. Consider this… “Improving something as complex and culturally embedded as teaching requires the efforts of all the players including students, parents and politicians. But the teachers must be the driving force behind change. They are best positioned to understand the problems that students face and to generate solutions.” James Stigler and James Heibert, The Teaching Gap. 1999, p. 135

  6. Purpose of Lesson Study “Lesson study provides an ongoing method to improve instruction based on careful observation of students and their work.” Lois Brown Easton

  7. A professional development processin which a small group of teachers collaboratively plans, teaches, observes, revises, and reports results on a single class lesson. A methodof improving a lesson through a process of teacher collaboration. “We” versus “Me” What is Lesson Study?

  8. How does Lesson Study align with other initiatives? Coaching Cycle Continuous Learning Cycle Florida’s Continuous Improvement Model (FCIM) Professional Learning Communities (PLCs) Problem Solving (PS)/Response to Intervention (RtI) Job-embedded Professional Development

  9. Before We Continue - KWQT What are you wondering about Lesson Study? Turn and talk to a partner about what you are now wondering about Lesson Study. Share with the whole group.

  10. Reading About Lesson Study Please silently read “The Basics of Lesson Study” handout. Select a sentence that you think captures what is most important about lesson study. Then, select a set of words or a phrase that you think is most meaningful. Finally, select a single word that is key to lesson study

  11. Lesson Study is an opportunity to… Think carefully about the goals of a particular lesson, unit, and subject area. Study and improve the best available lessons. Deepen subject-matter knowledge. Build powerful instructional strategies and quality lessons through collaboration.

  12. Lesson Study is an opportunity to… • Improve teaching through systematic, collaborative inquiry. • Collect and analyze student learning and behavior data. • Improve instruction based on careful observation of students by understanding how students learn.

  13. Lesson Study is an opportunity to… • Think deeply about short- and long-term goals for students. • Anticipate student thinking. • Actively engage in “backward design” lesson planning. • Participate in professional development that is proven to be the key to high achievement in mathematics and science.

  14. It’s not about the teacher, it’s about theinstruction and student learning.

  15. Think About… In order to implement Lesson Study successfully, • What districtsupport will be needed to support Lesson Study at the school? • What are the steps for the schoolto implement Lesson Study?

  16. Lesson Study FacilitatorsguideLSGs towards effective teaming, goal setting, data analysis, and problem analysis to support the implementation of Lesson Study. Identify potential facilitators. Instructional Coaches Department Chairs Grade Level Team Leaders Course-Alike Lead Teachers Administrators Provide professional development as needed. Lesson Study Facilitators

  17. Consider this… When teachers have “opportunities for collaborative inquiry and the learning related to it, they [are] able to develop and share a body of wisdom gleaned from their experience.” Hord, S. M. Professional Learning Communities:What Are They and Why Are They Important?:Issues About Change, 6(1)

  18. Lesson Study Group What is anLSG? • A group of 3-6 members typically from the same discipline specifically focused on improving a lesson and applying their learning to future lessons.

  19. What are the steps for Lesson Study? Build infrastructure and consensus. Develop goals for student learning. Plan a research lesson based on those goals. Teach the lesson and collect data on student learning. Conduct a colloquium to discuss evidence to improve the lesson and instruction.

  20. Lesson Study Overview

  21. Lesson Study Video Debrief • What are the main ideas of this video segment? • Why is this step important in the Lesson Study process? • What suggestions would you offer to the LSG to improve this step during their next Lesson Study cycle? • Share other Ah-ha’s

  22. Before We Continue- KWQT What questions do you still have about Lesson Study? Turn and talk to a partner about the questions you have about Lesson Study. Share with the whole group.

  23. Lesson Study Group As you observe video module 2, consider the following: • Notice the conversation among the LSG members as they determine which lesson to teach. What team dynamics must be in place for the LSG to function effectively? • The LSG focuses not only on content but on methodology as well. What resources will teachers need to make the connection between content and methodology?

  24. Lesson Study Group

  25. Lesson Study Video Debrief • What are the main ideas of this video segment? • Why is this step important in the Lesson Study process? • What suggestions would you offer to the LSG to improve this step during their next Lesson Study cycle? • Share other Ah-ha’s

  26. Building an Effective LSG • Infrastructure and consensus must be built before the LSG performs the lesson study. • Develop processes for effective teaming. • Establish group norms. • Develop a communication and support plan. • Build consensus through: • Data Analysis • Goal Setting • Problem Analysis

  27. Possible Effective LSG Questions • What rules or guidelines do we need to establish up front to support our functioning as an efficient and effective team? • How will our agendas be established and communicated?

  28. Possible Effective LSG Questions • Who will be responsible for recording the minutes? When and how will those minutes be distributed back to members? • Who will be responsible for keeping the group on time? When and how will time winding down be communicated? When will unfinished agenda items be addressed?

  29. More Possible Effective LSG Questions • What, if any, protocols will be used to facilitate meetings, process feedback, or make decisions? • How will responsibilities be assigned and supported?

  30. More Possible Effective LSG Questions • How will we inform our students about the Lesson Study cycle and possible instruction in their class? • When and in what format will we share the results of the Lesson Study process shared back to our PLC and administration?

  31. Developing Student GoalsResearch Theme • Select an academic focus based on standards and benchmarks that are consistently difficult for students. • Formulate goals for student learning and development. Examples may include goals specific to the lesson, unit, or subject-matter.

  32. Possible Student Goals Questions • What does the data indicate are the standards and benchmarks that are consistently difficult for students to master? • CURRENT LEVEL OF PERFORMANCE: What percent of our students have yet to demonstrate mastery?

  33. More Possible Student Goals Questions What do we expect our students to know as a result of this lesson? What do we expect our students to understand as a result of this lesson? What do we expect our students to be able to do as a result of this lesson? EXPECTED LEVEL OF PERFORMANCE: What percent of our students do we expect to demonstrate mastery as a result of this lesson?

  34. Planning the Research Lesson As you observe video module 3, consider the following: How did the LSG select a “research lesson?” What available lessons and components of lessons would you recommend teachers use to select a “research lesson?” During the process of improving the “research lesson,” how did the LSG select instructional strategies to address barriers that might impede student learning? What available resources would you recommend teachers use to select instructional strategies?

  35. Planning the Research Lesson

  36. Lesson Study Video Debrief • What are the main ideas of this video segment? • Why is this step important in the Lesson Study process? • What suggestions would you offer to the LSG to improve this step during their next Lesson Study cycle? • Share other Ah-ha’s

  37. Selecting a Research Lesson • The LSG selects a “research lesson” (a lesson from a textbook, a lesson someone prepared, or a lesson created together). • Creating a lesson together is more time intensive often doubling the time needed for Lesson Study. • What is important is whether the lesson promotes student learning, not whether it is original.

  38. Possible Lesson Selection Questions • Which lesson best addresses our academic focus and student goals?

  39. Improving the Research Lesson The shared process of improving the research lesson creates ownership of the lesson for the whole group. The improved research lesson becomes “our”lesson, NOT“your”lesson or even “the” lesson. As part of the improvement process, consider possible student misconceptions, learning styles, engagement, etc. related to Lesson Study goals.

  40. Possible Lesson Improvement Questions What barriersto student learning do we believe exist? What specific barriers to learning will we address in our lesson? What additional professional knowledge may help us plan instructional strategies to address barriers? Are there other educators at our school or in our district who may be able to offer technical assistance and support in this area?

  41. More Possible Lesson Improvement Questions What instructional strategiesdo we predict will alleviate or remove these barriers? Which instructional strategies will we include in our lesson? How will the chosen instructional strategies be embedded into the research lesson?

  42. Choosing the Teacher Choose a teacher from the group to teach our improved “research lesson.” Lesson Study is not about the idiosyncrasies of a teacher; it is a joint effort to improve a lesson. The focus is on seeing what happens when the lesson is taught.

  43. Teaching and Debriefing the Research Lesson As you observe video module 4, consider the following: • What was the plan to observe the lesson as derived by the LSG in an earlier meeting? Please note the pre-determined placement of observers in the classroom, data collection tools, and data points to measure the impact of instructional strategies on barriers and student learning and development. • What specific data was shared during the colloquium? How did this data help the LSG stay focused on its main objective of “helping students learn in the most effective way possible?”

  44. Teaching and Debriefing the Research Lesson

  45. Lesson Study Video Debrief • What are the main ideas of this video segment? • Why is this step important in the Lesson Study process? • What suggestions would you offer to the LSG to improve this step during their next Lesson Study cycle? • Share other Ah-ha’s

  46. Determining the Data Consider what evidence from the lesson will help us reflect on our goals for learning and student development. Identify the data on student learning, motivation, and/or behavior that the group will collect while observing the research lesson. The purpose is to observe student learning in the lesson not to evaluate the teacher and his or her style.

  47. Possible Data Points Evidence of: Student curiosity Student misconceptions Student responses to higher order questions Student collaboration during guided practice Student engagement during explicit and modeled instruction Student skill development throughout the lesson Student skill mastery at the end of the lesson

  48. Planning for Data Collection • Prior to the lesson delivery, determine the format of data collection and create a standardized form. • Checklist • Frequency chart • Observation notes • Anecdotal notes • Usually each observer collects data on only one data point.

  49. Possible Data Collection Questions • What data will we collect that would most clearly address the anticipated barriers and provide evidence of the effectiveness of the chosen instructional strategies? • Who will collect evidence on each data point? • Usually each observer collects data on only one data point. • Which type of data collection tool will help us most directly measure the impact of our chosen instructional strategies on anticipated barriers and student goals? • Each data point may be measured using a different data collection tool.

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