1 Lesson Study TEMPLATE 2 Goals for Today 1.Teachers will understand the Lesson Study model and how it will promote a greater understanding of mathematics.

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Lesson Study

TEMPLATE

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Goals for Today

1. Teachers will understand the Lesson Study model and how it will promote a greater understanding of mathematics or science.

2. Teachers will have the necessary materials and skills to develop research lessons.

3. Teachers will form Lesson Study teams and collaboratively develop a research lesson.

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Teachers’ Activities to Improve Instruction

Choose curriculum,write curriculum, align curriculum, write local standards

U.S. JAPAN

Plan lessons individually

Plan lessons collaboratively

Watch and discuss each other’s classroom lessons

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What is Lesson Study?

Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice. The goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students.

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A Focus on the Examinationof Lessons

The core activity in lesson study is for teachers to collaboratively work on a small number of study lessons. These lessons are called study or research lessons because they are used to EXAMINE what is happening in the classroom.

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Overview

1. Research and preparation:

The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson.

2. Implementation:

A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals.

3. Reflection:

The group comes together to discuss their observations of the lesson, the data collected and the student learning.

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Overview continued

4. Improvement: Using the data the team has collected, the team makes the appropriate revisions to the research lesson.

5. Second implementation and reflection: Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

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Getting smart - KWL

Before you watch the video, record your responses to:

What do you already KNOW about lesson study?

What do you WANT to know about lesson study?

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What does it look like?

Lesson Study: an Introduction

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Getting smart - KWL

Now that you have watched the video, record your responses to:

What did you LEARN about lesson study?

What do you still want to LEARN?

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Steps in the Research Lesson Process

1. Define the problem.2. Plan the Lesson. 3. Teach the Lesson. 4. Evaluate the Lesson and Reflect on Its Effect. 5. Revise the Lesson. 6. Teach the Revised Lesson. 7. Evaluate and Reflect, Again. 8. Share the Results.

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Lesson StudyLesson StudyPost-Lesson

ActivitiesResearch

LessonPlanning

Phase

RESEARCH LESSON

Actual classroom lesson; attending

teachers study student thinking, student learning,

student engagement, student behavior,

etc.

Discuss Long Term Goals for Students’ Academic,

Social and Ethical Development

Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and Lesson

Plan Lessons that Foster Long-Term Goals and

Lesson/Unit Goals

Discussion of Lesson Discuss research lesson.

Focus on evidence of whether the lesson

promoted the long-term goals and lesson/unit goals

Consolidate LearningWrite report that includes

lesson plan, data, and summary of discussion. Refine and re-teach the

lesson if desired. Or select a new focus of study.

Figure 1

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There is no “I” in School

Lesson Study is a Team Process…

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Steps in the Research Lesson Process


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The Lesson Plan is the Backbone of Lesson Study

The lesson plan supports the lesson study process, by serving as a:

Teaching tool--it provides a script for the activities of the lesson.

Communication tool--it conveys to others the thinking of the teachers who planned the lesson.

Observation tool--it provides guidelines for what to look for in the lesson, and a place for the observers to record and share these observations.

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Tool for PLANNING & DESCRIBING Research Lessons

“The PINK SHEET” Helps you PLAN your Research Lesson Each section focuses on a particular

aspect of the lesson Each section has guiding questions DESCRIBES your Research Lesson to

others

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Four levels of GOALS:

I. LONG-TERM Goals for STUDENT DEVLOPMENT

II. Broad CONTENT AREA Goals: STANDARDS

III. Goals specific to the UNIT IV. Goals specific to the LESSON

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Tool for Planning and Describing Research Lessons

I. Background information (Research Theme) A. Goal of the Lesson Study Group (Overarching Goal/Research Theme/Long-term Goal): B. Narrative Overview of Background Information:

II. Content Area Information (Content Area Goal)

A. How this unit is related to the curriculum: B. Content area Goal(s)

III. Unit Information (Unit Goal) A. Name of the unit: B. Goal(s) of the unit: C. Instructional sequence for the unit:

Lessons in the unit - sequence

Content Points to notice and evaluate

Materials, strategies

IV. Lesson Information (Lesson Goal/s) A. Name of the Research Lesson: B. Goal(s) of the research lesson: C. How this study lesson is related to the research lesson goal: D. Process of the Research Lesson:

Steps of the lesson: learning activities and

key questions (and time allocation)

Student activities/ expected student

reactions or responses

Teacher’s response to student reactions / Things

to remember

Goals and Method(s) of evaluation

E. Evaluation

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What is the PROBLEM here? (I.A.)

Each team will pick an

OVERARCHING Goal to work on.

Research Theme

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Lesson Study is a Goal-Driven Activity

Teachers select an overarching goal to guide their work on all the study lessons.

A school generally works on the same overarching goal and same content area for 3-4 years.

Every year the overarching lesson study goal is refined as the group’s understanding of this goal evolves as a result of doing lesson study.

For each study lesson, the teachers also select lesson-specific goals.

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Choosing a Lesson Study Theme

Think about the students you serve.Your Ideals:

What qualities would you like these students to have 5 years from now?

The Actual:List their qualities now.

The Gap:Compare the ideal and the actual. What are the gaps that you would most like to work on?

The Research Theme: (long-term goal)State positively the ideal student qualities you choose to work on. For example:

Fundamental academic skills that will ensure students’ progress and a rich sense of human rights.

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I.BackgroundA. Goal of the Research Lesson Group

What kind of learners do we want to see develop at our school? What kind of learners are actually developing at our school? What evidence

do we have for this? Why does this gap between our aspirations and reality exist? How can we

close this gap? How will the research lesson goal we have chosen help us close this gap? What do students currently understand about this topic? What do we the teachers currently understand about this topic? How will we go about exploring our research lesson goal? What do we know about the Best Practices of teaching this goal? Transition from Blue handout to PINK Sheet

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I. BackgroundB. Narrative Overview of Background Information

Puts the lesson into context Describes the students Includes your teaching techniques Describes your classroom situation

This is usually completed just before the lesson takes place.

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I. BackgroundB. Narrative Overview of Background Information

What do the observers need to know about my classroom? Who are my students? What do they already know? What strategies

do they use? What motivates them? What personal knowledge can I share with the observers so that they

may better understand what is going on with my individual students? What individual differences will they see? Why is this content important? What misconceptions might students have? What should students know at the end of this unit/ lesson? What else

would I like them to gain from this unit/ lesson? What do I think I can achieve in this lesson? Are there any teaching techniques or approaches that are central to

the design of this lesson?

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Steps in the Lesson Study Process:


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Choose a content area to research that is:

Fundamental to subsequent learning

Persistently difficult for students or disliked by them

Difficult to teach or disliked by teachers

New to the curriculum

Linked to Standards

Shown by data to need improvement

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Standards Discussion Teams should discuss the standards

and sub-strands. The benchmarks are intended to give

you an idea of what each grade level should be able to do. Which of the benchmarks would your

students be able to do? Which would they not be able to be do? What can be done to assure that every

student can do the benchmarks?

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Minnesota State Standards

Your team should discuss each of the strands. What is: Fundamental to subsequent learning




Linked to Standards


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II: Content Area Information (Content Area Goal) A. How is the content in this unit related to the content taught in previous and future units?

Use your curriculum maps to place the unit.

Include only the highly relevant concepts here.

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II: Content Area InformationA. How this unit is related to the curriculum.

What prior knowledge is necessary (to learn the content that this unit focuses on)?

What new knowledge can be developed from the concepts that students will learn in this unit?

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II: Content Area InformationB. Content area Goal(s)

What major theme of this content area are you working on?

What do students currently understand about the area of the content that you are working on?

What do teachers currently understand about the area of the content that you are working on?

Review Standards and Benchmarks

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II: Content Area InformationB. Content area Goal(s)

Review exemplary lessons Explore Best Practices Read/study Content Liaison

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Choose a Unit to Research that is:





Linked to Standards


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III: Unit Information (Unit Goal)A. Name of the UNITB. Goal(s) of the UNIT

What is the content here? What do students currently understand about

this topic? What do teachers currently understand about

this topic? What should the students know at the end of

this unit?

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III: Unit Information (Unit Goal) B. Goal(s) of the UNIT

Review exemplary lessons Explore Best Practices Read/study Content Liaison

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III: Unit InformationC. Instructional sequence for the UNIT

Where does the research lesson fall in this unit and why?

Do any of the research lesson concepts and/or skills get addressed at other points in the unit?

* See “chart”

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III: Unit InformationC. Instructional sequence for the UNIT

Lessons in the Unit - Sequence

Content Points to notice and evaluate

Materials, strategies

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Choose a lesson to research that is:





Linked to Standards


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IV: GOALS SPECIFIC TO THE LESSONA. Name of the RESEARCH LESSONB. Goal(s) of the RESEARCH LESSON

What is the content here? What should students know at the end of this

lesson? Are there specific strategies being developed?

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IV: GOALS SPECIFIC TO THE LESSONC. How this LESSON is related to the RESEARCH LESSON goal:

How will I explore our groups’ research lesson goal through this lesson?

What aspects of my lesson will address the groups’ research lesson goal? In what ways?

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IV: GOALS SPECIFIC TO THE LESSOND. Process of the RESEARCH LESSON

“Chart” – bulk of the lesson plan Respond to the guiding questions in

the chart to help you plan your lesson The “chart” assists observers with

your lesson

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IV. Lesson InformationD. Process of the Research Lesson

Steps of the lesson: learning activities and key questions, time

allocation

Student activities/expected student reactions

or responses

Teacher’s responses to

student reactions/Things

to remember

Goals and Methods(s) of

evaluation

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Who Should be Invited to Observe the Lessons?

All team members (required) Knowledgeable Others Your Principal Your Superintendent Other Teachers School Board Members

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Hints for Observers

Observe the students, not the teacher! This is not YOUR lesson, it is the

TEAM’S lesson. Observers should take notes, but

should not interfere in the lesson or provide assistance.

Link your observations to lesson goals.

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Lesson Study Observation andDebriefing Protocol – “Yellow”

Before the lesson “The huddle”:

1. Distribute observation sheets and seating charts. Make sure kids have nametags. (front & back)

2. Review overarching and lesson study goals. What information should be collected to evaluate whether the goals are being met?

3. Discuss, and if desired, divide up observation responsibilities.

4. Remember we are watching the students and how they respond to the lesson.

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Lesson Study Observation and Debriefing Protocol

Observing the lesson: Do NOT interfere or assist with the lesson. Circulate around the classroom during seat or

group work. Stand to the back and sides of the classroom during other times.

Note observations on provided observation tools or the lesson plan. Focus on the goals of the lesson.

Distribute observations among the observers. Refer to the children by name, initials or number

when discussing observations and sharing feedback.

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How do we decide…

What kind of data should we collect?

Look at the Goals!I. OverarchingII. Content AreaIII. UnitIV. Lesson

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Data Collected During Lesson Study

Academic Learning How did images of heated air change? Did students shift from simple counting to more flexible method? Did dramatic role-play spark higher quality and quantity of writing? In their journals, what did students write as their learnings?Motivation Percent of children who raised hands Body language, “aha” comments, shining eyesSocial Behavior How many times do students refer to and build on classmates’

comments? How often do the five quietist students speak up? Are students friendly and respectful?Student Attitudes Toward Lesson What did you like and dislike about the lesson?

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Reflection Process

Do what I say and

NO ONE will get HURT!

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What did we learn?

With the data in hand:

EVALUATE and REFLECT

Use the “Yellow Sheet”.

Also known as:Lesson Study Protocol

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Preparing for Debriefing/Feedback:

Take a brief break. Assign roles among the team members:

facilitator, recorder and timekeeper. If a large number of other teachers or

observers are present, the team should sit together in a panel formation.

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Debriefing/Feedback Session:

The facilitator begins the session with the teacher who taught the lesson, followed by team members and then observers.

The teacher should describe the goals for the lesson, then comment on what went well, and the difficulties and learnings from planning and teaching the lesson.

Team members should also address goals and speak to instructional decisions.

Team members followed by other observers should present and discuss the student data collected.

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Suggestions for Observers: Thank the teacher who taught the lesson. Present and discuss data related to goals. Ask questions regarding rationale for

instructional decisions. Share strategies or make suggestions

based on your own knowledge or experience.

Focus on student learning and development.

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1. Define the problem2. Plan the Lesson. 3. Teach the Lesson. 4. Evaluate the Lesson and Reflect on Its Effect. 5. Revise the Lesson. 6. Teach the Revised Lesson. 7. Evaluate and Reflect, Again. 8. Share the Results.

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Revising a Research Lesson

Based on what your team observed and the data collected, revise the lesson.

Focus on all four levels of goals. Record the changes on your “pink

sheet” using another color, italics, etc. Remember, this is a research and

learning process.

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Franklin P. Jones

Honest criticism is hard to take, particularly from a relative, a friend, an acquaintance, or a stranger.

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1. Define the problem2. Plan the Lesson. 3. Teach the Lesson. 4. Evaluate the Lesson and Reflect on Its Effect. 5. Revise the Lesson. 6. Teach the Revised Lesson. 7. Evaluate and Reflect, Again. 8. Share the Results.

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Play it again Sam - RETEACH

Now that the lesson has been revised to reflect what you have learned, another member of the team RETEACHES the lesson.

Team members should view the revised lesson and collect data.

As a team meet to Evaluate and Reflect. Are your team’s goals being met?

Remember to use the “yellow” protocol sheet.

Make notes of your meeting.

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How about that?

REPORT YOUR FINDINGSWhat did you find out?

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Review!

1. Research and preparation:

The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson.

2. Implementation:

A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals.

3. Reflection:

The group comes together to discuss their observations of the lesson, the data collected and the student learning.

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4. Improvement: Using the data the team has collected, the team makes the appropriate revisions to the research lesson.

5. Second implementation and reflection: Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

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Lesson Study Provides Opportunities to:

1. Think Deeply About Long-term Goals for Students

2. Carefully Consider the Goals of a Particular Content Area, Unit, and Lesson

3. Study the Best Available Lessons

4. Plan Lessons that Bring to Life both Short-term and Long-term goals

5. Deepen Subject Matter Knowledge

6. Develop Instructional Knowledge

7. Build Capacity for Collegial Learning

8. Develop the “Eyes to See Students”

1 Lesson Study TEMPLATE 2 Goals for Today 1.Teachers will understand the Lesson Study model and how it will promote a greater understanding of mathematics.

Documents

lesson plan

lesson studytemplate

revised lesson

lesson study teams

lesson study model

goal of lesson study

research lesson processdefine

research lessons