Castl Lesson Study

7/29/2019 Castl Lesson Study

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CASTL Colloquium 2006

Lesson Study: Building the

Scholarship of Teaching and Learning

One Lesson at a Time

Bill Cerbin & Bryan Kopp

UW-La Crosse


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If you want to improve instruction, what could

be more obvious than collaborating with fellow

teachers to plan, observe, and reflect on

lessons?

Catherine Lewis, 2002

If you want to buildpedagogical knowledge,

what could be more obvious than collaborating

with fellow teachers to design and studylessons?

Cerbin & Kopp, 2006


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What is Lesson Study?

Lesson study is a process in which a group of

teachers jointly

designs,

teaches,

observes,

analyzes,

& revises

a single class lesson, called a Research Lesson.


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Origins of Lesson Study

In Japan, lesson study is a well developed

system for improving teaching and learning

at the elementary and junior high level.

The College Lesson Study Projectis the

first effort to adapt lesson study practices tocollege teaching in a range of disciplines.


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Lesson Study Teams in the UWS

UW-Colleges (Barron,Fon du Lac, Marathon, Marshfield,

Washington, Manitowoc, Sheboygan)

UW-Green Bay

UW-La Crosse

UW-Madison

UW-Milwaukee

UW-Oshkosh

UW-Platteville

UW-River Falls

UW-Stevens Point

UW-Stout

Participation 2006

40 teams

150+ instructors

16 campuses


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Involvement by Discipline/Field

Accountancy Agriculture

Apparel & CommunicationTechnologies

Biology

Communication Studies Economics

Education

English

Geology/Geography

History

Human Development

Humanistic Studies

Library

Mathematics

Management

Music

Nursing

Pharmaceutical Sciences Philosophy

Political Science

Psychology

Public & Environmental Affairs

Reading Education

Recreation

Theatre Arts

Urban & Regional Studies


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Profile of Participants

Recent poll of 22 current teams (89 instructors)

Gender: 49 females and 40 males

Rank: 29 assistant, 25 associate, 21 full, 5 instructors,

4 retired/emeritiTenure: 48 tenured 39 not tenured

Teaching experience:47 ( 20 years)

Plan to present/publish: 64

Have presented/published: 16



The Lesson Study Cycle:What Teachers Actually Do in Lesson Study

1. Chose Topic & Develop Learning Goals

2. Design the Lesson & the Study

3. Teach & Gather Evidence4. Analyze Evidence & Revise the Lesson/Study

5. Teach & Study the Lesson Again

6. Document & Share the Research Lesson andthe Study

More information athttp://www.uwlax.edu/sotl/lsp/intro.htm
http://www.uwlax.edu/sotl/lsp/intro.htmhttp://www.uwlax.edu/sotl/lsp/intro.htm



Goal: A Knowledge Base for Teachers

INDIVIDUAL LESSON

STUDIES

LESSON STUDY

CLUSTERS

focused on similar

disciplines, topics, goals, etc.

PEDAGOGICAL

KNOWLEDGE BASE

practical and accessible

teaching & learning materials

focused on student learning

;

;



Lesson Study in Context

Avoiding hazards of isolation, redundancy,hoarding, and loss

Building on common ground: daily practices of

teaching & learning (similar goals, challenges,subjects, courses, disciplines, students, etc.)

Balancing feasibility with complexity of teaching

and learning practice

Educational research F teaching improvementHiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching

profession: What would it look like and how can we get one? Educational

Researcher , 31, 5, pp.3-15.



Closing the Loop

Professional

Knowledge

Practitioner

Knowledge

Practical,concerned with

daily teaching and

learning issues

Detailed,concrete, specific,

contextualized

Integrated(content

knowledge,

pedagogicalknowledge, and

pedagogical

content

knowledge)

Public

Storable

Shareable

Verifiable,subject to

replication and

peer review

Systematic,

principled,informed,

theoretical,

scholarly



A Knowledge & Community Building System

CREATION EXCHANGE USEn n

Moving from

Pract i t ioner to

Professional

Knowledgeand

Back Again



CREATION of Pedagogical Knowledge

Easy to get started

Collaborative inquiry & common enterprise

Backward design of instruction

Developing and capturing pedagogical contentknowledge

Embodies full complexity of teaching andlearning

Reflective practice and transformation

Local and regional communities of teachingpractice



EXCHANGE of Pedagogical Knowledge

A Lesson

Familiar genre

Keyed to discipline, topic, goal, curriculumA Study

Focused on student learning

Systematic and evidence based

UNIT OF PRACTICE = UNIT OF ANALYSIS



USE of Pedagogical Knowledge

Easy for other teachers to adapt

SoTL and SoTL training ground

Replication & peer review of lesson/study

Teacher training and ongoing professionaldevelopment

Link with assessment, standards, and

outcomes National and professional communities of

teaching practice



A Comprehensive Approach

CREATION Easy to get started

Collaborative inquiry

Backward design

Developing andcapturing PCK

Embodies full

complexity of T & L

Reflective practice

Local and regional

communities of

teaching practice

EXCHANGEA Lesson

Familiar genre

Keyed to

discipline, topic,

goal, curriculum

A Study

Focused on

student learning

Systematic andevidence based

UNIT OF

PRACTICE = UNIT

OF ANALYSIS

USE Easy for other

teachers to adapt

SoTL & SoTL training

Replication & peer

review of lesson/study

Teacher training and

professional

development

Assessment National and

professional

communities of

teaching practice

n n



Highlights

Lesson study provides a practical,integrated, and progressive model forprofessional pedagogical knowledgebuilding across the disciplines.

Community building + knowledge building= Capacity building

We plan to use KEEP Toolkit to helpdevelop a database of lesson studies.
http://www.cfkeep.org/http://www.cfkeep.org/



More Information

Lesson Study Project website, guide,resources, and gallery:http://www.uwlax.edu/sotl/lsp

KEEP Toolkit: http://www.cfkeep.org/ Dr. Bill Cerbin, Director of the Lesson

Study Project ([email protected])

Dr. Bryan Kopp, Associate Director of theLesson Study Project([email protected])
http://www.uwlax.edu/sotl/lsphttp://www.cfkeep.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.cfkeep.org/http://www.uwlax.edu/sotl/lsp

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