LESSON STUDY DOE TECHNICAL ASSISTANCE PAPER SUMMARY LEARNING ZONES DEPARTMENT LAKE COUNTY SCHOOLS KATI PEARSON, DIRECTOR TAMMY DEMPS, PROGRAM SPECIALIST.

LESSON STUDY DOE TECHNICAL ASSISTANCE PAPER

SUMMARY

LEARNING ZONES DEPARTMENTLAKE COUNTY SCHOOLS

KATI PEARSON, DIRECTORTAMMY DEMPS, PROGRAM SPECIALIST ~ NORTHLESLEY JORDAN, PROGRAM SPECIALIST ~ SOUTH

OVERVIEW PRESENTATION

Background

Lesson Study originated in Japan. Lesson Study meets Florida Professional

Development System Evaluation Protocol Standards.

Lesson Study Process is required for schools in DA that are categorized as “F”, Intervene, or are a part of the Lowest 5%.

Districts are required to train all schools in Lesson Study but can decide the degree of implementation.

Lesson Study: Definition

Lesson Study by definition is: Professional development Improving lessons

through teacher collaboration

Teacher-directed and student-centered

Conducted in four phases Scheduling and Planning Teaching and Observing Debriefing and Improving Re-Teaching and Reflecting.

PHASE IScheduling

and PlanningPHASE IV

Re- teaching

and Reflecting

PHASE IIIDebriefing

and Improving

PHASE IITeaching

and Observing

Lesson Study: Objectives

Create structured occasions for examination of teaching and learning.

Improve lesson planning process

Refine instructional strategies and delivery

Evaluate student thinking

Increase student mastery

Correlation with Other Initiatives

Florida’s Continuous Improvement Model (FCIM) Included in the “Act” component of FCIM

Professional Learning Communities Provides a focus on improving instructional delivery and student

achievement Response to Intervention

Lesson Study can be the problem-solving process to making instructional adjustments.

Data-Driven Instruction Allows teachers to redirect the instructional focus based on

students’ academic needs Instructional Coaching Cycles

Instructional coaches can develop a consistent pattern of working collaboratively with teachers.

Phase One: Scheduling and Planning

SCHEDULING Participants in Lesson Study:

Facilitator- Responsible for guiding the process Teachers Instructional coaches Education Specialists “Knowledgeable Other”-This person can be a/an:

Professor Author Psychologist Researcher Teacher/Administrator

Common Planning is the most effective component of Lesson Study.

The first step in Lesson Study is to analyze student data to determine what the Lesson Study topic should address.

Phase Two: Teaching and Observing

The facilitator will ask for a volunteer or randomly select one of the participants to teach the lesson.

The teacher will teach the lesson developed by the Lesson Study Team.

Other team members will observe the lesson and take detailed notes and gather evidence without making judgments to share during the debriefing.

An agreement is reached in advance regarding what data team would like to collect and assigns observers for the lesson.

Phase Two: Teaching and Observing

Data Collection Procedures for Observing the Initial Lesson Take notes throughout the whole lesson.

Take notes on individual student responses, using student names, when possible, or the location of a student’s seat.

Record interactions between teacher and students and between students.

Record how students begin their work and approach the tasks. Document common misunderstandings the students have, and how,

and when, their understanding changes. Indicate how individual students construct their understanding through

activities and discussions. Document the variety of solutions that individual students use to solve

problems.

Observers should refrain from side conversations teacher evaluation (including the principal) acting as trainers or professional developers serving as additional teachers in the classroom

Phase Two: Teaching and Observing

Data Collection Procedures for Observing the Initial Lesson

Additionally, the team should encourage observers to develop a specific question regarding the area in which they want to collect evidence. Below are examples of questions that can be asked:

Was the planning process effective? Why or why not? What would you do differently next time and why? Did the long term goals and Lesson Study goals help to

focus your learning? Were you able to generate anticipated student problems? What are the implications for your teaching in the future?

Phase Three: Debriefing

Everyone should base comments on the data collected during the observation and avoid other comments.

The debriefing format should go as follows:1. The person who taught the lesson should comment first on the

lesson without comments from others. 2. Each team member comments on the lesson without teacher

commenting.3. Open discussion takes place. Example of discussion questions:

I wonder what would happen if…? What is another way of…? What might explain…? In our planning did we consider…? Why did we decide to…?

4. Facilitator comments and summarizes the session.

The focus is on the team’s lesson, not the teacher.

Phase Three: Debriefing

Facilitator’s Role during Debriefing: Knowledgeable, savvy, and tactful Possess an analytical approach to debriefing Possess a clear tone for respectful inquiry Use guiding questions that are:

Reflective Success-oriented Focus on next steps

Provide feedback that is: audible, credible actionable

Phase Four: Re-Teaching and Reflecting

Steps for observing the learning process during the re-teaching process

Team and observers meet before the lesson to revisit the lesson’s goals and the observation protocol.

Observe the re-teaching of lesson. Meet to share feedback

Phase Four: Re-Teaching and Reflecting

Tools to use to identify needed changes: Observation notes Student work Individualized Educational Plans (IEP) Guiding Questions:

What do the analyses of the data on student learning tell us about the impact of our instructional decisions?

Did the lesson meet the students’ needs? How can we modify the lesson to help students reach the

goals? How can we make modifications to IEPs to help students

reach the goals? What student behaviors led to insights about your thinking?

ReferencesAll information retrieved from:

Florida Department of Education, Division of K-12 Schools, Bureau of School Improvement (June 2010). A Guide for Implementing Lesson Study for District and School Leadership Teams in Differentiated Accountability Schools. http://flbsi.org