THE JAPANESE LESSON STUDY MODEL “Lesson study takes us beyond examining student work to examining students working” -Patsy Wang-Iverson Kelly F. Wilson [email protected] A.B. Combs Leadership Magnet Elementary 1
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THE JAPANESE LESSON STUDY MODEL
“Lesson study takes us beyond examining student work to examining students working”
-Patsy Wang-Iverson
Kelly F. Wilson [email protected]
A.B. Combs Leadership Magnet Elementary1
THE STATE OF THE UNION...
Data Collectionwww.pollseverywhere.com
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WHY?Teachers were seeking more...
Vertical team timeCommon Core, Classroom-based PD Opportunities to use “out of the box” lesson ideas
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MEDIA RESOURCES
CBS Lesson Study SegmentWhat is Lesson Study?
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LESSON STUDY IS A PROFESSIONAL DEVELOPMENT
Focuses on examining instructionBuilds teacher knowledge and confidenceSupports Professional Learning Teams and collaborationRespects teachers as professionals within their fieldExplores real-world situations that educators faceServes as the primary source of PD for Japanese teachers
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How can we evolve into 21st Century math
instructors?
How can we align our lessons with the
Common Core Mathematical
Practices?
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LESSON STUDY CHANGES THINKING
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LESSON STUDY CHANGES THINKING
What am I coveringtoday?
Before
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LESSON STUDY CHANGES THINKING
What am I coveringtoday?
Before
What do I want my students to
learn?
After
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Key Differences
Lesson Study • Collaborative planning • Goals center around the
process of learning instead of the product
• Teachers adopt the roles of researchers and the research is their practice
Typical PD Model • Individual or one- on-
one coaching • Focus is on the
curriculum or lesson as a finished product
• Research occurs before teaching and informs practice
Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.
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https://www.childresearch.net/RESOURCE/RESEARCH/2011/img/lewis/fig2.pdf
Teachers’ Activities to Improve Instruction
Find or write curriculum. Try to align it with standards (local, state, national). Develop local frameworks and articulation across grades.
U.S. JAPAN
Plan lessons individually
Plan lessons collaboratively
Watch and discuss each other’s classroom lessons
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PLANNINGFocus on a topic that is challenging to teach and hard for students to understand.
Classroom Teacher and Math Coach (or teacher leader) meet and discuss prior to team planning
During Planning
Focus on 2 of the Math Practices
Plan the lesson/Nail down details
Try out the task and discuss the main concepts/misconceptions that students may have
Anticipate the unexpected
Maximum time: 60 minutes11
MATH LAB
Identify Focus Questions and Research AreaSpend time with a variety of grade levelsMath Coach teaches the lessonTeachers observe students and take note of the interactions that are occurring throughout the lesson
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DEBRIEFAllow presentation teacher time for open reflection without interruptionEstablish a safe, comfortable environmentEvery teacher should have completed a lesson reflectionGroup discussion with statements such as...
I like... Did you consider... Would you try...Focus on Student LearningDiscussion of progression from lab to individual
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THE DETAILS- LESSON SCHEDULETuesday afternoon: 3:00-4:00
Lesson Planning/CollaborationSend your students to another class for coverage if needed during dismissal
Thursday during school: 9:00-10:00Math Lab (Observe and collect lesson data)Teacher Assistants/Instructional Coaches/Specialists will provide coverage
Thursday Afternoon: 3:00-3:50Lesson DebriefSend your students to another class for coverage if needed during dismissal
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LOGISTICS
First year - VoluntarySign up via Google Document
RSVP was a commitment to an entire round (3)Dates were set up front
Respectful of timeUse of Teacher Assistants/Thank you notesProfessional Resources
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“I have planned units with other teachers but never in such detail or with such extreme collaboration...Every voice was heard, every idea dissected for its viability within the lesson. And through it all I was left with the knowledge that not only was I improving one lesson (a lesson I would never teach in fact) but every lesson I will teach in the future.”
Teacher Participant
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MAY 2013-2014 BE YOUR BEST SCHOOL YEAR YET!
The Heart of a TeacherQuestions?Thank you for your participation!
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