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Lesson Study: Diving In. From Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction By Catherine C. Lewis and Jacqueline Hurd. Agenda. BRIEF Review Purpose Lesson Study Cycle – Where we Are Now? Our Common Research Theme Video Review: Planning and Study - PowerPoint PPT Presentation
Citation preview
Lesson Study: Diving In
From Lesson Study Step by Step: How Teacher Learning
Communities Improve Instruction
By Catherine C. Lewis and Jacqueline Hurd
Agenda BRIEF Review
Purpose Lesson Study Cycle – Where we Are Now? Our Common Research Theme Video Review: Planning and Study
Lesson Study Groups and Group Roles Developing Group Norms Plan the Research Lesson
Choosing A Topic Planning the Lesson
Reflection and Next Steps
Purpose of Lesson Study“The real “product” of the lesson study cycle is not the lesson. Lesson study builds educators’ knowledge, motivation, habits of learning, and professional learning community.” p. 16
1. STUDY CURRICULUM AND FORMULATE GOALS• Consider long-term
goals for student learning and development
• Study curriculum and standards, identify topic of interest
2. PLAN•Select or revise research lesson
•Write instruction plan that includes:•Long-term goals•Anticipated student thinking g
•Data collection plan•Model of learning trajectory
•Rational for chosen approach
3. CONDUCT RESEARCH LESSON•One team member conducts research lessons, others observe and collect data
4. REFLECT•Formal lesson colloquium in which observers:•Share data from lesson•Use the data to illuminate student learning, disciplinary content, lesson and unit design, and broader issues in teaching-learning
•Documentation of cycle, to consolidate and carry forward leanings, new questions into next cycle of lesson study.
Our Common Research Theme
Our goal is for students to create themselves as empowered, proactive learners and critical thinkers, who communicate effectively and can work collaboratively for social and academic success in school and society.
Review:DVD Segment 1: Planning and Study
Notice that team members: Start with an existing lesson – they do not develop a
lesson from scratch Monitor group norms and work to uphold them Rotate roles (e.g. facilitator and recorder) Spend time doing the mathematical task they will
have students do and anticipate student thinking work to deepened their own content knowledge.
1. STUDY CURRICULUM AND FORMULATE GOALS• Consider long-term
goals for student learning and development
• Study curriculum and standards, identify topic of interest
2. PLAN•Select or revise research lesson
•Write instruction plan that includes:•Long-term goals•Anticipated student thinking g
•Data collection plan•Model of learning trajectory
•Rational for chosen approach
3. CONDUCT RESEARCH LESSON•One team member conducts research lessons, others observe and collect data
4. REFLECT•Formal lesson colloquium in which observers:•Share data from lesson•Use the data to illuminate student learning, disciplinary content, lesson and unit design, and broader issues in teaching-learning
•Documentation of cycle, to consolidate and carry forward leanings, new questions into next cycle of lesson study.
Lesson Study GroupsGroup #1 Group #2
Lesson Study Group Roles Liaison/Convener (Jayne):
Communicates with any outsiders for the group, requests subs, reminds members of meeting dates, times and places, arranges room and refreshments.
Facilitators: (Irina and Michelle) keeps the conversation moving and fair. Involves all participants. Follows an agreed-upon agenda.
Lesson Study Group Roles Note Taker: Takes the minutes of the meeting,
copies and distributes them to members for review before the next meeting.
Recorder: records on chart paper, where all can see, important decisions of the group (helpful when brainstorming goals and planning the lesson design.)
Typist: types up the lesson plan or any other documents as needed.
Member: supports others in their roles, actively contributes to the meeting’s running smoothly.
Guide to Developing Group NormsWhat would make this lesson study group a supportive and productive site for your learning? Jot down a list of characteristics that are
important to you. (It may help to think about characteristic of groups that have functioned well—or poorly—to support your professional learning in the past.) You may want to consider some general norms (such as listening and taking responsibility) and some that have been identified as especially important to supporting learning of academic content, such as expressing agreement/disagreement and explaining your thinking.
Guide to Developing Group Norms As a group, share and discuss the
ideas generated by each member, taking particular care to identify and discuss any possible contradictions. For example, if one group member ask for “safe” and another for “challenging my thinking,” talk about how both can be honored.
Guide to Developing Group Norms Synthesize members’ ideas to a group
list of about five key norms you all support.
Record the norms for future reference. At the beginning of each meeting,
choose one norm to monitor that day. At the end of your meeting, discuss whether you upheld it and what can be improved.
Step 1: Study Curriculum and Formulate GoalsStudy curriculum and standards, identify topic of interest
Choose A Topic What topics are persistently difficult for, or
disliked by, students? What topics do we as ESL teachers find most
difficult to teach? Is there a particular standard that we as ESL
teachers want to understand and master? Choose a topic broad enough for all members
to benefit. Connect to current KCAS/Assessment
challenges
The Teaching Learning Plan
Research Theme
Unit Plan
Research Lesson Plan
ESL MS/HS PL Meeting Dates Gheens Rooms 109/110 3:00 to 6:00 p.m. Credit or Stipend AvailableDate FocusSeptember 18 Develop Research Lesson
Decide who will teach and whenOctober 16
November 20
February 19
March 19
April 23
Wrap-Up
Next meeting date Where are you in research lesson? What are your next steps? How can we help?