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Lesson Study

Lesson Study. Catherine Lewis Mills College, Oakland, CA www.Lessonresearch.net.

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Lesson Study

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  1. Lesson Study Catherine Lewis Mills College, Oakland, CA www.Lessonresearch.net This material is based upon work supported by the National Science Foundation under Grant No. 0207259. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

  2. Choosing a Lesson Study Theme Think about the students you serve. Your Ideals: What qualities would you like these students to have 5-10 years from now?

  3. Choosing a Lesson Study Theme Think about the students you serve. The Actual: List their qualities now.

  4. Choosing a Lesson Study Theme What is a gap between the ideal and the actual that you would really like to work on as an educator?

  5. Choosing a Lesson Study Theme Think about the students you serve. Your Ideals: What qualities would you like these students to have 5-10 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. Your research theme:

  6. Lesson Study 1. STUDY Consider long term goals for student learning and development Study curriculum and standards 2. PLAN Select or revise research lesson Do student task Anticipate student responses Plan data collection and lesson 4. REFLECT Share data What was learned about student learning, the lesson design, instruction? What are implications for improvement of this lesson and instruction more broadly? 3. RESEARCH LESSON Conduct research lesson Collect data

  7. What is a Research Lesson? • Actual classroom lesson with students, watched by other teachers • Planned for a long time, collaboratively • Brings to life a goal or vision of education • Recorded: video, audio, student work • Discussed by faculty and sometimes outside commentators

  8. Types of Research Lessons • In - School • Public • Embedded in conferences, study groups, district-wide professional development, etc.

  9. Can patterns help us find an easy way to answer the question: How many seats fit around a row of triangle tables?

  10. How Does Lesson Study Improve Instruction? • Visible • Features of Lesson Study • Planning • Curriculum Study • Research Lesson • Data Collection • Discussion • Revision • Etc. ? Instructional Improvement

  11. Video Background Summer workshop “Dive-in” lessons in borrowed classrooms Help students develop curiosity about mathematical patterns, capacity to represent patterns mathematically

  12. Visible Features of Lesson Study • Plan • Teach • Observe • Discuss • Etc. Key Pathway ·Lesson Plans Improve Instructional Improvement

  13. How Does Lesson Study Improve Instruction? Pathways • Visible • Features of Lesson Study • Planning • Curriculum Study • Research Lesson • Data Collection • Discussion • Revision • Etc. Increased knowledge of subject matter Increased knowledge of instruction Increased ability to observe students Stronger collegial networks Stronger connection of daily practice to long-term goals Stronger motivation and sense of efficacy Improved materials Instructional Improvement

  14. Pathway: Increased Ability to Observe Students Visible Features of Lesson Study: • Teachers try student task themselves • Pre-interview students to see how they think • Multiple observers on same students • Full narrative observations • Multiple cycles, make task more “thought-revealing” each time

  15. Data Collected During Lesson Study Academic Learning • Did students shift from counting by 1’s to more flexible method? • Did students try new solution strategies? • Did students draw on prior knowledge of ____ • In their journals, what did students write as their learnings? Motivation • Percent of children who volunteered ideas • Body language, “aha” comments, shining eyes • Persistence Social Behavior • How many times do students refer to and build on classmates’ comments? • How often do the five quietist students speak up? Student Attitudes Toward Lesson • What did you like and dislike about the lesson?

  16. Learning From and In Practice Students Teachers Curriculum Based on NRC, 2001 & Cohen & Ball, 2000

  17. Ideas From Planning • Unit rate (value of a ratio) relates equivalent fractions; • Relates to measurement; • Uses division; • Units (e.g., of 1) can be grouped to form larger units (e.g., of 5) • We typically think in “simplest form” rather than have kids think about units (Lo, Watanabe, & Cai, 2004)

  18. Ideas From Planning • These methods differ from the standard cross-multiply and divide algorithm (McDougall Littell, 2004)

  19. Schoolwide Lesson Study School

  20. California Standards Test in Mathematics: Mean Scale Scores, Grades 2-5 3-year net increase for school more than triple that for district (F=.309, 845df p<.001)

  21. “The problem, then, lies not in the supply of new ideas, but in the demand for them. That is, the primary problem of scale is understanding the conditions under which people working in schools seek new knowledge and actively use it to change the fundamental processes of schooling.” Richard Elmore

  22. Professional Development TRADITIONAL RESEARCH LESSONS • Begins with answer • Driven by expert • Communication trainer -> teachers • Relationships hierarchical • Research informs practice • Begins with question • Driven by participants • Communication among teachers • Relationship reciprocal • Practice is research By Lynn Liptak, Paterson School #2, New Jersey.

  23. Teachers’ Activities to Improve Instruction Choose curriculum, write curriculum, align curriculum, write local standards Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons U.S. JAPAN

  24. We feel there is a great value in a public lesson. It is an opportunity to put our work out for public scrutiny. Lesson Study Communities, Massachusetts

  25. If we had to use one word to describe our work for the past two years, it would be COURAGE .... to maintain this philosophy and pedagogical thinking as we struggled with our deficient MCAS scores … overcrowded classrooms… Lesson Study Communities Team Reflection, Massachusetts

  26. There are many ways to solve problems correctly. And even more ways to solve them incorrectly. Teacher from San Mateo, California

  27. I really see this as an opportunity - taking teaching out of the closet… giving it a professional dignity it hasn’t hadTeacher reflecting at Foxboro Open House,Massachusetts

  28. Until lesson study we never discussed the value of the content being taught. We discussed the different ways students learn (multiple intelligences), how the brain works, how to differentiate an inclusion class. Never had those discussions involved a discussion of how to develop problem-solving techniques, how to develop a particular concept …what to expect for outcomes, and how to adjust the lesson to meet student needs.Lesson Study Communities Teacher, Massachusetts

  29. The opportunity to focus on two to four students’ learning was incredible…You feel like you are in a true research mode. Teacher from San Mateo, California

  30. This experience has affected the way some of us structure our lessons, and has given us the courage to try challenging lessons Lesson Study Communities Teacher, Massachusetts .

  31. Even if you think you have thought of all the student responses …. there will always be more. Teacher, San Mateo, California

  32. Great trust has developed over time that allows us to be both teachers and learners with each other. Isn’t that what it’s all about? Lesson Study Communities Team Reflection, Massachusetts

  33. I feel the biggest mistake we can make when pitching lesson study to US teachers is to tell them it is easy and painless. It is hard and possibly painful and they should prepare for it. The rewards, however, are fantastic. Real, concrete, observable improvement occurs in teaching.Middle School Math Teacher, Paterson School #2, New Jersey

  34. Further Information • Lesson Study: A Handbook..(Lewis) (www.rbs.org) • www.lessonresearch.net (Mills College Lesson Study Group) • www.tc.columbia.edu/lessonstudy/ (Lesson Study Research Group, Teachers’ College) • www.globaledresources.com (Global Education Resources)

  35. Email address: clewis@mills.edu Website address: lessonresearch.net

  36. What did the teachers gain from their lesson study work? • For example, how might their work have affected their • Knowledge • Habits of mind • Tools and culture of teaching

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