Trena L. Wilkerson, Ph.D. Rachelle D. Meyer, Ed.D. Baylor University

1. Learning through Lesson Study Trena L. Wilkerson, Ph.D.Rachelle D. Meyer, Ed.D.Baylor University As you enter please go to one of the KWL charts and indicate what you already know about Lesson Study and what you would like to learn. Thank you!

2. First Things First! • Welcome • Introductions • Agenda • Handout

3. KWL Time! • What do you already know about lesson study? • What do you want to know about lesson study? • What have you learned about lesson today?

4. What is Lesson Study? • Form of Professional Development • Japanese Approach • Teacher-driven/Collaboration • Student-focused • Long-Term goals • Reflection Process

5. Lesson Study Cycle Research Lesson Goal-Setting & Planning Lesson Discussion Consolidation of Learning (Lewis, 2002)

6. Video Viewing • Examining the Phases • Planning • Observing • Reflecting • Role of the Teacher • Role of the observer(s) • Role of the student

7. Implementation Variations • Elementary-Original major focus of Japan • In-service Teachers: Middle & High Schools • Pre-Service Teachers: Middle & High Schools • Higher Education Collaborations • Live LS session at conferences

8. Forms & Data Collection • Developing a Research Theme • Lesson Plan Format • Observation Protocols • Teacher Log • Journals-informal feedback • Video & audio recording • Student Work • Pre-Post Instruments

9. Research Theme

10. Lesson Plan Format

11. Observation

12. Observation Guidelines • Remember that the observations are about the lesson and student understanding, not about the teacher. • Do not help students or otherwise interfere with the natural flow of the lesson. • Each observer should have a copy of the lesson plan, required material(s), and seating chart. • Collect data for your assigned observation role. For those not assigned a particular observation focus, you should focus on the points to notice as indicated in the lesson plan.

13. Teacher Log

14. Research Theme • What type of citizen do you want your students to be? • What characteristics do your students currently have? • What characteristics do you want your students to have? • How do we close the gap?

15. Potential Impact on Students • Content Understanding • Level of engagement • Higher level expectations • Accountability

16. Potential Impact on Teachers • Deepen Content Understanding • Development of Professional Learning Community • Networking • Collaboration • Develop engaging instructional practices • Observe impact on students • Empowerment

17. Considerations • Benefits • Collaborative planning • Teacher & Student understanding • Curriculum development • Research to Practice • Challenges • Time • Buy-In-support • Communication

18. Lessons Learned with Implementation • Training & Planning Time • Power of needs assessment • Learning to observe • Sufficient time for planning • Support strong collaborations • Teachers • Administration • Potential ‘outside’ support • Facilitator

19. How To Get Started • Background reading & video viewing • Open discussions with teachers & administration-who will it benefit & work with best? • What support is needed ($$, resources, time, personnel, etc.)? • What data is needed? • Training? Planning? (time/location/….)

20. KWL Time! • What do you already know about lesson study? • What do you want to know about lesson study? • What have you learned about lesson today? • What questions remain? • What challenges or barriers do you anticipate? • How will you address these challenges or barriers?

21. Final Thoughts • Questions/Discussions • Handout of resources • www.baylor.edu/Trena_Wilkerson • Videos • Articles & Papers • books • Contact Information • Trena_Wilkerson@baylor.edu • Rachelle_Meyer@baylor.edu Thank you!