Lesson Study: Diving In

1. Lesson Study: Diving In From Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction By Catherine C. Lewis and Jacqueline Hurd

2. 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

3. 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

5. 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.

7. 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.

9. Lesson Study Groups

10. 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.

11. 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.

12. Guide to Developing Group Norms What 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.

13. 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.

14. 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.

15. 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

16. The Teaching Learning Plan

17. ESL MS/HS PL Meeting Dates Gheens Rooms 109/1103:00 to 6:00 p.m. Credit or Stipend Available

18. Wrap-Up • Next meeting date • Where are you in research lesson? • What are your next steps? • How can we help?