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Engaging Teachers in Curriculum Change through Lesson Study

This resource outlines an effective model for engaging teachers in curriculum change through lesson study. It emphasizes the professional development aspect that combines teaching as inquiry, collaborative culture, and a focus on improving student learning outcomes. The lesson study process includes planning, conducting research lessons, collecting data, and reflecting on practice. By empowering teachers to collaborate in lesson planning and analysis, this model fosters a deeper understanding of effective pedagogy and supports diverse learning needs.

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Engaging Teachers in Curriculum Change through Lesson Study

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  1. Lesson Study: A practical model for engaging teachers in curriculum change

  2. Introductions Anne Lawrence Centre for Educational DevelopmentMassey University Palmerston North a.lawrence@massey.ac.nz Cami Sawyer College of EducationMassey University Palmerston North c.sawyer @massey.ac.nz http://ced-mxteachers-news-site.wikispaces.com

  3. Getting started Getting started • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate. Examples: 43 – 34 = ___ 75 – 57 = ___ • What do you notice? • Is this always true? Can you show why? • How might a student show this?

  4. Overview Overview

  5. Overview Overview

  6. effective pedagogy requires that teachers inquire into the impact of their teaching on their students” “

  7. Lesson study Lesson Study • Professional Development that incorporates • teaching as inquiry • a supportive professional culture • Focuses on improving students’ learning through improvement of teaching

  8. The lesson study cycle The Lesson Study cycle Planning Phase Research Lesson Post-Lesson Activities • STUDY • 1-4 hours • Consider long term goals for student learning • Study curriculum • 4. REFLECT • 1-5 hours • Share data • What was learned about student learning, lesson design, content? • Implications for this lesson and instruction more broadly? • 3. LESSON • 1 hour • Teach lesson • Observe and Collect data • 2. PLAN • 4-8 hours • Select lesson • Anticipate student responses • Plan data collection and lesson

  9. Lesson study improves teaching Lesson Study improves teaching ? Planning Phase Research Lesson Post-Lesson Activities Better Teaching

  10. Roles during lesson study Roles during lesson study We take different (often overlapping) roles during the different phases: • Facilitator • Collaborator • Lesson Teacher • Classroom Teacher • Time keeper • Observer • Reflective Thinker

  11. Lesson study planning Planning Phase • Goals: • Long-Term Goals: school, departmental or curriculum • Lesson Goals • Planning: • The overall unit • This lesson

  12. Brainstorm to develop ideas Planning Phase • Goals: • Long-Term Goals • Lesson Goals: around the starting activity • Planning: • The overall unit • This lesson

  13. Getting started • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate. Examples: 42 – 24 = ___ 75 – 57 = ___ • What do you notice? • Is this always true? • Can you show why?

  14. What would you use this task for? • A rich task - Thinking mathematically - Problem-solving - Developing abstract thinking - Communicating mathematical ideas • Developing understandings - Subtraction, Takeaway, Difference - Place value

  15. Our goals for this lesson Planning Phase • Long-Term Goal(s) • Pedagogical Goals: • meeting diverse learning needs of the class • students working collaboratively • communicating mathematical ideas • moving from manipulatives to abstract • using maths rich task(s) • Content Goal: developing understandings of place value • .

  16. Lesson study: Planning Planning Phase • Goals: • Long-Term Goals: • Lesson Goals • Planning: • The overall unit • This lesson

  17. The planning process Planning Phase • Focus on student learning • Discuss sequencing of ideas • Consider alternative pathways • Explore diagnostic questions • Share ideas about possible student responses • Take into account: Students’ prior experience, knowledge & skills; How the class is typically structured.

  18. Considerations with Lesson Study • Make student thinking visible: • use/design activities that will externalize student thinking, making it open to observation and analysis. • Don’t try to cram too much into one lesson • Starter/diagnostic • Guts of lesson (We commonly start with this) • Wrap up • Use an agreed Lesson Plan structure

  19. The heart of Lesson Study: The Lesson Planning Phase Research Lesson • The lesson teacher uses the lesson developed by the group a guide, NOT a script. • Observers: • identify a group of 2-4 students to focus on. • take notesabout responses and actions of these students. • concentrate on student engagement and thinking. • look for evidence of developing understandings & misconceptions.

  20. The Post Lesson debrief Planning Phase Research Lesson Post-Lesson Activities • A semi-formal structure keeps conversation focussed. • General feedback • The lesson teacher speaks first and reflects on the lesson. • The observers take turns to give a brief overview of their observations. “One thing I learnt . . .” • Discussion about specific aspects of the learning • FOCUS on LESSON GOALS • Each observer describes the learning and engagement of their focus students and noteworthy incidents. • More general discussion (this may lead to refining the lesson)

  21. Lesson Study Planning Phase Research Lesson Post-Lesson Activities Better Learning Better Teaching Think about your situation: How can you use this for PD?

  22. Suggested readings Available at http://lessonresearch.net/ A Lesson is Like a Swiftly Flowing River. Lewis, C. & Tsuchida, I. (1998). A Lesson is Like a Swiftly Flowing River: Research lessons and the improvement of Japanese education. American Educator, Winter, 14-17 & 50-52. Brief Guide to Lesson Studyby Catherine Lewis http://lessonresearch.net/briefguide.pdf Proofs without Words: Exercises in Visual Thinking by Roger Nelsen Cut The Knot! An interactive column using Java applets by Alex Bogomolny http://www.cut-the-knot.org/ctk/pww.shtml

  23. Thank you http://ced-mxteachers-news-site.wikispaces.com

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