MOVING FORWARD with lesson study A new way of looking at professional development Derek Robinson NCETM Workshop – February 25th 2009 MOVING FORWARD with lesson study

When teachers stop growing, so do their students. When teachers observe, examine, question, and reflect on their ideas and develop new practices that lead towards their ideals, students are alive. When teachers stop growing, so do their students. Roland Barth (2003). NCETM Workshop – February 25th 2009 MOVING FORWARD with lesson study

NCETM Workshop – February 25th 2009 Aims of the day To challenge teachers on what their understanding of effective CPD is To develop an understanding of the lesson study process and its essential elements To demonstrate the benefits and intended outcomes of lesson study To reveal successful strategies for initiating, conducting and sustaining lesson study To encourage whole departments to consider lesson study as the means of delivering CPD for next five years. NCETM Workshop – February 25th 2009 MOVING FORWARD with lesson study

NCETM Workshop – February 25th 2009 Agenda How do I become a better teacher? What is lesson study? Why now? Some big decisions to make Roles, research and gaining accreditation How do we get started? Why keep going? Lessons learned the hard way NCETM Workshop – February 25th 2009 MOVING FORWARD with lesson study

So how do you ensure that you keep on growing as a teacher? The TDA think CPD is the answer CPD is essential, particularly because schools and educational practices generally are changing at a fast pace. All teachers should have a professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers. TDA (2007) MOVING FORWARD with lesson study

Does CPD make a difference? Some people think it is vital Professional development is frequently cited as the cornerstone of any reform effort that hopes to create systemic changes leading to improved student performance. Kubitskey, B. (2004) MOVING FORWARD with lesson study

So what is effective CPD? Effective CPD enhances the professional skills and attitudes of teachers so that they in turn improve student learning. Effective CPD must make a difference in the classroom. Joyce & Showers (2002) MOVING FORWARD with lesson study

Is this your experience of CPD? Basic theory of Change Teachers participate in collaborative learning experiences. Teachers implement new learning in their lessons. Review with participants the definition of theory of change. Theory of change is a road map that delineates the underlying assumptions on which a program is based, components of a program, and an explanation of how change is expected to occur. A sound theory of change increases the probability that a program will achieve its results. Theory of change articulates what we expect and assume. It incorporates an explanation of how the change is expected to occur and the probable sequence of actions for achieving the change. The handout “Worksheet 3: Theory of Change,” included as a PDF on the CD, could be used at any point during your discussion of theories of change as you have participants build an evaluation step by step. A simple theory of change for professional development is: Teachers participate in a learning experience. Teachers implement what they learned. Student performance increases. This is a broad theory of change; more details are required to make this complete. The theory identifies the components of a program, shows sequence, and includes the assumption that one first gains knowledge and skill before implementing new behaviors. Student performance increases. Is this your experience of CPD? MOVING FORWARD with lesson study

Think about the most effective and least effective professional development activities you have experienced. What were the characteristics that made the professional development either effective or ineffective? MOVING FORWARD with lesson study

What does research say about effective professional development? Professional development that has a positive impact on teaching and learning is: Ongoing and comprehensive Collaborative Teacher-driven Classroom- or school-based Focused on subject matter Active and hands-on Grounded in the professional knowledge base for teaching Focused on student outcomes MOVING FORWARD with lesson study

So how do you become a better teacher? What would you say? MOVING FORWARD with lesson study

Deborah Ball says that we become better teachers by studying practice For example: trying things out, watching others, discussing things with colleagues. Deborah Ball (2002) Do you agree? MOVING FORWARD with lesson study

What is lesson study? MOVING FORWARD Lesson Study is a professional development practice in which teachers collaborate to develop a lesson plan, teach and observe the lesson to collect data on student learning. It is on-going and teacher-led, centered in the classroom with a focus on students’ learning. The purpose is to improve the quality of a research lesson to further develop students’ understanding. It is a process for teachers to systematically examine their practice. Lewis, C. (2002) MOVING FORWARD with lesson study

Why now? The New National Curriculum means we have to think more about how our pupils learn and that means changing our current practice. We need to include personal, learning and thinking skills (PLTS) which provide the framework for describing the qualities and skills needed for success in learning and life. These qualities and skills are: independent enquirers creative thinkers reflective learners team workers self-managers effective participants. MOVING FORWARD with lesson study

Lesson study is a proven method of changing practice. Lesson study is the primary form of professional development for Japanese teachers. Its goal is continual improvement of teaching so that children will learn more. Its primary focus is how students think and learn. It differs from other forms of professional development because it takes place in the moment of teaching and learning. Its focus, is teaching, not teachers, children working, not children’s work. The success of a lesson study is measured in teachers’ learning, not in the perfection of a lesson. That better lessons are created is a secondary by-product of the process but not its primary goal. MOVING FORWARD with lesson study

What do teachers actually do when they engage in the practice of lesson study? Step 1 – Goal setting Step 2 – Developing the research question Step 3 – Designing the research lesson Step 4 – Teaching and observing the lesson Step 5 – Debriefing, reflecting on, and revising the lesson Step 6 – Sharing what you have learned Wiburg K., Brown, S. (2007) MOVING FORWARD with lesson study

Some big decisions to make before you start Establishing group norms Writing up your research Do you want to gain accreditation for your work on lesson study? MOVING FORWARD with lesson study

Establishing group norms What type of environment do you and your team have to establish in order to make lesson study work well? How will you establish such an environment? What are the responsibilities and expectations for each team member? What are some possible dilemmas that a team might face? How would you handle these dilemmas? MOVING FORWARD with lesson study

Some more big decisions to make before you start What qualities would you like your students to have in 5 years from now? What qualities will your teachers need to achieve this? What sort of lessons are likely to achieve this? MOVING FORWARD with lesson study

Step 1 - Goal Setting MOVING FORWARD with lesson study

The importance of setting a consistent overarching goal Your overarching goal should relate to your vision of what kind of students you want to produce in your school. Teachers typically teach a particular student for one year. The impact of one year is not enough to change the student. Other teachers in the school have to get together and set overall goals for how the students will be prepared throughout the six years of schooling. In other words, it is important for a school to have a consistent instructional goal and that all teachers follow that goal in order to foster student learning. Yoshida, M. (2000) MOVING FORWARD with lesson study

What qualities would you like your students to have in 5 years from now? MOVING FORWARD with lesson study

What qualities will your teachers need to achieve this? MOVING FORWARD with lesson study

What sort of lessons are likely to achieve this? MOVING FORWARD with lesson study

The Japanese model of learning through structured problem solving reviewing the previous lesson; presenting the problem of the day students working individually or in groups, discussing solution methods; and, highlighting and summarising the main point. MOVING FORWARD with lesson study

Lesson study theory of Change - 1 Teachers identify a broad goal to guide their work Teachers describe the characteristics of a team that would work well with them The team agree on an effective model of teaching Teachers have regular planning time The team uses planning time for lesson design and analysis The lesson is taught and teachers closely monitor and document student learning MOVING FORWARD with lesson study

Lesson study theory of Change - 2 The team share their observations and reflections on the lesson The team analyse their findings and make revisions to the lesson to bring about desired changes The revised lesson is taught to a second group of students followed by a debriefing The changes made to the lesson are evaluated based on evidence of student understanding The team reflect on the entire lesson study cycle and create a report to share what they have learnt with others MOVING FORWARD with lesson study

Lesson study theory of Change - 3 The teachers implement what they have learnt in their everyday lessons Students understand the model of teaching and know what is expected of them in lessons Students become independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participants Students’ academic achievement increases MOVING FORWARD with lesson study

Setting the overarching goal 3 possible routes Considering the gap between ideal and actual students Building on existing school improvement goals or National initiatives Using School Mission Statements MOVING FORWARD with lesson study

An example of working from School Mission Statements To foster in pupils an enthusiasm for learning and discovery. To enable them to develop lively and enquiring minds, and to learn how to think logically and to discuss and argue rationally. To encourage in all pupils the acquisition of good study skills and habits. To create a learning environment that encourages all pupils to reach their full academic potential, and to obtain academic qualifications worthy of their abilities.

Our Overarching aim MOVING FORWARD “Our students will become independent thinkers (learners) who enjoy working together to produce creative solutions in unfamiliar situations.” MOVING FORWARD with lesson study

Our specific objectives Enjoy doing mathematics – to help students learn to enjoy and sense personal reward in the process of thinking, searching for patterns and solving problems Gain confidence and belief in abilities - to develop students’ confidence in their ability to do mathematics and to confront unfamiliar tasks Be willing to take risks and to persevere – to improve students’ willingness to attempt unfamiliar problems and to develop the perseverance in solving problems without being discouraged by initial setbacks Interact with others to develop new ideas – to encourage students to share ideas and results, compare and evaluate strategies, challenge results, determine the validity of answers and negotiate ideas on which they all can agree MOVING FORWARD with lesson study

The Lesson Planning Process Identify the topic Map the unit Identify the lesson goals Create the lesson plan MOVING FORWARD with lesson study

The Lesson Plan MOVING FORWARD The lesson plan usually follows a 4 column format Steps of lesson: learning activities and key questions Student activities and expected responses Teachers response to students and things to remember Methods of evaluation MOVING FORWARD with lesson study

Teaching, Observing and Debriefing One of the team teach the lesson. It is important to remember the lesson belongs to the group not the individual The focus, is teaching not teachers, children working, not children’s work It is not necessary to decide who will teach the lesson until late in the cycle The lesson is taught and filmed Other members of the team closely monitor and document student learning working from the lesson plan The team meet as soon as possible for a debriefing session MOVING FORWARD with lesson study

Viewing the lesson through different lenses Through your own eyes as a teacher Through the eyes of a pupil in your class Through the eyes of your colleagues as researchers MOVING FORWARD with lesson study

Revising and Re-teaching the lesson The team analyse their findings and make revisions to the lesson to bring about desired changes The revised lesson is taught to a second group of students followed by a debriefing The changes made to the lesson are evaluated based on evidence of student understanding MOVING FORWARD with lesson study

Reflecting, Evaluating and Sharing The team reflect on the entire lesson study cycle and create a report to share what they have learnt with others This report is used to: inform future lesson study cycles record improvements with the lesson that can be used by other teachers who teach this lesson help reflect upon the impact of lesson study to teacher practice and student learning MOVING FORWARD with lesson study

The Three Interdependent strands of lesson study Process Big Ideas Habits of Mind MOVING FORWARD with lesson study

Lesson study ends with a celebration MOVING FORWARD with lesson study