 Newport MS and HS › Math and Science Teachers  Higher Education › Dr. Bethany Noblitt, NKU › Dr. Ted Hodgson, NKU › Dr. Vern Hicks, NKU

 Collaborative Planning  Lesson observation by colleagues, administrators and Higher Education Faculty  Analytic Reflection  Ongoing Revision

Launch : Teacher introduces the task. Explore : Students work on the task, encouraged to solve the problem in any way and be prepared to explain their approach to the class. Discuss : Whole class discusses and summarizes different student responses to the task.

The article, Orchestrating Discussions by Smith, et. al. describes the following five practices:  Anticipating  Monitoring  Selecting  Sequencing  Connecting

 Anticipating › The teacher anticipates student responses by actively envisioning how students might approach the task  Monitoring › The teacher monitors students’ thinking as they work on the task.

 Selecting › The teacher will use what he/she learns during Monitoring to purposefully select which student responses will be shared during the whole class discussion.  Sequencing › After the teacher selects particular student responses to include in class discussion, he/she can make decisions about how to sequence the responses.  Connecting › The teacher’s sequencing allows for student presentations to build on each other to make connections and develop powerful ideas.

 Spring 2012 Participate in a “mini” lesson study Groups will be content specific. Lesson will be LED, topic of lesson will be your choice. Lesson will be taught in April or May. Lesson will be collaboratively developed, implemented once, observed by the group (if possible), and collaboratively revised.

 Summer 2012 › Labquest Professional Development › Work session day with Higher Education faculty to plan for fall Lesson Study Project

 Fall 2012 Participate in a “full-blown” lesson study in fall Groups will be interdisciplinary, math and science. Lesson will be LED, topic of lesson will be math/science interdisciplinary. Lesson will make use of Labquest. Lesson will be collaboratively developed, implemented and observed a first time, collaboratively revised, implemented and observed a second time, collaboratively revised again, implemented and observed a third time, and so on.

 Teacher Self-Assessment  Math and Science Teacher Pre- and Post Questionnaire  Student Pre and Post Questionnaire

 Goal of the lesson  Was the lesson’s goal understood by the students?  What approaches are being used by the students?  Questions to ask during the postlesson discussion.  What about the lesson worked well?  How could the lesson have been improved and in what way?  What could the teacher have done differently in the presentation to improve student learning?

 “The most valuable part of the lesson study process was the ability to work within our school at different grade levels and to make the necessary changes to the lesson before it was taught again.”  “It was helpful to meet after it was taught initially to reflect on how the lesson could be improved and what aspects needed to remain because they worked so well.”

 “The variety of experiences and backgrounds within the group provided a multitude of ideas for each meeting.”  The diversity made for an enriching experience for each of the team members. The shared experience for the team, in turn, adds to the experience for the students in the classroom.”