2. LESSON STUDY 101 Traveler, there is no road. The road is created as we walk it together. Antonio Machado from "Proverbios y cantares" in Campos de Castilla. 1912

3. OBJECTIVES 1.Define lesson study. 2.Show how a lesson study cycle is structured. 3.Practice planning a lesson.

4. NORMS Two lesson studies per academic school year. Submit lesson study request in My Learning Plan. Lesson study should be relevant to the Student Academic Goal on the PGP. The recommended size of a lesson study group is five people. Groups members should rotate and share responsibilities.

5. HOUSEKEEPING Minimum of two lesson studies in one academic year. The first lesson study should be completed by winter break. The second lesson study should be completed by the first week of May. All participants are responsible for their own documentation for the end of year meeting.

6. Lesson Study K-W-L “K” What do you know about lesson study? 1. Take three minutes and write down what you know. 2.Share with an elbow partner. 3.Share with whole group.

7. “W” What do you want to know about lesson study? 1. Take three minutes and write down what you would like to know in the “W” column of the handout. 2. Share with the group.

8. Professional Development Traditional Begins with answer Driven by expert Communication Trainer to Teachers Relationships hierarchical Research drives practice Research Lessons Begins with question Driven by participants Communication among teachers Relationships reciprocal Practice is research By Lynn Liptak, Paterson School #2, New Jersey.

9. Teachers’ Activities to Improve Instruction Choose curriculum, write curriculum, align curriculum, write local standards Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons

10. What is a research lesson? 1.Actual classroom lesson with students, watched by other teachers 2.Planned collaboratively 3.Brings to life a goal or vision of education 4.Recorded: video, audio, hand written, and through student work 5.Discussed by faculty and sometimes outside commentators

11. Lesson Study Post-Lesson Activities Research Lesson Planning Phase RESEARCH LESSON Actual classroom lesson; attending teachers study student thinking, learning, engagement, behavior, etc. Discuss Long Term Goals for Students’ Academic, Social and Ethical Development Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and Lesson Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals Discussion of Lesson Discuss research lesson. Focus on evidence of whether the lesson promoted the long-term goals and lesson/unit goals Consolidate Learning Write report that includes lesson plan, data, and summary of discussion. Refine and re-teach the lesson if desired. Or select a new focus of study.

12. Lesson Study Provides Opportunities To: 1.Think deeply about long term goals for students. 2.Carefully consider the goals of a particular content area, unit, and lesson. 3.Study the best available lessons. 4.Plan lessons that bring to life both short-term and long-term goals. 5.Deepen subject matter knowledge. 6.Develop instructional knowledge 7.Build capacity for collegial learning 8. Develop the “eyes to see the students”

13. Notes from a lesson study observation of a science lesson: Academic Learning How did images of heated air change? Did students shift from simple counting to more flexible method? Did dramatic role-play spark higher quality and quantity of writing? In their journals, what did students record as they learned? Motivation Percent of children who raised hands Body language, “aha” comments, shining eyes Social Behavior How many times do students refer to and build on classmates’ comments? How often do the five quietist students speak up? Are students friendly and respectful? Student Attitudes Toward Lesson What did you like and dislike about the lesson?

14. Planning Phase Lesson Study Collaborative planning Discuss goals for students & content Study available units & lessons Build from an existing lesson Critique the lesson using the EQUiP rubric.

15. Research Lesson Planning Phase Lesson Study 1 teacher teaches; others observe/ collect data Designed to bring to life or strengthen the lesson study goal. Document lesson - video, audio, student work, observation notes

16. Post-Lesson Activities Research Lesson Planning Phase Lesson Study Formally debrief lesson Share data Draw implications for lesson and teaching- learning more broadly Revise and re-teach

17. Lesson Study 1. STUDY Consider long term goals for student learning and development Study curriculum and standards 2. PLAN Select or revise research lesson Do task Anticipate student responses Plan data collection and lesson 3. DO RESEARCH LESSON Conduct research lesson Collect data 4. REFLECT Share data What was learned about students learning, lesson design, this content? What are implications for this lesson and instruction more broadly?

18. Visible Features of Lesson Study Consider Goals Study Curriculum and Standards Plan and Conduct Research Lesson Collect Data Debrief Lesson Use Debrief to Inform Instruction What Else? Cause Changes In: Teachers Knowledge of subject matter and its teaching General knowledge of instruction Ability to observe students Connection of daily instruction to long-term goals Motivation/willingness to improve Capacity to learn together, collegial networks Curriculum Better lessons Choice of better curricula System Changes in policy Changes in learning structures Result in Changes in Teaching-Learning Specific Examples: Teaching -Offer high-level task Learning -Student journals reveal thinking re: proportional reasoning

19. Final Thoughts Take three minutes and fill in the “L” column of your K-W-L sheet. Time to practice!

20. Works Cited PLC Washington / Homepage. N.p., n.d. Web. 12 May 2014.