1. How to use it to improve classroom teaching
Lesson Study
How to use it to improve classroom teaching

2. What is Lesson Study?
Lesson Study is a type of professional development that originated in Japan
Collaborative
Teachers plan lessons, observe each other, and give feedback based on the observation
Changes are made to the lesson based on the feedback
Lesson Study is used to hone lessons and teaching technique
Entirely teacher driven, based on what teachers want to improve or see a need for improvement
The focus is on student learning and improving student learning
Focus is on growth over time
In Japan, teachers may be part of many lesson studies at the same time and at different level (school site, district wide)
Teachers can work on the same lesson or concept for years
Once teacher is satisfied that goal is achieved, he or she picks a new goal

3. How is this different than other types of professional development?
Teacher driven
Can be about specific content or abstract concepts
i.e. teaching how to factor or facilitating group work
Can be done in any class, with any teacher, at any stage in teaching career
Not specific to current standards
Individualized in that goals can be different for different teachers
Ongoing and can be done anywhere (not limited to school site)
Instant feedback

4. How are the observations different from other types of observations?
NOT an evaluation of the teacher
Lesson Study observations are based on the lesson itself
The focus is on how students react to the lesson, not the teacher
Observers can move around the room, should be listening to students, not watching the teacher as much (depending on the goal)

5. How to Implement Collaboratively Planned Lesson
Ideal groups of 3 or 4
Can be done in pairs, but that is not ideal or true to the original concept
More observers means more feedback
Teachers pick a goal
Ex graphing line, factoring polynomials, etc
Facilitating group work, checking for understanding, asking good questions
Lesson is planned
Can be from scratch or already existing

6. How to Implement Collaboratively Planned Lesson (continued)
After lesson is planned, observation schedule is determined
Teacher 1 teaches the lesson
Team observes
Debriefing meeting to discuss observations and give feedback, lesson is modified based on feedback
Teacher 2 teaches modified lesson and team observes
Second debriefing, more modifications made
Teacher 3 teaches lesson
Etc

7. How to Implement “Individual” Lesson
Teams are assembled
Teachers pick a goal (or goals)
Lessons are planned and then submitted to team for feedback
Teacher teaches the lesson
Team observes
Debriefing meeting, modifications made
Teacher teaches again
Team observes, gives feedback, modifications made
Etc, until teacher is satisfied that goal has been met

8. Possible Timeline (with goal of 3-4 observations)
Summer before school starts: Teachers meet to plan lesson (or share lessons and receive feedback)
First quarter (September/October): First round of teaching and feedback
If the lesson is on a specific topic taught mostly at this time, the second round of observations might need to happen the following year
If the goal is a concept or teaching technique, it is possible to create other lessons for the rest of the year
Second quarter: *Second round of teaching and observation
*Possible to skip this quarter due to holidays and finals week
Third quarter: Round 2 or 3 of teaching and observation
Fourth quarter: 4th round

9. Lesson Study at Pacifica High School
Fall 2012
Team assembled: 2 males, 2 females, Algebra 1 and Algebra 1.5
Topic picked
Articles read
Winter 2013
Topic revised
Lesson planned
Spring 2013
Lesson finalized
Lesson taught and revised

10. Teaching and Observation Schedule
Two INTENSE days
Day 1:
Teacher 1 Period 1
Debrief during 4th period
Teacher 2 Period 5
Debrief after school
Day 2:
Teacher 3 Period 1
Debrief 4th period
Teacher 4 Period 6
Debrief after school and through

11. Comments
In math, it is easy to debrief quickly because many of our “goals” are content specific or lesson specific
All teachers had a minimum 7 years teaching experience
Lesson was modified back and forth to accommodate different levels (Algebra 1 vs Algebra 1.5)
Modifications were mostly to what the teacher said/emphasized vs the actual content of the lesson
In reality, this should have remained ongoing, but two teachers left the school and the other two did not teach the same classes the following year, so it was impossible to continue.

12. This can be ongoing and not limited to one school year!
Ideally, 3-4 observations a year
Realistically, 2?
Teams can be across sites, not limited to just one school
Growth mindset means expect it to take a long time

13. Drawbacks
Very time consuming, especially initially and with collaboratively planned lessons
Our schedules do not allow for daily collaboration for most teachers
Multiple preps mean collaboration time is limited
Observations must take place either during prep period (thus sacrificing planning and down time) or need to be subbed out
Shortage of subs and losing a day (or multiple days throughout the year)
For collaboratively planned lessons – observations can become monotonous (boring)
Need training in how to observe and give feedback
Instant gratification culture

14. Let’s Get Planning! You will need
Administration’s cooperation to pay for subs
Time commitment from all members of team