1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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
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13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. Step 1 - Goal Setting
MOVING FORWARD
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21. 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

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

23. What qualities will your teachers need to achieve this?
MOVING FORWARD
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24. What sort of lessons are likely to achieve this?
MOVING FORWARD
with lesson study

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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.

31. 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

32. 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

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

34. 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

35. 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

36. 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

37. 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

38. 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

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

40. Lesson study ends with a celebration
MOVING FORWARD
with lesson study