1. Lesson Study Facilitated by Leyton Schnellert and Cheryl Ewald
Harry Hooge Elementary
November 2018

2. The Class Profile What are the strengths of the class?
2 min
What are the strengths
of the class?
What are your concerns (stretches)
about the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?

3. Class Profile Learning in Safe Schools (Brownlie & King, 2011)
Classroom Strengths
Classroom Stretches
1 min
Interests:
Goals
Decisions
Individual Concerns
Medical
Language
Learning
Socio-Emotional
Other

4. Strengths
Love to connect and share stories
Kind and caring
Like being acknowledged for their successes
Enjoy reading to the point of not stopping
Lots of energy/active
Respond well to calming music, quieted sensory environment
Do well with a leadership opportunity
Respond to real world applications of proportional thinking
They like it fun! Laughing.
Pizza/banana bread
Thrive with routine
Ask questions about life – deep questions

5. Stretches Anxiousness - academic, home, social dynamics
Transitions, sitting for a long time
Self-confidence
Organization
Power struggles, internalizing ownership
Focusing

6. Interests Personal connections Real world issues
Curious – what to learn about the why, the history of things
Putting yourself in someone else’s shoes

7. Goals Develop independence Having choice/making choices
Building skills
Persevering, extending, challenging self
Implementing structures with choice
Deep learning - Delving deeply into real world issues/ applications
Build their concept of number
Work more with manipulatives
Watch This is Us - cry
Decisions
Daily Five
Real world applications
Conceptual Math teaching with manis…

8. How did it go? What did I do? Successes Challenges Questions
The Story of Implementation
What did I do?
(I wanted students to get
better at… So I…)
How did it go?
Successes
Challenges
Questions

9. How students integrate & apply what they learn
-Incorporate key concepts and relevant skills into product design
-Encourage student choice as part of the product design
-Products should involve students in relevant and valued activities
-Teach students skills necessary to successfully complete product
-Use multiple criteria to assess the product
-During and after product completion, encourage students
to reflect on their learning
Leyton or Joanne or Nicole 9

10. Phases of a lesson sequence
Activating prior knowledge/ helping students connect what they are learning to what they already know
Connect
Leyton or Joanne or Nicole
Helping students process new content/ building their repertoire of meaning making strategies
Process
Personalize &
Transform 10 10
Provide opportunities for students to personalize and transform (synthesize) their learning in reference to key concepts and essential questions

11. The crux of successful lesson study is to plan, observe and discuss the research lesson in ways that strengthen the pathways of learning for teachers and students.
2 min
Lesson Study 11

12. Lesson Study evidence of student learning
In lesson study, teachers work together to...
-form goals for student learning and
long term development
-collaboratively plan a lesson
designed to bring life to immediate and
long term goals
-teach the lesson with one or two team
member teaching and others gathering
evidence of student learning
-discuss the evidence gathered during
the lesson, using it to improve the lesson,
the unit and overall instruction
2 min
Lesson Study 12

13. key concepts/essential understandings Important skills or processes
Big Ideas
Student Outcomes
key concepts/essential understandings
Important skills or processes
Essential question…
Students will be able to…
Connecting
Purpose: Engage/Activate prior knowledge/ Predict content/ Focus on a purpose:
Processing
Purpose: Construct meaning/Monitor understanding/ Process ideas
Transforming & Personalizing
Purpose: Synthsize ideas/ Apply knowledge/ Reflect on thinking and learning
Brownlie, Feniak & Schnellert, 2006