1. Welcome to Lesson Study
Introduce yourself to others at your table. Get ready to embark on an exciting professional journey with your colleagues!

2. The DSC Mission To help children develop to their full potential
academically, ethically,
socially,
and emotionally
Making Meaning: Program Orientation

3. Workshop Agenda Team Builder Lesson Study Overview Reflection
Facilitator’s Kit Review
Lesson Study Protocol Experience
Orange County Public School Model
Implementation Planning

4. Group Line Up
Think about where you were born. Form a line in order of birthplace beginning with the person born closest to our current location. End the line with the person born furthest from our current location.

5. Line Up Questions
What brings you here today? – Why are you interested in Lesson Study? Think of a powerful professional development experience that impacted your work. – What about the staff development made it so powerful and successful?

6. Debrief Teambuilder
What did you notice about the teambuilder? Why are teambuilders such as this important for a professional learning community?

7. Research on Teacher Development:
April 19, 2001
Research on Teacher Development:
Professional development should be intensive, ongoing, and connected to practice.
Professional development should focus on student learning and address the teaching of specific curriculum content.
Professional development should align with school improvement priorities and goals.
Professional development should build strong working relationships.
Bullets Taken from the NSDC publication: Professional Learning in The Learning Profession: A Status Report on Teacher Development in the United States and Abroad (Hammond, Chung Wei, Andree, Richardson, Orphanos 2009)
Making Meaning: Program Orientation

8. Workshop Goals Become familiar with the purposes of Lesson Study
Learn about the Lesson Study Cycle
Understand DSC’s approach to implementing Lesson Study
Experience components of the Lesson Study Facilitator’s Kit
Become familiar with the Lesson Study Facilitator’s Kit
Prepare to implement Lesson Study

9. What is Lesson Study?
Lesson study is really as much of a culture as it is a professional development practice.
Tad Watanabe, Kennesaw State University

10. Where are you with lesson study?
Just heard of the innovation
Beginning to gather information
Know enough to try it out
Fully implemented and working on making it better
Ready to work on helping others so that it becomes culturally embedded in our practice

13. Prepare to watch lesson study video:
As you watch, pay attention to information that intrigues you and information that you wonder about.
What supports do you think were in place for the research team in the video?

14. Video Discussion Questions
What did you see that intrigues you?
What did you see that you wonder about?
What supports would have to be in place for Lesson Study to be successful?
What thoughts do you have about undertaking Lesson Study in your district?

15. Why do Lesson Study? Lesson Study helps us:
Design better lessons that get students engaged in thinking
Deepen our content knowledge
Examine the cause and effect relationship between teaching and learning
Discern more and less effective teaching strategies
Become more astute observers of students
Build supportive collegial relationships and enrich our professional lives

16. Build community and set group norms Agree on outcomes
April 19, 2001
Getting started
Create the team
Build community and set group norms
Agree on outcomes
1. Lesson Planning
Plan the lesson together
Select the teacher
Identify the classroom
3. Data Analysis
Reflect on student data.
Reflect on group learning and discuss implications.
Agree on next steps.
2. The Research Lesson
Teach the research lesson.
Observe the lesson.
Collect student data.
Making Meaning: Program Orientation

17. Teacher Researchers Ask Themselves
When things go well, we ask ourselves:
What in my teaching made that happen?
When things don’t go well, we ask ourselves the same question.

18. Think about it…
How is lesson study similar to or different from other professional development experiences you have had?
How does Lesson Study fit with other state initiatives such as Florida’s Continuous Improvement Model (FCIM), Professional Learning Communities (PLCs), Problem- Solving and Response to Intervention (PS/RtI)?

19. Set Team Norms for Lesson Study
In what ways might learning together in lesson study require taking risks?

20. Set Team Norms for Lesson Study
Imagine planning a lesson together as a team. There are several different ideas about how to approach a part of the lesson. How would you want to interact as a team during this discussion?

21. Set Team Norms for Lesson Study
Imagine that you are the one teaching the research lesson for your colleagues to observe. The lesson, for whatever reason, does not go well. What would help you feel supported by your team in that situation?

22. Set Team Norms for Lesson Study
Imagine that you have an idea that differs from what seems to be the majority opinion. Why is it important that you speak up? What would help you voice your idea? How would you want your idea to be received?

23. Set Team Norms for Lesson Study
What kinds of things will you do to contribute to a feeling of safety and community in this team?

24. Team Norms for Lesson Study
We will…

25. Debrief Team Norms for Lesson Study
What was the experience like for you?
What questions does the process of creating these norms raise for you?

26. Lesson Study Support Kit
April 19, 2001
Lesson Study Support Kit
A two-year course of learning,
led by a facilitator,
designed to prepare teams of teachers to implement ongoing lesson study as a regular part of their professional and school lives.
The kit provides materials for the facilitator and and for each of the teachers, (teacher researchers) participating in lesson study.
Making Meaning: Program Orientation

27. Goals and Design of the Lesson Study Support Kit
April 19, 2001
Goals and Design of the Lesson Study Support Kit
Learn the process and purposes of Lesson Study
Build understanding of how students become engaged, learn, and develop
Cultivate skills and methods for collecting analyzing, and applying student data
Cultivate discernment about more and less effective instructional strategies
Spread lesson study participation in the school by sharing experiences
Build a professional learning community that puts student learning at the center
Making Meaning: Program Orientation

28. Lesson Study Support Kit for Facilitators
April 19, 2001
Lesson Study Support Kit for Facilitators
QuickStart Guide for facilitators
Facilitator's Kit, Grades K–12
Facilitator's Manual, Grades K–12
Lesson Study Overview DVD
The DSC Way DVD
Order form for teacher’s kits
Five data collection instrument pads
Facilitator’s Kit Reproducible Materials CD-ROM
The Lesson Planning Handbook
Teachers’ Kits, Grades K–2, 3-5, 6-8, 9-12
Making Meaning: Program Orientation

29. Jigsaw Facilitator’s Manual
April 19, 2001
Jigsaw Facilitator’s Manual
Number off 1-4 with your table group.
Review the following sections in your Facilitator’s Manual. Mark places you want to discuss and share with your table group.
ALL: Pages 1-19
ONES: Pages 21 – 82 (Year One Meeting Agendas and Protocols)
TWOS: Pages 83 – 117 (Year Two Meeting Agendas and Protocols)
THREES: Pages 120 – 210 ((Facilitation Techniques and Professional Resources)
FOURS: Pages END (Data Collection & Analysis, Lesson Study Master Protocol, Black Line Masters)
Making Meaning: Program Orientation

30. Jigsaw Facilitator’s Manual, continued
April 19, 2001
Jigsaw Facilitator’s Manual, continued
Meet with the other like number at your table to discuss your section and decide what will be important to highlight for others.
Share your section with others in your table group and discuss the following question.
How might the design and contents of the kit support your teachers in learning and implementing Lesson Study?
Making Meaning: Program Orientation

31. Lesson Study Facilitator Training, Day 2
Nonprofit. Research Based. Mission Driven. Since 1980.

32. Teambuilder: Inside-Outside Circle
Number Off 1, 2, 3, 4
Ones and Twos will stay in this room
Threes and Fours will go across the hall
Form two circles, one inside the other.
The inside circle should face out and the outside circle should face in so that everyone is facing someone in the other circle.

33. Inside-Outside Circle Questions
Think about what you have learned about lesson study. What do you expect some of the challenges are to implementing lesson study effectively? For teachers? For administrators? For facilitators?

34. Rotate the outside circle…
After discussing some of the challenges you expect to face, what might be some solutions to these challenges?

35. Debrief Teambuilder
What did you discuss during this team builder? How might you use this activity with your staff/school/team?

36. Research Lessons in the kit…
April 19, 2001
Research Lessons in the kit…
Provide teachers with thoughtfully designed and well crafted lessons which scaffold understandings of effective instruction.
Allow participants to focus on learning data collection techniques and analyzing data.
Later teachers will integrate what they have learned from the data into planning teacher-selected lessons.
Making Meaning: Program Orientation

37. Qualities of Good Lessons
April 19, 2001
Qualities of Good Lessons
What would you add to the following list?
Students are active
Purpose is clear
Connects to prior learning
Work with your table group to create your own Qualities of Good Lessons list.
Making Meaning: Program Orientation

38. Review Lessons in the Kit
April 19, 2001
Review Lessons in the Kit
Work with a partner…
Select one of the Teacher’s Kits (K-2, 3-5, 6-8, 9-12)
Review the contents in the Lesson Study Support Kit Research Lessons book
Choose one content area to read more carefully (Reading Comprehension, Writing, and Mathematics)
Making Meaning: Program Orientation

39. Review Lessons in the Kit
April 19, 2001
Review Lessons in the Kit
Work with a partner…
Read through the lessons you selected with the Qualities of Good Lessons in mind.
Use sticky notes to mark places where there is evidence of good instruction.
Share what you find with your others at your table.
What might you say to new Research Teams about the value of using the lessons in the kit in their early Lesson Study cycles?
Making Meaning: Program Orientation

40. Lesson Study Protocol Practice
Discussion Facilitation Techniques
Read through the Discussion Facilitation Techniques (p. 120) and mark those you would like to try
Talk with a partner
Which of the facilitation techniques will you try? Why might they be important when working with Research Teams?

41. Lesson Study Cycle 1
Before starting Cycle 1, the Facilitator…
Introduced Lesson Study to the staff using the Staff Meeting Agenda on pages 21 – 26 of your Facilitator’s Manual
Identified the Teacher Research Teams
Facilitated the Preparing for Lesson Study Team Meeting Agenda found on pages

42. Lesson Study Cycle 1, Phase 1: Practice Activity
Skim and Scan the Staff Meeting and Team Meeting Agendas (pages 21 – 31 of your Facilitator’s Manual)
How will these meetings be helpful for Lesson Study implementation?
What else might you do to help Research Teams be successful?

43. Lesson Study Cycle 1, Phase 1: Practice Activity
Locate and tab Lesson Study Protocol, Cycle 1 on pages 32 – 42.
Review pages 32, 33, and 34.
Revisit your norms and make any revisions agreed upon by the team.
Agree upon a Research Lesson from one of the Teacher’s Kits to work with

44. Lesson Study Cycle 1, Phase 1: Practice Activity
Working as a Research Team
Number off at your table 1, 2, 3, 4, 5
Carefully read your assigned section as follows:
Step 2, page 34
Step 3, page 35
Step 4, page 36
Step 5, pages 36-37
Step 6, 7, 8, pages 37-38

45. Lesson Study Cycle 1, Phase 1: Practice Activity
Use the kit resources (articles, lesson, data collection tools) and plan to try out parts of the protocol.
Share your section with your teammates.
Try some of the facilitation techniques to support the work of the group.

46. Lesson Study Cycle 1: Phases 2 & 3
Read through the steps on pages 38 – 42 to learn more about the Observation and Data Collection and Data Analysis and Debrief phases.
Review the Behavior Scan 1 section in the Data Collection and Analysis tools on pages 212 –
How might using these tools and processes support teachers in their data collection and analysis?

47. Reflection Question
What issues came up for you during this lesson study protocol review? What is one thing you want to continue to think about?

48. Next Steps Considerations:
Q Who might you recommend attend the Regional Training? Q How will you introduce Lesson Study to others in your district? Q How many schools or Research Teams do you anticipate working with this year? Q Will you have lab sites? How will you identify these? Q Who might your facilitators be? Q What supports will you need?

49. Hopes and Intentions for Lesson Study
For myself… For students… For teachers… For my school or district…