1. Lesson Study

2. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? Catherine Lewis, 2002 If you want to build pedagogical knowledge, what could be more obvious than collaborating with fellow teachers to design and study lessons? Cerbin & Kopp, 2006

3. What is Lesson Study?  PLC structure, originated in Japan  A means to learn about subject matter, teaching, and students  By collectively crafting coherent, effective standards-based lessons & assessments Student Outcomes: increase learning on a specific topic Teacher Outcomes: deepen knowledge of content, pedagogy, & student thinking

4. Lesson Study planningteachingobservingreflecting Teaching improvement cycle Examine practice to become more effective Cycle develops habits of self- reflection and critical thinking

5. Benefits of Lesson Study Think Think carefully about the goals of a particular lesson, unit, and discipline. Study Study the best available curriculum materials. Deepen Deepen knowledge of subject matter and of instruction. Connect Think carefully about long-term goals for students and connect those with daily practice. Strengthen Strengthen collaboration with colleagues. Develop Develop the eyes to see students.

6. Easy Steps to Engage in a Complex Process Form a lesson study groupFocus the lesson studyPlan the research lessonConduct the research lesson and colloquiumConsolidate learning. Plan next steps.

7. Form a lesson study group  4 to 6 teachers is optimal  Develop ground rules for working together  Team members need trust, commitment, and a willingness to participate

8. Focus the lesson study  Identify a specific content goal  Identify the content area  Select a specific topic within that content area  Fundamental to subsequent learning  Persistently difficult for students  Difficult to teach  New to the curriculum  Identify a broad, long-term goal for student development  Where do you want students to be five to ten years down the road?  What is the gap between these qualities and who they are now?  Examples: become active learners, enjoy subject-area, become aware of their own learning

9. Plan the research lesson Creating a plan to guide learning 1. Lesson Goal 2. Unit Goals 3. Broad, subject-area goals 4. Long-term goals for student development  Study existing possibilities and build on the best available  Consider the whole unit – lessons don’t occur in isolation  Anticipate student thinking – ideas, road bumps, and potential responses

10. Construct a Data Collection Plan  How does each element of the lesson support or interfere with learning?  What did the student say, do, and hear?  Pinpoint methods to collect students’ nonverbal behavior and activities Plan the research lesson

11. Research lesson Goal: improve the teaching Engage in instruction Take note of students’ learning, responses, and outcomes Pay attention to “points of notice” Colloquium Consolidate learning. Plan next steps. Structured protocol Free discussion & reflective questions Share data on students’ responses What motivated students’ learning?

12. Reflective Questions for Colloquium  What aspects of our lesson study work are valuable? What aspects are challenging?  How is lesson study helping us develop our knowledge of subject matter and of student learning and development?  How is lesson study leading us to think in new ways about our everyday practice?

13. References  (2015). Powerful Designs for Professional Learning. Oxford, OH: Learning Forward.  Schmoker, M. (2006). Results Now. Alexandria, VA: ASCD.