1. Introduction to Lesson Study Susan Lenski (2007)

2. Lesson Study  Lesson Study is collaboratively designed lesson that details teachers’ roles, students’ responses, and observation.  The purpose of Lesson Study is not merely to devise a great lesson. It’s to explore new ideas with colleagues and grow from the experience.

3. Lesson Study in Oregon  Lesson Study, collaborative planning, Professional Development Teams, and teaming are directions many middle and high schools are heading.  Knowing Lesson Study gives you one tool that you can use as a teacher.

4. Lesson Study 1. STUDY Consider long term goals for student learning and development Study curriculum and standards 2. PLAN Select or revise research lesson Do task Anticipate student responses Plan data collection and lesson 3. DO RESEARCH LESSON Conduct research lesson Collect data 4. REFLECT Share data What was learned about students learning, lesson design, this content? What are implications for this lesson and instruction more broadly?

6. Teachers’ Activities to Improve Instruction Choose curriculum, write curriculum, align curriculum, write local standards U.S. JAPAN Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons

7. Professional Development Traditional  Begins with answer  Driven by expert  Communication trainer -> teachers  Relationships hierarchical  Research informs practice Lesson Study  Begins with question  Driven by participants  Communication among teachers  Relationship reciprocal  Practice is research

8. Post-Lesson Activities Research Lesson Planning Phase RESEARCH LESSON Actual classroom lesson; attending teachers study student thinking, learning, engagement, behavior, etc. Discuss Long Term Goals for Students’ Academic, Social and Ethical Development Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and Lesson Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals Discussion of Lesson Discuss research lesson. Focus on evidence of whether the lesson promoted the long-term goals and lesson/unit goals Consolidate Learning Write report that includes lesson plan, data, and summary of discussion. Refine and re-teach the lesson if desired. Or select a new focus of study.

9. Lesson Format  Connect the current lesson to bigger ideas, themes, or concepts.  How does this lesson fit into a larger unit?  Introduce the topic of the lesson.  Teach explicitly through modeling and demonstration.  Give students opportunities to engage.

10. Teacher’s Role  Script as closely as possible what teachers do during the lesson.  Write down verbatim some of the teacher directions to students.  Use group ideas about how teachers best engage students.  Include some aspect of literacy in the lesson.

11. Research Lesson Steps Teacher Actions: What the teacher is doing. Connect the lessons to goals, previous learning, and standards. Tell students to spend five minutes reviewing their Post-it notes from the talk back to the text exercise from yesterday. Reread them, answer questions, or add thoughts.

12. Students’ Responses  Write down what you expect students to do. Should they “turn and talk,” get in small groups, write, complete a task?  Predict student questions and other obstacles to learning. List some of them.  Students will always surprise you and do the unexpected.

13. Student Actions Student Actions: What the students are doing and/or expected student responses. Students will open texts, look through notes, make some notes. Some talking among peers is expected, but it shouldn’t interfere with overall learning.

14. Evaluation/Observations  Colleagues will observe the students not the teacher. They might observe any of the following:  Student engagement  Student behavior  Student learning  Student products

15. Student Actions & Evaluation Student Actions: What the students are doing and/or expected student responses. Evaluation: What data are you collecting? How will you collect it? What is the purpose for the data being collected? Students will open texts, look through notes, make some notes. Some talking among peers is expected, but it shouldn’t interfere with overall learning. * # of students engaged in tasks * # of students talking with peers and/or disrupting others Collected through observation for the purpose of determining if students are on task

16. Observation  At Task Observation  A= At Task  B= Stalling  C= Schoolwork other than requested  D= Out of seat at inappropriate time  O = Talking to others at inappropriate time or unrelated subject matter or off task

17. JCMS Chart TimeLocationPurpleGreenRedBlueComments 10:19desksAAAA 10:25desksAAAA 10:40posterAOAA One student not focused

18. Debriefing  As soon as possible after the lesson, take time to debrief.  At the debriefing, discuss what the observers saw.  Discuss what went well and what needs changing in the lesson.  Discuss what you could do differently.

19. Teach Again (Maybe)  You might want to teach the lesson again with another class or another teacher. (This is not required.)  You will want to submit this awesome lesson to the Content Area Teachers’ Network website so more teachers can see your marvelous work!

20. Your Assignment: Collaborative lesson plan using this format Teacher’s Actions Proposed students’ actions Observations

21. Lesson Study steps:  Connect lessons to goals, previous learning, and standards  Introduce new concept  Demonstrate, model, and/or explain  Give students opportunities to practice and/or apply learning  Have students share ideas and/or applications  Summarize learning

23. Acknowledgements  Some slides from Cynthia Lewis  Teachers: Gena Fitzgerald, Kaari Lorentson, Jenny Reuter  PSU Students: Darek Ball, Joe Schaaf, Jamey Billig, January Morrison, Andrea Shunk, Fred Stamps