Lesson Link

1
Lesson Link

• Putting Lesson Study Into Place

2

• One day seven blind mice were surprised to find
  a strange Something by their pond. What is it?
  they cried, and they all ran home.
• Seven Blind Mice

3
What is Lesson Link?

• A model of professional development where small
  teams of teachers within and across school sites
  con-construct a lesson based on student needs,
  observe each other teaching the lesson, debrief
  and revise the lesson after each observation.
  This cycle occurs in a matter of hours, over the
  course of one or two instructional days.

4
Before Implementation

• Planning-Review data and standards-identify an
  area of need/consider book studies, articles,
  etc. that would provide information on the
  identified areas of need
• Faculty Orientation-Think about how you will
  introduce lesson study to your facultywill you
  pull articles (check Catherine Lewis website
  she is the Lesson Study guru) and put them in
  their mailboxes, introduce through a faculty
  meeting, etc.
• Remember the CPD model teachers also need to know
  what and why

5
Before Implementation

• Budget- How will you pay for the subs? Will the
  district cover this cost, the local school, or
  Title I ? Consider the costs of materials that
  the team may need.
• Scheduling-When is the best time to schedule the
  lesson study? What classes need to be covered?
  Do you have people in the building who can cover
  if you cant get subs?

6
Before Implementation

• Recruiting and training facilitators- You will
  need someone who has skills to facilitate the
  lesson--to keep people on track and to protect
  them. The process should always focus on student
  learning. Because the lesson is designed by the
  team, it is everyones responsibility. They may
  need some training in facilitation.
• Recruiting participants-After you have introduced
  the idea, see if you have a grade level that is
  interested. Coaches could assist them with the
  process. Dont start with teachers you want to
  fix. You need those who are willing to do the
  work.

7
Before Implementation

• School Organization-How will you organize the
  work? Who will plan the process? Who will be on
  the team? What does the team need to consider?
  What structures need to be in place in your
  school?
• Structures for organizing time-Teachers will need
  time to plan lessons, observe lessons, and give
  feedback. For planning will you use embedded
  p.d. time, after-school time, banked time, common
  planning time? Time will also have to be provided
  during the school day to teach, observe, and give
  feedback.
• Substitute Teachers-Plan the lesson for times you
  know you can get subs. Remember that you have to
  cover all teachers involved on the day of the
  lesson study.

8
(No Transcript)
9
Debriefing Schedule31 Minute Debrief
10
Debriefing Schedule45 Minute Debrief
11
During the Event

• Protocols-Have protocols available for
  observation, debriefing, and facilitation
• Data Collection-classroom observations, student
  work, reflections on process, charts
• Materials-photocopy lesson plans, handouts, etc.

12
During the Event

• Documentation-arrange for videotaping and using
  digital cameras ( video camera, videocassettes,
  tapes, tripod, extension cords, batteries,
  digital camera, student release forms)

13
After the Event

• Assessing the event-reflecting on the process
• Distribution of the lesson-How to disseminate and
  to whom?
• Focus on key learning-How to apply beyond this
  immediate lesson

14
After the Event

• Follow-up instruction and coaching-ongoing
  professional development in between cycles
• Future Planning-Preparing for and scheduling the
  next cycle

15
First Lesson
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
Second Lesson
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
Third Lesson
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
(No Transcript)
74
(No Transcript)
75
(No Transcript)
76
(No Transcript)
77
(No Transcript)
78
(No Transcript)
79
(No Transcript)
80
(No Transcript)
81
(No Transcript)
82
(No Transcript)
83
Reflections of Teachers

• What have we learned?
• Really look at the texts we choose. Rethink using
  leveled texts because of the way the children are
  already using them. They wanted to follow the
  familiar procedures for leveled texts.
• Choose texts according to purpose of lesson.
  Familiar texts and/or independent texts take the
  focus off the struggle to read and allow the
  focus to be on the purpose of the lesson.( Focus
  on content OR process, not both.)
• Way the rooms are set up provides opportunities
  for frequent contact and conversation.
• What part does the teams relationship with each
  other play in this experience?
• It is the major part. We could not do this
  without having the relationship we have. We call
  ourselves the porch people we meet on the porch
  to talk over our day.

84
Reflections of Coaches

• Ive been working with this team since the
  beginning however, today was the first time I
  noticed certain things in the classrooms. I have
  chills just thinking about what they have
  accomplished..
• Coach took care of materials for next reteaching.
• Built trust and community with teachers to secure
  their confidence in the process.
• Coach was nervous about having Literacy Fellows
  watching, but kept her nervousness from the
  teachers. She said It is my job to make you
  think you can do it.

85
Literacy Fellow has a clear focus for coaching
the coaches

• Content Summarizing
• Secure articles, video, and research for a study
  group
• Suggest follow up on writing summaries from
  Strategies that Work as a Fact, Question, and
  Response graphic organizer.
• Fellows noticed a cohesive attitude that allowed
  the group to view the children as third graders
  not as students of particular teachers. Highly
  collaborative atmosphere.
• No negative remarks about children. Every teacher
  perceived that the children could summarizeit
  was all on the lesson.
• There were no comments about what children could
  not do.
• We were concerned about the schedule with only 15
  minutes to debrief and revise between lessons.
  However, the short time forced us to focus on the
  task at hand and limit the revisions to simple,
  do-able re-writes. Although it was not ideal, it
  did work

86
The Mouse Moral

• Knowing in part may make a fine tale, but wisdom
  comes from seeing the whole.
• Seven Blind Mice