This Is The Remix

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This Is The Remix

• Cornerstone
• Regional Meeting
• 2006
• Rahshene Davis Becky McKay

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• Seeing something once is better than hearing
  about it one hundred times.
• -Confucius

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2. Research Lesson One planning team member
teaches classroom lesson while other team members
collect data on student thinking, learning,
engagement, behavior, etc.
3. Lesson Discussion Share and analyze data
collected at research lesson. What is the
evidence that goals for student learning and
development were fostered? What improvements to
the lesson and to instruction more generally
should be considered?
1. Goal-Setting and Planning Identify goals for
student learning and long-term development. Collab
oratively plan instruction designed to bring to
life these goals, including a research lesson
that will be observed.
4. Consolidation of Learning If desired, refine
and re-teach the lesson and study it again.
Write report that includes lesson plan, student
data, and reflections on what was learned
What is Lesson Study?, Catherine Lewis, page 3
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Objectives for this Session

• To look closely at this stage of the Lesson Study
  Protocol.
• To take the time to reflect on your observations
  from the research lesson and the success of the
  student you observed.
• To share best practices on improving this
  research lesson so that it reaches every child
  with success.
• Rewrite the research lesson with the given
  suggestions.

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Dates/Appointments

• Take the clock that is in your handouts and go
  around the room now and find a date for each slot
  on the clock. Try to get a date with someone you
  do not know. When you get a date, introduce
  yourself to the person briefly and tell them
  something about yourself. Write their name on
  your time slot and they will write yours in the
  same slot on their clock.

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Writing the Vignette

• Take this time to reflect on the notes you have
  taken about your student you observed.
• Write a short vignette about what you observed in
  relation to your student and their success at
  meeting the lesson objectives. Keep these four
  questions in mind as you reflect
• What did your student learn/achieve?
• What did they come to understand?
• What areas were challenging?
• What implications does this have for the
  rewriting of this lesson for improvement?

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1200 Date

• Find your twelve oclock date and take two
  minutes each to share your vignettes with each
  other.
• When the music stops, return to your seats.

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Assign Roles

• At each table, please assign roles for a
  moderator/facilitator, timekeeper, spokesperson
  and recorder.
• As your group begins to discuss the four
  questions you addressed in your vignette, record
  on chart paper some of the themes that begin to
  develop.
• Share with your group something you learned from
  your 1200 dates vignette.
• Record the ideas on chart paper that begin to
  develop about student learning.

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Looking at Student Work

• 10 minutes.
• Read your students writing that was collected
  during the research lesson.
• Look for evidence of the goals being achieved or
  evidence that shows where the student had
  problems.

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300 Date

• Find your three oclock date when the music
  begins and share with each other one aspect of
  your students work that stood out to you.
• Take three minutes each to share and return to
  your seat when the music stops.

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A Moment to Pause

• Anyone who needs to leave to go to another
  session, please do so at this time.
• Thank you, and I hope you have enjoyed this
  session so far.

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Discuss the Student Work

• 10 minutes.
• Discuss what everyone saw in the student work.
• Did looking at the students work change any
  original impressions of whether or not the goals
  of the lesson were met?
• Record any new theme or ideas the group discusses
  on chart paper.

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Revising the Research Lesson

• Discuss how the research lesson might be revised
  to be taught in another classroom.
• Address these three questions
• What specific problems occurred in the lesson?
• Did the flow work? (Did the sequence go in the
  right order?)
• How would you revise/improve the lesson?

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600 Date

• Find your six oclock date and discuss with them
  one suggestion you have for the lesson based on
  your observations. Share your suggestions with
  each other.
• When the music stops, return to your seat.

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Share The Wealth

• We will ask the spokesperson from each table to
  share one recommendation from the research lesson
  that your group has.
• This research lesson will be rewritten and given
  to you tomorrow to include in your packet.

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Why is Lesson Study So Successful?

• Focuses on student learning.
• Honors knowledge teachers bring to the table.
• Gives teachers time to reflect on teacher
  practice and cooperatively lesson plan together.
• Focuses learning on standards that we know
  students need to reach in a non-threatening way.

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Lesson Study as Professional Development

• The most noble, magnificent educational visions
  are just spots of ink on paper until a teacher
  somewhere brings them to life in a classroom.
• Lesson study recognizes the central importance
  and difficulty of teaching of actually bringing
  to life standards, frameworks, and best
  practices in the classroom.
• Lesson study invests time and resources in
  planning, studying and refining what actually
  happens in the classroom.

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Misconceptions about Lesson Study

• 1 Lesson Study is lesson planning.
• 2 Lesson Study means writing lessons from
• scratch.
• 3 Lesson Study means writing a rigid script.
• 4 Lesson Study is writing the perfect lesson
  to
• be spread to others.
• 5 The Research Lesson is a Demonstration
• Lesson or Expert Lesson.
• 6 Lesson Study is basic research.

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Contrasting Views of Professional Development

• Traditional
• Begins with answer.
• Driven by outside expert.
• Communication flow
• trainer ------teachers.
• Hierarchical relations b/t
• trainer learners.
• Research informs practice.

• Lesson Study
• Begins with questions.
• Driven by participants.
• Communication flows among teachers.
• Reciprocal relations exist among teachers.
• Practice is research.

by Lynn Liptak, one of the 1st US principals to
implement Lesson Study
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Questions???????

• Any questions about Lesson Study?
• Please write any questions you still have about
  this stage or any other stage of Lesson Study on
  the post-it and place them in the Parking Lot as
  you exit. We will try to address these questions
  in the upcoming sessions.

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900 Date

• At dinner this evening, make it a point to get
  with your 900 date. Discuss
• your experience and understanding of lesson
  study
• the implications lesson study has for
  improving professional development in your school
  and moving your students from Standards to
  Success.

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Resources

• Lewis, C. (2002). Lesson Study A Handbook of
  Teacher-Led Instructional Change. Philadelphia
  Research for Better Schools.
• OShea, M. (2005). From Standards to Success.
  Association for Supervision and Curriculum
  Development.