Introduction to Lesson Study

This material is based upon work supported by the National

Science Foundation under Grant No. 0207259

Traveler, there is no road.

The road is created as we

walk it together.

Antonio Machado

• Begins with answer

• Driven by expert

• Communicationtrainer -> teachers

• Relationships hierarchical

• Research informs practice

• Begins with question

• Driven by participants

• Communication among teachers

• Relationship reciprocal

• Practice is research

TRADITIONAL RESEARCH LESSONS

By Lynn Liptak, Paterson School #2, New Jersey.

Professional Development

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

What is a Research Lesson?

1. Actual classroom lesson with students, watched by other teachers

2. Planned collaboratively

3. Brings to life a goal or vision of education

4. Recorded: video, audio, hand written, and through student work

5. Discussed by faculty and sometimes outside commentators

Lesson StudyLesson StudyPost-Lesson

ActivitiesResearch

LessonPlanning

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 LearningWrite 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.

Figure 1

Lesson Study Provides Opportunities to

1. Think Deeply About Long-term Goals for Students

2. Carefully Consider the Goals of a Particular Content Area, Unit, and Lesson

3. Study the Best Available Lessons

4. Plan Lessons that Bring to Life both Short-term and Long-term goals

5. Deepen Subject Matter Knowledge

6. Develop Instructional Knowledge

7. Build Capacity for Collegial Learning

8. Develop the “Eyes to See Students”

Data Collected During Lesson Study

Academic Learning• How did images of heated air change?• Did students shift from simple counting to more flexible method?• Did dramatic role-play spark higher quality and quantity of writing?• In their journals, what did students write as their learnings?Motivation• Percent of children who raised hands• Body language, “aha” comments, shining eyesSocial Behavior• How many times do students refer to and build on classmates’ comments?• How often do the five quietist students speak up?• Are students friendly and respectful?Student Attitudes Toward Lesson• What did you like and dislike about the lesson?

Planning Phase

Lesson StudyLesson Study

• Collaborative planning

• Discuss goals for students & content

• Study available units & lessons

• Build from an existing lesson

Research Lesson

Planning Phase

Lesson StudyLesson Study

• 1 teacher teaches; others observe/ collect data

• Designed to bring to life a particular goal/ vision of education

• Record lesson - video, audio, student work, observation notes

Post-LessonActivities

Research Lesson

Planning Phase

Lesson StudyLesson Study

• Formally debrief lesson

• Share data

• Draw implications for lesson and teaching-learning more broadly

• Revise and re-teach if desired

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?

? InstructionalImprovement

VisibleFeatures of Lesson Study•Consider Goals

•Study Curriculum and Standards

•Plan and Conduct Research Lesson

•Collect Data

•Debrief Lesson

•Use Debrief to Inform Instruction

How does lesson study improve instruction?

Visible Features of

Lesson Study

Plan Teach Observe Discuss Etc.

Key Pathway

Lesson Plans Improve

Instructional Improvement

A Common Early Conception of Lesson Study

VisibleFeatures of Lesson

Study•Consider Goals

•Study Curriculum and Standards

•Plan and Conduct Research Lesson

•Collect Data

•Debrief Lesson

•Use Debrief to Inform Instruction

•What Else?

Current View: How Does Lesson Study Improve Instruction?

Cause Changes In:

Teachers

Knowledge of subject matter and its teaching•General knowledge of instruction•Ability to observe students•Connection of daily instruction to long-term goals•Motivation/willingness to improve•Capacity to learn together, collegial networks

Curriculum•Better lessons•Choice of better curricula

System•Changes in policy•Changes in learning structures

Result in Changes in Teaching-LearningSpecific Examples:

Teaching-Offer high-level task

Learning-Student journals reveal thinking re: proportional reasoning

Lesson Study in the US:What Have We learned?

1. U.S. educators Can Find Lesson Study Useful

2. Successful and Unsuccessful Adaptations Occur

3. The Idea of Lesson Study is Simple But the Practice Is Not

4. Qualities of Successful Sites A learning stance Teacher leadership Hands-on experiences, such as work with Japanese

practitioners