Lesson Study

1. Lesson Study A Guide to Implementation

2. Elbert Hubbard “The teacher is the one who gets the most out of the lessons, and the true teacher is the learner.”

3. Lesson Study • Evolves from Professional Learning Communities (PLCs) of teachers • Provides opportunities to create a model for high-quality instructional practices. • Improves a lesson through teacher collaboration.

4. Lesson Study • Meets Florida Professional Development System Evaluation Protocol Standards (1.2.1, 2.2.1, and 3.2.1) • Promotes a cycle of continuous improvement to achieve goals that align with individual, school and district goals for student achievement.

5. Differentiated Accountability • Requires full implementation of Lesson Study Process for schools categorized as “F”, Intervene, or part of the Lowest 5%.

6. Foci of Lesson Study • To create structured occasions for teachers to examine teaching and learning. • To improve the lesson planning process. • To refine instructional strategies and delivery. • To evaluate the results. • To evaluate student thinking. • To increase student mastery.

7. Lesson Study is… • Job-embedded • Ongoing • Comprehensive • Real classroom instructional challenges • Teacher-directed • Student-centered • Shared best practices and strategies • Collaborative

8. Lesson Study Allows Teachers to… • Consider the objectives of a particular content area, unit and/or lesson • Plan lessons that bring to life both short-term and long-term goals • Deepen subject matter knowledge

9. Lesson Study Allows Teachers to… • Develop pedagogy • Share and design best practices • Participate in job-embedded learning • Explore problems that impede student learning • Understand how students think and learn

10. Lesson Study Allows Teachers to… • Learn successful teaching techniques and behaviors from other teachers • Develop peer coaching skills • Participate in job-embedded learning • Explore problems that impede student learning

11. Lesson Study Allows Teachers to… • Understand how students think and learn • Learn successful teaching techniques and behaviors from other teachers • Develop peer coaching skills • Improve student learning based on observations and assessments

12. Lesson Study Allows Teachers to… • Think deeply about short-term and long-term goals for students • Anticipate student thinking • Collect and analyze student learning and behavior data

13. Lesson Study Allows Teachers to… • Improve instruction based on careful observation of students by understanding how students learn • Support beginning teachers

14. Lesson Study Relative to Other Initiatives • Florida’s Continuous Improvement Model (FCIM) • Lesson Study is in “Act” component as professional development • Professional Learning Communities (PLCs) • More effective when focus is on improving instructional delivery and increasing student achievement

15. Lesson Study Relative to Other Initiatives • PS/RtI and Data Driven Instruction • Data gathered from student observations allow teachers to redirect the instructional focus on students’ academic needs • Instructional Coaching Cycles • Develop a consistent pattern of working collaboratively with teachers

16. Lesson Study and PS/RtI • Each tier must be demonstrably effective for large numbers of students. • If the universally provided instruction is not effective for most students, then large numbers of students will unnecessarily require additional resources and support. • Lesson Study strengthens instructional knowledge and student achievement, a direct benefit to all levels of tiered continuum of service.

17. Lesson Study and Florida Professional Development System Evaluation Protocol Standards • Meets Standards 1.2.1, 2.2.1 and 3.2.1 • Specifically requirements for educator participation in collaborative learning communities for continuous improvement to achieve goals that align with individual, school, and district goals for student achievement • Associated student learning goals should be reflected in TARGET.

18. Purpose of Lesson Study • Provides districts, administrators, coaches, and teachers with content and pedagogical learning to strengthen their instructional knowledge and increase student achievement. • Assists all participants to deepen their knowledge of content, pedagogy and student thinking.

19. Purpose of Lesson Study • Presents an opportunity to: • Think carefully about goals of a particular lesson, unit, and/or subject area • Read, listen and think, as well as express and question ideas • Study and improve the best available lessons

20. Purpose of Lesson Study • Presents an opportunity to: • Deepen subject-matter knowledge • Build powerful instructional strategies and quality lessons through collaboration • Improve teaching through systematic collaborative inquiry

21. Lesson Study Cycle • Phase I: Scheduling and Planning • Phase II: Teaching and Observing • Phase III: Debriefing • Phase IV: Re-Teaching and Reflecting

23. Length of Lesson Study Cycle • No defined time period • Ongoing process • Implemented throughout the year • More than one cycle can be completed • One cycle during the first semester • One cycle during the second semester

24. Lesson Study Implementation • More time is spent on planning and improving the lesson because the lesson plan is the backbone of Lesson Study. • Begin with a lesson that has already been developed: • Previous year lesson plan • Textbook manual suggested lesson • Pre-developed lessons from Internet, etc.

25. Lesson Study Funding • School Improvement Grant • Title I • Title II • General Revenue • May be used to: • hire substitutes for teachers who may be observing the lessons • Acquire additional resources to enhance Lesson Study process

26. Essential Questions to Begin Lesson Study • Is the lesson aligned to the Next Generation Sunshine State Standards (NGSSS)? • What specific benchmark(s) does the lesson include? • Will the instruction result in student learning at the level of complexity required for the benchmark?

27. Essential Questions to Begin Lesson Study • How can teachers enhance the teaching and learning process to provide data-driven instruction that will increase student proficiency in all subject areas?

28. Essential Questions to Begin Lesson Study • What do we want students to learn and be able to do by the end of the unit of study and by the end of the school year? • What is the current rate of progress and level of performance of students enrolled in this course/class?

29. Intended Outcomes of Lesson Study • Development and use of team-created lesson plans as a part of the process • Incorporation of reading and writing across the curriculum for all subject areas by using “Three Types of Essential Reading Activities” (pre-reading, during reading, and after reading strategies) in daily instruction

30. Intended Outcomes of Lesson Study • Teacher use of rigorous questions, assignments, and assessments • Development of an understanding of Lesson Study as a collaborative process • Understanding of how Lesson Study is a way to strengthen teaching and learning in schools

31. Intended Outcomes of Lesson Study • Application of Lesson Study in a variety of ways, including lesson development and testing through Lesson Study • Examination of the role of the district and the principal in implementing effective Lesson Study teams

32. Intended Outcomes of Lesson Study • Skill development in other professional learning activities related to Lesson Study • Support of fellow teachers in initiating and building Professional Learning Communities with a focus on Lesson Study