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Welcome to Lesson Study

Welcome to Lesson Study. Karen Shepherd – Mathematics Consultant 7-12 Ph: 9208 7690 Fax: 9208 7629 Email: karen.shepherd@det.nsw.edu.au. Overview.

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Welcome to Lesson Study

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  1. Welcome to Lesson Study Karen Shepherd – Mathematics Consultant 7-12 Ph: 9208 7690 Fax: 9208 7629 Email: karen.shepherd@det.nsw.edu.au

  2. Overview Data from the Third International mathematics and Science Study (TIMSS) indicates that student learning will not improve markedly unless teachers are given the opportunity and support to further develop and increase the effectiveness of their skills. TIMMS video

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

  4. What is Lesson Study? Lesson Study is a model of professional development designed to assist teachers produce quality lesson plans and gain a better understanding of student learning. The process involves a small group of teachers as a Lesson Study team, who meet regularly to plan, design, implement, evaluate and refine lessons for a unit of work. Teachers experience gradual and incremental professional growth through the collaborative development of lessons. Teachers and schools will begin to build a bank of valuable resources that can enrich teaching and learning programs and be shared with other teachers.

  5. Lesson Study is based on KAIZEN Kaizen is often translated as ongoing, continuous improvement. In contrast to the usual western emphasis on revolutionary, innovative change on an occasional basis, kaizen looks for uninterrupted, ongoing incremental change. In other words, there is always room for improvement and continuously trying to become better.

  6. Lesson Study is based on KAIZEN The principles in Kaizen implementation are: • Human resources are the most important company asset • Processes must evolve by gradual improvement rather than radical changes, • Improvement must be based on statistical/quantitative evaluations of process performance

  7. Lesson Study Provides Opportunities to: • think deeply about long-term goals for students • carefully consider the goals of a particular content area, unit, and lesson • study the best available lessons • plan lessons that bring to life both short-term and long-term goals • deepen subject matter knowledge • develop instructional knowledge • build capacity for collegial learning • develop the “Eyes to See Students”

  8. What is the Lesson Study Process? Step 1: Define the learning goals for the Lesson Study and plan the lessons. Learning goals form the study of Lesson Study. The Lesson Study team should allow adequate time to plan and develop 2 to 4 lessons with associated activities that actively engage students in their learning. The lesson may be sequential or could target specific focus areas within a unit of work. Teams begin their study by researching approaches and ideas relevant to the learning goals. Feedback may also be sought from outside the Lesson Study team to further refine the lessons prior to their implementation.

  9. What is the Lesson Study Process? Step 2: Teach the lesson. One teacher in the Lesson Study team-teaches the lesson and arrangements could be made for other teachers in the team to observe the lesson if practicable.

  10. What is the Lesson Study Process? Step 3: Reflect, evaluate and refine the lesson. The teacher and observers from the Lesson Study team complete evaluations of lesson structure, which are used to further refine the lesson. The team may change the approach taken, the problems posed, the questions asked or the activities provided for students.

  11. What is the Lesson Study Process? Step 4: Teach the revised lesson The refined lesson is taught to another class. The same teacher or another member of the Lesson Study team may teach it. Again observations and evaluations are made to further refine the lesson if necessary. Steps 2, 3 and 4 may be repeated until the team feels that the lesson has achieved the learning goals established in step 1.

  12. Lesson Study Flow Chart

  13. Data Collected During Lesson Study Academic Learning • In their journals, what did students write as their learning? Motivation • Percentage of children who raised hands • Body language, “aha” comments, shining eyes Social 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?

  14. Lesson Study differs from:- • Lesson planning • Curriculum writing • Coaching/mentoring • Demonstration lessons • Basic research

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