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Bushnell Way ES Lesson Study

Bushnell Way ES Lesson Study. Grade 5 Comprehension Instruction 2nd Read. Overview. Purpose Norms Agenda. Lesson Study.

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Bushnell Way ES Lesson Study

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  1. Bushnell Way ES Lesson Study Grade 5 Comprehension Instruction 2nd Read

  2. Overview • Purpose • Norms • Agenda

  3. Lesson Study • “The ‘performance piece’ aspect of lesson study is the teaching of a lesson with students that is observed by other teachers. Surrounding this lesson is an intensive, collaborative effort by the study group to extract the best ideas in planning, reviewing, and revising the lesson. The entire process moves toward a broad goal or vision of education developed by the school or study group to enhance their students’ lives.” Research for Better Schools www.rbs.org Volume 5 Number 2

  4. “The real ‘lesson’ of lesson study is not product, but process. It compels teachers to examine their own practice in depth, connects them with their students and their professional community, and inspires them to teach better every day.” Research for Better Schools www.rbs.org Volume 5 Number 2

  5. Collaborative Learning Defining Collaborative Learning From isolation…

  6. …to…

  7. …collaboration

  8. Leadership/ Shared Responsibility “In a learning community, everyone is a leader, everyone has a voice, and everyone shares responsibility for success.” --Laura Lipton

  9. Principles of Learning • Clear Expectations • Academic Rigor • Accountable Talk • Socializing Intelligence • Organize for Effort • Learning as Apprenticeship • Fair and Credible Evaluations • Self-Management of Learning • Recognition of Accomplishments

  10. California Standards for the Teaching Profession • What connections can you make between the CSTP and the Principles of Learning, collaborative learning & lesson study?

  11. Academic Performance Index-Bushnell Way Elementary

  12. Comprehension

  13. Bushnell Way ES Grade 5 Open Court Unit 3 Assessment Scores 2009-2010

  14. Data Analysis • Look at your individual SOAR data • Who are the benchmark, strategic, and intensive students in comprehension? • What can we do during whole group and small group instruction to move students from intensive to strategic, and strategic to benchmark? • Which students have made gains in Comprehension? Why?

  15. Observation • Evidence vs Opinion

  16. Assign Observation Roles • Orientation • Closure • Teacher Scripting • Time/Pacing • Student Engagement • Discussion • Inquiry Journal

  17. CST Blueprint

  18. English-Language Arts Content Standards • Where in the Teacher’s Edition are the comprehension standards directly and indirectly taught?

  19. Released CST Questions • Correlate the questions to the standards. • How are the students tested on these standards? • Highlight language that can be incorporated into instruction.

  20. ARTICLE

  21. Steps to Building Comprehension • Step 1 - Unit Opener • Step 2 - Preparation for the Selection Reading • Step 3 - Pre-Reading Discussion • Step 4 - Reading the Selection • Step 5 - Discussion using Handing-Off • Step 6 - Record New Learning

  22. A Closer Look at ComprehensionWhat is the purpose of… • Activating prior knowledge • Building Background • Clues, Problems and Wonderings • Selection Vocabulary • Comprehension Strategies • Comprehension Skills

  23. Lesson Design StudyDay 2 Comprehension and Writing

  24. Give One Get One • Name three key points you remember from yesterday in three separate boxes. • Share your points with your colleagues and collect different ideas to fill your remaining squares.

  25. WHAT? HOW? WHO? WHY? Handout #13 Framework for Lesson Design and Reflection Curriculum Standards Teaching Models, Strategies, Methods Theories of Learning and Teaching Knowledge of Learners Educational Philosophy

  26. Handouts #13a & b Learning Styles • We must ensure ALL students learn. • Sometimes that means adjusting the way we teach. • Study the Cultural Characteristics and Implications for Instruction. • Discuss and give examples for each.

  27. Cognitive Planning

  28. DEMO

  29. Debrief Protocol • Teacher responds to the “Key Questions for Debriefing the Lesson” • Observers share observation evidence • Everyone shares “two stars and a wish” for the lesson (including the teacher)

  30. Unit Planning • What are the Key Elements of your unit? • Read the gold pages and sum up the key elements in 3-4 bullet points (teal pages for OCR 2002) • These Key Elements are what you will reference throughout the unit and during each selection

  31. Lesson StudyDay 3

  32. Goal • On an index card, write one personal goal for yourself today • You will have an opportunity to reflect on your goal at the end of the day

  33. Remember that we are looking for evidence, not opinion.

  34. Assign Observation Roles • Scripting the lesson • Teacher • Student • Time/Pacing • Reference the Cards • Student Engagement

  35. Debrief Protocol • Teacher responds to the “Key Questions for Debriefing the Lesson” • Observers share observation evidence • Everyone shares “two stars and a wish” for the lesson (including the teacher)

  36. Schedulefor Lesson Study Day 3 • 7:45-8:00 Opening and Reminders • 8:00-8:55 • Lesson 1 • Debrief Lesson 1 • 9:00-10:00 • Lesson 2 • Debrief Lesson 2 • 10:00-10:20 Break • 10:25-11:25 • Lesson 3 • Debrief Lesson 3 • 11:30-12:30 Lunch • 12:350-1:35 • Lesson 4 • Debrief Lesson 4

  37. Planning for IWTPlan lessons/activities that will support the word knowledge lessons • Plan extra teaching • Preteach the blending (small group) • Reteach or extend the lesson (whole group or small group) • Must Do and May Do activities (ex: sort word with the ow and ou_ spellings)

  38. Lesson Study Group Reflections • Is “lesson study” leading us to think in new ways about everyday practice? • Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development?

  39. Goal • Read the goal you wrote for yourself this morning. • Reflect on whether you met this goal or are still working on it.

  40. Lesson StudyReflection and Evaluation

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