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OVERVIEW PRESENTATION

LESSON STUDY DOE Technical Assistance Paper Summary Learning Zones Department Lake County Schools Kati Pearson, Director Tammy Demps, Program Specialist ~ North Lesley Jordan, Program Specialist ~ South. OVERVIEW PRESENTATION. Background. Lesson Study originated in Japan.

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OVERVIEW PRESENTATION

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  1. LESSON STUDY DOE Technical Assistance Paper SummaryLearning Zones DepartmentLake County SchoolsKati Pearson, DirectorTammy Demps, Program Specialist ~ NorthLesley Jordan, Program Specialist ~ South OVERVIEW PRESENTATION

  2. Background • Lesson Study originated in Japan. • Lesson Study meets Florida Professional Development System Evaluation Protocol Standards. • Lesson Study Process is required for schools in DA that are categorized as “F”, Intervene, or are a part of the Lowest 5%. • Districts are required to train all schools in Lesson Study but can decide the degree of implementation.

  3. Lesson Study: Definition • Lesson Study by definition is: • Professionaldevelopment • Improving lessonsthroughteacher collaboration • Teacher-directed and student-centered • Conducted in four phases • Scheduling and Planning • Teaching and Observing • Debriefing and Improving • Re-Teaching and Reflecting.

  4. Lesson Study: Objectives • Create structured occasions for examination of teaching and learning. • Improve lesson planning process • Refine instructional strategies and delivery • Evaluate student thinking • Increase student mastery

  5. Correlation with Other Initiatives • Florida’s Continuous Improvement Model (FCIM) • Included in the “Act” component of FCIM • Professional Learning Communities • Provides a focus on improving instructional delivery and student achievement • Response to Intervention • Lesson Study can be the problem-solving process to making instructional adjustments. • Data-Driven Instruction • Allows teachers to redirect the instructional focus based on students’ academic needs • Instructional Coaching Cycles • Instructional coaches can develop a consistent pattern of working collaboratively with teachers.

  6. Phase One: Scheduling and Planning • SCHEDULING • Participants in Lesson Study: • Facilitator- Responsible for guiding the process • Teachers • Instructional coaches • Education Specialists • “Knowledgeable Other”-This person can be a/an: • Professor • Author • Psychologist • Researcher • Teacher/Administrator • Common Planning is the most effective component of Lesson Study. • The first step in Lesson Study is to analyze student data to determine what the Lesson Study topic should address.

  7. Phase Two: Teaching and Observing • The facilitator will ask for a volunteer or randomly select one of the participants to teach the lesson. • The teacher will teach the lesson developed by the Lesson Study Team. • Other team members will observe the lesson and take detailed notes and gather evidence without making judgments to share during the debriefing. • An agreement is reached in advance regarding what data team would like to collect and assigns observers for the lesson.

  8. Phase Two: Teaching and Observing Data Collection Procedures for Observing the Initial Lesson • Take notes throughout the whole lesson. • Take notes on individual student responses, using student names, when possible, or the location of a student’s seat. • Record interactions between teacher and students and between students. • Record how students begin their work and approach the tasks. • Document common misunderstandings the students have, and how, and when, their understanding changes. • Indicate how individual students construct their understanding through activities and discussions. • Document the variety of solutions that individual students use to solve problems. • Observers should refrain from • side conversations • teacher evaluation (including the principal) • acting as trainers or professional developers • serving as additional teachers in the classroom

  9. Phase Two: Teaching and Observing Data Collection Procedures for Observing the Initial Lesson Additionally, the team should encourage observers to develop a specific question regarding the area in which they want to collect evidence. Below are examples of questions that can be asked: • Was the planning process effective? Why or why not? • What would you do differently next time and why? • Did the long term goals and Lesson Study goals help to focus your learning? • Were you able to generate anticipated student problems? • What are the implications for your teaching in the future?

  10. Phase Three: Debriefing • Everyone should base comments on the data collected during the observation and avoid other comments. • The debriefing format should go as follows: • The person who taught the lesson should comment first on the lesson without comments from others. • Each team member comments on the lesson without teacher commenting. • Open discussion takes place. Example of discussion questions: • I wonder what would happen if…? • What is another way of…? • What might explain…? • In our planning did we consider…? • Why did we decide to…? • Facilitator comments and summarizes the session. • The focus is on the team’s lesson, not the teacher.

  11. Phase Three: Debriefing • Facilitator’s Role during Debriefing: • Knowledgeable, savvy, and tactful • Possess an analytical approach to debriefing • Possess a clear tone for respectful inquiry • Use guiding questions that are: • Reflective • Success-oriented • Focus on next steps • Provide feedback that is: • audible, • credible • actionable

  12. Phase Four: Re-Teaching and Reflecting Steps for observing the learning process during the re-teaching process • Team and observers meet before the lesson to revisit the lesson’s goals and the observation protocol. • Observe the re-teaching of lesson. • Meet to share feedback

  13. Phase Four: Re-Teaching and Reflecting • Tools to use to identify needed changes: • Observation notes • Student work • Individualized Educational Plans (IEP) • Guiding Questions: • What do the analyses of the data on student learning tell us about the impact of our instructional decisions? • Did the lesson meet the students’ needs? • How can we modify the lesson to help students reach the goals? • How can we make modifications to IEPs to help students reach the goals? • What student behaviors led to insights about your thinking?

  14. ReferencesAll information retrieved from: Florida Department of Education, Division of K-12 Schools, Bureau of School Improvement (June 2010). A Guide for Implementing Lesson Study for District and School Leadership Teams in Differentiated Accountability Schools. http://flbsi.org

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