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Math Lesson Study Pilot Project

2. Goals of the Workshop. Understand the Lesson Study model of professional development.Have the necessary materials and skills to develop and conduct research lessons.Form Lesson Study teams and collaboratively develop and conduct research lessons.. 3. Teachers' Activities to Improve Instruction.

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Math Lesson Study Pilot Project

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    1. 1 Math Lesson Study Pilot Project Districts 287 & 916 Pete Ziegler May 14 and 15, 2008

    2. 2 Goals of the Workshop Understand the Lesson Study model of professional development. Have the necessary materials and skills to develop and conduct research lessons. Form Lesson Study teams and collaboratively develop and conduct research lessons.

    3. 3

    4. 4 What is Lesson Study? Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice. The goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students.

    5. 5 A Focus on the Examination of Lessons The core activity in lesson study is for teachers to collaboratively work on a small number of study lessons. These lessons are called study or research lessons because they are used to EXAMINE what is happening in the classroom.

    6. 6 Overview 1. Research and preparation: The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson. 2. Implementation: A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals. 3. Reflection: The group comes together to discuss their observations of the lesson, the data collected and the student learning. 4. Improvement: Using the data the team has collected, the team makes the appropriate revisions to the research lesson. 5. Second implementation and reflection: Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

    7. 7 Concept Maps I would like you to keep track of your thoughts and learning's as you study algebra. Use graphic organizers provided or, Develop your own means of mapping the concepts you learn.

    8. 8 Include on your Concept Maps The sequence of understandings that students must develop over time. The tasks and experiences that help students develop these understandings.

    9. 9 Let’s do some MATH! Teachers, sharpen your pencils! Here is your chance to be the math student.

    10. 10 Let’s do some MATH! 1. Collect some of your thoughts and ideas about algebra or topics in algebra for the grade level you teach. Put these ideas on your concept map. 2. Do each of the four problems individually. (20-30 minutes for steps 2 and 3) 3. Collect your own thoughts for each problem on the “Problem Solution Sheet.” 4. Talk with your team about the problems. Focus on the solution methods you used and that you thought your students might use. 5. Individually update your concept map(s).

    11. 11 Getting smart - KWL Before you watch the video, record your responses to: What do you already KNOW about lesson study? What do you WANT to know about lesson study? Watch the video.

    12. 12 Getting smart - KWL Now that you have watched the video, record your responses to: What did you LEARN about lesson study? What do you still want to LEARN? Discuss as a team. Are there any new questions?

    13. 13 What does it look like? Lesson Study: an Introduction

    14. 14 Steps in the Research Lesson Process   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    15. 15

    16. 16 Steps in the Research Lesson Process   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    17. 17 The Lesson Plan is the Backbone of Lesson Study The lesson plan supports the lesson study process, by serving as a: Teaching tool--it provides a script for the activities of the lesson. Communication tool--it conveys to others the thinking of the teachers who planned the lesson. Observation tool--it provides guidelines for what to look for in the lesson, and a place for the observers to record and share these observations.

    18. 18 Tool for PLANNING & DESCRIBING Research Lessons “The PINK SHEET” Helps you PLAN your Research Lesson Each section focuses on a particular aspect of the lesson Each section has guiding questions DESCRIBES your Research Lesson to others

    19. 19 Four levels of GOALS: I. LONG-TERM Goals for STUDENT DEVLOPMENT II. Broad CONTENT AREA Goals: STANDARDS III. Goals specific to the UNIT IV. Goals specific to the LESSON

    20. 20

    21. 21 What is the PROBLEM here? (I.A.) Each team will pick an OVERARCHING Goal to research. Research Theme

    22. 22 Lesson Study is a Goal-Driven Activity Teachers select an overarching goal to guide their work on all the study lessons. A school generally works on the same overarching goal and same content area for 3-4 years. Every year the overarching lesson study goal is refined as the group’s understanding of this goal evolves as a result of doing lesson study. For each study lesson, the teachers also select lesson-specific goals.

    23. 23 Choosing a Lesson Study Theme Think about the students you serve. Your Ideals: What qualities would you like these students to have 5 years from now? The Actual: List their qualities now. The Gap: Compare the ideal and the actual. What are the gaps that you would most like to work on? The Research Theme: (long-term goal) State positively the ideal student qualities you choose to work on. For example: Fundamental academic skills that will ensure students’ progress and a rich sense of human rights.

    24. 24 The GAP Individually Think about your students. What would you like for them 5-10-15 years from now? As a team Compare the IDEAL with the ACTUAL. What is your team’s LONG-TERM GOAL? Glue sheet

    25. 25 Background A. Goal of the Research Lesson Group What kind of learners do we want to see develop at our school? What kind of learners are actually developing at our school? What evidence do we have for this? Why does this gap between our aspirations and reality exist? How can we close this gap? How will the research lesson goal we have chosen help us close this gap? What do students currently understand about this topic? What do we the teachers currently understand about this topic? How will we go about exploring our research lesson goal? What do we know about the Best Practices of teaching this goal? Transition from Blue handout to PINK Sheet

    26. 26 Background B. Narrative Overview of Background Information Puts the lesson into context Describes the students Includes your teaching techniques Describes your classroom situation This is usually completed just before the lesson takes place by the teacher teaching the lesson.

    27. 27 I. Background B. Narrative Overview of Background Information What do the observers need to know about my classroom? Who are my students? What do they already know? What strategies do they use? What motivates them? What personal knowledge can I share with the observers so that they may better understand what is going on with my individual students? What individual differences will they see? Why is this content important? What misconceptions might students have? What should students know at the end of this unit/ lesson? What else would I like them to gain from this unit/ lesson? What do I think I can achieve in this lesson? Are there any teaching techniques or approaches that are central to the design of this lesson?

    28. 28 Steps in the Lesson Study Process:   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    29. 29 Choose an area of mathematics to research that is: Fundamental to subsequent learning Persistently difficult for students or disliked by them Difficult to teach or disliked by teachers New to the curriculum Linked to Standards Shown by data to need improvement

    30. 30 MN Math Strands Number and Operations Algebra Data Analysis Geometry and Measurement

    31. 31 MN Math Standards Individually – Think about each of the strands. Look at the related standards and benchmarks What is: (Record your thoughts in writing.) Fundamental to subsequent learning Persistently difficult for students or disliked by them Difficult to teach or disliked by teachers New to the curriculum Linked to Standards Shown by data to need improvement

    32. 32 What are the experts saying about these math concepts? What are the researchers saying? Read “Focal Points – Grades 5 and 6” How do their findings/thoughts align with your thinking? Collect your thoughts in writing.

    33. 33 Thinking and talking math By grade level discuss Focal Points and the MN Standards. What is? Fundamental to subsequent learning Persistently difficult for students or disliked by them Difficult to teach or disliked by teachers New to the curriculum Linked to Standards Shown by data to need improvement

    34. 34 Concept Map(s) Individually collect some of your thoughts and ideas and add them to your concept map(s).

    35. 35 II: Content Area Information (Content Area Goal) A. How is the content in this unit related to the content taught in previous and future units? Use your curriculum maps to place the unit. Include only the highly relevant concepts here.

    36. 36 II: Content Area Information A. How this unit is related to the curriculum. What prior knowledge is necessary (to learn the content that this unit focuses on)? What new knowledge can be developed from the concepts that students will learn in this unit?

    37. 37 II: Content Area Information B. Content area Goal(s) What major theme of this content area are you working on? What do students currently understand about the area of the content that you are working on? What do teachers currently understand about the area of the content that you are working on? Review Standards and Benchmarks

    38. 38 II: Content Area Information B. Content area Goal(s) Review exemplary lessons Explore Best Practices NCTM (National Council of Teachers of Mathematics) Read/study

    39. 39 What does your data say? As a district/site team review the data you brought with. Using your data write a couple of concluding statements related to your students performance in topics related to algebra.

    40. 40 Choose a Unit to Research that is: Fundamental to subsequent learning Persistently difficult for students or disliked by them Difficult to teach or disliked by teachers New to the curriculum Linked to Standards Shown by data to need improvement

    41. 41 III: Unit Information (Unit Goal) A. Name of the UNIT B. Goal(s) of the UNIT What is the content here? What do students currently understand about this topic? What do teachers currently understand about this topic? What should the students know at the end of this unit?

    42. 42 III: Unit Information (Unit Goal) B. Goal(s) of the UNIT Review exemplary lessons Explore Best Practices NCTM Read/study

    43. 43 What are they saying about algebra? Read: “From Arithmetic to Algebra” or “It’s Elementary: Introducing Algebraic Thinking Before High School” Record in writing some of your thoughts and ideas. Discuss the articles in your district/site team. Add your learning’s to your concept map(s).

    44. 44 III: Unit Information C. Instructional sequence for the UNIT Where does the research lesson fall in this unit and why? Do any of the research lesson concepts and/or skills get addressed at other points in the unit? * See “chart”

    45. 45 III: Unit Information C. Instructional sequence for the UNIT

    46. 46 Choose a lesson to research that is: Fundamental to subsequent learning Persistently difficult for students or disliked by them Difficult to teach or disliked by teachers New to the curriculum Linked to Standards Shown by data to need improvement

    47. 47 IV: GOALS SPECIFIC TO THE LESSON A. Name of the RESEARCH LESSON B. Goal(s) of the RESEARCH LESSON What is the content here? What should students know at the end of this lesson? Are there specific strategies being developed?

    48. 48 What are they saying about algebra? Read: “Instructional Strategies for Teaching Algebra in Elementary School” Record in writing some of your thoughts and ideas. Discuss the article in your district/site team. Add your learning’s to your concept map(s).

    49. 49 IV: GOALS SPECIFIC TO THE LESSON C. How this LESSON is related to the RESEARCH LESSON goal: How will I explore our groups’ research lesson goal through this lesson? What aspects of my lesson will address the groups’ research lesson goal? In what ways?

    50. 50 IV: GOALS SPECIFIC TO THE LESSON D. Process of the RESEARCH LESSON “Chart” – bulk of the lesson plan Respond to the guiding questions in the chart to help you plan your lesson The “chart” assists observers with your lesson

    51. 51 Lesson Information D. Process of the Research Lesson

    52. 52 Steps in the Lesson Study Process:   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    53. 53 Who Should be Invited to Observe the Lessons? All team members (required) Knowledgeable Others Your Principals Your Superintendent Other Teachers School Board Members Pete

    54. 54 MRVED Lesson Study Observation and Debriefing Protocol – “Yellow” Before the lesson “The huddle”: 1. Distribute observation sheets and seating charts. Make sure kids have nametags. (front & back)   2. Review overarching and lesson study goals. What information should be collected to evaluate whether the goals are being met?   3. Discuss, and if desired, divide up observation responsibilities.   4. Remember we are watching the students and how they respond to the lesson.  

    55. 55 MRVED Lesson Study Observation and Debriefing Protocol Observing the lesson: Do NOT interfere or assist with the lesson. Circulate around the classroom during seat or group work. Stand to the back and sides of the classroom during other times. Note observations on provided observation tools or the lesson plan. Focus on the goals of the lesson. Distribute observations among the observers. Refer to the children by name, initials or number when discussing observations and sharing feedback.

    56. 56 MRVED Lesson Study Observation and Debriefing Protocol – “Yellow” Observe the students, not the teacher! This is not YOUR lesson, it is the TEAM’S lesson. Observers should take notes, but should not interfere in the lesson or provide assistance. Link your observations to lesson goals.

    57. 57 Steps in the Lesson Study Process:   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    58. 58 William Saroyan Good people are good because they’ve come to wisdom through failure.  

    59. 59 How do we decide… What kind of data should we collect? Look at the Goals! I. Overarching II. Content Area III. Unit IV. Lesson

    60. 60 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 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?

    61. 61 Tap the Experts Find three people you haven’t worked with during this session. Brainstorm ways you could collect data for each of your team’s goals. Return to your home team and share the tips you received.

    62. 62 Steps in the Lesson Study Process:   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    63. 63 Reflection Process Do what I say and NO ONE will get HURT!

    64. 64 What did we learn? With the data in hand: EVALUATE and REFLECT Use the “Yellow Sheet”. Also known as: MRVED Lesson Study Protocol

    65. 65 MRVED Lesson Study Observation and Debriefing Protocol Preparing for Debriefing/Feedback: Take a brief break. Assign roles among the team members: facilitator, recorder and timekeeper. If a large number of other teachers or observers are present, the team should sit together in a panel formation.

    66. 66 MRVED Lesson Study Observation and Debriefing Protocol Debriefing/Feedback Session: The facilitator begins the session with the teacher who taught the lesson, followed by team members and then observers. The teacher should describe the goals for the lesson, then comment on what went well, and the difficulties and learnings from planning and teaching the lesson. Team members should also address goals and speak to instructional decisions. Team members followed by other observers should present and discuss the student data collected.

    67. 67 MRVED Lesson Study Observation and Debriefing Protocol Suggestions for Observers: Thank the teacher who taught the lesson. Present and discuss data related to goals. Ask questions regarding rationale for instructional decisions. Share strategies or make suggestions based on your own knowledge or experience. Focus on student learning and development.

    68. 68 MRVED Lesson Study Observation and Debriefing Protocol – “Yellow” Feedback session Set the agenda Teacher who taught lesson goes first Team members go next Observers Comments Planning team Conclusion

    69. 69 Steps in the Lesson Study Process:   Define the problem Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    70. 70 Revising a Research Lesson Based on what your team observed and the data collected, revise the lesson. Focus on all four levels of goals. Record the changes on your “pink sheet” using another color, italics, etc. Remember, this is a research and learning process.

    71. 71 Steps in the Lesson Study Process:   Define the problem Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    72. 72 Play it again Sam - RETEACH Now that the lesson has been revised to reflect what you have learned, another member of the team RETEACHES the lesson. Team members should view the revised lesson and collect data. As a team meet to Evaluate and Reflect. Are your team’s goals being met? Remember to use the “yellow” protocol sheet. Make notes of your meeting.

    73. 73 Steps in the Lesson Study Process:   Define the problem. Plan the Lesson.   Teach the Lesson. Evaluate the Lesson and Reflect on Its Effect.   Revise the Lesson.   Teach the Revised Lesson.   Evaluate and Reflect, Again.   Share the Results.  

    74. 74 How about that? REPORT YOUR FINDINGS What did you find out?

    75. 75 Review! 1. Research and preparation: The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson. 2. Implementation: A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals. 3. Reflection: The group comes together to discuss their observations of the lesson, the data collected and the student learning. 4. Improvement: Using the data the team has collected, the team makes the appropriate revisions to the research lesson. 5. Second implementation and reflection: Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

    76. 76 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”

    77. 77 From the Field “ I will be wrestling with our conversations with Akihiko for quite a while, but I believe in the quote “an unexamined life is not worth living” so perhaps, just perhaps, “an unexamined lesson is not worth teaching!”

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