TE 803

1. TE 803 April 14, 2011 Laura Andresen

2. Agenda • I’m In • The best part of spring break? • What are you looking forward to as the semester comes to end? • SPED factsheet presentations • For Next Time • Vote -april 28th • Lesson Study – intro, video, planning

3. Special Education Presentations • Kaitlyn Goral & Christine Webb: Obsessive Compulsive Disorder. • Kristen Norkus & Megan Bergland: Autism Spectrum Disorder- April 14th • Mary Zoet & Kim Bork: Cognitively Impaired (CI) April 14 Becca Perry & Michael - Behavior Disorder/ Emotional Disturbance April 14 Erin Biermacher & Kristen Yankoviak- Speech or Language Impairment, April 14th Sarah Vorpagel & Lisa Hansen: Dyslexia-- April 21st Lauren Pate & Erika Cranmer- Visually Impaired/Low vision/Color blind April 21 Mary Beth Haley & Lynden Robbins: Attention Deficit/Hyperactivity Disorder (ADHD)- April 21 Heather Ronan & Caroline Slater: Emotionally Impaired (EI) (April 21) Morgan Hartwig & Ally Trudell: Hearing Impairment (HI) (April 21)

4. For Next Time… • Class April 21st • Lesson study write up due- lesson plan • Reflections? • Second ½ Sp Ed presentations • Vote for April 28th

5. Mandatory April 28thfinal class • What would you like? • We could meet at a restaurant and have a meal together? • We could have a party in EH? • Agenda for the day • SIRS forms, • reflect on the course, • professional development • job market etc.

6. Lesson Study (LS) 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. • A “cycle” of instructional improvement in which teachers work together.

7. video http://www.teachingamericanhistory.us/video/part1.mov.html planning, teaching and the debriefing

8. View video of example • Get your field instructor involved if possible • Go over protocol together • Go over check list • planning (get in groups, choose lesson)

9. How LS is different from traditional PD • Is designed to influence change in a slow and steady way • Is situated in practice – rooted in the experience of interactive teaching • Is collaborative and requires negotiation and compromise to reach agreed upon lesson plan that all teachers will enact • Requires opening up your teaching practice to colleagues • Treats teaching as a work-in-progress rather than a finished product

10. Potential Challenges to LS • Requires very detailed planning in order for teachers to enact their lessons consistently • Requires a new orientation to teaching, that opens up one’s practice to critique • Involves learning/refining techniques for providing feedback to colleagues

11. Steps of LS (as we are using it) • Planning the Study Lesson • Enacting/Observing the Study Lesson • Reflecting on the Study Lesson • Re-Enacting the Study Lesson • Reflecting on the Study Lesson

12. Identifying an overarching goal • Overarching Goal • What skills and/or dispositions do you wish to foster in all students, across grades? • Consistent throughout process - refine as necessary. • Create lesson-specific goals • Consider relationship between lesson-specific and overarching goal.

13. Using Lesson Study with TAH • Teaching American History Grants are funded through NCLB and target the improvement of U.S. history through PD opportunities for teachers • Many TAH Grants focus on content; this TAH (with MSU and Calhoun County ISD) focus on content and pedagogy • Four “Professional Learning Groups” (5th, 8th, and two high school) • Created a series of lessons, two of which were “study lessons” for lesson study

14. Affordments • Teachers feel they are part of a professional learning/planning team (something that they don’t always have in their school community) • The lessons designed were of very high caliber and reflect the minds of four-five teachers, rather than one • The “practice” sessions allowed teachers to iron out kinks in the lesson • Teachers felt the lessons improved considerably following the debriefing sessions

15. Constraints • Teachers were nervous about “performing” in front of their peers (making sure they followed the lesson correctly, answered students’ questions appropriately) • The intensive amount of time involved planning and observing • There needs to be high level of trust and support among colleagues • Designing one lesson that many teachers will teach requires a high degree of negotiation and compromise, and can interfere with a teacher’s ability to “tailor” a lesson to meet the needs of her class

16. Lesson Study with TE802 -- Math • First time this was used in TE802 • There were more challenges than strengths, although there were some groups who produced, enacted, and debriefed very effectively • Interns selected a topic (e.g., measurement) and an instructional approach (groupwork) and spent in-class time developing their lesson and turned it in prior to the enactment • The groups selected one member to “enact” the lesson • During the lesson, the other members collected data (pre-determined, in the form of worksheets, student writing, observational checklists, etc.) • The interns then scheduled a debriefing on their own

17. Affordments • Involved students deeply in the content (e.g., they also read some articles written for teachers that addressed major issues and misconceptions that students have on that topic) – by targeting a specific topic such as measurement, all students could dig deeper into the content collectively • Provided the students an opportunity plan collaboratively (involving negotiation, substantive conversation) • Provided students the opportunity to visit (in a structured way) each other’s classrooms

18. Specific Experiences from One TE802 Lesson Study Group • Anne-Lise is a FI for one group of students, who had remarkable success with both the enactment of the lesson and with the debriefing • Factors leading to these positive experiences: • FI’s prior experience with lesson study • Timing: debriefing session occurred during guided practice seminar

19. Testimonials from Interns • 1) We found a time where we could all sit down together and brainstorm - everyone was really open to other's ideas but we eventually compromised and used elements from everyone' s ideas to come up with our tasks (We did come across ideas that wouldn't work but no one was defensive about it - if an idea was given we discussed the pros and cons of it until we eventually compromised)  In this portion of the planning it is important to remember that the lead teacher will have valuable input as to what his/her students can or cannot do so this is important to consider 2)  Together we made an outline of the general flow of activities and what we wanted our students to learn (objectives, GLCE's, materials needed, etc.) 3) From there, it was easiest if the person teaching the lesson actually typed out the lesson plan in a bit more detail - tailoring it to their individual classroom's needs 4) While the lead teacher did this, the rest of the group was preparing the materials they would need for the lesson, including worksheets, so we were able to divide up the tasks among group members 5)  Once the lead teacher finished the lesson plan - everyone revised it together with comments or changes until we all agreed upon a final project. 6)  We also made sure to discuss how we would assess student learning so that we were all looking for the same thing - we even came up with a chart that the observing teachers had so that they would all be on the same page and looking for the same things

20. Testimonials from Interns • I believe our lesson study project was successful because we were able to combine each of our strengths, ideas, experiences, and viewpoints on the topic to make it the best it could be. We all went into the lesson as if we were each going to teach it, and therefore we knew it backwards and forwards. We came up with a main focus area and we individually took notes on what we observed in relation to it. As a group we came together and shared our observations noting the similarities and differences. Although only one person taught this lesson, it was a group effort to make it a success.

21. Testimonials from Interns • I think that it worked well because we had a specific goal in mind.  We knew that we had to teach a second grade math lesson that dealt with measuring, so we sat down together with the GLCEs and came up with a lesson.  It was helpful to work in our school groups because we already knew each other and it was easy to meet after school to complete the lesson.  Also, we each did a part by dividing up the responsibilities so one person was not given the burden of completing the entire lesson.  I do not usually enjoy group work, but it was helpful to hear others' insight and watch a colleague teach a lesson that I helped create.

22. Constraints • Scheduling the time to plan • Group dynamics: (e.g., over-controlling group mates who would not let others do things) • During the debriefing session: Keeping the critique about the lesson; Focusing the discussion on what can be improved about the lesson and does not set up unreasonably high expectations for the lesson • Collaboration with CTs: getting CTs to engage in ways that help (although one group had CTs who were too engaged and did most of the work for the interns);

23. Lesson Study with TE803 - Goals • Engage students in a professional learning group that plans and reflects collectively • Experience the differences between a morning and afternoon lesson following a debriefing session • Become more comfortable “performing” in front of peers • Experience what good social studies teaching is like with in-depth and thoughtful planning • Gain experience with a prominent and increasingly popular pedagogical approach (something interesting to focus on in a job interview)

24. Lesson Study with TE803 • Topic is determined by the students • Instructional Strategy can be: • Inquiry • Discussion • Primary Sources • There will be two lessons: one in the morning, then a debriefing session, then another lesson in the afternoon

25. Role of the Cooperating Teacher • Similar to any other kind of assistance you have provided with lesson planning • Facilitate with the planning of the lesson (providing feedback, helping intern think about the needs of the student) • During the lesson: EITHER assist with small-group instruction or observe • Provide feedback to the intern

26. Role of the Field Instructor • Assist with planning as needed (although this is primarily the role of the TE803 instructor) • Observe the morning lesson • Lead the debriefing session (see the Lesson Study Protocol) • Observe the afternoon lesson • In general, being supportive of teachers’ efforts and encourage them to be (rational) risk-takers • (these lessons can “count” as formal observations)

27. resources • planning lessons in discussion, inquiry, and using primary sources: • how to lead discussions: Brookfield and Preskill posted to Angel • teaching using inquiry: Walter Parker's textbook posted to Angel • chapter 10 in the the Brophy & Alleman book

28. Workshop time