MY INVOLVEMENT IN LESSON STUDY Cooperating Teacher University Supervisor and Coach Adjunct Professor and Teacher Educator
LESSON STUDY AS WE SEE IT A cycle of planning, teaching, observing, debriefing Learning opportunity that impacts instructional practice Not an evaluation or critique of teaching methods Requires a safe and trusting community of teachers As complex or simple as you wish Start with data or a question Create or modify a lesson as a team Plan, Teach/Observe, Debrief Start and end with goals in mind
WHY LESSON STUDY? Professional community Range of experience Cross-discipline strategies Collaborative profession and process Everyone learns
LESSON STUDY: USING THE LENS OF MOTIVATION
QUESTIONS?
LESSON STUDY FOR A PRESERVICE TEACHER
INDIVIDUAL THINK TIME How does this connect to your setting? What possibilities do you see for how teachers can engage in collaborative lesson planning to impact the practice of new teachers (or veteran teachers)? How might you use data collection and assessment in the lesson study process?
DATA AND ASSESSMENT RSST: How are students thinking? Motivational rubrics Should not be used for supervisory evaluation, but teachers can engage in self-assessment Student work component: post-lesson study Others?
LESSON STUDY FOR A PRESERVICE TEACHER: CASE #2
Who?
BOB’S CONCERNS Developing student competency in math for Chemistry Engaging and challenging his ELL students Making chemistry relevant and meaningful to students
How can we engage Bob with the greater teacher community?
How can we help address the needs of his ELL and SPED students?
How can we involve ELL and SPED teachers in the lesson planning process?
PLANNING
Teachers and teacher candidates gathered at Sammamish High School We introduced them to the Motivational Framework We discussed the strategies identified to support ELL students from our own coursework We heard from Bob about his lesson as it stood and what he needed from the group
Summary of Strategies to Support ELL Students within the context of the Motivational Framework
Ideas! Connect the lesson on chemical reactions to taxidermy (students like dead stuff!) Use molecular model manipulatives so that students can SEE the math and the molecular transformations Find a time lapse video that shows the taxidermy process Have students work in groups and give everyone a role Review the meanings/definitions of the discipline specific language Think out loud about the assigned task to demonstrate questions that will arise and problem solving approaches
THE LESSON IN VIEW
RECORDING OUR OBSERVATIONS
Wows and Wonders Protocol Focus on Competence and Meaning as Explained by the Motivational Framework
LESSON DEBRIEF
THE “ When ELL students were not involved, you directed /challenged them to be involved in intellectual ways” “Rephrased words to clarify meaning ” “Leaves groups with probing questions.” “Leave students with a task: they still talk about science.” “Context for reaction”
“He always tried to push student understanding fur ther.” “Ef fective way of communicating with small groups.” “Manipulatives helped students see the math.”
“Students were ver y clear about what they were supposed to do .”
THE WONDERS
PARTICIPANT ASSESSMENT OF THE PROCESS
“Wonders” that were brought to the table were authentic and meaningful and challenging questions for all teachers.” “Allowing collaboration among different disciplines makes it so that you get other people’s ideas.”
“Document with lesson objectives, plan for assessment would have been helpful. . .” “A sketch of the proposed lesson before the planning session would have helped me get my thinking started.” “Follow up-planning successive lessons together would be valuable next step to clarify ideas/test suggestions.” “Each person watching the class should have a separate job.”
SUGGESTIONS FROM PARTICIPANTS
FACILITATOR REFLECTIONS 2 facilitators and planners needed at a new site Longer planning time needed Draft lesson prepared first TCs experience “expert” status TCs and practicing teachers gain insights into practice
How can we make lesson study a process to which all TCs (or in your case, all teachers) have access? Should we? Are those who were involved now prepared to engage in or lead a lesson study of their own? Should this be a goal of lesson study? Should lesson study participants build an entire lesson or should they help one teacher adapt a lesson already planned? Who should facilitate lesson study for TCs?
THINK-PAIR-SHARE What are you taking away from today? What possibilities do you see for the use of lesson study in your context? How might lesson study help produce useful data of student learning and support teacher performance? To what extent were your learning goals met?
