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What is lesson study
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
What is lesson study
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
What is lesson study
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
What is lesson study?
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
What is lesson study?
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
What is lesson study?
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
Lesson Study
If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons?
Catherine Lewis, 2002
Lesson study is a professional development activity in which a team of instructors jointly plans, teaches, observes, records, evaluates and refines a single class lesson, called a “research lesson.” Although the focus is a single lesson, instructors question, examine and reflect on the entire teaching and learning process. The lesson study culminates in a scholarly product that describes the lesson, explains student performance and recommends ways to further improve the lesson.
Lesson study is a method for teaching improvement and for doing the scholarship of teaching and learning. Instructors who participate in lesson study have multiple opportunities to examine and reflect on their practice, and the team documents its work so that it can be reviewed and used by others.
In the College Lesson Study Project teams generally complete a lesson study over a period of two semesters. Teams differ in the number of times they meet but in the first semester, a team might meet 4-6 times to plan the lesson and the study, and then 1-3 times after the lesson is taught to analyze and revise the lesson. In the second semester the team teaches the revised lesson and then meets several times to analyze the data and write the final report.
The College Lesson Study Project is a UW System program to encourage, train and support instructors to do lesson study. Since fall 2003 more than 300 UW System instructors in 25 disciplines have undertaken lesson studies in their classes.
Resources
The College Lesson Study Project website www.uwlax.edu/sotl/lsp
The College Lesson Study Blog http://lessonstudy.blogs.com/
Contact Bill Cerbin, cerbin.will@uwlax.edu, 608-785-6881
What is Lesson Study
Lesson Study is a process which helps groups of teachers develop lessons and innovate new practices in order to solve classroom problems or questions on pedagogy.
Lesson Study enables teachers to :
•Take risks together that they might not otherwise have taken
•See things they could not otherwise have seen
•Capture insights through multiple perspectives
•Identify and value what does and does not work
•Develop and refine teaching techniques
•Share new practices with colleagues
Ø Lesson Study is jointly planned and jointly owned by the group of teachers involved
Ø The focus for the observers is less on the teacher and more on the learners
Ø The teachers involved must decide:
What they want to find out
Who the focus group of children will be
The role of each teacher
Conducting Lesson Study –key elements
1. group of teachers develops a pedagogic technique to improve pupils learning (e.g AfL, problem solving, guided practices, etc)
2. collaboratively plan a lesson/ part of a teaching sequence (using agreed approaches) with 3 case study pupils to represent groups of learners
3. question asked is always “How can we teach X better?”
4. 1 teacher teaches the lesson whilst others observe learning of case study pupils
5. question pupils re: teaching methods used & changes to be made if taught again
6. conduct post lesson discussion focused on observed learning and differences to planned lesson
7. identify key points learned about the pedagogic approach –measured impact on pupil progress
8. record key findings to inform future lesson study - what worked as planned
-what did not work & why
9. formally share outcomes with a wider audience of other teachers
10. plan another lesson to address learning issues
When is Lesson Study successful
ü Leaders are involved and give the approach attention and visibility within the school
ü The group of teachers have joint ownership of the study
ü What has been learned is shared; even if it did not quite work
ü Processes are built into school systems; e.g CPD, SEF, SDP
ü Opportunities are created for both planning & post lesson discussions
What is lesson study
Lesson study (Jugyokenkyu) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students' learning experiences.
A lesson study cycle generally involves a group of teachers collaboratively planning based upon a research theme, implementing the lesson in a classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity.
Lesson study is more than studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students' thinking and thinking processes; helping students to develop mental images for solving problems and understanding the topic; and expanding those skills and abilities.
Lesson study is a comprehensive approach to professional development that helps teachers develop ways of:
· thinking about teaching and learning in the classroom
· planning lessons
· observing how students are thinking and learning and taking appropriate actions
· reflecting and discussing about teaching
· identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions.
Lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
Source: www.rbs.org (Research for Better Schools)
Other Lesson Study websites:
www.lessonresearch.net (Lesson Study Group at Mills College- Catherine Lewis, Ph.D.)
www.globaledresources.com (Makoto Yoshida, Ph.D.)
www.tc.edu/lessonstudy (Teachers College at Columbia University-Clea Fernandez,
Ph.D.)
http://mc2.nmsu.edu/mathnm/researchlesson.htm Math New Mexico Project
Guide to Lesson Study
Catherine C. Lewis
Education Department, Mills College, Oakland CA
I. Overview of Lesson Study
Lesson Study “is a translation of the Japanese words jugyou (instruction, lessons or lesson) and kenkyuu(research or study). The term jugyou kenkyuu encompasses a large family of instructional improvement strategies, the shared feature of which is observation of live classroom lessons by a group of teachers who collect data on teaching and learning and collaboratively analyze it(Lewis, 2002a, 2002b; Lewis and Tsuchida, 1997,1998; Wang-Iverson and Yoshida, 2005) Educational Researcher, Vol. 35, No.3, pp.3-14
“Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including students, parents, and politicians. But teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.”
-James Stigler and James Hiebert, The Teaching Gap.1999, p.135.
Lesson study provides an ongoing method to improve instruction based on careful observation of students and their work. In the lesson study cycle teachers work together to:
· Formulate goals for student learning and long-term development.
· Collaboratively plan a “research lesson” designed to bring life to these goals.
· Conduct the research lesson, with one team member teaching and others gathering evidence on student learning and development.
· Discuss the evidence gathered during the lesson, using it to improve the lesson, the unit, and instruction more generally. (If desired, the revised lesson may be taught, observed, and refined again in one or more additional classrooms.)
The lesson study cycle provides the opportunity for teachers to:
· Think carefully about the goals of a particular lesson, unit, and subject area.
· Think deeply about long-term goals for students. What is the gap between who students are now and who we hope they will become?
· Study and improve the best available lessons.
· Deepen their own subject-matter knowledge, by considering questions like:
o What knowledge and understanding are important?;
o How is it developed?;
o What are the gaps in student understanding and knowledge?
· Collaboratively plan lessons.
· Anticipate student thinking.
· Carefully study student learning and behavior.
· Build powerful instructional strategies – for example, develop questioning strategies that stimulate student interest and learning.
II. Steps of Lesson Study
1. Focus the Lesson Study (1-4 hours)
Agree on long-term goals for student development. What qualities do we hope students will have when they graduate from our school?
Select an academic focus, based on discussion of standards and of the topics that are persistently difficult for students.
2. Plan the Research Lesson (4-8 hours)
· Study existing lessons.
· Building on the best available lessons, map out a unit that brings to life long-term goals for student development, and that will move students from their current understanding/knowledge to the place we’d like them to be.
· Plan in detail one “research lesson” in that unit. As part of the planning, try out the lesson as adults and anticipate student thinking. Identify the data on student learning, motivation, and behavior that you will collect during the research lesson.
3. Teach and Discuss the Research Lesson (1 lesson, followed by discussion same day or soon after)
· One member teaches the lesson and other team members collect data as planned
· Conduct a post-lesson discussion. Structure the discussion agenda and consider the following conventions:
o The teacher who taught the lesson speaks first and has the chance to point out any difficulties in the lesson before they can be pointed out by others.
o (Teachers need not criticize something that’s already been pointed out as and issue.)
o The lesson belongs to the whole study group; it is “our” lesson, not “your” lesson.
o Discussion focuses on the data collected at the research lesson—on the students and lesson, not the teacher
4. Reflect and Re-teach, Or Plan the Next Step (1-5 hours)
· Would you like to refine and re-teach the lesson in another classroom? What should be changed?
· What went well in your lesson study effort, and what would you like to change next time around?
· What new issues or problems came up that you would like to address in your next research lesson cycle?
III. Supports for Lesson Study
· See the lesson as part of the unit
o map out the overall goals and “flow” of the unit
o don’t try to cram too much into one lesson
· Value self-criticism
o a key belief is that lessons (however wonderful) can always be improved
o create a climate that encourages self-criticism
· Embrace mistakes
o much can be learned from imperfect lessons
o the yardstick for measuring lesson study’s worth is how much teachers learned along the way
o lesson study is not a quick fix, but a slow, steady means of instructional improvement
o remember you are pioneers—mistakes are to be expected, and many other teachers will be eager to learn from you
· Don’t worship originality
o what’s important is whether the lesson promotes student learning, not whether it is original
· Develop group norms
o talk about what will make your group productive and supportive
o formulate ground-rules, and revisit them at each meeting
IV. Four Levels of Lesson Study Goals:
Lesson study focuses simultaneously on four levels of goals. Examples are included below:
Level 1: Goals Specific to the Lesson
· Be motivated to find out the principles of levers in subsequent lessons.
· Identify businesses and institutions in the neighborhood of the school
· Discover that the circumference of a circle is always about three times its diameter
Level 2: Goals Specific to the Unit
· Understand that the force needed to lift an object of constant weight with a lever changes, depending on position of object and force
· Develop an awareness of the local community and one’s role in it.
· Understand how to calculate the area of a circle, and how the area of a circle relates to the area of a rectangle.
Level 3: Broad Subject-Matter Goals
· Actively use prior knowledge to solve novel mathematics problems
· Develop scientific habits of mind such as use of the five senses, use of evidence to warrant assertions, and use of controlled investigation.
Level 4: Long-term Goals for Student Development
· Take initiative as learners
· Learn with desire
· Value friendship
· Work cooperatively with others
V. Questions To Consider When Planning the Research Lesson
Planning a research lesson differs from the lesson planning familiar to most of us. The following basic questions guide planning of a research lesson.
1. What do students currently understand about this topic?
2. What do we want them to understand at the end of the lesson (and unit)?
3. What's the “drama” or sequence of experiences that will propel students from 1 to 2?
4. What kinds of student thinking (including problems and misconceptions) do we anticipate in response to each element of the lesson? How will we use these to foster movement from what students currently understand to what we want them to understand?
5. What will make this lesson motivating and meaningful to students?
6. What evidence from the lesson will help us reflect on our goals for learning and student development? For example, what data should we collect regarding student learning, motivation, and behavior, what forms are needed to collect it, and who will be responsible for each piece?
VI. Examples of Data Collected During Research Lessons
Academic Learning
· How did students’ images of heated air change after the experiment?
· Did students shift from simple counting to more flexible method?
· Did dramatic role-play spark higher quality and quantity of writing?
· What did students learn about area, as expressed in their notes?
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?
· Are students friendly and respectful?
· How often do 5 quietist children speak up?
Student Attitudes toward Lesson
· What did you like and dislike about the lesson?
· What would you change the next time it is taught?
· How did it compare with your usual lessons in_____?
Excerpted from Catherine Lewis, “Lesson Study: A Handbook for Teacher-Led Improvement of Instruction,”
Philadelphia: Research for Better Schools, 2002. Permission granted for single-copy use.