Transcript Slide 1
a common professional development practice in Japan. Research shows lesson study changed Japanese teaching styles over the last 30 to 40 years from teacher-directed to student-centered. Lesson Study is… a form of professional development by teams of teachers collaboratively conducting research tied to lessons. Japanese classroom teaching is what the National Council of Teachers of Mathematics (NCTM) describes as the quality of teaching and learning that U.S. teachers should develop. an ongoing process that develops teachers' habits of mind for continual self-reflection and improvement through collaboration. thinking about teaching and learning planning quality lessons observing how students are thinking and learning reflecting on best practices identifying knowledge and skills necessary to improve practices and seeking new solutions. Set Goals → Analyze and Plan → Teach and Observe → Discuss and Revise → Teach and Observe → Discuss and Revise → Report on Goals Group Meetings (Research & Preparation) Study Lesson (1) (Implementation) Group Meetings (Reflection & Improvement) Study Lesson (2) (Implementation) Group Meetings (Reflection & Filing of Records) Average time= 10-15 hours in about 3 weeks © 2001, Lesson Study Research Group ([email protected]). Be aligned with a school's mission statement. Serve as the driving force behind all lesson study work. include a school-wide theme approach to develop and provide systematic, coherent, and consistent education for all students across all grade levels. Lesson study can integrate school improvement strategies, thus consolidating and coordinating those efforts. Step 1: The teachers select an overarching lesson study goal (see previous slides). Step 2: The teachers identify contentspecific goals to focus on in the study lesson. Step 3: The teachers think about the relationship between the study lesson’s content-specific goals and the overarching lesson study goal. Step 4: The teachers identify areas to focus on for the content-specific goals. © 2001, Lesson Study Research Group ([email protected]). Step 1 (overarching goal): “Students will become independent problem solvers.” Step 2 (content-specific goal): “How to find the area of a triangle” Step 3 (relating content goal to overarching goal): “Students will independently discover how to find the area of a triangle.” Step 4 (identifying content areas to focus on): “To explore how manipulatives can be used to help students independently figure out the formula for finding area of a triangle.” © 2001, Lesson Study Research Group ([email protected]). It is important that all members of the group understand they are there to observe student responses-not to critique the teacher's actions. Take notes as data to be used in the debriefing session. Also known as the “outside examiner”, “invited advisor”, or “reactor” This person is usually an outside expert or researcher, who has been invited to occasionally advise the group. The invited advisor serves three purposes: (1) to provide a different perspective when reacting to the lesson study work of the group; (2) to provide information about math content, new ideas, or reforms, and (3) to share the work of other lesson study groups. © 2001, Lesson Study Research Group ([email protected]). How much a lesson writing team benefits from the debriefing process depends on how purposefully that process is planned and carried out. The points made during the debriefing should be focused, short, and based on the observations made during the lesson. Examples of student thinking, in particular, can be useful additions to future lesson plans. Teachers who have been through the lesson study process describe tremendous feelings of satisfaction and accomplishment, and those who volunteer to teach the lesson tend to derive the greatest benefits. http://www.rbs.org/ Research for Better Schools http://www.tc.columbia.edu/lessonstudy/too ls.html Lesson Study Research Group http://www.glencoe.com/sec/teachingtoday/ subject/japanese_lesson_study.phtml Glencoe