Transcript castl lesson study

Lesson Study: Building the
Scholarship of Teaching and Learning
One Lesson at a Time
Bill Cerbin & Bryan Kopp
UW-La Crosse
CASTL Colloquium 2006
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
If you want to build pedagogical knowledge,
what could be more obvious than collaborating
with fellow teachers to design and study
lessons?
Cerbin & Kopp, 2006
CASTL Colloquium 2006
What is Lesson Study?
Lesson study is a process in which a group of
teachers jointly
designs,
teaches,
observes,
analyzes,
& revises
a single class lesson, called a Research Lesson.
CASTL Colloquium 2006
Origins of Lesson Study
In Japan, lesson study is a well developed
system for improving teaching and learning
at the elementary and junior high level.
The College Lesson Study Project is the
first effort to adapt lesson study practices to
college teaching in a range of disciplines.
CASTL Colloquium 2006
Lesson Study Teams in the UWS
• UW-Colleges (Barron,
Fon du Lac, Marathon, Marshfield,
Washington, Manitowoc, Sheboygan)
Participation 2006
40 teams
150+ instructors
16 campuses
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UW-Green Bay
UW-La Crosse
UW-Madison
UW-Milwaukee
UW-Oshkosh
UW-Platteville
UW-River Falls
UW-Stevens Point
UW-Stout
CASTL Colloquium 2006
Involvement by Discipline/Field
• Accountancy
• Agriculture
• Apparel & Communication
Technologies
• Biology
• Communication Studies
• Economics
• Education
• English
• Geology/Geography
• History
• Human Development
• Humanistic Studies
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Library
Mathematics
Management
Music
Nursing
Pharmaceutical Sciences
Philosophy
Political Science
Psychology
Public & Environmental Affairs
Reading Education
Recreation
Theatre Arts
Urban & Regional Studies
CASTL Colloquium 2006
Profile of Participants
Recent poll of 22 current teams (89 instructors)
Gender: 49 females and 40 males
Rank: 29 assistant, 25 associate, 21 full, 5 instructors,
4 retired/emeriti
Tenure: 48 tenured 39 not tenured
Teaching experience:
47 (<10 years), 20 (11-20 years), 14 (> 20 years)
Plan to present/publish: 64
Have presented/published: 16
CASTL Colloquium 2006
The Lesson Study Cycle:
What Teachers Actually Do in Lesson Study
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Chose Topic & Develop Learning Goals
Design the Lesson & the Study
Teach & Gather Evidence
Analyze Evidence & Revise the Lesson/Study
Teach & Study the Lesson Again
Document & Share the Research Lesson and
the Study
More information at http://www.uwlax.edu/sotl/lsp/intro.htm
CASTL Colloquium 2006
Goal: A Knowledge Base for Teachers
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PEDAGOGICAL
KNOWLEDGE BASE
practical and accessible
teaching & learning materials
focused on student learning
LESSON STUDY
CLUSTERS
focused on similar
disciplines, topics, goals, etc.
INDIVIDUAL LESSON
STUDIES
CASTL Colloquium 2006
Lesson Study in Context
• Avoiding hazards of isolation, redundancy,
hoarding, and loss
• Building on common ground: daily practices of
teaching & learning (similar goals, challenges,
subjects, courses, disciplines, students, etc.)
• Balancing feasibility with complexity of teaching
and learning practice
• Educational research F teaching improvement
Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching
profession: What would it look like and how can we get one? Educational
Researcher , 31, 5, pp.3-15.
CASTL Colloquium 2006
Closing the Loop
• Practical,
concerned with
daily teaching and
learning issues
• Public
• Detailed,
• Shareable
concrete, specific,
contextualized
• Integrated
• Storable
Practitioner
Knowledge
Professional
Knowledge
(content
knowledge,
pedagogical
knowledge, and
pedagogical
content
knowledge)
• Verifiable,
subject to
replication and
peer review
• Systematic,
principled,
informed,
theoretical,
scholarly
CASTL Colloquium 2006
A Knowledge & Community Building System
CREATION
n
EXCHANGE
n
Moving from
Practitioner to
Professional
Knowledge—and
Back Again
CASTL Colloquium 2006
USE
CREATION of Pedagogical Knowledge
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Easy to get started
Collaborative inquiry & common enterprise
Backward design of instruction
Developing and capturing pedagogical content
knowledge
• Embodies full complexity of teaching and
learning
• Reflective practice and transformation
• Local and regional communities of teaching
practice
CASTL Colloquium 2006
EXCHANGE of Pedagogical Knowledge
A Lesson
• Familiar genre
• Keyed to discipline, topic, goal, curriculum
A Study
• Focused on student learning
• Systematic and evidence based
UNIT OF PRACTICE = UNIT OF ANALYSIS
CASTL Colloquium 2006
USE of Pedagogical Knowledge
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Easy for other teachers to adapt
SoTL and SoTL training ground
Replication & peer review of lesson/study
Teacher training and ongoing professional
development
• Link with assessment, standards, and
outcomes
• National and professional communities of
teaching practice
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A Comprehensive Approach
CREATION
EXCHANGE
• Easy to get started
• Familiar genre
• Backward design
• Keyed to
discipline, topic,
goal, curriculum
• Embodies full
complexity of T & L
• Reflective practice
• Local and regional
communities of
teaching practice
• Easy for other
teachers to adapt
A Lesson
• Collaborative inquiry
• Developing and
capturing PCK
USE
n
A Study
n
• Focused on
student learning
• Systematic and
evidence based
UNIT OF
PRACTICE = UNIT
OF ANALYSIS
CASTL Colloquium 2006
• SoTL & SoTL training
• Replication & peer
review of lesson/study
• Teacher training and
professional
development
• Assessment
• National and
professional
communities of
teaching practice
Highlights
• Lesson study provides a practical,
integrated, and progressive model for
professional pedagogical knowledge
building across the disciplines.
• Community building + knowledge building
= Capacity building
• We plan to use KEEP Toolkit to help
develop a database of lesson studies.
CASTL Colloquium 2006
More Information
• Lesson Study Project website, guide,
resources, and gallery:
http://www.uwlax.edu/sotl/lsp
• KEEP Toolkit: http://www.cfkeep.org/
• Dr. Bill Cerbin, Director of the Lesson
Study Project ([email protected])
• Dr. Bryan Kopp, Associate Director of the
Lesson Study Project
([email protected])
CASTL Colloquium 2006