Transcript LessonStudyshort1

What is a Research Lesson?
1. Actual classroom lesson with students,
watched by other teachers
2. Planned for a long time, collaboratively
3. Brings to life a goal or vision of education
4. Recorded: video, audio, student work
5. Discussed by faculty and sometimes
outside commentators
Types of Research Lessons
1. In - School
2. Public
3. Embedded in conferences, study
groups, district-wide professional
development, etc.
Research Lesson/Lesson Study
Same 2 Words, Reverse Order
Research
Study
Kenkyuu
Lesson(s)
Instruction
Jugyou
Figure 1
Lesson Study
Planning
Phase
Discuss Long Term Goals
for Students’ Academic,
Social and Ethical
Development
Choose Content Area and Unit
Discuss Learning Goals for
Content Area, Unit and Lesson
Plan Lessons(s) that Foster
Long-Term Goals and
Lesson/Unit Goals
Research
Lesson
RESEARCH
LESSON
Actual classroom
lesson; attending
teachers study
student thinking,
learning,
engagement,
behavior, etc.
Post-Lesson
Activities
Discussion of Lesson
Discuss research lesson.
Focus on evidence of
whether the lesson
promoted the long-term
goals and lesson/unit goals
Consolidate Learning
Write report that includes
lesson plan, data, and
summary of discussion.
Refine and re-teach the
lesson if desired. Or select a
new focus of study.
Choosing a Lesson Study Theme
Think about the students you serve.
Your Ideals:
What qualities would you like these students to have 5 years from now?
The Actual:
List their qualities now.
The Gap:
Compare the ideal and the actual. What are the gaps that you would most like to work on?
The Research Theme: (long-term goal)
State positively the ideal student qualities you choose to work on. For example:
Fundamental academic skills that will ensure students’ progress
and a rich sense of human rights.
Your research theme:
MAP OF RESEARCH CONCEPTION
School’s Educational
Goals
Ideal Profile of Students
Actual Situation of Students
RESEARCH FOCUS
Ideal Profile of Students (from Grade-Level Groups)
Middle Grades
Lower Grades
Research Hypotheses
Methods and Measures
Upper Grades
MAP OF RESEARCH CONCEPTION
School’s Educational Goals
Ideal Profile of Students
Actual Situation of Students
Children who are:
* Learn with friends
* Most are cheerful, kind and gentle
* Considerate
* Experience natural world richly
* Think well and try hard
* Have own perspectives and ways
of thinking
* Friendships are shallow, and capacity to think
about things from another person’s idea and
perspective is inadequately developed
* Healthy
* Have considerable difficulty holding their own
perspectives and ideas
* Can lead ordered lives
RESEARCH FOCUS
For students to value friendship at
the same time that they develop
their own perspectives and ways of
thinking
* Some students lack interest in the natural world
around them
- Toward enjoyable science and life
environment studies -
Ideal Profile of Students of Research Groups
Middle Grades
Lower Grades
Children who:
* Participate happily in
learning
* Develop their own strategies
* Learn with friends
Children who:
* Eagerly use their 5 senses
* Make predictions and test them
Learn through comparing their own
ideas with friends’ ideas
* Cooperate with friends while carrying
out activities
Upper Grades
Children who:
* Get pleasure from solving problems
* Can find problems and make predictions
* Can have their own ideas in observations and
experiments
Value learning with friends in which they
recognize each others perspectives
Research Hypotheses
* If students are eager to learn and take initiative in their learning, they will be able to deepen their own perspectives and ways of thinking
* Students will develop considerate hearts if they work together in ways that enable them to recognize one another’s ideals as they engage in
observations, experiments, and activities
Methods and Measures
(1) Strategies for Curriculum (2) Strategies for Learning Materials (3) Strategies for Teaching and Evaluation (4) Strategies for Learning Activities
(Your Name:
So, how will you lift it?
There’s a 100 kilogram (220 pound) sandbag on the floor. You really want to
move it somehow.
What will you do?
Conditions:
1) It has to move with just one person’s weight.
2) You can use things you’re likely to find at school.
)
Student plans (from lesson 1) for lifting the weight. These plans were included in the packet for the research lesson. Student writing is in regular typeface;
teacher’s comments are in capitals.
(Your Name:
)
(Your Name:
)
So, how will you lift it?
So, how will you lift it?
There’s a 100 kilogram (220 pound) sandbag on the floor. You really want to
move it somehow. What will you do?
There’s a 100 kilogram (220 pound) sandbag on the floor. You really want to
move it somehow. What will you do?
Conditions:
1) It has to move with just one person’s weight.
2) You can use things you’re likely to find at school.
Conditions:
1) It has to move with just one person’s weight.
2) You can use things you’re likely to find at school.
iron pole
wood
Some heavy thing
more than 100kg
push
shovel
pull
rock
logs
hole
lever
hole
(Your Name:
hole
)
(Your Name:
So, how will you lift it?
There’s a 100 kilogram (220 pound) sandbag on the floor. You really want to
move it somehow. What will you do?
Conditions:
1) It has to move with just one person’s weight.
2) You can use things you’re likely to find at school.
There’s a 100 kilogram (220 pound) sandbag on the floor. You really want to
move it somehow. What will you do?
Something
heavier than
100kg
stone
We’ll drop the stone in here
iron pole
rope
cut
iron pole
1 meter
something big
stone
a big hole
7 cm
)
So, how will you lift it?
Conditions:
1) It has to move with just one person’s weight.
2) You can use things you’re likely to find at school.
Putting our weight into it, we’ll drop it into
the hole
hole
wheelbarrow
falls
Lesson Study Provides Opportunities to
1.
Think Deeply About Long-term Goals for Students
2.
Carefully Consider the Goals of a Particular Content
Area, Unit, and Lesson
3.
Study the Best Available Lessons
4.
Plan Lessons that Bring to Life both Short-term and
Long-term goals
5.
Deepen Subject Matter Knowledge
6.
Develop Instructional Knowledge
7.
Build Capacity for Collegial Learning
8.
Develop the “Eyes to See Students”
Data Collected During Lesson Study
Academic Learning
• How did images of heated air change?
• Did students shift from simple counting to more flexible method?
• Did dramatic role-play spark higher quality and quantity of writing?
• In their journals, what did students write as their learnings?
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?
• How often do the five quietist students speak up?
• Are students friendly and respectful?
Student Attitudes Toward Lesson
• What did you like and dislike about the lesson?
Teachers’ Activities to Improve
Instruction
Choose curriculum,
write curriculum,
align curriculum,
write local standards
Plan lessons individually
Plan lessons collaboratively
Watch and discuss each other’s
classroom lessons
U.S.
JAPAN
Lesson Study in the US:
What Have We learned?
1.
2.
3.
4.
U.S. educators Can Find Lesson Study Useful
Successful and Unsuccessful Adaptations Occur
The Idea of Lesson Study is Simple But the Practice Is
Not
Qualities of Successful Sites
 A learning stance
 Teacher leadership
 Hands-on experiences, such as work with Japanese practitioners
Professional Development
TRADITIONAL
RESEARCH LESSONS
• Begins with answer
• Begins with question
• Driven by expert
• Driven by participants
• Communication
trainer -> teachers
• Communication among
teachers
• Relationships hierarchical
• Relationship reciprocal
• Research informs practice
• Practice is research
By Lynn Liptak, Paterson School #2, New Jersey.
Lesson Study differs from
•LESSON PLANNING
•CURRICULUM WRITING
•COACHING/MENTORING
•DEMONSTRATION LESSONS
•BASIC RESEARCH
WHAT MIGHT GIVE LESSON STUDY A
DIFFERENT FATE?
1. FOCUS ON REINVENTION, LEARNING
2. SEVERAL SITES BECOME LEARNING CENTERS—
RESERVOIRS FOR STUDY, PRACTICE
3. RESEARCH METHODS THAT SUPPORT CONTINUOUS
IMPROVEMENT
4. USEFULNESS LOOP: LESSON STUDY BRINGS COHERENCE,
IS NOT EXPERIENCED AS “ONE MORE THING”
Research Lesson Planning Questions
1. What do students currently understand about this topic?
2. What do we want them to understand at the end of the unit?
3. What's the sequence of experiences (lessons) that will propel students from 1 to 2? What
will make the unit and each lesson motivating and meaningful to students?
4. Which lesson in the unit will be selected as the research lesson?
5. What will students need to know before this lesson?
6. What will they learn during this lesson?
7. What is the “drama” or sequence of experience through which they will learn it?
8. How will students respond to the questions and activities in the lesson?
What problems and misconceptions will arise and how will teachers respond to them?
9. What evidence should we gather and discuss about student learning,
motivation, and behavior? What data collection forms are needed to do this?
Email address:
[email protected]
Website address:
lessonresearch.net