Presentation on theme: "What is a Research Lesson?"— Presentation transcript:
1 What is a Research Lesson? Actual classroom lesson with students, watched by other teachersPlanned for a long time, collaborativelyBrings to life a goal or vision of educationRecorded: video, audio, student workDiscussed by faculty and sometimes outside commentators
2 Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals Figure 1Lesson StudyPlanningPhaseResearchLessonPost-LessonActivitiesDiscussion of Lesson Discuss research lesson. Focus on evidence of whether the lesson promoted the long-term goals and lesson/unit goalsDiscuss Long Term Goals for Students’ Academic, Social and Ethical DevelopmentRESEARCH LESSONActual classroom lesson; attending teachers study student thinking, learning, engagement, behavior, etc.Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and LessonConsolidate LearningWrite 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.Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals
3 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’ progressand a rich sense of human rights.Your research theme:
4 MAP OF RESEARCH CONCEPTION School’s Educational GoalsIdeal Profile of StudentsActual Situation of StudentsRESEARCH FOCUSIdeal Profile of Students (from Grade-Level Groups)Upper GradesMiddle GradesLower GradesResearch HypothesesMethods and Measures
5 MAP OF RESEARCH CONCEPTION School’s Educational GoalsChildren who are:* Considerate* Think well and try hard* Healthy* Can lead ordered livesIdeal Profile of Students* Learn with friends* Experience natural world richly* Have own perspectives and waysof thinkingActual Situation of Students* Most are cheerful, kind and gentle* Friendships are shallow, and capacity to thinkabout things from another person’s idea andperspective is inadequately developed* Have considerable difficulty holding their ownperspectives and ideas* Some students lack interest in the natural worldaround themRESEARCH FOCUSFor students to value friendship at the same time that they develop their own perspectives and ways of thinking- Toward enjoyable science and life environment studies -Ideal Profile of Students of Research GroupsUpper GradesMiddle GradesLower GradesChildren who:* Get pleasure from solving problems* Can find problems and make predictions* Can have their own ideas in observations andexperimentsValue learning with friends in which theyrecognize each others perspectivesChildren who:* Eagerly use their 5 senses* Make predictions and test themLearn through comparing their ownideas with friends’ ideas* Cooperate with friends while carryingout activitiesChildren who:* Participate happily inlearning* Develop their own strategies* Learn with friendsResearch 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 inobservations, experiments, and activitiesMethods and Measures(1) Strategies for Curriculum (2) Strategies for Learning Materials (3) Strategies for Teaching and Evaluation (4) Strategies for Learning Activities
6 Lesson Study Provides Opportunities to Think Deeply About Long-term Goals for StudentsCarefully Consider the Goals of a Particular Content Area, Unit, and LessonStudy the Best Available LessonsPlan Lessons that Bring to Life both Short-term and Long-term goalsDeepen Subject Matter KnowledgeDevelop Instructional KnowledgeBuild Capacity for Collegial LearningDevelop the “Eyes to See Students”
7 Data Collected During Lesson Study Academic LearningHow 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?MotivationPercent of children who raised handsBody language, “aha” comments, shining eyesSocial BehaviorHow 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 LessonWhat did you like and dislike about the lesson?
8 Teachers’ Activities to Improve Instruction Choose curriculum,write curriculum, align curriculum,write local standardsPlan lessons individuallyPlan lessons collaborativelyWatch and discuss each other’s classroom lessonsU.S.JAPAN
9 Professional Development TRADITIONALRESEARCH LESSONSBegins with answerDriven by expertCommunication trainer -> teachersRelationships hierarchicalResearch informs practiceBegins with questionDriven by participantsCommunication among teachersRelationship reciprocalPractice is researchBy Lynn Liptak, Paterson School #2, New Jersey.
10 Lesson Study differs from LESSON PLANNINGCURRICULUM WRITINGCOACHING/MENTORINGDEMONSTRATION LESSONSBASIC RESEARCH
11 Research Lesson Planning Questions 1 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?
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