Lesson Study Overview 2007 CEDFA Summit Through the Arts Knowledge becomes Success

“Lesson study approaches teaching as intellectually demanding work rather than a set of skills to be implemented. The attention paid to each lesson honors the importance of teaching as a profoundly complex and interesting endeavor.” From Leading Lesson Study Jennifer Stepanek, Gary Appel, Melinda Leong, Michelle Turner Mangan, and Mark Mitchell

Lesson Study Goal-driven Student-centered Teacher-led Ongoing As the primary professional development model in Japan, Lesson Study is:

Key Differences Lesson Study Collaborative planning Goals center around the process of learning instead of the product Teachers adopt the roles of researchers and the research is their practice Typical PD Model Individual or one- on-one coaching Focus is on the curriculum or lesson as a finished product Research occurs before teaching and informs practice Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Lesson Study Classroom becomes a lab for studying student learning Focus is on the learner and improving learning Ongoing and embedded into the school culture Typical PD Model Research happens outside of classroom Focus is on the teacher and improving teaching Removed from the school environment Key Differences Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Lesson Study Cycle A collaborative team of teachers work together on these key steps: Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press. Setting long-term goals Collectively planning the research lesson Teaching and observing the lesson Debriefing and revising the lesson Re-teaching the lesson Developing a final report on the process

Habits of Mind Research Stance Learning Together Self-Efficacy Lesson Study is highly effective at developing “habits of mind” that contribute to learning communities. Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Research Stance Gain an understanding of how decisions and actions contribute to student learning Engage in actively generating and sharing knowledge as researchers Verify effective methods and learn from their practice Strengthen data gathering, analysis, and interpretation of evidence Develop continually as professionals Lesson Study enables teachers to Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Learning Together Fosters communities of practice, safe, respectful learning environments Promotes exploration of different perspectives Collaboration and opening of classroom reduces isolation Creates cycle for continual improvement in both content knowledge and pedagogy Lesson Study Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Self-Efficacy Believe they can make a difference in student learning Develops persistence and desire to improve practice Assume responsibility and strengthen research, collaboration, and leadership skills Improve lesson planning by placing primacy in attending to student learning Lesson Study enables teachers to Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

“A lesson is like a swiftly flowing river; when you’re teaching you must make judgments instantly. When you do a research lesson, your colleagues write down your words and the students’ words. Your real profile as a teacher is revealed to you for the first time.” - Teacher Katzuyashi Morita Lewis, C. (2002). What are the Essential Elements of Lesson Study? The CSP Connection, 2, 6, 1,4.

Lesson Study Changes Thinking What am I covering today? What do I want my students to learn? Lewis, C. (2002). What are the Essential Elements of Lesson Study? The CSP Connection, 2, 6, 1,4.  Before Lesson Study After Lesson Study 

Benefits to Fine Arts Educators Effective Integrated Fine Arts Lessons are Goal-driven Student-centered Teacher-led Ongoing Lesson Study promotes the exact qualities necessary for successful, collaborative, integrated fine arts lessons.

Benefits to Fine Arts Educators Lesson Study aids educators working towards Fine Arts integration by Removing the isolation common to fine arts teachers Building a community of learning Breaking down disciplinary barriers by focusing on broad, long-term student goals

Benefits to Fine Arts Educators Lesson Study aids educators working towards Fine Arts integration by Leveraging the professional image of fine arts teachers as researchers contributing to the body of knowledge on student learning Focusing on the process of crafting meaningful learning experiences Promoting ongoing communication and opportunities for continual growth

“I have planned units with other teachers, but never in such detail or with such extreme collaboration….Every voice was heard, every idea dissected for its viability within the lesson. And through it all I was left with the knowledge that not only was I improving one lesson (a lesson I would never teach in fact), but every lesson I will teach in the future.” —Teacher Cristina McFadden, Natomas High School, Sacramento Hedman, R. (2002). Lesson Study: Creating Better Lessons, Creating Better Teachers. The CSP Connection, 2, 6, 3.