CASTL Colloquium 2006 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 ) UW-Green Bay UW-La Crosse UW-Madison UW-Milwaukee UW-Oshkosh UW-Platteville UW-River Falls UW-Stevens Point UW-Stout Participation teams 150+ instructors 16 campuses

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 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 ( 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 1.Chose Topic & Develop Learning Goals 2.Design the Lesson & the Study 3.Teach & Gather Evidence 4.Analyze Evidence & Revise the Lesson/Study 5.Teach & Study the Lesson Again 6.Document & Share the Research Lesson and the Study More information at

CASTL Colloquium 2006 Goal: A Knowledge Base for Teachers INDIVIDUAL LESSON STUDIES LESSON STUDY CLUSTERS focused on similar disciplines, topics, goals, etc. PEDAGOGICAL KNOWLEDGE BASE practical and accessible teaching & learning materials focused on student learning  

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  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 Professional Knowledge Practitioner Knowledge Practical, concerned with daily teaching and learning issues Detailed, concrete, specific, contextualized Integrated (content knowledge, pedagogical knowledge, and pedagogical content knowledge) Public Storable Shareable Verifiable, subject to replication and peer review Systematic, principled, informed, theoretical, scholarly

CASTL Colloquium 2006 A Knowledge & Community Building System CREATIONEXCHANGE USE Moving from Practitioner to Professional Knowledge—and Back Again

CASTL Colloquium 2006 CREATION of Pedagogical Knowledge 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 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

CASTL Colloquium 2006 A Comprehensive Approach CREATION Easy to get started Collaborative inquiry Backward design Developing and capturing PCK Embodies full complexity of T & L Reflective practice Local and regional communities of teaching practice EXCHANGE 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 USE Easy for other teachers to adapt SoTL & SoTL training Replication & peer review of lesson/study Teacher training and professional development Assessment National and professional communities of teaching practice

CASTL Colloquium 2006 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.KEEP Toolkit

CASTL Colloquium 2006 More Information Lesson Study Project website, guide, resources, and gallery: KEEP Toolkit: Dr. Bill Cerbin, Director of the Lesson Study Project Dr. Bryan Kopp, Associate Director of the Lesson Study Project