What is a Research Lesson? Actual classroom lesson with students, watched by other teachers Planned for a long time, collaboratively Brings to life a goal or vision of education Recorded: video, audio, student work Discussed by faculty and sometimes outside commentators

Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals Figure 1 Lesson Study Planning Phase Research Lesson 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 Discuss Long Term Goals for Students’ Academic, Social and Ethical Development RESEARCH LESSON Actual classroom lesson; attending teachers study student thinking, learning, engagement, behavior, etc. Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and Lesson 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. Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals

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) Upper Grades Middle Grades Lower Grades Research Hypotheses Methods and Measures

MAP OF RESEARCH CONCEPTION School’s Educational Goals Children who are: * Considerate * Think well and try hard * Healthy * Can lead ordered lives Ideal Profile of Students * Learn with friends * Experience natural world richly * Have own perspectives and ways of thinking Actual Situation of Students * Most are cheerful, kind and gentle * Friendships are shallow, and capacity to think about things from another person’s idea and perspective is inadequately developed * Have considerable difficulty holding their own perspectives and ideas * Some students lack interest in the natural world around them RESEARCH FOCUS For 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 Groups Upper Grades Middle Grades Lower 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 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 Children who: * Participate happily in learning * Develop their own strategies * Learn with friends 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

Lesson Study Provides Opportunities to Think Deeply About Long-term Goals for Students Carefully Consider the Goals of a Particular Content Area, Unit, and Lesson Study the Best Available Lessons Plan Lessons that Bring to Life both Short-term and Long-term goals Deepen Subject Matter Knowledge Develop Instructional Knowledge Build Capacity for Collegial Learning 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

Professional Development TRADITIONAL RESEARCH LESSONS Begins with answer Driven by expert Communication trainer -> teachers Relationships hierarchical Research informs practice Begins with question Driven by participants Communication among teachers Relationship reciprocal 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

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?