Teacher-Initiated Lesson Study in a Northern California District Rebecca Perry Catherine Lewis Lesson Study Group at Mills College Oakland, California HTTP://www.lessonresearch.net

Lesson Study RESEARCH LESSON Planning Phase Research Lesson Post-Lesson Activities Lesson Colloquium Discuss research lesson, focusing on student data collected, goals, and relationship of both to instruction. Discuss Long Term Goals for Students’ Academic, Social and Ethical Development RESEARCH LESSON Actual classroom lesson; attending teachers observe and record student work, speech, behavior. Choose and Discuss Learning Goals for Content Area, Unit and Lesson Consolidate Learning Revise and re-teach the lesson if desired. Reflect on what was learned and write it up in report that includes goals, lesson plan, data, and summary of discussion. Begin cycle again, with same or refined goals. Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals

Development of Instructional Capacity Through Lesson Study (See enlarged figure attached)

Lesson Study Highlights Lesson study leaders: teachers/ part-time math coaches, project coordinator Planning started Spring 2000 Math focus (some literacy) Teacher volunteers, organized into teams of ~3-5 teachers School-wide lesson study site added second year

Lesson Study Supports Funding (stipends, substitutes, coach/ leaders) “Reform-minded,” collaborative history Network of “knowledgeable others” Intensive, hands-on summer workshops Models for tools, protocols Teacher leadership

Lesson Study Adaptations Understanding of Activities emphasized Focus on student learning/ development Observing/ collecting data Group norms/ roles Teacher leadership

Understanding of Lesson Study October, 2001 Setting a goal for students; Planning a “study lesson” (with a detailed lesson plan) which they will use to examine their chosen goal; Teaching the study lesson in a real classroom while other teachers observe; Debriefing to reflect on the instruction witnessed and discuss what it taught them about the goal they set out to explore; Revising and re-teaching the lesson (when appropriate). February, 2003 Selecting a challenging concept to address; Articulating the concept within the content standards; Planning a “research lesson” (with a detailed lesson plan) which they will use to examine their practice; Teaching the study lesson in a real classroom while other teachers observe and collect data about student understanding; Debriefing to reflect on student learning; discuss what is observed and the evidence of student understanding; Revising and re-teaching the lesson (when appropriate); Compiling the lessons learned about content and teaching practice.

Relative Emphasis of Lesson Study Activities Selecting topic and planning “perfect” lesson  Quicker planning; more time for other activities - Begin with existing curriculum/ materials - Plan, teach, debrief, re-plan (based on live observations) - Dedicated time for reflection

Focus on Student Learning/ Development Limited goal-setting, single lesson focus  Understand expectations (standards across grades, short- and long-term goals) Understand student competencies and strategies (use baseline “assessment,” anticipate responses, do tasks) Plan unit/ sequence of activities, target lesson Identify actual student responses (observations, student work) Adapt unit instruction based on the above

Observing/ Collecting Data Process: Write furiously or write nothing Content: Pedagogy Individual students (behavior)  Process: Assign tasks (transcribe, follow a group) based on shared research questions Use tools (e.g., seating chart) Content: Student strategies and understanding (content) Individual students as exemplars

Group Norms/ Roles Collaborative capacity assumed  Built in structures for setting group norms, selecting group roles

Teacher Leadership Leadership from small group of teacher/ math coaches; project coordinator  “Experienced” participants assume leadership, spread lesson study

Some Paths of Lesson Study Impact Deepen knowledge of subject matter, instruction, texts, standards Develop “eyes to see students” Build collegial learning structures Connect practice to goals Build motivation for improvement

Essential Elements of Lesson Study Lesson Study Components Subject Matter Components Personal/Collegial Components

Essential Elements of Lesson Study Lesson Study Components: Lesson Study Cycle That Is Cohesive, Balanced, Responsive To Needs Instructional Knowledge Components: Access Content & Pedagogical Knowledge Through Texts, Standards, Knowledgeable Others Personal/Collegial Components: Learning Stance Teacher Leadership Shared Ownership Intrinsic Motivation