1. Lesson Study
TEMPLATE

2. Goals for Today
Teachers will understand the Lesson Study model and how it will promote a greater understanding of mathematics or science.
Teachers will have the necessary materials and skills to develop research lessons.
Teachers will form Lesson Study teams and collaboratively develop a research lesson.

3. 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

4. What is Lesson Study?
Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice. The goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students.

5. A Focus on the Examination of Lessons
The core activity in lesson study is for teachers to collaboratively work on a small number of study lessons. These lessons are called study or research lessons because they are used to EXAMINE what is happening in the classroom.

6. Overview
1. Research and preparation:
The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson.
2. Implementation:
A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals.
3. Reflection:
The group comes together to discuss their observations of the lesson, the data collected and the student learning.

7. Overview continued 4. Improvement:
Using the data the team has collected, the team makes the appropriate revisions to the research lesson.
5. Second implementation and reflection:
Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

8. Getting smart - KWL
Before you watch the video, record your responses to:
What do you already KNOW about lesson study?
What do you WANT to know about lesson study?

9. Lesson Study: an Introduction
What does it look like?
Lesson Study:
an Introduction

10. Getting smart - KWL What did you LEARN about lesson study?
Now that you have watched the video, record your responses to:
What did you LEARN about lesson study?
What do you still want to LEARN?

11. Steps in the Research Lesson Process
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

12. Plan Lessons 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, student learning, student engagement, student 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 that Foster Long-Term Goals and Lesson/Unit Goals

13. There is no “I” in School
Lesson Study is a Team Process…

14. Steps in the Research Lesson Process
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

15. The Lesson Plan is the Backbone of Lesson Study
The lesson plan supports the lesson study process, by serving as a:
Teaching tool--it provides a script for the activities of the lesson.
Communication tool--it conveys to others the thinking of the teachers who planned the lesson.
Observation tool--it provides guidelines for what to look for in the lesson, and a place for the observers to record and share these observations.

16. Tool for PLANNING & DESCRIBING Research Lessons
“The PINK SHEET”
Helps you PLAN your Research Lesson
Each section focuses on a particular aspect of the lesson
Each section has guiding questions
DESCRIBES your Research Lesson to others

17. Four levels of GOALS: I. LONG-TERM Goals for STUDENT DEVLOPMENT
II. Broad CONTENT AREA Goals: STANDARDS
III. Goals specific to the UNIT
IV. Goals specific to the LESSON

19. What is the PROBLEM here? (I.A.)
Each team will pick an
OVERARCHING
Goal to work on.
Research Theme

20. Lesson Study is a Goal-Driven Activity
Teachers select an overarching goal to guide their work on all the study lessons.
A school generally works on the same overarching goal and same content area for 3-4 years.
Every year the overarching lesson study goal is refined as the group’s understanding of this goal evolves as a result of doing lesson study.
For each study lesson, the teachers also select lesson-specific goals.

21. 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.

22. Background A. Goal of the Research Lesson Group
What kind of learners do we want to see develop at our school?
What kind of learners are actually developing at our school? What evidence do we have for this?
Why does this gap between our aspirations and reality exist? How can we close this gap?
How will the research lesson goal we have chosen help us close this gap?
What do students currently understand about this topic?
What do we the teachers currently understand about this topic?
How will we go about exploring our research lesson goal?
What do we know about the Best Practices of teaching this goal?
Transition from Blue handout to PINK Sheet

23. Background B. Narrative Overview of Background Information
Puts the lesson into context
Describes the students
Includes your teaching techniques
Describes your classroom situation
This is usually completed just before the lesson takes place.

24. I. Background B. Narrative Overview of Background Information
What do the observers need to know about my classroom?
Who are my students? What do they already know? What strategies do they use? What motivates them?
What personal knowledge can I share with the observers so that they may better understand what is going on with my individual students?
What individual differences will they see?
Why is this content important?
What misconceptions might students have?
What should students know at the end of this unit/ lesson? What else would I like them to gain from this unit/ lesson?
What do I think I can achieve in this lesson?
Are there any teaching techniques or approaches that are central to the design of this lesson?

25. Steps in the Lesson Study Process:
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

26. Choose a content area to research that is:
Fundamental to subsequent learning
Persistently difficult for students or disliked by them
Difficult to teach or disliked by teachers
New to the curriculum
Linked to Standards
Shown by data to need improvement

27. Standards Discussion
Teams should discuss the standards and sub-strands.
The benchmarks are intended to give you an idea of what each grade level should be able to do.
Which of the benchmarks would your students be able to do?
Which would they not be able to be do?
What can be done to assure that every student can do the benchmarks?

28. Minnesota State Standards
Your team should discuss each of the strands. What is:
Fundamental to subsequent learning
Persistently difficult for students or disliked by them
Difficult to teach or disliked by teachers
New to the curriculum
Linked to Standards
Shown by data to need improvement

29. Use your curriculum maps to place the unit.
II: Content Area Information (Content Area Goal) A. How is the content in this unit related to the content taught in previous and future units?
Use your curriculum maps to place the unit.
Include only the highly relevant concepts here.

30. II:. Content Area Information A
II: Content Area Information A. How this unit is related to the curriculum.
What prior knowledge is necessary (to learn the content that this unit focuses on)?
What new knowledge can be developed from the concepts that students will learn in this unit?

31. II: Content Area Information B. Content area Goal(s)
What major theme of this content area are you working on?
What do students currently understand about the area of the content that you are working on?
What do teachers currently understand about the area of the content that you are working on?
Review Standards and Benchmarks

32. II: Content Area Information B. Content area Goal(s)
Review exemplary lessons
Explore Best Practices
Read/study
Content Liaison

33. Choose a Unit to Research that is:
Fundamental to subsequent learning
Persistently difficult for students or disliked by them
Difficult to teach or disliked by teachers
New to the curriculum
Linked to Standards
Shown by data to need improvement

34. What is the content here?
III: Unit Information (Unit Goal) A. Name of the UNIT B. Goal(s) of the UNIT
What is the content here?
What do students currently understand about this topic?
What do teachers currently understand about this topic?
What should the students know at the end of this unit?

35. III: Unit Information (Unit Goal) B. Goal(s) of the UNIT
Review exemplary lessons
Explore Best Practices
Read/study
Content Liaison

36. III: Unit Information C. Instructional sequence for the UNIT
Where does the research lesson fall in this unit and why?
Do any of the research lesson concepts and/or skills get addressed at other points in the unit?
* See “chart”

37. III: Unit Information C. Instructional sequence for the UNIT
Lessons in the Unit - Sequence
Content
Points to notice and evaluate
Materials, strategies

38. Choose a lesson to research that is:
Fundamental to subsequent learning
Persistently difficult for students or disliked by them
Difficult to teach or disliked by teachers
New to the curriculum
Linked to Standards
Shown by data to need improvement

39. What is the content here?
IV: GOALS SPECIFIC TO THE LESSON A. Name of the RESEARCH LESSON B. Goal(s) of the RESEARCH LESSON
What is the content here?
What should students know at the end of this lesson?
Are there specific strategies being developed?

40. IV:. GOALS SPECIFIC TO THE LESSON C
IV: GOALS SPECIFIC TO THE LESSON C. How this LESSON is related to the RESEARCH LESSON goal:
How will I explore our groups’ research lesson goal through this lesson?
What aspects of my lesson will address the groups’ research lesson goal? In what ways?

41. IV: GOALS SPECIFIC TO THE LESSON D. Process of the RESEARCH LESSON
“Chart” – bulk of the lesson plan
Respond to the guiding questions in the chart to help you plan your lesson
The “chart” assists observers with your lesson

42. Lesson Information D. Process of the Research Lesson
Steps of the lesson: learning activities and key questions, time allocation
Student activities/expected student reactions or responses
Teacher’s responses to student reactions/Things to remember
Goals and Methods(s) of evaluation

43. Steps in the Lesson Study Process:
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

44. Who Should be Invited to Observe the Lessons?
All team members (required)
Knowledgeable Others
Your Principal
Your Superintendent
Other Teachers
School Board Members

45. Hints for Observers Observe the students, not the teacher!
This is not YOUR lesson, it is the TEAM’S lesson.
Observers should take notes, but should not interfere in the lesson or provide assistance.
Link your observations to lesson goals.

46. Lesson Study Observation and Debriefing Protocol – “Yellow”
Before the lesson “The huddle”:
1. Distribute observation sheets and seating charts. Make sure kids have nametags. (front & back)
2. Review overarching and lesson study goals. What information should be collected to evaluate whether the goals are being met?
3. Discuss, and if desired, divide up observation responsibilities.
4. Remember we are watching the students and how they respond to the lesson.

47. Lesson Study Observation and Debriefing Protocol
Observing the lesson:
Do NOT interfere or assist with the lesson.
Circulate around the classroom during seat or group work. Stand to the back and sides of the classroom during other times.
Note observations on provided observation tools or the lesson plan. Focus on the goals of the lesson.
Distribute observations among the observers.
Refer to the children by name, initials or number when discussing observations and sharing feedback.

48. Steps in the Lesson Study Process:
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

49. How do we decide… What kind of data should we collect?
Look at the Goals!
I. Overarching
II. Content Area
III. Unit
IV. Lesson

50. 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?

51. Steps in the Lesson Study Process:
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

52. Reflection Process
Do what I say
and
NO ONE will get HURT!

53. What did we learn? EVALUATE and REFLECT Use the “Yellow Sheet”.
With the data in hand:
EVALUATE and REFLECT
Use the “Yellow Sheet”.
Also known as:
Lesson Study Protocol

54. Lesson Study Observation and Debriefing Protocol
Preparing for Debriefing/Feedback:
Take a brief break.
Assign roles among the team members: facilitator, recorder and timekeeper.
If a large number of other teachers or observers are present, the team should sit together in a panel formation.

55. Lesson Study Observation and Debriefing Protocol
Debriefing/Feedback Session:
The facilitator begins the session with the teacher who taught the lesson, followed by team members and then observers.
The teacher should describe the goals for the lesson, then comment on what went well, and the difficulties and learnings from planning and teaching the lesson.
Team members should also address goals and speak to instructional decisions.
Team members followed by other observers should present and discuss the student data collected.

56. Lesson Study Observation and Debriefing Protocol
Suggestions for Observers:
Thank the teacher who taught the lesson.
Present and discuss data related to goals.
Ask questions regarding rationale for instructional decisions.
Share strategies or make suggestions based on your own knowledge or experience.
Focus on student learning and development.

57. Steps in the Lesson Study Process:
Define the problem
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

58. Revising a Research Lesson
Based on what your team observed and the data collected, revise the lesson.
Focus on all four levels of goals.
Record the changes on your “pink sheet” using another color, italics, etc.
Remember, this is a research and learning process.

59. Franklin P. Jones
Honest criticism is hard to take, particularly from a relative, a friend, an acquaintance, or a stranger.

60. Steps in the Lesson Study Process:
Define the problem
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

61. Play it again Sam - RETEACH
Now that the lesson has been revised to reflect what you have learned, another member of the team RETEACHES the lesson.
Team members should view the revised lesson and collect data.
As a team meet to Evaluate and Reflect. Are your team’s goals being met?
Remember to use the “yellow” protocol sheet.
Make notes of your meeting.

62. Steps in the Lesson Study Process:
Define the problem.
Plan the Lesson.  
Teach the Lesson.
Evaluate the Lesson and Reflect on Its Effect.  
Revise the Lesson.  
Teach the Revised Lesson.  
Evaluate and Reflect, Again.  
Share the Results.  

63. How about that?
REPORT YOUR FINDINGS
What did you find out?

64. Review!
1. Research and preparation:
The teaching team researches and examines teaching and learning in their classrooms. After this study the teachers jointly draw up a detailed plan for the research lesson.
2. Implementation:
A teacher teaches the research lesson in a real classroom while other group members observe and gather student data related to learning goals.
3. Reflection:
The group comes together to discuss their observations of the lesson, the data collected and the student learning.

65. 4. Improvement:
Using the data the team has collected, the team makes the appropriate revisions to the research lesson.
5. Second implementation and reflection:
Another teacher teaches the research lesson in a second classroom while group members observe; this is followed by the group coming together again to discuss the data and student learning.

66. 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”