1. LESSON STUDY INSTRUCTIONAL LEARNING TEAMS – LIVING WITHIN A PROFESSIONAL LEARNING COMMUNITY By Nancy J. Larsen, Ph.D.

2. LESSON STUDY What?

3. WHAT IS LESSON STUDY? Lesson study is a professional development practice in which teachers collaborate to develop a lesson plan, teach, and observe the lesson. IMPORTANT: It is NOT an evaluation of teachers and should not be lead by an evaluator.

4. LESSON STUDY Why?

5. WHY DO LESSON STUDY? To collect data on student learning and use observations to refine lessons. It is a process that teachers engage in to learn more about effective practices that result in improved learning outcomes for students.

6. LESSON STUDY Who?

7. WHO DOES LESSON STUDY? Teams of classroom teachers who are interested in collegial interactions with other teachers.

8. LESSON STUDY How?

9. HOW DO WE PERFORM LESSON STUDY? Form a collegial team to: Participate in ILT cycles: Plan, Observe, Debrief; Establish group norms for meeting and communicating; Communicate about and become more proficient in lesson planning, student expectations, levels of performance, teaching strategies, curriculum, materials, and checking for understanding; Encourage professional reflection; and Provide professional support regarding pedagogy with colleagues.

10. FORM A COLLEGIAL TEAM Grade Level Content Alike Across Grade Levels and Contents Inclusive 3 – 5 members is ideal, but 2 – 8 would still work

11. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Plan – this is similar to a pre-conference in an observation cycle where the demonstrating teacher informs the other team members about the lesson they are going to teach. The team members may ask clarifying questions and/or offer suggestions about pedagogy, content, and performance.

12. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Observe – this can be the most difficult to arrange for all members— however it’s also the meatier part of the cycle and provides beneficial experiences for later discussion. If members are not able to be present during the event, a video of the event is also an option. Anecdotal or verbatim records are also beneficial to record during this time. They can be utilized during the debrief.

13. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Debrief – Three components: 1.Teacher reflects on lesson. 2.Analyze student work. 3.Revise for next event. This usually begins with one person starting the conversation with, “So, how did it go?” The teacher then gives personal thoughts on the lesson based upon the previous plan. This should never become an analysis of the teacher’s performance during the lesson—that’s evaluation—but be based on the lesson that was planned and the resulting effects on students.

14. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Debrief – Three components: 1.Teacher reflects on lesson. 2.Analyze student work. 3.Revise for next event. Steps for analysis: Prior to analyzing student performance on this assignment, write in your Grade Level Expectations. Be specific in your comments. List level of performance, as well as, frequency and expectations for content, neatness, length, etc. as applies to this assignment. Write in expectations for above and below grade level work based upon the Grade Level Expectations you have already compiled. Now, analyze the student work and divide the artifacts into the three categories as you have listed them.

15. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Debrief – Three components: 1.Teacher reflects on lesson. 2.Analyze student work. 3.Revise for next event. Engage in a dialogue around the following questions: What percentage of students fell in each group? Why? How will the information from this analysis influence future lessons? What are next steps? How will this analysis relate to student grades? How has this process helped you better understand your students’ abilities/performances?

16. PARTICIPATE IN ILT CYCLES: PLAN, OBSERVE, DEBRIEF. Debrief – Three components: 1.Teacher reflects on lesson. 2.Analyze student work. 3.Revise for next event.

17. GROUP NORMS (EXAMPLE) Beginning [pre: goal is in place before meeting/ end goal in mind]  Start on time  Printed material provided already with holes; copies for everyone  Take turns providing food and beverages (coffee for Jay)  Focus on learning and being helpful rather than critical [spirit of helpfulness]  Build community Middle  Specific goals are in place with a set time table leaving time at the end  Stay focused and on task  Share practical tips and ideas we can take away and use in our classrooms  Focus on learning and being helpful rather than critical [spirit of helpfulness]  Build community End  Have time at the end for questions and/or discussion ‘for the good of the group’  Ends on time  Focus on learning and being helpful rather than critical [spirit of helpfulness]  Build community

18. COMMUNICATE ABOUT AND BECOME MORE PROFICIENT IN: lesson planning student expectations levels of performance teaching strategies curriculum materials checking for understanding

19. ENCOURAGE PROFESSIONAL REFLECTION Danielson’s Framework was originally designed for practitioners to reflect upon one’s practice and to grow professionally; however, it now: Provides a common language for practice Supports evaluation practices in Idaho Enables individuals to set goals Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

20. HOW DO WE INCLUDE BEST PRACTICES WHILE DOING LESSON STUDY? Investigate and utilize: The Danielson Framework for teaching; Bloom’s Taxonomy for learning; An appropriate lesson format; and Lesson study and Instructional Learning Teams research.