1. Instructional Coaches Academy (ICAD3) 1

2.  Choose a movie title that describes your school experience and why.  Discuss in your table groups. 2

3. How can Lesson Study enhance the teaching and learning process? 3

4.  Participants will understand how Lesson Study strengthens teaching and learning.  Participants will learn how to implement the Lesson Study process.  Participants will complete a Lesson Study cycle. 4

5.  Prevent II, Correct II, and Intervene schools are required to create common planning in the master schedule and to implement lesson study.  Districts are required to provide training to all schools in DA.  DA Strategies and Support Document:http://www.flbsi.org/pdf/Final%202010- 2011%20Strategies%20and%20Support%20Document%20for%20Regular%20Schools_June _18.pdf 5

6. 6  A professional development process in which a small group of teachers collaboratively plans, teaches, observes, revises, and reports results on a single class lesson.  Lesson Study is a Japanese approach to instructional improvement that has recently sparked much interest in the United States. It is an ongoing professional development process utilized within Professional Learning Communities (PLCs) to allow teachers the opportunity to create a model for high-quality instructional practices. It is also a method for improving a lesson through teacher collaboration.  A method of improving a lesson through a process of teacher collaboration.  “We” versus “Me” "Traveler, there is no road. The road is created as we walk it together.” -Antonio Machado What is Lesson Study?

7. Lesson Study is not about the teacher, it’s about instruction and student learning. 7

8. 1.The team will meet on a regular basis to plan a Research Lesson. 2.One teacher from each team will present the lesson in his/her classroom. 3.The other teachers will observe the lesson and will take notes on what the students are doing and saying. 4.After the lesson is presented, the team will meet to discuss the lesson and their observations of the lesson. This is an engaging interaction of ideas and suggestions, with the focus always on the students. 8

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10. ◦ 4 to 8 member team ◦ Establish group norms ◦ Establish roles and responsibilities ◦ Develop a communication plan ◦ Build consensus through:  Data Analysis  Goal Setting  Problem Analysis 10

11. 11 Ground Rules... 11

12.  Listen carefully to each other and communicate clearly.  Respect differences of opinion and the individuals who express them.  Allow one person to speak at a time.  Listen with an open mind.  Share what you think.  Avoid interrupting. Write comments or questions down and wait your turn.  Stay on task.  Establish roles for members.  Express views succinctly.  Share “air time” so that the discussion is not dominated by one person. 12

13. Facilitator: Keeps the group on task by guiding the process through questions. The facilitator makes sure that the group reaches the goal and ensures that all voices in the group are heard by guiding the colloquium on effective teaming, goal setting, data analysis, and problem analysis. Recorder: Keeps a written record of what has been accomplished. The recorder fills out necessary checklists and keeps the group apprised of what still needs to be done. 13

14.  The subject area and benchmark of focus should be chosen based on data.  Gather assessment data and disaggregate/analyze the data for patterns that emerge in areas of student weaknesses. 14

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16.  Consider what evidence from the lesson will help us reflect on our goals for learning and student development.  Identify the data points to measure the impact of instructional strategies on anticipated barriers and student learning and development.  The purpose is to observe student learning in the lesson not to evaluate the teacher and his or her style. 16

17.  Types of questions the students asked  Types of questions the teacher asked  Evidence of higher‐level thinking  Evidence of confusion  Percent of students who raised hands  Body language, “aha” moments, shining eyes  Shifts in thinking that are evident  Number of times students refer to and build on classmates’ comments  Evidence of engagement  Following the lesson and deviations from the lesson 17

18. All team members (required) Knowledgeable Others Your Principal Your Superintendent Other Teachers School Board Members Hints for the 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. 18

19. The facilitator begins the colloquium 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 learning's 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. 19

20.  Would you like to refine and re‐teach the lesson in another classroom? What should be changed?  What went well in your lesson study effort, and what would you like to change next time around?  What new issues or problems came up that you would like to address in your next research lesson cycle? 20

21.  The shared process of improving the research lesson creates ownership of the lesson for the whole group.  As part of the improvement process, anticipate barriers to goals, e.g., student misconceptions, learning styles, and engagement.  Improve the research lesson with instructional strategies chosen to address the barriers.  The improved research lesson becomes “our” lesson, NOT “your” lesson or even “the” lesson. 21

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24. 1. Define the problem. 2. Plan the Lesson. 3. Teach the Lesson. 4. Evaluate the Lesson and Reflect on Its Effect. 5. Revise the Lesson. 6. Teach the Revised Lesson. 7. Evaluate and Reflect, Again. 8. Share the Results 24

25. 25 Establishing Ground-Rules  Listen carefully to each other and communicate clearly.  Respect differences of opinion and the individuals who express them.  Allow one person to speak at a time.  Listen with an open mind.  Share what you think.  Avoid interrupting. Write comments or questions down and wait your turn.  Stay on task.  Establish roles for members.  Express views succinctly.  Share “air time” so that the discussion is not dominated by one person.

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27.  Your job as a group is to: ◦ Read the lesson ◦ Modify the lesson as you see fit ◦ Prepare everything you need to teach this lesson ◦ Have one volunteer ready to teach this lesson to a group (your facilitator will assign a group to you) ◦ Know what data you will observe and collect during the lesson 27

28. 28 Teaching and Observing

29. 29 Colloquium: Debriefing

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31.  The teachers reflect uninterrupted first to their group  The data collectors speak next, one at a time, uninterrupted  The students speak next one at a time, uninterrupted  Now, a free flowing dialogue- anyone may speak.  REMEMBER: Give everyone an opportunity to speak. 31

32.  What worked? What contributed to positive outcomes?  What didn’t work? What should we have changed?  Should we continue with this lesson study or change to another lesson? 32

33.  Please return to your original seating  What went well in your lesson study effort, and what would you like to change next time around?  How do we create a climate that encourages reflection? How do we embrace mistakes? 33

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35. 35 Colloquium Part II LSG analyzes data and discusses ways to revise the research lesson and apply learning’s to future lesson planning and delivery.

36. 36 Improving the “Research Lesson”  The shared process of improving the research lesson creates ownership of the lesson for the whole group.  As part of the improvement process, reflect on the barriers to the initial goals, e.g., student misconceptions, learning styles, and engagement.  Improve the research lesson with instructional strategies chosen to address the barriers.  The improved research lesson becomes “our” lesson, NOT “your” lesson or even “the” lesson.

37. schools  What are the steps needed for schools to implement Lesson Study?  How can you support Lesson Study at your school? 37

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39. References Florida Department of Education. (2010). Implementing Lesson Study: Differentiated Accountability Technical Assistance Document 1 st Edition. Florida and the Islands Regional Comprehensive Center. (2009). An Introduction to Lesson Study. 39

40.  Brainstorm the times when teachers look at student work.  Reconvene in the full group and compile a list based on the small-group conversations. (Note how many of these examples are cases of an individual teacher examining samples of student work and how many are instances of looking at student work with other colleagues.)  Share stories from your own experiences with collaborative work. How is looking at student work samples collaboratively different from looking at it individually? 40

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