1. Teacher-Initiated Lesson Study in a Northern California District
Rebecca Perry Catherine Lewis
Lesson Study Group at Mills College
Oakland, California

2. 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

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

4. 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

5. 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

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

7. 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.

8. 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

9. 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

10. 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

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

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

13. 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

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

15. 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