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Lesson Study:

Lesson Study:. A practical model for engaging teachers in curriculum change. Introductions. Anne Lawrence Centre for Educational Development Massey University Palmerston North a.lawrence@massey.ac.nz. Cami Sawyer College of Education Massey University Palmerston North

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Lesson Study:

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  1. Lesson Study: A practical model for engaging teachers in curriculum change

  2. Introductions Anne Lawrence Centre for Educational DevelopmentMassey University Palmerston North a.lawrence@massey.ac.nz Cami Sawyer College of EducationMassey University Palmerston North c.sawyer @massey.ac.nz http://ced-mxteachers-news-site.wikispaces.com

  3. Getting started Getting started • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate. Examples: 43 – 34 = ___ 75 – 57 = ___ • What do you notice? • Is this always true? Can you show why? • How might a student show this?

  4. Overview Overview

  5. Overview Overview

  6. effective pedagogy requires that teachers inquire into the impact of their teaching on their students” “

  7. Lesson study Lesson Study • Professional Development that incorporates • teaching as inquiry • a supportive professional culture • Focuses on improving students’ learning through improvement of teaching

  8. The lesson study cycle The Lesson Study cycle Planning Phase Research Lesson Post-Lesson Activities • STUDY • 1-4 hours • Consider long term goals for student learning • Study curriculum • 4. REFLECT • 1-5 hours • Share data • What was learned about student learning, lesson design, content? • Implications for this lesson and instruction more broadly? • 3. LESSON • 1 hour • Teach lesson • Observe and Collect data • 2. PLAN • 4-8 hours • Select lesson • Anticipate student responses • Plan data collection and lesson

  9. Lesson study improves teaching Lesson Study improves teaching ? Planning Phase Research Lesson Post-Lesson Activities Better Teaching

  10. Roles during lesson study Roles during lesson study We take different (often overlapping) roles during the different phases: • Facilitator • Collaborator • Lesson Teacher • Classroom Teacher • Time keeper • Observer • Reflective Thinker

  11. Lesson study planning Planning Phase • Goals: • Long-Term Goals: school, departmental or curriculum • Lesson Goals • Planning: • The overall unit • This lesson

  12. Brainstorm to develop ideas Planning Phase • Goals: • Long-Term Goals • Lesson Goals: around the starting activity • Planning: • The overall unit • This lesson

  13. Getting started • Select any two digits. Make two numbers with them. Find the difference between these. Try other pairs of digits. Investigate. Examples: 42 – 24 = ___ 75 – 57 = ___ • What do you notice? • Is this always true? • Can you show why?

  14. What would you use this task for? • A rich task - Thinking mathematically - Problem-solving - Developing abstract thinking - Communicating mathematical ideas • Developing understandings - Subtraction, Takeaway, Difference - Place value

  15. Our goals for this lesson Planning Phase • Long-Term Goal(s) • Pedagogical Goals: • meeting diverse learning needs of the class • students working collaboratively • communicating mathematical ideas • moving from manipulatives to abstract • using maths rich task(s) • Content Goal: developing understandings of place value • .

  16. Lesson study: Planning Planning Phase • Goals: • Long-Term Goals: • Lesson Goals • Planning: • The overall unit • This lesson

  17. The planning process Planning Phase • Focus on student learning • Discuss sequencing of ideas • Consider alternative pathways • Explore diagnostic questions • Share ideas about possible student responses • Take into account: Students’ prior experience, knowledge & skills; How the class is typically structured.

  18. Considerations with Lesson Study • Make student thinking visible: • use/design activities that will externalize student thinking, making it open to observation and analysis. • Don’t try to cram too much into one lesson • Starter/diagnostic • Guts of lesson (We commonly start with this) • Wrap up • Use an agreed Lesson Plan structure

  19. The heart of Lesson Study: The Lesson Planning Phase Research Lesson • The lesson teacher uses the lesson developed by the group a guide, NOT a script. • Observers: • identify a group of 2-4 students to focus on. • take notesabout responses and actions of these students. • concentrate on student engagement and thinking. • look for evidence of developing understandings & misconceptions.

  20. The Post Lesson debrief Planning Phase Research Lesson Post-Lesson Activities • A semi-formal structure keeps conversation focussed. • General feedback • The lesson teacher speaks first and reflects on the lesson. • The observers take turns to give a brief overview of their observations. “One thing I learnt . . .” • Discussion about specific aspects of the learning • FOCUS on LESSON GOALS • Each observer describes the learning and engagement of their focus students and noteworthy incidents. • More general discussion (this may lead to refining the lesson)

  21. Lesson Study Planning Phase Research Lesson Post-Lesson Activities Better Learning Better Teaching Think about your situation: How can you use this for PD?

  22. Suggested readings Available at http://lessonresearch.net/ A Lesson is Like a Swiftly Flowing River. Lewis, C. & Tsuchida, I. (1998). A Lesson is Like a Swiftly Flowing River: Research lessons and the improvement of Japanese education. American Educator, Winter, 14-17 & 50-52. Brief Guide to Lesson Studyby Catherine Lewis http://lessonresearch.net/briefguide.pdf Proofs without Words: Exercises in Visual Thinking by Roger Nelsen Cut The Knot! An interactive column using Java applets by Alex Bogomolny http://www.cut-the-knot.org/ctk/pww.shtml

  23. Thank you http://ced-mxteachers-news-site.wikispaces.com

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