Lesson Studymyppt

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Lesson study

Instructional Improvement


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WHAT IS LESSON STUDY

A Japanese model of teacher profesional

development.

Derived from two Japanese words:

Jugyokenkyu

Jugyo = lesson

Kenkyu = study / research

Lesson Study ( by Yoshida, 1999 )

Research Lesson ( by Lewis )


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WHAT IS LESSON STUDY?

Aims..to improve the quality of teaching and

learning experience that teachers provide to

their students.

Practicedby Japanese teachers for more than

40 years


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HOW TO CARRY OUT LESSON STUDY

Step 1 : Identity and Formulate goals

Step 2 : Plan Lesson Collaboratively

Step 3 : Teach andObserve the Lesson Step 4 : Reflectand Revised Lesson Plan

Step 5 : Teaching the RevisedLesson Plan


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STEP 1 : IDENTITY THE GOALS

2 major activities

Choose a subject / topic area

What subjects/topics are the most difficult for

students?

What subjects/topics do teachers find most difficult to

teach?

Hot topics


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STEP 1 : IDENTITY THE GOALS

Select a particular unit and lesson

Fundamental to subsequent learning.

Persistently difficult for students or disliked by

students

Difficult to teach or disliked by teachers

New to the curriculum


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STEP 2 : PLAN THE RESEARCH LESSON

Two approaches

Study existing lessons Develop a plan to guide learning


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STEP 2 : PLAN THE RESEARCH LESSON..

STUDY EXISTING LESSONS

LS is most productive if teachers build on

the best existing lessons or approaches. Resources include :

Textbooks, research lessons at other schools

video tapes and books.


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Develop a plan to guide learning Questions to guide:

What do students currently understand about the topic?

What do we want them to understand at the end of thetopic?

What will student respond to questions and activities in thelessons? What problems and misconceptions to advance thelesson?

What will make this lesson motivating and meaningful to

students? What evidence about student learning, motivation and

behavior should be gathered in order to discuss the lessonsand larger research theme? What data collection forms areneeded to do this?

STEP 2 : PLAN THE RESEARCH LESSON..


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STEP 3 : TEACH AND OBSERVE

THE LESSON

Protocol for observations of research lesson:

Do not help student or otherwise or interfere

with the natural flow of the lesson Collect data as requested in advance by the

research plan or

Focus your observation on the point to notice in

the lesson plan.


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STEP 4 : DISCUSS AND ANALYZE THE

LESSON : IMPORTANT GUIDELINES

The teacher who actually taught the lesson

speak first and have the chance to point out

any difficulties faced in the lesson before

others pointed out.

The lesson belongs to the whole Lesson Study

group. It is our lesson, not my lesson . This

should be reflected in everyones speech.


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STEP 4 : DISCUSS AND ANALYZE

THE LESSON

Discussion focuses on the data that

were collected by the observers.

Observers talk specifically about thestudent work and conversation they

recorded.


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STEP 5: REFLECT AND PLAN FOR

THE NEXT STEPS

QUESTIONS TO PONDER, AFTER 1 CYCLE :

1. What is useful or valuable about our LS worktogether?

2. Is LS leading us think in new ways about oureveryday practice?

3. Is LS helping us develop our knowledge ofsubject matter and of student learning and

development?4. Are we working together in a productive and

supportive way?


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5. Have we made progress toward our overall LS

goal?

6. Do all members of the group feel included

and valued?

7. Do non participants in our work feel

informed and invited?


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BENEFITS OF LESSONS STUDY

Encouraged the sharing of knowledge and

skills

Enhanced teachers content and pedagogical

content knowledge

Enhanced and strengthened collegial support

Enhanced reflective practices.


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ISSUES AND CHALLENGES OF

LESSONS STUDY

TIME

COMMITMENT ADMINISTRATIVE SUPPORTS


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BABY STEP FOR LESSON STUDY

[ISRAEL CASE STUDY : ROBINSON]

Lesson Study begins with

Step 1:First group meeting I asked for a teacher to

volunteer to teach and then she choose the

topic for the first Lesson Study


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Step 2:

Second group meeting

Part I:

After first reviewing the national syllabus in orderto clarify the goals for the topic, the teachers

gathered ideas about the lesson from materialsand books they had brought.

Part II:

The teachers, working in school teams, started to

formulate ideas about how to teach the lesson,focusing on the teaching materials that would beused and possible extensions for the lesson.Finally, each team wrote a lesson plan.


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STEP 3

Third group meeting - each team

demonstrated, in turn, their ideas on how to

teach the lesson. The other teams took notesand provided feedback. Then the 'volunteered

teacher' asked questions and discussed the

answers until she felt she could build a final

lesson plan


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STEP 4

The 'volunteered teacher' took all the ideas

and suggestions and at home prepared a

lesson plan to be presented at the next group

meeting


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STEP 5

Fourth group meeting - the 'volunteeredteacher' presented her lesson plan to the

whole group of teachers and got feedback


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STEP 6

The 'volunteered teacher' prepared a final

detailed lesson plan at home and sent it to allthe teachers so they could know how the

lesson would be carried out in the classroom.


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STEP 7

Fifth group meeting

the teachers learnedsome aspects of lesson observation, discussedand decided on special observation tasks. Each

teacher received from the teacher educator adifferent observation task. These tasks focusedon important issues during a lesson, such asteacher instruction, student understanding,

student solution processes, and the fitnessbetween the plan of the lesson and itsimplementation


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STEP 8

Implementation at School

Part I: The 'volunteered teacher' taught the

lesson in her classroom with her own students.

The other teachers and the teachers educator

(me) observed the lesson. The teachers tooknotes each concentrating on the focus they

had been assigned in order to give feedback to

the 'volunteered teacher'.


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Part II: group meeting (sixth)

After theresearch lesson, a follow-up meeting wasimmediately held. The 'volunteered teacher'

began with her own reflection on the lesson.The observers followed with their comments.Next, the teacher educator reflected on theentire process as a tool for teachers'

improvement which they could repeat withtheir own school team, with another class, andwith another topic

STEP 8

Implementation at School


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Past experiences This Lesson Study experience

Often ugly and nasty criticism of

the lesson, of the teacher (even

when she was talented and

experienced) and of students

knowledge.

Constructive feedback and

criticism.

Teachers were not interested in

observing lessons.

Teachers asked to continue with

Lesson Study.

Teachers claimed they learned

nothing by observing lessons.

Teachers claimed they saw great

advantage in Lesson Study.


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Seven Key Pathways

WHY LESSON STUDY

1. Increased knowledge of subject matter

2. Increased knowledge of instruction

3. Increased ability to observe students

4. Stronger collegial networks5. Stronger connection of daily practice to long

term goals.

6. Stronger motivation and sense ofefficacy

7. Improved quality of available lessons plans


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Teachers discuss the essential concepts and

skills that their students need to learn,

compare the concepts treatment in existing

curriculums and consider what the studentscurrently know and how they will respond to

the planned lesson.


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Many effective strategies they learned that

have broad instructional implications, such as

carefully wording the main problem to propel

student interest, making students hungry fornew terminology and seeing how students use

their prior knowledge.


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