From Lesson Study Step by Step How Teacher Learning Communities Improve Instruction By Catherine C Lewis and Jacqueline Hurd Agenda BRIEF Review Purpose Lesson Study Cycle Where we Are Now ID: 487973
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Slide1
Lesson Study: Diving In
From Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction By Catherine C. Lewis and Jacqueline HurdSlide2
Agenda
BRIEF Review PurposeLesson Study Cycle – Where we Are Now?Our Common Research ThemeVideo Review: Planning and StudyLesson Study Groups and Group RolesDeveloping Group Norms
Plan the Research LessonChoosing A TopicPlanning the LessonReflection and Next StepsSlide3
Purpose of Lesson Study
“The real “product” of the lesson study cycle is not the lesson. Lesson study builds educators’ knowledge, motivation, habits of learning, and professional learning community.”
p. 16Slide4Slide5
Our Common Research Theme
Our goal is for students to create themselves as empowered, proactive learners and critical thinkers, who communicate effectively and can work collaboratively for social and academic success in school and society. Slide6Slide7
Review:DVD Segment 1: Planning and Study
Notice that team members:Start with an existing lesson – they do not develop a lesson from scratchMonitor group norms and work to uphold themRotate roles (e.g. facilitator and recorder)Spend time doing the mathematical task they will have students do and anticipate student thinking work to deepened their own content knowledge.Slide8Slide9
Lesson Study Groups
Group #1Group #2Slide10
Lesson Study Group Roles
Liaison/Convener (Jayne): Communicates with any outsiders for the group, requests subs, reminds members of meeting dates, times and places, arranges room and refreshments.Facilitators: (Irina and Michelle)
keeps the conversation moving and fair. Involves all participants. Follows an agreed-upon agenda.Slide11
Lesson Study Group Roles
Note Taker: Takes the minutes of the meeting, copies and distributes them to members for review before the next meeting.Recorder: records on chart paper, where all can see, important decisions of the group (helpful when brainstorming goals and planning the lesson design
.)Typist: types up the lesson plan or any other documents as needed
.
Member:
supports others in their roles, actively contributes to the meeting’s running smoothly.Slide12
Guide to Developing Group Norms
What would make this lesson study group a supportive and productive site for your learning?Jot down a list
of characteristics that are important to you. (It may help to think about characteristic of groups that have functioned well—or poorly—to support your professional learning in the past.) You may want to consider some general norms (such as listening and taking responsibility) and some that have been identified as especially important to supporting learning of academic content, such as
expressing agreement/disagreement
and explaining your thinking.Slide13
Guide to Developing Group NormsAs a group, share and discuss the ideas generated by each member, taking particular care to identify and discuss any possible contradictions. For example, if one group member ask for “safe” and another for “challenging my thinking,” talk about how both can be honored
.Slide14
Guide to Developing Group NormsSynthesize members’ ideas to a group list of about five key norms you all support.
Record the norms for future reference.At the beginning of each meeting, choose one norm to monitor that day. At the end of your meeting, discuss whether you upheld it and what can be improved.Slide15
Step 1: Study Curriculum and
Formulate GoalsStudy
curriculum and standards, identify topic of interest
Choose A Topic
What topics are persistently difficult for, or disliked by, students?
What topics do we as ESL teachers find most difficult to teach?
Is there a particular standard that we as ESL teachers want to understand and master
?
Choose a topic broad enough for all members to benefit.
Connect to current KCAS/Assessment challengesSlide16
The Teaching Learning PlanSlide17
ESL MS/HS
PL Meeting Dates
Gheens Rooms 109/110
3:00 to 6:00 p.m
.
Credit or Stipend Available
Date
Focus
September 18
Develop Research Lesson
Decide who will teach and when
October 16
November 20
February 19
March 19
April 23Slide18
Wrap-Up
Next meeting dateWhere are you in research lesson?What are your next steps?How can we help?