LSP101 Introduction to Lesson Study

Lesson Studywww.singaporelessonstudy.blogspot.comSpeaker: Yeap Ban Har

Overview Photo: Hamanogo Elementary School, JapanThis introductory seminar helps participants, who are new to lesson study,understand the process of lesson study and its role in the professionaldevelopment of teachers. Participants will gain insight into the stages oflesson study and how they fulfill the Three Big Ideas of the ProfessionalLearning Community (PLC). This seminar will also touch on other benefits,challenges and factors needed to support the effective implementation oflesson study in a PLC.

Overview Photo: Hamanogo Elementary School, Japan Setting the ContextProfessional Learning Communities

Setting the ContextProfessional Learning Communities

…nothing matters morethan finding people withthe potential to begreat teachers. Malcom Gladwell 2009 What The Dog Saw

Source: How the Worlds Best-Performing School Systems Come Out on Top The McKinsey Report Getting the right people to become teachers and to develop them into effective teachers.

Source: BBC News 23 Nov 2004 “The country has made a conscious effort to have highly-qualified teachers throughout the system.” Minister of Education (Finland) 2004

Source: Straits Times 23 Nov 2010 “The first is improving teaching, developing teachers professionally ….” Secretary of State for Education (Britain) 2010

A good education systemdepends on high-quality Photo: Northlight Schoolteachers whoconstantly seek toimprove theirpractice, supported byschool leaders andadministrators, andresources fromdepartments andagencies within MOE. Minister of Education (Singapore) 2009

Photo: Fuchun Primary School build capacity for We need to teachers themselves to take the lead in professional upgrading.Minister of Education Singapore 2009

First Big Idea in PLC Focus on Learning Rather Than TeachingSecond Big Idea in PLCWorkCollaboratively Third Big Idea in PLC Focus on Results Three Big Ideas in PLC

OverviewLesson Study In a Nutshell Photo: Hamanogo Elementary School, Japan

Keys Grade School, Manila lesson studyaround the world Middle School Attached to Tsukuba University, Japan from Japan to the rest of the world

Edgewood Elementary School, New York, USA teachers studying learning in action lesson study around the world teachers discussing learning collaboratively Scarsdale Teachers Institute, New York, USA

lesson studyaround the world school-based lesson studyBina Bangsa School, Jakarta, Indonesia PCF Kindergarten Jalan Besar, Singapore

lesson studyaround the world openlessons Princess Elizabeth Primary School, Singapore

lesson studyaround the world public research lessons Singapore Math Conference in Las Vegas

lesson studyaround the worldJunior High School Attached to Tsukuba University, Japan

Junior High School Attached to Tsukuba University, Japan

Stages in Lesson StudyLesson Study adapted for Micro-Teaching in Pre-service Course Photo: National Institute of Education

Identify Professional Learning Goal Plan LessonLesson Plan Research Lesson Revision Post-Lesson Discussion

Lesson 0: Research Theme is Central in Lesson Study• Vision & Mission• Curriculum Focus• Students‟ Current Performance

Lesson 1: More Thinking, Less Doing During Lesson-Planning Stage• Curriculum Documents• Textbooks• Curriculum Materials• Other Literature• Other Lesson Study Documents• Always Guided by Research Theme

Change the square into an equilateral triangleof the same area. Bina Bangsa School, Jakarta, Indonesia

What does it look like when students are engaged productively in learning? What are the catalysts to such productive engagement?Professional Learning Goal: To engage students in learning Photo: Pathlight School

Lesson 2: Sharpening Our Eyes to See Students

PLC membersparticipated in an open lesson at a primary school as part of the lesson planning process to get more ideas and insights on student engagement. Photo: Daqiao Primary School

Refine work system . In the lesson planning process, the PLC members came up with arefined work system to develop and encourage independent engagement. Photo: Pathlight School

Use coloured paper strips Photo: Pathlight School In the lesson planning process, the PLC membersalso decided to use coloured paper strips. During the lesson, two types ofengagement were observed.

Type 1 Engagement Such engagement is not directly related to content of the lesson. However, students were more involved and were more responsive. Photo: Pathlight School Type 2 Engagement Such engagement is directlyrelated to content of the lesson. In this photo a student used the strips to make sense of the problem situation.

Lesson 3: Rich Observation, Rich Discussion

Lesson 4: Synthesizing Discussion

The team was also hopeful that the paper strips would help students connect the diagrams they draw and the problem situation. Hopefully, students are more engaged when they are doingPhoto: Pathlight School things that make sense to them.

Would the colour help students distinguish the unknown variable from the constant? The purpose of the research lesson is for teachers to observePhoto: Pathlight School students to answer questions such as this one. The lesson planning meetings raised such questions. The research lesson provides a platform to „see‟ the answers to such questions. The post-lesson discussion is a platform to discuss these answers.

Tools in Lesson StudyPhoto: Sembawang Secondary School, Singapore

Some of us know a bit about lesson study.Some have heard the term but not muchelse. Some have extensive experience withit. The purpose of the forum is for you toask any questions you have about lessonstudy.There is an article on the first things aboutlesson study at this website.www.academyofsingaporeteachers.moe.gov.sg

• School‟s Goals • Subject‟s Goals • Ideal Students‟ Outcomes • Actual Students‟ OutcomesWhat Do PLCs Do? • Identify the Gaps • Identify Professional Learning Goal to Close the Gaps

School‟s VisionSubject‟s GoalsIdeal Students‟ Actual Students‟ GapCharacteristics CharacteristicsProfessional Learning Goal

Professional Learning Goal Example: To engage pupils in the learning of mathematics broad but specific

Lesson Planning Meeting • Select a unit • Select a lesson or more within the unit • Study textbooks • Study other resources • Discuss how the lesson(s) is to be taught

Learning Outcome(s) Task & Anticipated Teacher‟s Notes Key Questions Students‟ Action Responses

• Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes: Summary • Student Data related to Professional Learning Goal

• Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes Summary • Student Data related to Professional Learning Goal One Thing I Learnt Today and What Was The Source

• Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes: Summary • Student Data related to Professional Learning GoalOne Interesting Thing I My Interpretation of One Question I HaveSaw During the Lesson What I Saw Related to This Observation

• Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes: Summary • Student Data related to Professional Learning Goal

Type of Student Engagement Stimulus • Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes: Summary • Student Data related to Professional Learning Average Score Average Score Goal of Novel of Novel Application Application Questions in Questions inCommon Test 1 Common Test 2

Type of Student Engagement Stimulus • Maintain a Group File • Take turns to write meeting notes • Lesson Plan Drafts • Individual ReflectionsLesson Study Data • Individual Observation Notes: Summary • Student Data related to Professional Learning Average Average Goal Score of Score of Section C in Section C in SA2 P5 SA2 P6

CriticalSuccess • Learning teams comprising ofFactors teachers who are sincere about wanting to learn the complex process of learning • One or more team members is able to synthesize discussion to bring the team from data level to information and knowledge that can be used in everyday teaching • Setting and using research theme to guide all that we do in lesson study. banhar.yeap@pathlight.org.sg

Lesson Studywww.singaporelessonstudy.blogspot.combanhar.yeap@pathlight.org.sg

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LSP101 Introduction to Lesson Study

by Jimmy Keng on Jan 12, 2012

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LSP101 Introduction to Lesson Study — Presentation Transcript