Include image and/or text that illustrates how lesson study inverts the paradigm and puts the teacher in the role of the expert. Through lessons study, the practicioners are those that are formulating research questions, gatehring evidence, and drawing conclusions about teachign and learning.
Notes: Evidence of learning – were able to have a discussion of unknown terms, students required more documents as background, being provided allowed for teacher to create a structure in order to make a claim, students were able to make a claim supported by documents, some claims more simplistic than others, some were more opinionated without support from documents, students had difficulty capturing conflicting documents in writing except as counterargument or rebuttal; Next Cycle - Revision of research question - keep the question, but revise the lesson; but might split the question into 2 parts, lesson was coming at the documents from a compare/contrast strategy which might not get at the author’s point of view so we need to get better including point of view
An Uncommon Approach to Common Core
Lesson Study:An Uncommon Approach to Common Core Jah-Yee Woo and Nicole Knight Oakland Unified School District Jah-Yee.Woo@ousd.k12.ca.us and Nicole.email@example.com
Understanding GoalsTeachers will...• understand the lesson study cycle and explore ways in which it will support their own inquiry into teaching and learning in their classroom/site• understand an interdisciplinary approach to incorporating the Common Core standards into their instruction• understand ways in which teaching argument were illuminated by the lesson study cycle.
KWL• What experience or knowledge do you already have about lesson study?• What are you hoping to learn today?
Why an Uncommon Approach?Expertise comes from Teachers are the Academia experts
Lesson Study Cycle 1. STUDY Consider long term goals for student learning and development Study curriculum and standards 4. REFLECT 2. PLAN Share data Select or revise research lessonWhat was learned about student Do task learning, lesson design, this Anticipate student responses content? Plan data collection and lessonWhat are implications for future teaching, for the field? 3. DO RESEARCH LESSON Conduct research lesson Collect data
Professional DevelopmentTraditional Research Begins with an answer Begins with a question Driven by Expert Driven by Participant Communication: Trainer to Teacher Communication among Teachers Relationships hierarchical Relationships reciprocal Research informs practice Practice is Research By Lynn Liptak, Paterson School #2, New Jersey.
Teachers’ Activities to Improve InstructionChoose curriculum, write curriculum, align curriculum,write local standards Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons U.S. JAPAN 7 copyright Catherine C. Lewis 2005
Lesson Study in Practice: Video Analysis• What is the student question in each class? What are students trying to understand?• What is the teacher research question in each class? What is the teacher trying to understand about teaching and learning?
Lesson Study in Practice: Connecting to your workWhat in this video did you see that supports inquiry into teaching and learning? What are teachers learning about their practice? What questions emerge?How is this experience similar or different than your own professional development experiences?
What are the Common Core State Standards?National set of expectations for student knowledge and skills thatstudents need to master to succeed in college and career.Designed by Council of Chief State School Officers and theNational Governors Association for Best Practices, incollaboration with educational leaders and university partners.Adopted by CA SBE August 2, 2010Will officially replace the ELA and Math California StateStandards in 2014-2015, not the History or Science contentstandards.
The Common Core State Standards lay out a vision of what it means to be a literate person in the 21st century.1) They demonstrate 2) They build strong content independence. knowledge.3) They respond to the varying 4) They comprehend as well asdemands of audience, task, critique.purpose and discipline5) They value evidence. 6) They use technology and digital media strategically and capably. 7) They come to understand other perspectives and cultures.
The Special Place of Argument in theNew Common Core State StandardsGerald Graff, professor of English andeducation, writes that “argument literacy” isfundamental to being educated. Theuniversity is largely an “argument culture,”Graff contends; therefore, K–12 schools should“teach the conflicts” so that students areadept at understanding and engaging inargument (both oral and written) when theyenter college.
The Goals of the ELA-History Collaborative Teacher Learning1. Increase secondary HSS and ELA teachers’ knowledge of the Common Core standards and Lesson Study - understanding of the shared literacy goals Linking PD Student Learning of secondary HSS and Classroom and ELA teachers Practice Increase student ability to construct a strong written argument.2. Increased knowledge of strategies to help students develop the reading and writing skills necessary to construct an argument.
Lesson Study Project TimelineCollaborative Formed Research Lesson on Occupy Oakland Analysis and Reflection Summer Institute Public lessons
Student Question: Is OccupyMovement Good for the 99% of Oakland?
A Case Study• Context – Students read 5 documents and write an argument-based response in multi-grade secondary classrooms• Teacher Question - To what extent and depth can students contrast a range of possibly conflicting documents in order to form and support a claim?• Student Question - What are the main ideas and most important points raised by each document? What is the bias or point of view of the author/s? Is the Occupy Movement good for Oakland?
Occupy Oakland Lesson Study QuestionsHow can we create a sequence of activities in order to write a paragraphusing an evidence sandwich?When students are provided with sufficient background knowledge, how canwe get them to critically analyze the media?How can students learn to analyze conflicting points of view?How can guiding questions lead students to deeper source analysis(asevidenced by written work, student discussion, etc.)?How can we help students identify and address conflicting evidence?How can use use rhetorical appeals as a gauge by which students evaluatethe validity of an argument?Can instruction of annotating text lead students to writing strong summaries?
New Questions that Emerged after Occupy Oakland• How does a focus on “frontloading” context, vocabulary and conceptual frameworks support student understanding of texts and the focus of writing tasks?• What classroom structures enhance the role of discussion as a key support in helping students move from a close reading of texts to comprehension and understanding? How do we both structure and encourage the “messiness” of discussion?• What graphic organizers can support the development of student understanding and analysis, helping to bridge the gap between the reading of texts and the development of an argument?• How does helping students define and understand the relation between claim/evidence/argument support their ability to develop a thoughtful and coherent argumentative essay?
Contacts and Resources to Help Get StartedOUSD Teaching American History Grant Websitehttp://www.teachingamericanhistory.us/index.htm, Stan Pesick, ProjectDirector, 510 879-8497; firstname.lastname@example.orgLesson Study Group at Mills Collegehttp://lessonresearch.net/Lesson Study Research Group, Teachers College/ Columbia Universityhttp://www.tc.edu/lessonstudy/Lessons Studied: Lessons Learned - MacComb Intermediate SchoolDistricthttp://www.misd.net/lessonstudy/process.htm#IntroductionThe Lesson Study Project at the University of Wisconsin-La Crosse as partof the Center for Advancing Teaching & Learning.http://www.uwlax.edu/sotl/lsp/