This document discusses an uncommon approach to professional development called lesson study that focuses on teacher-led inquiry. It summarizes the lesson study process which includes planning, conducting research lessons to collect data on student learning, and reflecting. The document provides an example of a lesson study conducted by teachers on analyzing documents about the Occupy Oakland movement. It discusses how the lesson study approach differs from traditional professional development and supports collaborative teacher learning and improvement of instructional practice.
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Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITSAlexis Paragas
This include the following Classification of Instructional Objectives, Preparing Instructional Objectives, Choosing Themes and Organizing Bodies of Knowledge.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
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Session Summary:
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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1. 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.knight@ousd.k12.ca.us
2. Understanding Goals
Teachers 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.
3. KWL
• What experience or knowledge do you already
have about lesson study?
• What are you hoping to learn today?
4. Why an Uncommon
Approach?
Expertise comes from Teachers are the
Academia experts
5. 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 lesson
What was learned about student Do task
learning, lesson design, this
Anticipate student responses
content?
Plan data collection and lesson
What are implications for future
teaching, for the field?
3. DO RESEARCH LESSON
Conduct research lesson
Collect data
6. Professional Development
Traditional 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.
7. Teachers’ Activities to
Improve Instruction
Choose 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
8. 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?
9. Lesson Study in Practice:
Connecting to your work
What 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?
11. What are the Common Core
State Standards?
National set of expectations for student knowledge and skills that
students need to master to succeed in college and career.
Designed by Council of Chief State School Officers and the
National Governors Association for Best Practices, in
collaboration with educational leaders and university partners.
Adopted by CA SBE August 2, 2010
Will officially replace the ELA and Math California State
Standards in 2014-2015, not the History or Science content
standards.
12. 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 as
demands of audience, task, critique.
purpose and discipline
5) They value evidence. 6) They use technology and digital
media strategically and
capably.
7) They come to understand other perspectives and cultures.
13. The Special Place of Argument in the
New Common Core State Standards
Gerald Graff, professor of English and
education, writes that “argument literacy” is
fundamental to being educated. The
university is largely an “argument culture,”
Graff contends; therefore, K–12 schools should
“teach the conflicts” so that students are
adept at understanding and engaging in
argument (both oral and written) when they
enter college.
14. The Goals of the ELA-History
Collaborative
Teacher Learning
1. 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.
15. Lesson Study Project
Timeline
Collaborative
Formed
Research Lesson
on Occupy
Oakland
Analysis and
Reflection
Summer
Institute
Public lessons
17. 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?
18. Occupy Oakland Lesson
Study Questions
How can we create a sequence of activities in order to write a paragraph
using an evidence sandwich?
When students are provided with sufficient background knowledge, how can
we 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(as
evidenced 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 evaluate
the validity of an argument?
Can instruction of annotating text lead students to writing strong summaries?
19. 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?
21. Contacts and Resources to Help
Get Started
OUSD Teaching American History Grant Website
http://www.teachingamericanhistory.us/index.htm, Stan Pesick, Project
Director, 510 879-8497; stan.pesick@ousd.k12.ca.us
Lesson Study Group at Mills College
http://lessonresearch.net/
Lesson Study Research Group, Teachers College/ Columbia University
http://www.tc.edu/lessonstudy/
Lessons Studied: Lessons Learned - MacComb Intermediate School
District
http://www.misd.net/lessonstudy/process.htm#Introduction
The Lesson Study Project at the University of Wisconsin-La Crosse as part
of the Center for Advancing Teaching & Learning.
http://www.uwlax.edu/sotl/lsp/
Editor's Notes
Maybe this is good place for your grouindhog day?
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