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PDST Team Meeting Lesson Study Overview
- 1. PDSTTeamMeeting December2017 Overview 1. Introduction to Lesson Study and Structured Problem Solving 2. Group Activity 3. An Overview of PDST’s Lesson Study Programmes
- 3. The Maths Development Team
- 4. PDST National Meeting December 2017 The Maths Development Team 2008 2009 2010 2011 2012 2013 2014 2015 2016 Project Phase National Roll-Out Lesson Study Phase 2Phase 1 10 Full-Day Workshops for 6,500 teachers Seminar School Visits 5 Content Courses 3 ICT courses Teaching & Learning Plans Teacher Handbooks Student CD Online Resources Video Tutorials www.projectmaths.ie 10 Full-Day Workshops School Visits www.projectmaths.ie Teaching & Learning Plans Teaching & Learning Resources Induction Training Lesson Study Meetings Maths Counts Lesson Study Handbook Lesson Proposals Lesson Study Posters 2017 2018
- 5. Lesson Study & Structured Problem Solving
- 6. 6 PDSTTeamMeeting December2017 Lesson Study A model of CPD Lesson Study vs. Structured Problem Solving Structured Problem Solving A model of classroom practice
- 7. 7 PDST Team Meeting December 2017 Let’s start at the beginning…
- 8. 8 PDST Team Meeting December 2017 Video Study Sample Lesson Number Key Insight or question 3-country study: representative sample of 8th grade (2nd year) mathematics lessons in USA, Germany & Japan 231 lessons Is there such a phenomenon as “cultural script” to describe lessons at national level?
- 9. 9 PDSTTeamMeeting December2017 The Japanese approach to mathematics teaching “The teacher can provide students with opportunities to understand these basic ideas, and support their learning so that the students become independent learners. When we watched a Japanese Lesson, for example, we noticed that the teacher presents a problem to the students without first demonstrating how to solve the problem.” Stigler and Hiebert, 1999, The Teaching Gap Structured Problem Solving A model of classroom practice
- 10. 10 PDST Team Meeting December 2017 Sugiyama2008 Level 1 Level 2 Level 3 The teacher can provide students with opportunities to understand these basic ideas, and support their learning so that the students become independent learners. The teacher can explain the meanings and reasons of the important basic ideas of mathematics in order for students to understand them The teacher can tell students the important basic ideas of mathematics such as facts, concepts, and procedures. Three Levels of Expertise in Mathematics Teaching Structured Problem Solving A model of classroom practice
- 11. 11 PDSTTeamMeeting December2017 84% 62% 26% 5% 94% 76% 38% 7% 93% 89% 67% 14% Low Benchmark Intermediate Benchmark High Benchmark Advanced Benchmark Trends In Mathematics & Science Study (TIMSS 2015) International Average Ireland Japan Their results are different too
- 12. 12 PDST Team Meeting December 2017 “Although researchers have been emphasising problem solving, we still do not see many mathematics classes using problem solving as an integral part of mathematics teaching and learning.” Changing Classroom Practice (Stigler and Hiebert, Closing the Teaching Gap, 2009) 2009 1995 1985
- 13. PDSTTeamMeeting December2017 Changing classroom practice “Listening to experts during special professional development days does not translate into improved teaching. Effective teacher learning must be built into teachers’ daily and weekly schedules. Schools must become the places where teachers, not just students, learn.” (Stigler and Heibert, Closing the Teaching Gap, 2009)
- 14. PDSTTeamMeeting December2017 Lesson Study - a vehicle for change Lesson Study has been used for 30+ years to develop teachers’ craft in teaching through structured problem solving. Lesson Study has been used by teachers in Japan for CPD for 100+ years. Lesson Study A model of CPD
- 15. PDSTTeamMeeting December2017 Benefits of Lesson Study Research shows... Evidence of statistically significant impact on teaching and learning Four benefits include: “Greater teacher collaboration, a sharper focus among teachers on students’ learning, development of teacher knowledge, practice and professionalism and improved quality of classroom teaching and pupil learning outcomes”. Gersten et al (2014) Lewis et al (2006) Cajkler et al (2014)
- 16. The Lesson Study Cycle
- 17. PDSTTeamMeeting December2017 Research Theme Identify the issue to overcome Meitheal Machnaimh groundwork for designing the lesson Develop lesson proposal Live research structured problem solving lesson Post-lesson discussion to solidify ideas for addressing the research theme. Summarise the learning and identify the next step Supported by Knowledgeable Other Final comments by Knowledgeable Other to summarise and guide future research Teachers collaborate to tackle a problem in teaching and learning. What happens during Lesson Study? Planning Reflecting The Lesson Study Cycle
- 18. PDST National Meeting December 2017 The Research Theme Aligned with • School improvement • SSE dimensions, domains and standards
- 19. PDST National Meeting December 2017 Planning 4. The Research Lesson Lesson Goals The Problem Lesson Flow Student Responses Ceardaíocht Boardwork 3. The unit Unit Goals Relationship to Syllabus Unit Plan 2. Research Whole school teaching Research findings 1. Mathematical Topic What problem exists?
- 20. PDST National Meeting December 2017 Meitheal Machnaimh (kyozai kenkyu) • Choose a problem to facilitate goals of the lesson • Develop Pedagogical Content Knowledge Planning
- 21. PDST National Meeting December 2017 • Taught by one member of research group and observed by others • Pre-determined set of data gathered • Strict protocols are observed The Research Lesson
- 22. PDST National Meeting December 2017 Reflecting • Post-lesson discussion oWere the goals of the lesson and the research theme met? oWhat specific problems did students have? oHow would you revise the lesson? • Finalise lesson proposal
- 23. PDST National Meeting December 2017 Share the Outcomes • Lesson-Study Library • Maths Counts • Share Day
- 24. Teaching Through Structured Problem Solving
- 25. PDSTNationalMeeting December2017 A Structured Problem-Solving Lesson Note: Timings are approximate reflective of a 45 minute class period Presenting the problem hatsumon Review previous lesson. Teacher carefully introduces the problem. Encourage the use of prior knowledge. 10 minutes Student problem solving kikanshido Students work individually or in group. Students write solution methods and explanations, using diagrams, calculations and mathematical sentences. Teacher encourages and notes solutions. 10 minutes Presenting the solutions & Ceardaíocht neriage Students present their solution at the board in a pre-decided order. Teacher facilitates students understanding other solutions. Whole class discussion on similarities and differences. “Kneading” of solutions to achieve lesson goals. 20 minutes Highlighting and summarising matome Summarising and reflecting on solutions and learning. Extension task. 5 minutes
- 26. PDST National Meeting December 2017 Presenting the ProblemPresenting the problem Individual problem solving Understanding the problem Having insight into the solution Individual problem solving Activitiesiour Capturing the problem situation mathematically Thinking insightfully and having one’s own ideas Expressing one’s own ideas E Understand the problem clearly and correctly Looking for the differences between problems they have previously learned Recalling prior knowledge Trying to solve the problem using knowledge previously learned Expressing their own ideas in a way everyone can T id c S b Presenting the problem Individual problem solving Understanding the problem Having insight into the solution Individual problem solving Activitiesiour Capturing the problem situation mathematically Thinking insightfully and having one’s own ideas Expressing one’s own ideas E Understand the problem clearly and correctly Looking for the differences between problems they have previously learned Recalling prior knowledge Trying to solve the problem using knowledge previously learned Expressing their own ideas in a way everyone can T id c S b • Review prior learning • Present the problem • Check that students understand the problem
- 27. PDST National Meeting December 2017 Student Individual WorkIndividual problem solving Presenting solutions and Cear Individual problem solving Presenting student solutions Understanding solutions Expressing one’s own ideas Explaining their ideas Understanding others’ ideas Trying to solve the problem using knowledge previously learned Expressing their own ideas in a way everyone can understand Trying to explain their ideas in a way everyone can understand Speaking in front of the board with their face and body looking toward the Listening to others presenting their solutions and understand it (read body language nodding etc..) • The teacher oencourages multiple approaches oassesses and recording students’ learning ohelps students develop their thinking through questioning oplans for Ceardaíocht
- 28. PDST National Meeting December 2017 Presenting Solutions and Ceardaíochtg Presenting solutions and Ceardaíocht Presenting student solutions Understanding solutions Ceardaíocht Explaining their ideas Understanding others’ ideas Comparing and contrasting solutions, deciding which is ‘best’ m s Trying to explain their ideas in a way everyone can understand Speaking in front of the board with their face and body looking toward the Listening to others presenting their solutions and understand it (read body language nodding etc..) Looking for differences and similarities between their ideas and their peers Thinking of what is the best, most efficient way of handling the problem • Students present solutions in a pre-determined order • Teacher develops whole class understanding through o questioning o facilitating discussion between students o using misconceptions as learning opportunities • Teacher ‘kneads’ solutions to move whole class towards the lesson goals
- 29. PDST National Meeting December 2017 Presenting Solutions and Ceardaíocht • Boardwork provides a record of the learning
- 30. PDST National Meeting December 2017 Summarising & Reflecting • Teacher summarises key points of the lesson o Focus is on concept / Don’t focus on procedures • Students reflect on their learning o What did you learn today? o What did you have trouble understanding? o What questions do you have? • Extension task is provided nting solutions and Ceardaíocht Summing up nt Understanding solutions Ceardaíocht Summary of the lesson uctured problem-solving lesson Understanding others’ ideas Comparing and contrasting solutions, deciding which is ‘best’ Reflecting on the lesson
- 31. PDST Team Meeting December 2017 1. Given that Lesson Study is an established model of CPD, what are the opportunities it presents for you and the work of your team? 2. How could the lesson structure, as used in structured problem solving, be facilitated in your area? Q1. Q2.
- 32. MDT Lesson Study Programme
- 33. 33 PDSTTeamMeeting December2017 Participating in Lesson Study Reflection & Sharing research Teaching & observing the Live Research Lesson & Post- Lesson Discussion Planning & Drafting the Research Lesson Proposal Induction Training October March 5 x 2.5 hours 2 hours 2.5 hours3 days
- 34. 34 PDST Team Meeting December 2017 Lesson Study Participation 2014 2015 2016 2017 2018 10 associates 100 teachers 45 schools Education-Centre based Online Forum Maths Counts 2016 2016-20172017-2018 33 associates 250 teachers 100 schools Education Centres & schools Online Forum Maths Counts 2017 44 associates 400 teachers 140 schools School based Online Forum Maths Counts 2018 Nationwide Launch 50 teachers 20 schools Education-Centre based Maths Counts 2015
- 35. PDSTTeamMeeting December2017 Communities of Practice MDT Associates Teachers
- 36. 36 PDST Team Meeting December 2017 Observations Teachers need sustained support to develop the skills needed for a structured problem solving lesson A lot of informal learning happens while teachers collaborate to design a lesson Teachers learn a lot simply from being in another teacher’s classroom Teachers are very polite and are slow to critique a lesson Many teachers recognise the positive effects Lesson Study has had on their approach to teaching in general Some teachers find the Lesson Study model of CPD challenging
- 37. PDST Team Meeting December 2017 Structured Problem Solving Workshop Presenting the problem Student problem solving Presenting the solutions & Ceardaíocht Highlighting and summarising Topic: Understanding the area of basic 2D shapes Level: 5th & 6th Class 1st Year What you’ll get: Live Lesson Lesson Proposal Lesson Analysis