# Lesson Study Glenna Petrine-Wyatt and Amanda Ellis Suzanne

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Lesson Study Glenna Petrine-Wyatt and Amanda Ellis Suzanne

Lesson Study Glenna Petrine-Wyatt and Amanda Ellis Suzanne Skipper and Pamela Ferrante Orange County Public Schools 9:00 a.m.-3:00 p.m. July 19, 2013 Goals: Teachers will be able to: understand and explain the rationale for Lesson Study understand and explain the Lesson Study process experience a virtual Lesson Study cycle apply knowledge of Lesson Study through discussion of instructional implications Time Activity 9:00 Opening Remarks: Dr. Rose Taylor, UCF Opening Question: What do you want to know about Lesson Study? High-Effect Strategies: Setting learning goals and scales Identifying critical information Organizing students to interact with new knowledge 9:30-11:00 Group Brainstorm- How did I learn as a student? What did my teachers do that made information meaningful for me? High-Effect Strategies: Tracking student progress Reflecting on learning Examining similarities and differences Providing opportunities for students to talk about themselves. Lesson Study Values High-Effect Strategies: Organizing students to interact with new knowledge Previewing new content Chunking content into "digestible bites" 11:00-12:00 Focus the Group's Inquiry High-Effect Strategies: Processing new information Recording and representing new knowledge Providing students with resources and guidance Revisit the original, code the questions with the following symbols: Check mark- Question answered ?- still have the same question E- Edit (where they will either edit the original question or write a new question) 12:00-12:30 Lunch 12:30-1:30 Lesson Study Demonstration Videos High-Effect Strategies: Practicing skills, strategies, and processes Organizing students to practice and deepen knowledge Watch video, select from cards one question to solve. 1:30-3:00 What Should You Expect from Lesson Study? High-Effect Strategies: Tracking student progress Celebrating student success Reflecting on learning Revising knowledge 3:00 RTP3 Feedback Survey Please complete the feedback form. Leave your nametag and feedback form on the table as you leave. 7/10/2013 Lesson Study Overview for RTP3 Mentors and Teachers July 19 and 20, 2013 COMMUNITY BUILDER Mandy Ellis Glenna Petrine-Wyatt Pam Ferrante Suzanne Skipper Learning Goal: I will understand and be able to explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 4 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. I can identify a future research theme and a common core standard as the focus for a research lesson. 3 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 2 I can explain the rationale for lesson study and the process of lesson study. 1 With prompting and support, I can explain the rationale for lesson study and the process of lesson study. What are you wondering about lesson study? Agenda • Today we will learn by: Group processing Brainstorming Virtual lesson study cycle Discussion Group Brainstorming Instructions • At your table, answer the following questions: How did I learn best as a student? What did my teachers do that engaged me as a learner? 1 7/10/2013 Making Connections • Content Matters, pg. 25 • Which of the Principles of Learning are similar on your list? • Which are different? JIGSAW 1’s: pg. 7, #1 Lesson Study Values Teaching, Teachers, and the Professional Teaching Community 2’s: pg. 9, #2 Lesson Study Provides an Important New Learning Structure 3’s: pg. 12, #3 Lesson study Values the Long‐Term Learning and Development of Students 4’s: pg. 13, #4 Lesson Study Fosters Teachers’ Motivation to Continue to Improve 5’s: pg. 14, #5 Lesson Study Builds a Knowledge Base for Teaching Strategies • Check for Understanding #1 What do you think are the characteristics of effective professional learning? • Organizing students to interact with new knowledge (Think Pair Share) • Examining Similarities and Differences • Providing opportunities to share experiences • Chunking content information (Jigsaw) Learning Goal: I will understand and be able to explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 4 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. I can identify a future research theme and a common core standard as the focus for a research lesson. 3 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 2 I can explain the rationale for lesson study and the process of lesson study. 1 With prompting and support, I can explain the rationale for lesson study and the process of lesson study. BREAK 2 7/10/2013 Phases of Lesson Study • • • • • Plan the lesson. Teach the lesson. Debrief the lesson. Revise the lesson. Reflect on practice. Research Lesson: How Many Seats? Research Lesson Research Lesson Research Lesson Research Lesson Unit Unit Research Theme Check for Understanding #2 What do you expect are the challenges and benefits of lesson study, based on what you know now? Where are you now? Find your question on the chart. √ My ques on has been answered. ? I still have my question. E‐ I have edited my question or added a new one. 3 7/10/2013 Strategies LUNCH • Tracking student progress (notes on scale) • • Processing new information (nonlinguistic) Providing resources and guidance (common core standards) How Many Seats? Revisited Misconceptions‐ What are they? What does it take to uncover them? Virtual Lesson Study Segment 1: Planning and Study While watching, note: • how the group’s work is similar or different from your usual experiences of collaboration • any opportunities you see for teachers to build their knowledge of mathematics or other professional qualities. Independently solve the problem in the lesson How Many Seats? Virtual Lesson Study Segment 2: First Teaching • Collect as much data as you can on student understanding of the plus‐two pattern and how the pattern grows • Share what your data reveal about student understanding. What data would you want to share in the postlesson discussion? What questions would you ask? 4 7/10/2013 Virtual Lesson Study Segment 3: First Postlesson Discussion • What revisions did the team make to the lesson? • What do you predict students will do the same or differently in the next lesson? Virtual Lesson Study Segment 4: Second Teaching • Observe and make notes on students, recording as much information as you can about their understanding of the plus‐two pattern and how the pattern grows. Virtual Lesson Study Segment 5 and Segment 6: Second Postlesson Discussion and Final Reflection • How do you think the future practice of these teachers might be affected by their participation in this lesson study cycle? • How does lesson study shown in this video fit with or conflict with your ideas about good professional learning? • During which part of the lesson study process do you feel you would need the most support? Knowledgeable Other • Role of the Knowledgeable Other BREAK What Should You Expect from Lesson Study? • Read Chapter 6, pg. 65‐75. Highlight and make notes. • Write one AHA, Oh No, or Wondering for each heading. Place on the chart. • Find a partner. Visit the charts and read responses. What did you notice? What stands out? 5 7/10/2013 Learning Goal: I will understand and be able to explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 4 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. I can identify a future research theme and a common core standard as the focus for a research lesson. 3 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 2 I can explain the rationale for lesson study and the process of lesson study. 1 With prompting and support, I can explain the rationale for lesson study and the process of lesson study. Strategies Check for Understanding #3 What are some burning issues (challenges in your teaching) you would like to investigate with your colleagues? Exit Slip • Practicing skills (video clips) • Organizing student to practice (pairs) • Tracking student progress What did we do today with lesson study that will support your learning of how to ensure increased student learning? 6 Learning Goal: I will understand and be able to explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 4 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. I can identify a future research theme and a common core standard as the focus for a research lesson. 3 I can explain the rationale for lesson study and the process of lesson study as it applies to my professional growth. 2 I can explain the rationale for lesson study and the process of lesson study. 1 With prompting and support, I can explain the rationale for lesson study and the process of lesson study. Domains, Components, and Elements of the Framework for Teaching Domain I: Planning and Preparation Domain 2: The Classroom Environment Component 1a: Demonstrating Knowledge of Content Pedagogy Component 2a: Creating an Environment of Respect and Rapport • Knowledge of content and the structure of discipline • Teacher interaction with students • Knowledge of prerequisite relationships • Student interactions with other students • Knowledge of content-related pedagogy Component 1b: Demonstrating Knowledge of Students • Knowledge of child and adolescent development • Knowledge of the learning process • Knowledge of students’ skills, knowledge, and language proficiency • Knowledge of students’ interests and cultural heritage • Knowledge of students’ special needs Component 2b: Establishing a Culture for Learning • Importance of the content • Expectations for leaning and achievement • Student pride in work Component 1c: Setting Instructional Outcomes • Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners Component 2c: Managing Classroom Procedures • Management of instructional groups • Management of transitions • Management of materials and supplies • Performance of noninstructional duties • Supervision of volunteers and paraprofessionals Component 1d: Demonstrating Knowledge of Resources • Resources for classroom use • Resources to extend content knowledge and pedagogy • Resources for students Component 2d: Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior Component 1e: Designing Coherent Instruction • Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure Component 2e: Organizing Physical Space Component 1f: Designing Student Assessments • Congruence with instructional outcomes • Criteria and standards • Design of formative assessments • Use for planning • • Safety and accessibility Arrangement of furniture and use of physical resources Domains, Components, and Elements of the Framework for Teaching (continued) Domain 3: Instruction Domain 4: Professional Responsibilities Component 3a: Communicating with Students Component 4a: Reflecting on Teaching • Expectations for learning • Accuracy • Directions and procedures • Use in future teaching • Explanations of content • Use of oral and written language Component 3b: Using Questioning and Discussion Techniques • Quality of questions • Discussion techniques • Student participation Component 4b: Maintaining Accurate Records • Student completion of assignments • Student progress in learning • Noninstructional records Component 3c: Engaging Students in Learning • Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing Component 3d: Using Assessment in Instruction • Assessment criteria • Monitoring of student learning • Feedback to students • Student self-assessment and monitoring of progress Component 4c: Communicating with Families • Information about the instructional program • Information about individual students • Engagement of families in the instructional program Component 3e: Demonstrating Flexibility and Responsiveness • Lesson adjustment • Response to students • Persistence Component 4e: Growing and Developing Professionally Component 4d: Participating in a Professional Community • Relationships with colleagues • Involvement in a culture of professional inquiry • Service to the school • Participation in school and district projects • • • Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Component 4f: Showing Professionalism • • • • • Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations Figure 1.1 from Danielson, C. (2007). Enhancing professional practice: A framework for teaching 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Mathematics Lesson Plan for Grade 4 1. Title of Lesson: Discovering the Relationship Between A pattern And Its Rule 2. Goal: Students will • Discover a pattern; • Represent the pattern with numbers and symbols; • Begin to understand what a mathematics rule is; • Be introduced to the idea of representing a rule in an equation; and, • Be curious about future explorations of patterns and rules. 3. Relationship of the lessons in the California Mathematics Standards Grade Two 1.2 –Relate problem situation to number sentences involving addition and subtraction Grade Three 2.2-Extend and recognize a linear pattern by its rules (e.g. the number of legs on a given number of horses by counting by 4s or by multiplying the number of horses by 4). Grade Four 1.1-Using letters, boxes or other symbols to stand for any number in simple expressions or equations (i.e. demonstrate an understanding and the use of the concept of a variable). 1.5-Understand that an equation such as y=3x+5 is a prescription for determining a second number when a first number is given. Grade Five 1.0-Students use variables in simple expressions, compute the value of the expressions for specific values of the variable, and plot and interpret the results. 1.5-Solve problems involving linear functions with integer values; write equation; and graph the ordered pairs of integers on a grid. 4. What do students already understand about this topic? We assume students will have had many experience with looking for patterns and verbalizing patterns. They won’t have had much or any experience with writing a rule from a pattern or using a variable. They will have seen and use a T Chat before but we don’t think they will the words “Input” and “Output”. What more do we want to them to understand? We want students to begin to see that recognizing a pattern enables them to determine a rule that can be used in an equation. This leads to being able to solve equations with unknown variables. Lesson question: Can pattern help us find an easy ways to answer the question: How many seats fit around a row of triangle tables? 5. Lesson Description: Student Activities • • • Students will listen and participate in introduction. Students complete first part of worksheet with teacher Students finish Worksheet A on their own or with a partner. They then write about the patterns. Teacher Support Anticipated students responses • Teacher poses problem: I have a narrow classroom and I want to put my triangle tables together in a line. How many seats will I have around 1 triangular table? Two tables? Three tables? • Teacher encourages student response by asking them to show their answer with their fingers. • Teacher will use large magnetized triangles to demonstrate how the triangles must be placed and how to count the seats. • Teacher shows Worksheet A and demonstrates how to complete for 1-3 triangle tables. After you have complete the numbers of seats for up to 6 triangle tables, look carefully at the table and write about all the patterns you find. • Teacher individually encourages students who are done early to confer with others at their table to learn more Points of Evaluation Are all students able to respond to the questions? Do students arrange triangles in other than linear fashion? Can they complete the table accurately? Do they count triangle sides that are touching? Is this too easy and therefore students are done soon and wanting to play with blocks? about the pattern. Students might create nonlinear triangle shapes. Teacher might say, “You are only adding the new triangle to one side.” Teacher offers cut strip if needed. Students might count inside sides: Teacher will remind them that we are counting seats and seats can’t fit inside tables. Whole Group Discussion 1. Teacher gathers students’ attention to front white board and writes down student responses to discovered patterns. Students will say the numbers go up by one; one starts at 1 and the other starts with 3. They might see that if you go from left to right the number goes up by two. • • Students share patterns they discovered. Students respond by raising their hands. Teacher guides students’ attention to horizontal pattern if students haven’t discovered it and possibly rewrites it horizontally. Do we add 2 seats each time we add a triangle table? • Teacher polls the class. In math when you always do the same thing (i.e. add to the number of tables) we call that rule. Mathematicians look for the patterns so they can make a Students see the vertical patterns of +1, but can they find the horizontal pattern of +2? rule. After they make a rule they test it to be sure it is true. This worksheet will help us test our rule to see if it is true. First let’s record our rule up at the top of the worksheet. The number of triangle tables +2 equals the total number of seats. • Teacher reviews the directions for adding triangle tables and counting seats. Students will start to “add 2” to the # of tables. Teacher will ask them how they can prove they are right. Whole Group Discussion • • Students complete Worksheet B to test the rule. They experiment with making larger triangle rows. What did you discover? Is our rule always true? Did anyone find a time when it wasn’t true? • Students communicate their discoveries. Teacher gathers students’ attention. Are students building triangle rows for each line or do they start to use the rule of add two to the # of triangles? Teacher records student responses and explores any mistakes. Wrap up • Revisit question-Did we answer the question? Does anyone disagree with our conclusion? Teacher writes conclusion and equation on charter paper. Students respond to the hatsumon. Students write equation on their worksheet. If appropriate, teacher will introduce the idea of a variable. Possible use of worksheet to check for student understanding. Assign homework and gather papers next day. 6. Evaluation: Our lesson goal evaluation will be comprised of team observation and students responses on both worksheets and in whole class discussion. At the end of the lesson we will observe whether students seem eager to further explore patterns and rules. 7. Data points during the lesson observation: • • • • • • • How many students were not creating linear triangle shapes? Were students able to complete worksheets correctly? Were students able to see the “add 2” pattern? Are students able to express their thinking about the pattern they see? How many students abandoned the manipulative and used the rule when completing worksheet B? How quickly did students stop using manipulatives when determining the total number of seats? Did students seem motivated to further explore relationships between patterns and rules again? We have a long skinny room and triangle tables that we need to arrange in a row with their edges touching, as shown. Each side can hold one “seat”, shown with a circle. Can patterns help us find an easy way to answer the question: how many seats can fit around a row of triangle tables? What patterns do you see? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Marzano Art and Science of Teaching Framework Learning Map Domain 1: Classroom Strategies and Behaviors Domain 1 is based on the Art and Science of Teaching Framework and identifies the 41 elements or instructional categories that happen in the classroom. The 41 instructional categories are organized into 9 Design Questions (DQ) and further grouped into 3 Lesson Segments to define the Observation and Feedback Protocol. Lesson Segment Involving Routine Events Lesson Segment Addressing Content Design Question 2 What will I do to help students effectively interact with new knowledge? Design Question 1 What will I do to establish and communicate learning goals, track student progress, and celebrate success? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning 1. Providing Clear Learning Goals and Scales (Rubrics) 2. Tracking Student Progress 3. Celebrating Success Design Question 6 What will I do to establish or maintain classroom rules and procedures? Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 4. Establishing Classroom Routines 5. Organizing the Physical Layout of the Classroom 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Note: DQ refers to Design Questions in the Marzano Art and Science of Teaching Framework. The nine (9) DQs organize the 41 elements in Domain 1. The final Design Question, Design Question 10: What will I do to develop effective lessons organized into a cohesive unit? is contained in Domain 2: Planning and Preparing. Design Question 4 What will I do to help students generate and test hypotheses about new knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance ©2011 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International® Lesson Segment Enacted on the Spot Design Question 5 What will I do to engage students? 24. 25. 26. 27. 28. 29. 30. 31. 32. Noticing When Students are Not Engaged Using Academic Games Managing Response Rates Using Physical Movement Maintaining a Lively Pace Demonstrating Intensity and Enthusiasm Using Friendly Controversy Providing Opportunities for Students to Talk about Themselves Presenting Unusual or Intriguing Information Design Question 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? 33. Demonstrating “Withitness” 34. Applying Consequences for Lack of Adherence to Rules and Procedures 35. Acknowledging Adherence to Rules and Procedures Design Question 8 What will I do to establish and maintain effective relationships with students? 36. Understanding Students’ Interests and Background 37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students 38. Displaying Objectivity and Control Design Question 9 What will I do to communicate high expectations for all students? 39. Demonstrating Value and Respect for Low Expectancy Students 40. Asking Questions of Low Expectancy Students 41. Probing Incorrect Answers with Low Expectancy Students Page 1 www.MarzanoEvaluation.com Marzano Art and Science of Teaching Framework Learning Map Domain 2: Planning and Preparing Planning and Preparing Planning and Preparing for Lessons and Units 42. Effective Scaffolding of Information with Lessons 43. Lessons within Units 44. Attention to Established Content Standards Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional Resources 46. Use of Available Technology Planning and Preparing for the Needs of English Language Learners 47. Needs of English Language Learners Domain 3: Reflecting on Teaching Reflecting on Teaching Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength and Weakness 51. Evaluating the Effectiveness of Individual Lessons and Units 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan Domain 4: Collegiality and Professionalism Collegiality and Professionalism Promoting a Positive Environment 55. Promoting Positive Interactions with Colleagues 56. Promoting Positive Interactions about Students and Parents Promoting Exchange of Ideas and Strategies 57. Seeking Mentorship for Areas of Need or Interest 58. Mentoring Other Teachers and Sharing Ideas and Strategies Promoting District and School Development 59. Adhering to District and School Rules and Procedures 60. Participating in District and School Initiatives Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving Special Education Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack Support for Schooling ©2011 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International® Page 2 www.MarzanoEvaluation.com