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School-wide Lesson Study to Achieve an Effective Implementation of CCSS-M

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Akihiko Takahashi

on 18 October 2016

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Transcript of School-wide Lesson Study to Achieve an Effective Implementation of CCSS-M

School-wide Lesson Study to Achieve an Effective Implementation of CCSS-M
The value of Lesson Study
In the United States, many lesson-study projects have been conducted by a few volunteers within a school with support from outside the school. Individual teachers can certainly improve their own teaching by participating in such volunteer groups. But in Japan, improving teaching is the responsibility of all teachers at a school, to be worked on together. (Takahashi & McDougal, 2014)
Research lesson and post-lesson discussion: “angles” by the grade 4 team
Demonstration lesson by an invited teacher to raise issues related to the theme and school research focus
Research lesson and post-lesson discussion: “division” by the grade 3 team
April 9
Faculty meeting to discuss and approve the theme of the school-based lesson study
2002
(During summer break)
Grade band meetings for developing lesson plans for the public research lessons at the public open house
Research lesson and post-lesson discussion: “multiplication of decimal numbers” by the grade 5 team
April 6
May 11
April 20
April 27
April 8
June 23
Lecture by a leading math educator
Faculty meeting to discuss and approve the modified theme of the school-based lesson study and set the schedule of research activities
Workshop by a leading math educator about effective lesson observation
Research lesson and post-lesson discussion: “symmetry” by the grade 6 team
May 18
June 13
June 21
August 27
Aug 26
September 22
September 14
October 27
November 24
November 30
December 1
January 26
February 16
Research lesson and post-lesson discussion: “various lengths” for a class of special needs students
June 16
Research lesson and post lesson discussion: “subtraction (1)” by the grade 1 team
Research lesson and post-lesson discussion: “subtraction” by the grade 1 team
(During summer break)
A lecture by a leading math educator on the school research theme
Research lesson and post-lesson discussion: “area” by the grade 4 team
Research lesson and post-lesson discussion: mathematics for students with special needs by the special needs team
Research lesson and post lesson discussion: “enlarged and reduced drawings” by the grade 6 team
Research lesson and post-lesson discussion: “multiples and factors” by the grade 5 team
Research lesson and post-lesson discussion: “addition and subtraction (2)” by the grade 2 team
Research lesson and post-lesson discussion: “math sentences using symbol of unknown” by the grade 3 team
Research lesson and post-lesson discussion: “addition and subtraction” by the grade 2 team
Public open house
May 19
Year 1
Year 2
The RSC comprised a teacher from each grade group, nominated by that group, and a chairperson appointed by the school administrators.
The chair led the RSC to complete the following tasks:
Communicate regularly with the principal and the assistant principal to develop a master plan for the school research that included the effective use of resources including time and budget
Schedule and lead the monthly RSC meetings to find strategies to address the theme of the research based on the ideas of the teachers
Lead the preparations and oversee each school research activity such as research lessons and lectures
Publish a monthly internal newsletter to update the findings of each research lesson and to share important ideas and information for carrying out research activities
Plan, edit, and publish the school research reports, including the publication for the open house
Communicate with knowledgeable others for the effective use of their expertise.
The Role of the School's Research Steering Committee(RSC)
An example of preparing a research lesson
1) Decide on the topic of the research lesson and who will teach the lesson. Develop a rough idea of a lesson plan and conduct kyozaikenkyu related to the topic.

2) Three weeks before the research lesson: The first lesson-planning meeting is held to discuss the rough draft to check for consistency with other grade groups’ approaches.

3) Develop the first draft of the lesson plan based on the discussion at the first meeting.

4) Two weeks before the research lesson: The second lesson-planning meeting is held to discuss the lesson plan and the team’s focus strategies.

5) Update the draft lesson plan and the focus strategies.

6) One week before the research lesson: Finalize the lesson plan and send it to the invited final commentator of the research lesson (the knowledgeable other) via express mail, including a handwritten letter by the teacher who will teach the lesson.

7) Print the lesson plan. Share the tasks needed to prepare for the research lesson, including the preparation of materials such as manipulatives, posters, and worksheets.

8) On the day of the research lesson: Conduct the research lesson and the post-lesson discussion. Support the teacher who teaches the research lesson.

Note: Although each grade group is mainly responsible for the preparation and execution of its lesson, the above preparations should be done through the grade band team’s collaboration.
RSC developed the following list of criteria for lesson plans and distributed it to each teacher at the beginning of the year 2:
Does the lesson plan provide sufficient information for the reader to understand the task and the flow of the lesson?
Does the lesson plan provide sufficient information about how the planning team decided to teach the lesson as described by the plan?
Do the objectives of the lesson plan clearly address the COS?
Are the tasks appropriate for the students given the date of the lesson?
Are the key questions clear?
Will they push students to think mathematically and help them complete the task independently?
Does the lesson plan include reasonable anticipated student responses and indicate how the teachers will help students overcome any misunderstandings?
Does the lesson plan include a plan for formative assessment and a plan to accommodate individual student differences during the lesson?
Mathematically proficient students..........
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.
Planting the seeds for
CCSS-M mathematical practice
Prieto Math and Science Academy:

To encourage student development of the Standards for Mathematical Practice through the relationship between student note-taking, teacher board writing, and mathematical discussion.
Set a school-wide goal
O'Keeffe School of Excellence:

Supporting students’ ability to explain their mathematical thinking and the thinking of their peers using “evidence-based strategies” used in literacy.
Unlike many lesson study projects outside Japan, which are often conducted by a few volunteers within a school and supported externally, school-based lesson study in Japan is a highly structured, collaborative effort of school administrators, teacher leaders, and all the teachers at the school, with additional support from the local district.
by Akihiko TAKAHASHI, Ph.D., Lesson Study Alliance
Reference:
Takahashi, A. & McDougal, T. (2014). Implementing a New National Curriculum: A Japanese Public School’s Two-Year Lesson-Study Project. In Karp, K. & McDuffie, A. R. (Eds), Annual Perspectives in Mathematics Education (AMPE) 2014: Using Research to Improve Instruction, Reston, VA: National Council of Teachers of Mathematics.

Contact:
atakahashi@lsalliance.org
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