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Tools and resources for teachers to conduct lesson study
Transcript of Tools and resources for teachers to conduct lesson study
The size of the rectangles and of the gaps between them reflect note duration and time between notes. The header shows when the note was created (absolute and relative to the start of the lesson), whom the note is about, and the duration of the note. The class layout highlights whom the note is about. 1. Start by creating a new classroom layout Start the timer when the lesson begins. This creates a "Lesson started" marker in the notes.
Other notes will be timestamped relative to the start of the lesson, e.g. "+3:45". When you are done taking notes, stop the timer, then tap "Back." If the lesson ends but you want to continue taking notes, just stop the timer. That records a "Lesson end" marker in the notes. Colors match the class layout:
- green for students
- orange for the teacher,
- grey for generic notes. You can also experiment with one of the pre-loaded layouts. Tap here to save and return to the home screen. …then add notes. Record transitions between different phases of a lesson. 2. Write your note. 3. Tap "Done". A stylus is highly recommended! 3. Tap on a student for a radial menu.
Tap the pencil to edit properties, such as the ID label. the current note a flagged note Expand the note to full-screen Akihiko Takahashi, Project IMPULS at Tokyo Gakugei University
Thomas McDougal, Lesson Study Alliance, USA
Tavicha Phadvibulya, Apple Education Development, Thailand
Phithiwat Khwanthong, ProService, Thailand
Than Chaiboriphan, ProService, Thailand LessonNote A free iPad app for lesson observation, supporting discussions of teaching and learning 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. Phase 1 professional development
Phase 1 professional development focuses on developing the knowledge for teaching mathematics, which includes: content knowledge of mathematics, pedagogical content knowledge for teaching mathematics, curricular knowledge for designing lessons, and pedagogical knowledge
This type of professional development usually provides teachers opportunities to learn through reading books and resources, listening to lectures, and watching visual resources such and video and demonstration lessons. Phase 2 professional development
Phase 2 professional development focuses on developing expertise for teaching mathematics.Teachers should plan the lesson carefully, teach the lesson based on the lesson plan, and reflect upon the teaching and learning based on the careful observation. Japanese teachers and educators usually go through this process using Lesson Study An ideal entry point for lesson study is as an observer, by which one can gain insights into how students learn mathematics. Since the effectiveness of lesson study hinges on skillful observation and the post-lesson discussion (C. Lewis, Perry, Hurd, & O'Connell, 2006), most teachers’ lack of observation experience makes lesson study less effective than it could be. Japanese novice teachers develop their observation skills by participating in public research lessons with their mentors several times a year for several years. Create a tool to help teachers gain the necessary observation skills more quickly APEC Human Resources Development Working Group, Classroom Videos from Lesson Study
http://hrd.apec.org/index.php/Classroom_Videos_from_Lesson_Study Chicago Lesson Study Group
http://www.lessonstudygroup.net Project IMPULS
http://www.impuls-tgu.org A skillful observer quickly takes notes not only on what the classroom teacher does but of how the students respond to the teacher and to the tasks they are given.
The goal is to be able to recall important events in detail during the discussion. iTunes store "LessonNote"
http://LessonNote.com Objective: develop expertise for teaching.
Requires careful practice with reflection:
Carefully-developed lesson plan
Teaching according to the plan
Reflecting upon the results. Two phases of professional development Takahashi, A. (2011). The Japanese approach to developing expertise in using the textbook to teach mathematics rather than teaching the textbook. In Li, Y. & Kaiser, G. (Eds), Expertise in Mathematics Instruction: An international perspective, New York: Springer. Phase 2 Phase 1 workshops
journal articles Objective: develop knowledge for teaching:
pedagogical content knowledge
general pedagogical knowledge
knowledge of curriculum. A Japanese Perspective In Japan, lesson study is the usual form of Phase 2 professional development. Tools used by experienced lesson study observers Seating chart to note student activity Two-column chart teacher talk vs. student talk Multi-colored pen facts, thoughts, important issues But… If you live in Japan… If you don't… Our challenge Create a "seating chart note" to capture a whole-class snapshot of student activity. Stigler, J. W., & Hiebert, J. (2009). Closing the Teaching Gap. Phi Delta Kappan, 91(03), 32-37. LessonNote Pro http://pro.lessonnote.com/ LessonNote Pro provides for PDF (or CSV) export of notes, the ability to view notes from a web browser, and off-line storage and backup of notes and seating charts. What's wrong with this picture? to monitor how time is used during the lesson Clipboard with clock We provided a clipboard, paper, and pen Recording what is happening
may not be so difficult but......
When did it happened? Time is an important matter for designing lessons.