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Lesson Study + CCSS

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on 12 August 2014

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Transcript of Lesson Study + CCSS

Lesson Study
REAL Common Core PD
Summer 2013
“If you want to go fast, go alone.
If you want to go far, go together.”
— African proverb

New CCSS Curriculum Map
PANIC!
Do we have enough resources with our current text books? NO
School PD on John Hattie
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Aukland, New Zealand.
Lesson Study Logistics
A group of 3+ teachers jointly
plan, teach, observe, analyze and refine a lesson.
Lesson Study Benefits
Teachers:
Reflective Teaching with evidence
Research-based improvement in instruction and content knowledge that carries over to future lessons.
Builds a culture of continual collaboration, collegiality and improvement where teachers teach each other (skills, philosophy, ideas, techniques)
Deeper awareness of students and student needs
Bank of researched-based lessons that work for your unique school or district.
Translates bulky standards or lessons into practice
Empowers teachers in understanding and implementing new standards and content
Empowers teachers in choosing curricula and materials
Safety to take educational risks
Life long learning
Inspiring, intellectual and fun!
CTA's Teacher Leadership Cohort
School District's Common Core PD

What did he find?
Of the 138 influences, 95%-97% actually do work to enhance student achievement, but the real question is what WORKS WELL?
Top 5....
5. Teacher-student relationships
4. Feedback
3. Micro-Teaching
2. Formative Evaluation
1. Self Report Grades
How, where, and when can we find more resources?
How will we effectively teach critical thinking, collaboration and communication skills?
How will we incorporate reading and writing in Mathematics?
What are the logistics of Smarter Balance testing?
In what ways can we increase students use and comfort with testing on technology?
Hattie spent 15 years synthesizing the results of
worldwide
educational research on the influences of
student achievement
. He focused on students from 4 to 20 years old in all subject areas.
800+ meta-analysis
50,000 studies
240,000,000 students
ACTIVITY TIME!
Results:
10. Teacher subject matter knowledge
9. Class size
8. Homework
7. Home Environment
6. Cooperative Learning
http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Average effect size is 0.4
Effect size 0.2 advances achievement by 9 months
Effect size of 1.0 advances achievement by 3 years.
Lesson Study
Step 1: Plan the lesson
"Goal Setting Guide"
"Lesson Study Planning Protocol"
Lesson Study Logistics
Step 2: Plan lesson day

Step 3: Observations "Look Fors"
"Lesson Observation Assignments"
"Lesson Observations"
Step 4: Analyzing and Refining
"Debriefing Protocol" - Post Lesson 1,2 and Final
Lesson Study Logistics
Lesson Study Logistics
Lesson Study Logistics
First Lesson Study:
http://map.mathshell.org/materials/index.php
Second Lesson Study: Barbie Bungee
http://commoncorecohort.wordpress.com/2014/01/15/129/
Students:
Improved achievement
Engaging, student-centered, cutting edge, well-planned and well-executed lessons
Passionate life-long learner for a teacher
What did we learn about the math CCSS so far?
Content Vs. Math Practices
Where do we go now?
“If you want to go fast, go alone.
If you want to go far, go together.”
— African proverb
Lesson Study #3
Added Math Practices Formative Assessment
Flipped Classroom (fill in skill gaps, problem solving in class with a teacher)
Work on reading and writing in class
Further explore use of technology
Demand to bargain with school district over CCSS $
Math Practice 1
Math Practice 3
1. Pre-Assessment
is important (gaps in transition, activates prior knowledge and creativity in problem solving)
2
. Need to explicitly teach
collaboration skills
for students (team building)
3. Formative Assessment
is important (Hattie's #3 influence and especially vital with release of responsibility): https://www.teachingchannel.org/videos/class-warm-up-routine
MP 1: Make sense of problems and persevere in solving them.
MP 3: Construct viable arguments and critique the reasoning of others.
"The 8 Mathematical practices...are pushing for the development of
habits of mind
that ensure all students are prepared for a world that is ever changing and are able to think critically about their experiences...Students who persevere in math become students who persevere in all areas of life." - Celina and Ann
From the blog Work Hard, Be Courageous and Celebrate Growth: www.themindsofbreott.blogspot.com/2013/11/common-core-connections-breaking-mold.html
Normalize Mistakes

with "The Mistake Game"
1.Ask groups of students to solve a problem, but to make an intentional mistake in their solution.
2.Students present and explain their solution.
3. Student audience asks higher level questions in order to get students to admit to and correct their mistake (s).

http://kellyoshea.wordpress.com/2012/07/05/whiteboarding-mistake-game-a-guide/
From Dan Meyer <iframe src="http://embed.ted.com/talks/dan_meyer_math_curriculum_makeover.html" width="560" height="315" frameborder="0" scrolling="no" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe>
20 Questions: Lower level questions:
One student is a secret celebrity
The rest of the class asks questions that have a “yes” or “no” answer – but only 20 – to try to figure out who the celebrity is.
The Great Brain: Higher level questions:
Three students are one entity known as The Great Brain who can answer any question you could possibly ever want to know like “Why is the sky blue?”
The students answer in order, one word at a time, and must always include “because…”
Make sure to preface that the questions are “school appropriate.”
http://www.schooltube.com/video/130f49947f551d61e5a8/
10 Minute Discussion/Brainstorm:
1) What would you like to focus a lesson study on (content, need for improved achievement, a problem, a problem of practice, a risky lesson?)
2) Can you think of 2+ people to collaborate with?
3) How would you fund it?
Final Debrief
6. a. What changes in our instructional practice can we agree upon and commit to doing as a team?
b. What supports or resources will we need to do so?
7. c. What have we learned about our own instructional practices?
Full transcript