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2010 LS conference LS overview
Transcript of 2010 LS conference LS overview
Chicago Lesson Study Conference
28 April 2010
"Houston, we have a problem…"
"It gets teachers working together."
"It's a way to get student centered instruction."
What impact will it have on students?
Does lesson study change instruction?
Does lesson study improve student outcomes?
In interviews conducted after completion of LS cycles between 2001 and 2005, teachers reported a number of changes to their instruction and … collaboration…. Teachers reported … increased use of tasks that elicit student thinking and support student exploration, more experimentation with mathematical tasks before giving them to students in order to understand task demands and anticipate student thinking, more discussion and comparison of student solutions in the classroom (including incorrect solutions), more use of student data to inform instruction, and less tendency to “give” students mathematical answers.
Teachers reported changes in collaboration including asking more questions of colleagues, more use of print resources to inform discussions with colleagues, increased discussion of student thinking, and increased interest in observing other teachers and discussing observations.
Perry, R. & Lewis, C. (2010, in press). "Building demand for research through lesson study." In M. K. Stein & C. Coburn (Eds.) Research and practice in education: Building alliances, bridging the divide. Lanham, MD: Rowman & Littlefield Publishing Group.
Data from R. Perry & C. Lewis:
Whole school began lesson study in 2001.
Compared growth in CA STAR math scores, 2002-2005, for students who remained at the LS school vs. students who remained at other district schools:
District gains: 25.8
School gains: 90.6
"While a causal connection between the achievement increases and LS cannot be inferred, other obvious explanations, such as impact of other programs or of changes in student populations served by the school and district, were ruled out. Schoolwide LS appears to be a primary difference between the professional development at this school and other district schools during the years studied."
Developing the research lesson plan
Possible tools, manipulatives
The knowledgeable other
A thoughtfully-designed lesson plan
A post-lesson discussion
A live lesson
(the research lesson)
"Our students have trouble with the vocabulary of probability."
Lesson study at different scales
Usually all teachers participate.
Cultivate long-term instructional improvement
Explore a common theme, e.g. "Help students learn to consider others' viewpoints."
Develop a common school-wide vision of education.
Explore how to implement a new curriculum.
Research lesson developed by inter-school teams of content specialists.
Lessons held on staff development days.
Exchanging ideas between the schools.
Explore new ways of addressing important topics in the curriculum.
Led by a group of enthusiastic volunteers.
Develop new ideas for teaching topics.
Investigate curriculum sequences.
Develop (national) curriculum
"That's an awful lot of work for just one lesson!"
Around the world
"Last year, ... I participated in these lesson study sessions and noticed that the teacher conversations were qualitatively different from other collaborative teacher meetings. Where typical grade level meetings focus on logistics, schedules and student behavior issues, the lesson study meetings focus on student understanding and teaching strategies. I want to continue this reflection on math content and pedagogy…."
-Michael Weinberg, Principal
Cochiti Elementary and Middle School
Pena Blanca, NM
What do people say about lesson study?
"Just like we are supposed to have student-centered classrooms, this is teacher-centered professional development."
"Usually when we get together to talk about instruction, the reality is, when we go back to our classrooms I do my thing and he does his thing. This forces us to come to a consensus, because it's OUR lesson."
"It's by far the best form of professional development I've ever seen."
Sabin Magnet School