MORE ON LESSON STUDY

Stage 4: One member of the group teaches the lesson, and other group members attend the class to observe and collect evidence of student learning, thinking and engagement.
In preparation for teaching the lesson, teams think about how to collect data that will help them determine the extent to which the learning goal is achieved.
Teams develop an observation protocol based on their predictions of student responses and decide what types of evidence will be collected from students.
Before the actual class period, inform students about the Research Lesson and the observers that will be in the classroom.
Prior to the lesson, introduce the observers to the class and indicate what they will be doing. If you are doing Lesson Study as a formal research project, remind students of informed consent.
Traditional classroom observations tend to focus on what the teacher does during the class period. Observations of Research Lessons focus on students and what they do in response to instruction. Observers should have a copy of the lesson plan and student handouts used in the lesson. Also provide observers with specific questions to focus their attention during the lesson.
To get richer information, you might invite outside observers to attend the lesson.


Stage 5: The analysis phase addresses three questions. In what ways did students accomplish the lesson goals? How could the lesson be improved? What did we learn from this experience?
After the lesson is taught, while it is still fresh in everybody's minds, the group--and any invited observers--meet to discuss and analyze it.
Participants offer their observations, interpretations and comments on the lesson. The purpose is to analyze and evaluate the lesson thoroughly in terms of student learning, thinking and engagement.
To prepare for this post-lesson session, it helps to identify someone to take careful notes during this session and to collect the additional data from lesson observers. Bring copies of important material such as observers’ notes and other documentation.
Japanese teachers refer to the post-lesson session as a “colloquium” during which the lesson study teacher, group members and outside observers discuss the Research Lesson. The person who taught the lesson is given the opportunity to speak first followed by lesson study group members and other observers. The discussion should focus on the lesson (not the teacher) and on analyzing what, how and why students learned or did not learn from the experience.

* To be continued. 

WHAT I DISCOVERED ABOUT LESSON STUDIES

A Lesson Study group usually consists of several teachers (3-6) who are interested in working together to improve their teaching and student learning.
To ensure multiple perspectives, a lesson study group should involve no fewer than three teachers. Having more than six may make arranging meetings and finding common ground difficult.
Typically, participants are from the same discipline. Include anyone who is interested, even if a person does not teach the course for which the lesson is being developed.

The learning goal is the backbone of a lesson and provides the “reason” for teaching and observing it.
Teams usually begin by selecting a subject, concept, theme, or topic in the course they want to study. Many are drawn to topics that are particularly difficult for students to learn or for teachers to teach. Others select a topic that comes later in the term so they have enough time to plan and design the lesson. Still others focus on topics that are new to the curriculum or that are especially important in their fields.
Learning goals should be stated in terms of what students will understand and what they will be able to do as a result of the lesson. Goals specify desired forms of student learning, thinking, engagement, and behavior. Whatever the instructors decide to do in the class will be considered in light of the goals.
 Example: Students can revise their drafts by identifying and evaluating main ideas and entering into critical conversations with peers.

In the planning stage, team members usually begin by sharing how they have taught or would teach the lesson, discussing and debating the merits of different types of class activities, assignments, exercises and so forth. To keep the focus on student learning, though, teachers also pool their knowledge of how students in the past have learned or struggled to learn the topic at hand. Once past experiences and personal approaches are on the table, the team can begin to design a Research Lesson that will help students achieve the chosen learning goal.

* to be continued as I dwell deeper. 

WORKSHOP ON MODULE BUILDING FOR ENGLISH 1119/CW

I have been working the past month on a SPM English module for Continuous Writing with Lim Teik Gin, Koh Mooi Hoong & Indrani. I must admit that it has been a great learning experience working with these gorgeous & brilliant ladies. I have enjoyed writing some of the sample essays and working on concept maps. We truly hope it turns out well. ;-)

TALKING ABOUT ... LESSON STUDY

Lesson study is a professional development process that Japanese teachers engage in to systematically examine and improve their practice. In this process, teachers work collaboratively to plan, teach, observe and critique a small number of study lessons. To provide focus and direction to this work, teachers select an overarching goal and related research question that they want to explore. This research question guides their work on all the study lessons. Teachers then jointly draw up a detailed plan for the lesson that one of the teachers delivers to students in a real classroom. Other group members observe the lesson. The group then meets to discuss their observations. Often, the group revises the lesson, and another teacher delivers it in a second classroom, while group members again look on. The group then meets again to discuss the observed instruction. Finally, the teachers produce a report of what their study lessons have taught them, particularly with respect to their research question.

PUBLIC SPEAKING

There are three things to remember when making a speech:

Be brief,

be brilliant,

and be gone.

WRITING PROMPTS

I got this exciting idea from http://writingprompts.tumblr.com/page/2
Writing prompts are basically ways to get started on writing. Try it.