~ a cooperative learning activity ~
OVERVIEW
The lesson study approach is based upon ideas brought to North America from Japan by Stigler and Hiebert through an analysis of disparities in teaching and learning as documented in The Teaching Gap (Stigler, J. W. & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. New York: The Free Press.). Too often, there is a fundamental gap between how we expect students to learn and how we expect teachers to teach. Lesson study closes this gap. Lesson study, the method by which these disparities can be addressed, empowers teachers at all levels to focus on students' learning rather than upon teachers' teaching. This change in focus requires and allows teachers to more freely examine and reflect upon their own actions in the classroom as demonstrated by their students' learning.
The following is an example of what characterizes a "typical" lesson study project, only two or three of which might be completed in a year's time in Japan. A team of 5 - 7 teachers meets to identify a goal for their lesson. This is typically done by examining long-term goals for students' science learning, and considering specific content goals as well. Teachers then examine what is known about the teaching and learning of the concept selected for study by reviewing previously taught lessons, reading related literature, watching videotapes, and examining a variety of curriculum materials including state and national science teaching standards. Based on what they find, teachers collaboratively plan a research lesson that is taught by one of the teachers and observed by the other group members. Following the lesson, everyone involved participates in a discussion involving several components: the teacher reflects on the lesson, the other lesson study group members comment on the intended goals of the lesson; all members of the lesson study discuss what they observed in relation to the goals, and other observers ask questions and make comments. The lesson study group then reflects on and refines the research lesson that might be taught again. Finally, the teachers write a report about their lesson that will be shared with other lesson study group members.
The following discrete steps will be followed as part of our Lesson Study process:
Define the Problem. The teacher candidate team will, with the assistance of the course instructor, select one topic from among those that ordinarily would be included among the lessons of the science class. It would be good to choose subject material that would be challenging to students or which students find difficult to understand. At the same time, the lesson probably should be a self-contained "drop in" unit due to the brevity of the teaching associated with the Lesson Study project. Clearly establish the goal of the lesson in terms of what student will be expected and known and be able to do at the end of the lesson sequence.
Define an Inquiry Sequence. Using the inquiry sequence approach first introduced in PHY 310, gather ideas for generating a lesson based on the following levels of inquiry: discovery learning, interactive demonstration, inquiry lesson, and is possible a directed inquiry lab.
Plan the Sequence. Once the goal has been determined, teacher candidates will begin to plan the lesson as a group even though only one of the team will actually teach the lesson at a time. The requirements and criteria should be consulted before, during, and following the planning and writing process. Strong efforts should be made to bring resources to bear in solving the problem of how to best present the lessons. What does the research literature say? What are pertinent pre-conceptions or typical misconceptions? What sort of materials will be needed, and which are available? The goal is not only to produce an effective sequence of lessons, but to understand why and how the lessons work to promote (or prevent) learning among students. The lesson plans can be shared with methods course instructors or in-service teachers for their input. Attention must be paid to the creation of clear inquiry-oriented student performance objectives; the lessons should end with an assessment of some form to determine whether or not the declared objectives have been met. Prepare three detailed sequential lesson plans following the guidelines that are part of this document.
Prepare the Lesson Plan. The lesson plan must contain the following elements that are based on the learning and lesson cycles: title, audience, one-paragraph summary about the goal of the lesson, associated student performance objectives, preparation phase (approximately 30% of the time spent in class), instruction phase (approximately 40% of the time spent in class), assessment phase (approximately 30% of the time spent in class), and detailed equipment listing. See Lesson Cycles and Lesson Plans for detailed descriptions.
Teach the Lesson. Several teacher candidates will present the lessons, remembering always that the lessons are the product of the group. The lessons might be rehearsed several times before they are presented. All planners must be present when the lessons are taught. Barring that, arrangements must be made for the lessons to be videotaped for later reflection and analysis. If high school students are asked to complete some sort of performance such as a lab activity, lesson planners are free to move about the room to observe students completing the work. In no case should these observers take an active part in teaching the lessons. The purpose of the activity is to determine how a teacher working alone can best teach the prepared lesson. In order to keep the playing field level, no decision is to be made about who will actually present the lessons until immediately before each lesson is taught. Lesson presenters will be selected via a random process. Please note that all teacher candidates will have an opportunity to teach, and that each teaching performance will be assessed with the aid of a rubric contained within the Lesson Study Performance Assessment Form.
Evaluate the Lesson. The group generally gets together immediately after the lessons are taught in order to conduct a review. The teacher who led a high school lesson is generally given the floor to speak first, outlining her or his views on how well the lesson worked and noting the key problems. Others are free to speak critically under the full realization that the lesson was the product of the group, and not a product of the teacher who taught the lesson. In effect, the team critiques itself. The focus moves from the presentation of the lessons to their revision. A helpful Assessment Rubric can be found as part of this document.
Revise the Lesson. Based upon previous observations and reflections, the lessons are revised. Changes might include use of materials, order of presentation, questions asked, assessment of student understanding Δ all these things and more.
Document the Lesson. The final step and the responsibility
of each student is to individually document the entire Lesson Study process.
This
must be done
individually, not as a group. Guidelines and a rubric will be provided.
RESOURCES
Lesson Study Project: Requirements and Specific Criteria
Lesson Study Peer Performance Assessment Form
Lesson Study Report Guidelines
Resource: Preconceptions and Concept Change (from the University of Dallas C3P website)