File: Professional Development

Leading Lesson Study:

A Practical Guide for Teachers and Facilitators By Jennifer Stepanek, Gary Appel, Melinda Leong, Michelle Turner Mangan, and Mark Mitchell (Learning Point Associates, NWREL, and Corwin Press, 2007) S.O.S. (A Summary Of the Summary)

The main ideas of the book are: Lesson study is a professional development practice in which teachers come together to collaboratively plan a lesson. Then one teacher teaches that lesson to students while the others observe. Afterwards, the teachers debrief, revise the lesson, and reteach it. Lesson study is a way for teachers to improve their practice by deepening their own subject-matter knowledge, studying student learning and behavior, developing effective instructional strategies, and thinking deeply about short- and long-term goals for students. Why I chose this book:
I used to think that Lesson Study, which has its roots in Japan, was about spending a lot of time to create the perfect lesson. Now I see that it is an effective way for teachers to learn about larger issues that affect teaching and learning by bringing teachers collaboratively through the processes of unit planning, lesson goal creation, and lesson planning three important processes that teachers often rush through. This can be helpful for newer teachers who need to work on these three processes or for veteran teachers who want to bring their practice to the next level. Because it can be conducted without an administrator and without needing the whole school to engage in it, volunteer groups of teachers can truly own the process and the professional learning that comes with it. As one teacher said, Lesson study is the most powerful thing that I have ever experienced as an educator.

The Scoop (In this summary you will learn)

The five phases of the lesson study process (p.1) The essential ingredients needed to conduct lesson study and how to develop a well-thought-out plan to put those necessary ingredients into place (p.2) How teachers can think deeply about long-term goals for students by examining the gap between where students are now and where they should be academically (p.4) How teachers can use data (student achievement data, curriculum gaps, etc.) to identify a lesson goal (pp.4-5) How teachers can craft a new kind of detailed lesson plan in which they anticipate student responses and think about how they will support and respond to their students (pp.5-6) How observing a research lesson has taught teachers to become better observers of their own students when they teach (p.7) How to conduct a workshop to introduce the lesson study process to your teachers (p.10 The Main Ideas Professional Development Extension)
www.TheMainIdea.net The Main Idea 2009. All rights reserved.

1. Introduction and Rationale for Lesson Study

Definition/Overview of Lesson Study Classroom life is full of routines that go unnoticed until viewed from another angle. Look at the familiar classroom scene below: The teacher welcomes students and begins going over a previous assignment. The class enacts the well-known call-andresponse routine, with the teacher asking questions and the students answering. The teacher reads aloud from the text. There is a short quiz. Students work quietly at their desks, getting a head start on their homework. Not every class looks like this, but to critically examine the routines they follow, teachers need a great deal of thought, effort, and collaboration with others. One way to do this is through lesson study a professional development practice which has its roots in Japan. In lesson study, 3-6 teachers collaborate to develop one detailed lesson plan. Then one of the teachers teaches the lesson to students while the rest observe. Afterwards, the team meets, revises the lesson, and teaches it again. It is not about developing the perfect lesson, it is about teachers learning what practices result in improved learning for students. There has been a growing interest in lesson study in the United States since the publication of a study in the late 1990s which included videos of teaching practices in Germany, Japan, and the United States called Trends in International Mathematics and Science Study (TIMSS) and written about in the The Teaching Gap by Stigler and Hiebert. Lesson study has interested many people who see its potential to change teaching practice and improve student learning. It gives teachers the opportunity to stop and focus on their practice rather than simply get caught up in the flow of teaching. When observing, teachers are usually assigned to follow one group of students throughout the lesson. They pay attention to how the students think and learn, what interests them, and what causes them to persist through a challenge. At the same time, teachers deepen their own understanding of content and how to translate this content knowledge into experiences for students. Overall, lesson study is intellectually demanding work that engages teachers as knowledgeable practitioners. Lesson study has a long history in Japan, and it is used in several ways. Preservice teachers participate in it and then continue as firstyear teachers. Research organizations use lesson study at the national level to try out new ideas about teaching and curriculum with experts in that area of education who come to observe and discuss the lesson. Finally, individual schools use lesson study as part of their school-based professional development. Phases of Lesson Study Lesson study is easy to learn, but challenging to master. Below is the cyclical process of lesson study once the fifth phase is complete, it goes back to Phase 1 again. These phases will be described more thoroughly in the upcoming chapters.
PHASES OF LESSON STUDY

Phase 1: Setting Goals A team of 3-6 teachers identify a larger goal, or research theme, for what they want their students to achieve. The lesson study team often focuses on this research theme for many cycles of lesson study for several years. Phase 2: Planning the Lesson Using the research theme, the team collaboratively develops a very detailed lesson called a research lesson. The goal of the lesson should come from examining assessment data or identifying a common student problem. Phase 3: Teaching, Observing, and Debriefing One teacher teaches this lesson to his or her students while the others observe and gather data about the effectiveness of the lesson, not to evaluate the teacher. Afterwards the teacher and observers debrief the lesson and look at the evidence of student learning that has been collected. Phase 4: Revising and Reteaching Based on the evidence collected and discussed, the lesson is revised to better address student problems misunderstandings. This lesson is then taught to a new group of students. Phase 5: Reflecting and Sharing Results The team records and shares the research lesson they developed and publish a report. This may seem to be a lot of work to craft one lesson, but the goal is not to develop a bank of exemplary lessons. Instead the goal is to focus on the larger issues of teaching and learning the students, lesson goals, instruction, and content and to help teachers develop their knowledge base in these areas. Lesson study integrates the best of what we know about quality professional development. Research shows that professional development is more effective when it is collaborative, ongoing, focused on subject matter, centered around teachers work with their students, hands on, and focused on student outcomes. All of these components can be found in the lesson study process.

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2. Laying the Groundwork for Lesson Study

This chapter outlines the basic structures and supports needed to implement lesson study. It is important to take the time to put these ingredients into place before beginning. Lesson study requires four essential ingredients interested teachers, time, administrator support, and a well-thought-out action plan (described below). In addition, there are other elements that are not essential, but they will help make lesson study more effective and sustainable. If the school already has a high-quality curriculum to work with, they can build on this instead of spending time creating a lesson plan from scratch. If the tone of the school is one in which there is a collective responsibility for student learning and teachers can explain their ideas, question each other, and give and receive feedback, it will be easier for lesson study to thrive. Lesson study is most powerful when the whole school is involved. However, this should be done gradually rather than mandating teachers participation. THE FOUR ESSENTIAL INGREDIENTS 1. Willing and Engaged Teachers Because teachers must collaborate, talk about their teaching, and observe each others teaching, lesson study will be less likely to succeed if it is mandated. Start with a voluntary group of teachers. Individual teachers can be invited or an open letter can be sent to the entire school with an invitation to an exploratory meeting to learn more. It helps to explain the process and answer any concerns about how they will find the time to do lesson study. The most powerful way for teachers to gain enthusiasm is to visit a school where a research lesson is being taught. 2. Time Time is often a huge obstacle because teachers need to find the time to plan together, observe a research lesson, and debrief. There is flexibility in the meeting time (it can be outside of school hours), but the observation must be live so teachers can observe the students learning firsthand. The research lesson can be after school or on a staff development day, but the students will need to be brought in. Overall, it may involve some creativity to find enough time. The schedule can be adjusted, (early release days, common prep time) other teachers can help cover classes, or existing time can be reallocated (from staff meetings or staff development days). 3. Administrator Support Without an administrator who understands and values lesson study it will be difficult, if not impossible, to sustain it. Ideally an administrator will support lesson study as a way to increase their own knowledge about teaching and learning so they can help spread those practices throughout the school. An action plan (see below) can help bring an administrator on board, but providing an opportunity for an administrator to experience lesson study firsthand is ideal. There may be other stakeholders who should be informed about lesson study as well, such as school board members, union members, and parents. 4. An Action Plan The lesson study team needs to develop a well-thought-out plan to help them put the necessary elements in place and to convince others that it is a useful form of professional development. The action plan is useful in helping the team prepare to begin implementation and it is also helpful in making the case for lesson study to others. Note that the recording areas have been compressed to save space.
Expected Outcomes Team Members Time Needed Administrator Support Sources of External Support Documentation LESSON STUDY ACTION PLAN (Excerpted from p. 21) List the reasons for doing lesson study and what teachers hope to get out of it. What is the value of the lesson study process? List the team members or the plan to recruit them. What strategies will we use to invite teachers? What information will we share? Who will we invite? What concerns might teachers have? What time is needed? What are options for getting that time? How many meetings are needed to plan and conduct the research lesson? What are our options for creating time? When will the observation be held and how will we cover classes? Describe the strategies to use to communicate with administrators. Which administrators need to approve our plans? Who is likely to support it? Are there other stakeholders we should reach out to? How will we keep everyone informed of our progress? Identify people who can assist the team. What resources or research do we need to inform the research lesson? Who can provide the content expertise we need for our lesson? Who can help us with our questions about lesson study? Describe the records the team will keep and how to share this information with others.

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3. Starting the Lesson Study Cycle

Laying the Foundation for the Lesson Study Cycle After teachers sign on to the lesson study process, there are a few issues to address to prepare for the work of the team. Assign Roles and Responsibilities Because lesson study teams are intended to be self-directed, it is important to clearly outline each members role and responsibilities. Each team member needs to commit to: researching content and best practices; studying curriculum materials; planning the research lesson, participating in the teaching, observation, and debriefing; and contributing to the final report. Team members are also expected to attend all meetings, communicate between meetings, take notes, and share knowledge. The facilitator can be a team member or someone outside the team, such as a professional development provider. His or her primary responsibility is to guide and monitor the lesson study process. The facilitator should also be able to help teachers go beyond the one lesson and identify the implications for teaching. Overall, a good facilitator shows the team how to drive their own professional development. In addition, there may be one more role that of a knowledgeable other who would serve as an outside expert. This person would contribute content or instructional knowledge to the team. There is a detailed list of roles and responsibilities on pp.36-7 of the book. Create the Schedule It is difficult to determine how much time each of the five lesson study phases will take. Also, when setting up teams for the first time, it is important to set aside an initial 2 3 hour meeting to establish group processes and identify a research theme. These meetings can occur during planning periods, after school, during a late student start or early release time, or during half or full day professional development times. During these time periods, the team needs time for: 1) getting started, 2) planning the research lesson, 3) teaching, observing, and debriefing, 4) revising the lesson, 5) reteaching, observing, and debriefing, 6) creating a report to share what was learned. Below is a suggestion for planning the research lesson Phase 1 and 2, working backward from the date of the lesson. Sample Schedule for Planning Backward From the Research Lesson
Five weeks before teaching the lesson: Goal setting -- Identify your research theme or goal. Identify the topic Decide on a lesson topic. Think of it as a unit of lessons rather than one lesson. Four weeks before: Conduct Research Investigate a variety of materials to develop the research lesson. Map the Unit Develop a simple unit plan before planning the research lesson. Three weeks before: Develop the Research Lesson Begin writing the research lesson. Two weeks before: Complete the First Draft One week before: Complete the Final Draft

After this, additional time will be needed to schedule the teaching of the lesson and the debriefing. Devoting a half or whole day to the observation and debriefing ensures there will be enough time for the team. Some teams begin revising the lesson immediately after the debriefing. Finding time for revising and reteaching the lesson can be challenging. It is important to revise the lesson soon after debriefing. It can be difficult to find the time to reteach the lesson if teachers are all on the same schedule and need to move on to other topics. Some teams reteach the lesson the following day. Others revise the lesson together but teach it on their own and report back. Some use the data to plan a different, but related lesson. Others reteach the lesson the following year. Finally, the team will need time to create a report or use some other format to reflect on and share what they have learned. Develop the Team Because it is still not the norm in U.S. schools for teachers to work collaboratively, it is important to devote some time to building teachers collaborative skills before beginning the lesson study process. To get teachers to be truly self-critical and analyze their practice, it takes trust, rapport, and respect. It helps that the team is not singling out one teachers practice, but rather is examining their collaborative ideas and decisions. Nevertheless, the team should begin by developing a set of group norms which outline expectations for how team members will interact. To come up with a list of group expectations, the team can answer the following: What are our expectations for how we will work together? What conditions will contribute to our learning and what conditions will get in the way? How will we resolve our differences and disagreements?

Another strategy to develop group norms is to have the team complete these sentence starters (I expect I assume Effective groups need). One sentence might be: I expect that my colleagues will share their opinions, even if we disagree. In fact, listing the characteristics of effective teams is a good starting point for a conversation. Establishing these norms is just the first step. To maintain them, the group will need a strategy to monitor them such as periodic self-assessment.

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PHASE ONE OF THE LESSON STUDY CYCLE SET THE GOALS

Phase 1 Set Goals Phase 2 Plan the Lesson Phase 3 Teach, Observe, and Debrief Phase 4 Revise and Reteach Phase 5 Reflect and Share

Before beginning, the lesson study team needs to determine a research theme a broad, long-term goal that is focused on students, not teachers or instruction. The term research theme comes from lesson study in Japan. This goal will serve as the research theme for several cycles of lesson study. It is an overarching theme within which fit the unit goal and the research lesson goal. Note that the research theme can focus on affective qualities as well as academic achievement. Below is an example of the three levels of goals:
Research Theme Unit Goals Lesson Goals Developing scientific habits such as use of the senses, use of evidence to warrant assertions, and use of controlled investigations Students will investigate, describe, and analyze ways in which matter changes. Students will develop an awareness of the need for evidence in making decisions scientifically. Students will make careful observations of both positive and negative results. Students will use deductive reasoning based on evidence to narrow choices.

There are several strategies teams can use to come up with a research theme: Method 1: Identify Ideal Student Qualities Teachers brainstorm a list of what ideal students would be able to demonstrate and a list of where their current students are. The research theme can come out of the gap between these two lists.
Ideal Student Qualities Problem solvers Proficient with technology Good communication skills Lifelong learners who know how to learn Actual Student Qualities Have difficulty applying what they know Oral communication less than satisfactory Intimidated by unfamiliar situations Lack metacognitive skills Research Theme To engage students in learning how to learn and apply what they know to new situations

Method 2: Build on Existing Goals The research theme can come from an existing school or district improvement plan. Method 3: Use the School Mission Statement Mission statements can be long and unfocused. The team can choose one aspect of the mission statement for their research theme, perhaps the area that needs the most improvement. Reflecting and Assessing Progress It is important to stop and reflect after each stage of the lesson study process. The group can discuss insights, concerns, and what theyve learned so far. It is also helpful to collect artifacts the documents they have created -- after each phase, to save for the final report. For example, at this point the group might collect the list of group norms, the research theme statement, and the schedule of meetings. Note that due to space constraints, the summary will not include a section for reflecting and collecting after each phase.

4. Phase Two Planning the Research Lesson

Phase 1 Set Goals Phase 2 Plan the Lesson Phase 3 Teach, Observe, and Debrief Phase 4 Revise and Reteach Phase 5 Reflect and Share

In this second phase of the lesson study cycle, teachers will think more deeply than they ever have before about lesson planning, how lessons connect to each other, and how students learn challenging concepts. Planning the research lesson runs counter to the experiences of most U.S. teachers it is collaborative, very detailed, and there is a great deal of time devoted to planning it. The following steps are part of the planning process:
Step 1: Identify a Topic Step 2: Map the Unit Step 3: Identify Lesson Goals Step 4: Create the Lesson Plan

Before choosing a topic, the team members gather a range of materials on the research theme scope and sequence of concepts, instructional materials, research on teaching and learning, and student misconceptions or challenges in that area. They look at curricula, textbooks, activities, standards, curriculum frameworks and teacher guides, books and journals, other research lessons, and videos. The goal is to gather information about different ways the research theme has been organized and presented elsewhere. Step 1: Identify the Topic The curriculum or a pacing chart may dictate the research lesson topic. If not, there are several sources of information that can be used to identify the topic. Student assessment data can be used to identify an area of greatest need such as reading expository text or problem solving in math. Research on student learning can make teachers aware of the topics with which students have the most difficulties and misconceptions. Teachers can reflect on the topics they find the most challenging to teach. Examining the schools curriculum can reveal topics that are missing or weak. Teachers can answer the questions on the left (in the table below) by using the resources on the right as a way to identify the topic.
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What areas are challenging for our students? What are common challenges from research on student learning? What areas are difficult to teach? Are there weak or missing topics in our curriculum? What topic will contribute to our knowledge about the research theme?

The lesson study team pinpoints a research lesson topic by looking at: Student achievement data Challenging concepts and common misconceptions Teacher learning needs Curriculum gaps

Step 2: Map the Unit After the research lesson topic has been chosen, the team needs to outline the unit within which the lesson will take place. It is important to note that lesson study teams do not plan an isolated lesson. They need to understand how concepts and skills are developed within a unit. For this reason, the team maps out a brief unit outline (unless it already exists) so they can see what students will be learning before the research lesson and where they will be going after the lesson. Below is an excerpt of a brief unit plan:
Lesson 1: Pre-unit assessment of students prior knowledge of chemicals Lesson 6: Discovering crystals. Students discover the effect of evaporation on the filtration dishes. They understand some solids are best separated from water by evaporation, some by filtration. Lesson 14: Modeling for student observations and deductive thinking -- the research lesson. Lesson 16: Using the known solids to identify unknown liquids.

Step 3: Identify Lesson Goals Next, the team needs to identify both unit and lesson goals. These can be content or process/skills goals. Within the unit goal, it is helpful to look for a topic that is challenging or problematic for students as the focus for the research lesson. The lesson goal will guide the observation and debriefing. In fact, the research lesson is like a research hypothesis to determine if it achieves the goal of the lesson. Below are sample goals to show how the research theme, unit goal, and lesson goals fit together:
Science Research Theme Developing scientific habits such as use of senses, use of evidence to warrant assertions, and use of controlled investigations. For students to value reading for a variety of purposes. Unit Content Goals Classify common objects and substances according to observable attributes and properties. Identify and compare the text features of nonfiction and fiction genres. Unit Process Goals Generate questions about the world based on observations. Use appropriate strategies to support one anothers learning through partner work. Lesson Goals Students will use deductive reasoning based on observable evidence to narrow choices. Students will make careful observations of both positive and negative results. Students will note nonfiction features that signal importance. Students will compare narrative and nonfiction text.

Language Arts

Step 4: Create the Lesson Plan It is best to put off deciding who will teach the lesson to insure that everyone is invested in the creation of the lesson plan. The lesson plan need not be created from scratch the team can begin with an existing lesson. While there is no required lesson template, research lessons usually contain an opening section, the lesson process, and an evaluation section. What is different about research lessons is that they are much more detailed than regular lessons, even including details about how students might respond. Research lessons also often include background information to help outside observers understand where the lesson fits in the unit. It is important to remember that the goal is not to create the perfect lesson. It is a work in progress and will be taught, observed, and re-taught later.
COMPONENTS OF A RESEARCH LESSON Opening Section Heading (subject area, grade level, etc.) Unit map (to show where this lesson fits in) Title of the lesson Background information (why the topic was chosen, why it is included at Goals (including research theme) at this time, why the activities were chosen, and the key instructional strategies) Lesson Process (usually presented in a four-column format) Learning Activities & Expected Student Teachers Response or Support Points of Evaluation Teacher Questions Reactions (Describe what the students (Write down what (Describe how the teacher will respond to the (Write down questions to be used will be doing and how the students might anticipated reactions from students. This may to assess student progress and teacher will facilitate and ask actually say or do.) include questions to extend student thinking or a document student learning.) questions.) contingency plan for struggling students.) Evaluation Section It is here that the team evaluates its effectiveness in teaching and student learning. It is often helpful to revisit the research theme, the unit goals, and the lesson goals. All of the learning activities and teacher questions should be evaluated in how well they help students achieve the lesson goals.

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EXCERPTS OF A SAMPLE SCIENCE RESEARCH LESSON (Full lesson on pp. 163-69) Lesson Process Learning Activities & Teacher Expected Student Reactions Teachers Response or Support Points of Evaluation Questions (just an excerpt) Launch (5-10 min.) Students may say: Are there common responses to I have two chemicals and they got We could do the heat test What am I doing? the questions? mixed together. How can we Informal assessment of prior figure out whats in there? I need Baking soda and vinegar. What are you thinking that makes knowledge; gather evidence of your help. you think Im mixing? student misconceptions. Talk in pairs. I will check in with Do students bring up both you in a few minutes and then Youre mixing two things. How do you know its two? physical and chemical tests? well share ideas in small groups. Evaluation Section (Note: These questions correspond to the goals of the lesson so they help to evaluate those goals) a. Do students attend to both positive and negative results as they make deductions and narrow their choices as to the chemicals in the mixture? b. Do students work collaboratively to problem solve? c. Do students use vocabulary and descriptive words appropriately and consistently? d. Do students utilize previously learned knowledge and skills to identify unknown chemicals?

This is an excerpt of one research lesson. There are three entire sample research lessons in Resource A in the book (pp.163 186) and another sample at http://www.tc.columbia.edu/centers/lessonstudy/tools.html (Example Descriptions for Lesson Study Plan).

5. Phase Three Teaching, Observing, and Debriefing

Phase 1 Set Goals Phase 2 Plan the Lesson Phase 3 Teach, Observe, and Debrief Phase 4 Revise and Reteach Phase 5 Reflect and Share

Now that the goals have been set and the research lesson draft is complete, its time for the team to test its hypotheses about student learning in the third phase teaching, observing, and debriefing the research lesson. There are a number of logistics to put into place in order to be prepared for the teaching, observing, and debriefing. Below is some information about preparing for this next phase. Assign Roles and Responsibilities The person who teaches the research lesson -- Teaching in front of colleagues can be intimidating. Sometimes a volunteer emerges naturally. If team members are hesitant, it can help to begin by only having team members observe, not outsiders. The observers -- Having observers brings multiple viewpoints as well as several sets of eyes to capture evidence of student learning. Observers take detailed notes to share at the debriefing. Note that observers do not evaluate the teacher, serve as professional developers, or serve as additional teachers in the classroom. In addition to the lesson study team members, outsiders can be invited as well. It is important to orient any outsiders to the lesson study goals and process before they observe the lesson. Invited guests can include principals, district office staff, other teachers, even parents. For example, all 6th-grade teachers from another school or district could come as observers on their professional development day. Outsiders can also include knowledgeable others those who bring expertise such as district specialists with content expertise, professors, or subject-area consultants. The facilitator This person summarizes key ideas from the debriefing session, highlights issues the team should work on in revising the lesson, expresses appreciation to the teacher for opening up his/her classroom, and thanks the team for all of their work. Preparing for the Observation and Debriefing Before the observation can take place, there are tasks the team will need to attend to in order to be prepared. Students should be prepared by telling them the general purpose of lesson study so they know what to expect when all of the observers come to their classroom. The classroom should be prepared as well. To help observers with data collection, they should receive a seating chart and students should wear nametags. Finally, a schedule should be created, ideally releasing the lesson study team members for a full or half day. Below is a sample half-day schedule, but teams adapt their schedules to the time constraints they face:
1:00 - 2:00 Pre-observation meeting 2:00 - 3:00 Teaching and observing 3:00 - 3:15 Individual observer reflective writing 3:15 - 3:30 Break 3:30 - 4:30 Debriefing 4:30 -- Celebration

The Pre-Observation Meeting A pre-observation meeting should be held any time there are observers other than the lesson study team members. At this meeting, the observers should be given the lesson plan, any student handouts, and an explanation of the key instructional decisions that were made during the planning process. The observers need to know the teams goals so their detailed notes can focus on the lessons goals. In fact, it is helpful for the team to tell the observers the data they would like collected. The team may also give each observer a specific group of students to watch throughout the lesson or even an individual student. Observers might be told to collect a certain type of data, such as to record all the questions students ask in the lesson. Or, a specific question for the observers can really focus the observation, such as: How will the students react to a question posed by the teacher?
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Teaching and Observing the Lesson Because the lesson is the result of the collective wisdom of the team, the teacher should try to stick to the lesson as much as possible. However, sometimes there are certain student learning difficulties that are so unpredictable that the lesson must be altered mid-course. During the teaching, the observers should be as quiet and unobtrusive as possible and not teach or assist the students. However, after the lesson it can be useful for the observers to briefly ask the students questions such as: What was the point of the lesson? What did you learn? What worked and didnt work in this lesson? What did you like and not like? When your teacher teaches this lesson, how could s/he make it better?
FROM THE FIELD The observation was really eye-opening. The first thing I noticed was how difficult it was for me to focus on the students and not on the teacher. That really says a lot about our culture as teachers and our focus on the teacher being at the center. That was powerful, but when I really started focusing on the students, really watching them and their interactions, I realized so clearly how much we are unaware of whats happening with the students when we are teaching. Kristy Krahl, elementary coordinator, p. 84 Before, I wouldnt really look at my students work until after I had collected it. Now I intervene, because I know how to be an observer. I walk around and look at what theyre doing and listen to what theyre saying. Im an observer in my classroom, every day and every hour now that I know how to observe So, what Ive learned from lesson study about being an observer has affected how I teach every day. Vicki, p. 105

Debriefing Try to debrief in the same classroom to see the board and any teaching tools used. The debriefing structure might look like this: I. Individual Reflection 15 minutes for observers to consider which evidence they want to share and questions they want to raise. II. Teacher Comments The teacher shares reflections and gives everyone permission to genuinely analyze the lesson. III. Team Members Comment Based on evidence collected, start with a strength, and then list a weakness or challenge. IV. Outside Guests Comment The goal is to share evidence of strengths and weaknesses, not to prescribe solutions. V. Results from Student Interviews are Shared This is optional, but helpful to paint a fuller picture of the lesson. VI. Open Discussion The moderator introduces the discussion. Until now, only clarifying questions have been asked. VII. Final Comments The moderator summarizes the issues to focus on for the lesson revision and thanks the teacher and the team.
FROM THE FIELD I believe the worst kind of debriefing is when everyone says the lesson went well, and few useful comments are made, I have seen way too many of this kind of debriefing. To avoid this, all participants should understand the purpose of the lesson study observation to improve the research lesson and learn more about students and how they think and learn. I appreciate it when the observer has a knowledge of the subject matter and the comments focus more on the mathematics (or science or whatever subject) and how the lesson facilitated (or not) student understanding Praise is nice, but critique is more helpful. Dont be afraid to critique by focusing on students and the lesson plan. Bill Jackson, math coach, p. 97

Preparing for the Revision To make sure that the knowledge gained in the debriefing session is carried forward into revising the lesson, it is helpful to have team members keep some kind of log to bring to the next planning meeting to use for revision. The team members can respond in writing in a log to questions like the ones below: Were there any unanticipated student responses? Explain. To what extent were the goals of the lesson achieved? Provide supporting evidence. Which instructional decisions might have contributed to helping students meet these goals? What aspects of the goals were not reached? Provide supporting evidence.

6. Phase Four Revising and Reteaching the Lesson

Phase 1 Set Goals Phase 2 Plan the Lesson Phase 3 Teach, Observe, and Debrief Phase 4 Revise and Reteach Phase 5 Reflect and Share

In this phase, the group meets to make improvements to the research lesson and then prepares to teach it again to different students. It is an opportunity to use the data gathered during the observation and debriefing of the first lesson to further their learning. While teachers could stop after the first research lesson and hope to draw on what theyve learned in their future teaching, revising and reteaching the lesson ensures that they immediately use what they learned about content, student learning, and instruction.
FROM THE FIELD Weve always approached lesson study as an experiment for teachers. Were going to try this out and see how it works, and were going to have the kids give us the evidence of if it was successful or not. And then were going to make some changes and try it again And to me its always been the transition from the first lesson to the second lesson thats made the biggest difference. Youre missing the finish line if you dont revise the lesson. -Andre Audette, Regents Fellow, Rhode Island p. 108 7 (Leading Lesson Study, Corwin Press) The Main Idea 2009

Process for Revising the Lesson Step 1: Gather and Review the Data Team members should gather any documents that will help in revising the lesson such as observation notes, debriefing notes, reflection logs, student work, photos of the blackboard, and a videotape of the lesson (if available). It would be best if individuals can review this data individually before meeting as a team. Step 2: Analyze the Data Team members look for evidence of student learning. They note where students did and did not meet the goals of the lesson. The team can organize their data into two charts: Evidence of Students Meeting Goals and Evidence of Students Not Meeting Goals. This will help them identify the goals students are still struggling with. Step 3: Identify Needed Changes In this step the team looks at what they can change in the lesson plan to help students more effectively reach the goals. The team can group similar observations together to help them identify themes which lead to suggestions for improving the lesson. To address the areas where students are struggling, the team may need to do some research on more effective instructional approaches. Below is an example of problems observed in the first lesson and suggestions for revision for the next lesson.
Language Arts Research Lesson Suggested Revisions for Second Research Lesson Goal: Students will be able to define and use strategies for comprehending text. Evidence of Students Not Meeting the Goal: When we asked students to describe the strategies they used, it seemed as if many students were randomly selecting a strategy merely because we asked them to. Observers noticed that many students filled out the strategies section after they completed the questions. When revisiting the goals of the lesson, we realized that the questions we gave students were not complex enough. They did not need to plan their comprehension strategies because the questions were easily completed. Suggestions for Instruction: 1) Select a longer and more challenging passage of text. 2) Revise the questions to require higher-order thinking processes. 3) Have students complete the strategies section before giving them the text and questions.

Step 4: Revise the Lesson Plan Often one team member is responsible for making the changes and distributing the revised lesson plan. It is important to keep the original research lesson plan and identify the changes with highlighting, italics, etc. Reteaching and Debriefing After the lesson has been revised, a different team member usually teaches the lesson to a different group of students. The team then explores the differences between the evidence of student learning from the two versions of the research lesson. The debriefing has a similar format to the first with some additional questions: How were the observations of student understanding different this time? What might have been the causes for these differences? Did the lesson changes bring about desired changes in student learning? Was this lesson more effective in achieving the goals?
FROM THE FIELD A lot of times as teachers we think too much about what were going to say and we dont think about what impact were going to have on the students or what theyre going to give back to us. Anticipating student responses is a powerful tool. Even when I plan my own lessons I ask myself, If I present it this way, what are the students going to get from this? What are they going to say? How is it going to impact their learning? So I think that the whole lesson study process really retrains or reconditions your thinking process as a teacher. -Brandon, p. 108

7. Phase Five Reflecting and Sharing Results

Phase 1 Set Goals Phase 2 Plan the Lesson Phase 3 Teach, Observe, and Debrief Phase 4 Revise and Reteach Phase 5 Reflect and Share

In the final phase the team reflects on the whole lesson study cycle and develops a report. The report serves as a means for the group to share their professional knowledge as well as reflect on the process. The Lesson Study Report In Japan, lesson study teams create reports about their research lesson which are kept at the school for other teachers or sometimes published and available in bookstores. While the lesson itself is a valuable product of the lesson study cycle, it cannot capture the intensive planning and thinking that went into its development. Many teams face time and paperwork constraints and cannot complete this report or can only do part of it. There is no set format, so each team should adapt it to work for them. Putting together the report can involve steps such as the following: Step 1: Gather Artifacts It is helpful to gather the documents for the report throughout the lesson study cycle such as:
Description of group norms Research Theme Statement Lesson study action plan with roles and schedule Agendas and minutes from meetings Background research the team conducted Drafts and final version of first and second research lesson Observation notes from both lessons Student work Photo of the blackboards Debriefing notes and reflection logs

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Step 2: Put the Pieces into Context with an Introduction and Conclusion This section puts the artifacts in context and explains the impact of the lesson study on the teachers. It can be written collaboratively or individually after the team reflects on the impact of the lesson study. The team should think about what they want outsiders to know about the research lesson, its development, its impact, and how the team can improve its work in the next lesson study cycle. Step 3: Reflect on Each Phase of the Cycle If the team has time to go beyond Step 2, it can be helpful for the team to reflect on each phase of the lesson cycle and the professional knowledge that was gained from each one. Step 4: Write a Full Research Report If the team has time, the last step is to write a narrative that explains the whole process and which can serve as a stand-alone final product. The team can write one section on each phase of the lesson study cycle: goal selection, 1st planning, 1st research lesson, 1st debriefing, 2nd planning, 2nd research lesson, 2nd debriefing, group reflections, individuals, and appendices with artifacts. Alternatives to a Full Report Reflect on the Lesson Study Cycle If the team finds the four-step process too cumbersome, they can simply reflect on the lesson study cycle and create a shorter report. They can use questions such as the following to help them reflect: What did you learn through this cycle of lesson study (about content, goals, student learning, instruction, and the lesson study process) that can be applied to other areas of your work? In what ways can you improve your lesson study work? What questions would you like to explore in your next cycle of lesson study? Sharing Through Presentations and Meetings Some teams present and share their work at school or district meetings, at a professional conference, write an article for a newsletter or professional journal, or hold a final meeting with other lesson study teams. Evaluating Lesson Study An evaluation can be used to improve the lesson study process and validate its effectiveness. Some of this evaluation happens formatively throughout the process through reflections, debriefings, logs, and other means of reflecting. The goal of this ongoing evaluation is to improve the lesson study process. In addition, a summative evaluation at the end of the lesson study cycle would focus more on outcomes. It is helpful for the team to agree on goals for themselves at the beginning of the process as well as identify criteria and evidence necessary to evaluation their lesson study efforts. Below are some examples of goals teachers might have: Increased knowledge of subject matter Increased ability to observe students Increased knowledge of instruction Stronger connection of daily practice to long-term goals Overall, reflection and evaluation support the continuous nature of the lesson study. The results of this last phase will be used to develop the next cycle of lesson study.

8. Growing and Sustaining Lesson Study

It is challenging enough for a team to complete one lesson study cycle, let alone to sustain and grow the process. In many schools, new initiatives are dropped after the initial enthusiasm. Teachers and schools have to work to sustain lesson study. It helps if there is time set aside for celebrating at the end of each cycle. It is also important that teachers not take on too much one or two lesson study cycles in a year is plenty. In terms of adding new lesson study teams, it is important to aim for gradual growth. One of the most important factors in sustaining lesson study is to make sure it is not a stand-alone effort. To be truly effective, lesson study should be one aspect of a professional learning plan. Ideally, the research theme would serve as a common goal for all professional development. For example, a school might decide it needs to work on differentiation, and then lesson study teams would work to gain knowledge in this area. But differentiation would also serve as a focus for other professional development such as study groups, attending conferences, taking classes, etc. Lesson study could also serve as a follow-up, for example, after a weeklong summer institute focused on a professional development topic. While the book presents an overall systematic approach to lesson study, it is not always possible to follow this idealistic path. However, the goal is not to follow every detail of the approach, the goal is to embrace the substance of the approach which is to help teachers develop lesson goals, gain new ideas about how students learn, develop a new understanding of content and how to teach it, push themselves to try new approaches, and reflect on their work to improve learning.

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The Main Ideas Professional Development Extension: Introducing Lesson Study to Teachers
I. Leadership Team Self-Assessment Are we prepared to offer lesson study to our teachers? Before introducing lesson study to your staff, you might want to discuss it with your leadership team. First, the leadership team will need to learn about lesson study either through reading the book summary or perhaps visiting a school that has lesson study teams (see the website with a list of schools below). Then together, the leadership team should list the reasons you would want to introduce lesson study at your school and what you hope teachers will get out of it. Discuss whether or not you would have the essential ingredients willing and interested teachers, the ability to be creative to create time for the team, and support in the administration. Furthermore, discuss whether your school has other attributes that would make lesson study effective: a high-quality curriculum, a school-wide responsibility for student learning, and an environment where feedback is accepted. Finally, to make sure lesson study will be truly effective, it should fit within a larger professional development topic the school is working on is there a topic, such as differentiation, that the school is currently engaged in and which teachers could continue to study through lesson study? II. Introducing Lesson Study to an Interested Group of Teachers After deciding to move forward, call a meeting for any teachers that might want to be involved. The book recommends starting with volunteers and not making it mandated school-wide. At the meeting discuss: * What is lesson study? Teachers can read the book summary or visit a school that uses lesson study (see a list of schools across the country that use lesson study http://www.tc.edu/lessonstudy/lsgroups.html) * What are misconceptions about lesson study? Make sure teachers know that it is not about perfecting a single lesson, that it is not just for science and math, that it can focus on affective as well as academic goals, and that it need not follow every step in the book it can be adapted. * How does lesson study compare to other models of professional development? Create a chart to make comparisons: Components of a one-day workshop Components of lesson study * What are the benefits of lesson study? Ask teachers to list what they think might be the potential benefits. Mention that it integrates the components of effective professional development: it is collaborative, ongoing, focused on subject matter, centered around teachers work with their students, hands on, and focused on student outcomes. Consider pulling out some quotations from teachers themselves about the impact of lesson study on their practice:
The observation was really eye-opening. The first thing I noticed was how difficult it was for me to focus on the students and not on the teacher. That really says a lot about our culture as teachers and our focus on the teacher being at the center. That was powerful, but when I really started focusing on the students, really watching them and their interactions, I realized so clearly how much we are unaware of whats happening with the students when we are teaching. Kristy Krahl, elementary coordinator, p. 84 Before, I wouldnt really look at my students work until after I had collected it. Now I intervene, because I know how to be an observer. I walk around and look at what theyre doing and listen to what theyre saying. Im an observer in my classroom, every day and every hour now that I know how to observe So, what Ive learned from lesson study about being an observer has affected how I teach every day. Vicki, p. 105 A lot of times as teachers we think too much about what were going to say and we dont think about what impact were going to have on the students or what theyre going to give back to us. Anticipating student responses is a powerful tool. Even when I plan my own lessons I ask myself, If I present it this way, what are the students going to get from this? What are they going to say? How is it going to impact their learning? So I think that the whole lesson study process really retrains or reconditions your thinking process as a teacher. -Brandon, p. 108

III. Preparing the Lesson Study Team At this point, the team should take the initiative to begin the process. Once they identify a facilitator, it should now be in the facilitators hands to guide the process, not an administrators. The facilitator should have a copy of the summary and ideally the book as well. The facilitator should take the next steps to assign roles on the team, create a schedule for meetings, and facilitate the process of creating group norms to guide the work of the team. Before the team begins, it would help for the facilitator to copy a full research lesson (see pp.163-186 in the book) to show the team so the team can see where their work is going. IV. Checking in with the Lesson Study Team While lesson study teams are designed to work independently, a good place for an administrator to check in with them is when the team reflects after each of the five lesson study phases. If you get a schedule of these meetings, you can join a few to hear about their progress and even serve as a knowledgeable other.

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