Embedding Professional Learning Through Lesson Study

Michelle Flaming, Math Consultant, ESSDACK

There are many forms of professional development available for teachers today. One of the most under used, but most effective, is the Lesson Study. Lesson studies are used on a weekly basis in many other countries. Those countries,according to TIMSS, out-performour students in the area of mathematics. This type of professional development is as much a norm in their country as our one-day back to school in-services are in the United States. This article will discuss what lesson studies look like, the purpose, and the benefits of this type of professional development for our professional teachers. We will also look at a specific example of how a lesson study was used to improve the mathematical learning of fourth graders in a Kansas district.

Lesson study is job-embedded professional development. Teachers, usually from the same grade, sometimes not, get together to discuss student learning and misconceptions. Seven teachers are gathered around a table in the workroom of a Kansas school. They are preparing for their first lesson study. They have looked over their assessment data and realize that all of their classes scored poorly on the measurement benchmark. “Why do our kids have such a hard time with measurement and reading a ruler?” is the topic of conversation.

The seven teachers design a purposeful lesson that should address measurement, and more specifically, reading a ruler. As the lesson gets finalized the teachers then decide on who will teach the lesson created by the group. As the group prepares the lesson to be followed easily by the presenting teacher, they also decide on who will observe and take notes on which students.  As the lesson is presented, teachers watch their individual students, taking notes on what the student understands and the student misconceptions.

About 15 minutes into the lesson, a student misconception, caused the lesson to take a turn. It became very clear that students were misreading a ruler because 1. They didn’t understand the concept of an inch. (The inch is the space between each of the lines.) 2. They were counting the number of lines on a ruler not the spaces. The teachers couldn’t wait to get out of the room to tweak their measurement lesson now that there was a better understanding of the misconceptions.

The lesson was tweaked to address this newfound knowledge, and the teachers decided once again who would present the tweaked lesson this time. The teachers choose another classroom and followed the above process with the modified lesson. Students in this classroom had the same common misconceptions but the lesson was now focused on addressing the real misunderstandings. As the seven teachers left the room and went back to the break room to discuss their findings many articulated that this was the BEST job-embedded professional development they had ever experienced in their entire professional life.

Fast-forward six months, students are now scoring higher than in the past on this state assessed benchmark. The apparent solution to an existing problem was teachers working together to improve their teaching and students’ mathematical learning.

What?  The job embedded professional learning called Lesson study originated in Japan as a cycle of instructional improvement focused on planning, observing, discussing research, and drawing out their implications for teaching and learning more broadly.

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Why? Lesson studies focus on the heart of professional learning: what happens in the classroom between teachers and students.  As professional learners, teachers study and collect data on the supports and barriers to students’ learning. Lesson studies are teacher-led processes that allow teachers the opportunity to think about the goals of lessons, deepen the knowledge of content and instructional pedagogy, strengthen collaboration with other teachers, and create continuous dialogue about learning.

How?  Lesson study is a simple idea that can be conducted in so many different ways. Below is a set of steps that most lesson studies follow.

1.      Form a Lesson Study Group – It is best if this group (four to six) is a willing group that is focused and committed to learning. Trust is a major factor, so time is needed to develop ground rules or norms and to build a collaborative group. It often works well for teachers from the same grade or similar grades to be a part of the group.

2.      Focus the Lesson Study – The group needs to determine the short and long term goals for student development and also determine the content area and topic.

3.      Plan the Research Lesson – Don’t start from scratch. Begin by using existing curriculum materials and enhance them. Whenever possible, build on the best available lessons.  Teachers should try the lesson, by putting on their student hats, and anticipating student thinking. Where might the misconceptions be?  Does this task work on the concept and goals of the lesson? 

It is then important to make a data collection plan. Determine who will watch which students, what are we observing? The specific data collected will depend on the study team’s goals.

4.      Conduct the Research Lesson –One team member teaches the designed lesson and the rest of the team members closely observe student learning, behavior, and misconceptions agreed upon from the planning process.  As hard as it may be, only the chosen team member should be teaching the lesson.

5.      Reflect on the Research Lesson –The goal of this time is NOT to evaluate the teacher but to share data on students’ responses to the lesson. Protocols or agendas for this discussion should be made clear so all members understand the purpose and desired discussion.

The teacher who taught the lesson speaks first and has a chance to reflect on the challenges in the lesson. Other members then share the data they collected. After each has had an opportunity to share, they should discuss common themes, possible problems, changes that need to be made, etc. An hour is usually sufficient for this step.

6.      Planning Next Lesson Study –Lesson studies are not just a one-time professional learning opportunity; they are ongoing. Members should consider what they have learned about the subject matter, students, and instructions, and should determine what the group would like to do next. What are the next steps?

In conclusion, lesson study is a job-embedded professional learning that puts the decisions back into the hands of the professionals – the teachers. Jackie Hurd, a U.S. teacher, said of lesson study:

“One of the things that I really love about it is that it puts a professional part back in teaching that we have to battle all the time … being able to say, ‘This is like a science, and we can figure these things out and get better at them.’”

Resources:

Powerful Designs for Professional Learning – Second Edition

Lesson Study: A Handbook of Teacher-Led Instructional Change (Lewis)

Can You Life 100 Kilograms? (www.lessonresearch.net)

Does lesson study have a future in the United States?  Lewis, C (2002)

Lesson Study: a case study of a Japanese approach to improving instruction through school-based teacher development. Yoshida, M (1999)

Lesson Study Project (http://www.uwlax.edu/sotl/lsp/)

Embedding Professional Learning Through Action Research

This article was originally published in the October issue of Direct Connection (Learning Forward Kansas) Talking Points: How do you see collaborative action research being used to bring about improvement/change in your district, school and/or classroom? Why is collaborative action research an effective tool for bringing about desired change?

Embedding Professional Learning Through Action Research

Penny Schuckman, Director of the Learning Center, USD 261 Haysville

Is there anything you would like to change about your district, your school, your classroom or yourself?  If you answered yes, then Action Research is an effective tool you can add to your toolbox to bring about that change you desire!

What? Action Research is studying your own situation to change the quality of processes and results within it.  To do Action Research is to empower yourself to study your action so that your future actions will be more effective.

Why? Do Action Research because it is……..

Practical – Insights that you get from data lead to practical changes in your classroom or in your school during and immediately after the inquiry.

Collaborative – As action researchers, you and your students or you and your colleagues collect data about a real issue in your shared situation.

Empowering – All of you together can influence and contribute equally to the research.

How? Collaborative Action Research has five sequential steps:

Problem Formulation – The team identifies the issue that is of the greatest professional concern.  Researchers identify what they already know about the issue, what they still need to know about it, and their understanding of the variables affecting the issue.

Data Collection – The credibility of any research effort lives or dies on the quality of the data used to support its conclusions.  To ensure adequate data collection, action researchers and their colleagues are expected to assemble three sets of data for each research question.

Data Analysis – Most action researchers find this step to be the most enjoyable of the entire process.  It involves looking systematically at all the data collected to see what trends or patterns emerge and what conclusions can be drawn.

Reporting Results – Inviting others to peer over our shoulders and learn from our practice is one of the most powerful and rewarding aspects of collaborative action research.  It is imperative that teams of action researchers find as many appropriate forums as possible to share what they are learning about teaching and learning.

Action Planning – Since the purpose of collaborative Action Research is to improve our professional practice, the process won’t be complete until we have put in place plans incorporating what we’ve learned as a result of our systematic inquiry. 

 I need to conclude this article with a warning.  Action Research is addictive!  As you begin to see your district, school, classroom, students and self change for the better, you will be compelled to repeat the process.  Enjoy your Action Research journey !

Resources:

Sagor, R. (1992). How To Conduct Collaborative Action Research. Alexandria: Association for Supervision and Curriculum Development.

Schmuck, R. A. (2006). Practical Action Research For Change. Thousand Oaks: Corwin Press, Inc.

http://arj.sagepub.com/  An online Action Research Journal

http://cadres.pepperdine.edu/ar/c9/burker/ar-blog.html A blog of one teacher’s Action Research journey

http://www.youtube.com/watch?v=Qg83f72_6Gw Video of the Action Research Process

Finding the Strength to Sail Through Rough Seas

This article was originally published on the Learning Forward PD Watch. In what ways have you demonstrated strength to sail through rough seas? What talking points might you make to support professional learning?

Finding the Strength to Sail Through Rough Seas

One of those job-embedded journeys recently arose when our local board of education in Newton, Kansas mandated that all out-of-state travel require board approval. As a result of that decision, I was asked to provide information on how my attendance at the annual Learning Forward conference is connected to student achievement in the district.

When writing, one of the premiere resources I often use is the Learning Forward publication, Why Professional Development Matters. In this booklet, Hayes Mizell shares in a very succinct and focused manner the attributes of professional learning and the relationship to student learning in the classroom.

"School-based professional development helps educators analyze student achievement data during the school year to immediately identify learning problems, develop solutions, and promptly apply those solutions to address students' needs," the publication notes. "Professional learning is the means for teachers to gain knowledge. Their learning supports not only teachers' learning, but students' as well. When leaders know how to engage teachers, support staff, and students in effective learning, the school becomes the center of learning for all adults and students. Becoming learning schools is our ultimate goal. Student increase in knowledge and skills occurs when the teacher is learning."

The night of the board meeting, there were many assumptions made that were founded on prior notions of ineffective professional development. Many of us have participated in professional development that is "done to us" rather than "done by us." As the discussion swelled on, I realized this was the time I had been waiting for, to use my prior learning and experiences to share how the transformation of teaching occurs when our knowledge is expanded and we utilize the effectiveness of team learning and collaboration. It suddenly rested on my shoulders to share the impact.

This turbulence rippled in the pit of my stomach as the board began to ask questions about professional learning in the district, and specifically my conference request. All of a sudden, all attention was focused on me. I realized that this was my time to share the impact of quality learning. As a 2010 Learning Forward Academy graduate, I had spent the better part of three years researching, sharing and studying the results of my academy project. I took a deep breath, silently reminding myself, "I'm ready for this".

One question posed was, "How do you intend to share your conference learning with educators in the district?"

I began to share how I, along with my colleagues, have developed a comprehensive framework for professional learning in the district. We created a teaching and learning cycle to guide our evidenced-based practice and measure the impact of professional learning. I shared that in the fall of 2011, we are piloting a new professional learning day survey using our online district organizational software that tracks, records and manages professional learning events. We are introducing this survey as a way to begin to measure the impact of district professional learning.

I added that as a result of attending conference sessions on collaborative professional learning, peer coaching and action research, I have learned to become a better leader and have helped teachers to become more effective in the classroom. As a result, students are achieving at higher levels.

I further shared the definition of professional learning and the role of external assistance; especially in a system like ours with deep work-embedded professional learning.

I also explained that as a result of my Learning Forward Academy participation and the district use of the Learning Forward Standards, I created the teaching learning cycle, the measuring impact survey and am now piloting a learning walkthrough in classrooms this fall.

As the board called for a vote, I hoped I had done an effective job of sharing not only how I learn, but how my professional learning affects our school system. I know we have used our learning to transform our schools into becoming learning schools. I know we are intently creating the shift from instructional leadership to learning leadership. I just didn't know if I had been able to effectively transport that understanding to our board members.

When the vote was called, members voted unanimously to approve my attendance.

I'm not sure how all of us reflect on our professional learning experiences. What is for certain is that we are being asked to make stronger and more visible connections between educator learning and student learning. I, like many of you, enjoy calm water and smooth travels, but sometimes the flow changes and we have to be prepared for a rough sail. Learning Forward resources, research and publications are great deck hands as we sail to our daily learning destinations.

Jan Neufeld
Assistant Superintendent for Curriculum and Instructional Services
Newton Public Schools, Newton, Kansas

Evaluating Technology Tools

The following post originated with Learning Forward's PD Watch.  How might you use the new standards as you plan new initiatives or refine current initiatives?  What ideas and thoughts did this post spark?

Evaluating Technology Tools

An increasing number of educational technology tools are focused specifically on professional learning and increasing teacher effectiveness. Educators face many questions when it comes to evaluating these opportunities. The newly released Standards for Professional Learning offer guidance in determining which tools have the greatest potential to achieve the outcomes they seek.
The standards define the characteristics of professional learning that improves educator practice and student learning outcomes. Educators, as well as technology partners, vendors, and providers, should consider the following questions as a guide when designing and/or selecting the right tools for the right outcomes.


Outcomes: How will the technology help students and teachers achieve the outcomes that have been defined as necessary for their success?

Implementation: What support is provided during the most difficult periods of the change process to ensure the technology becomes truly integrated into the fabric of the school or classroom? What are expectations for the developers as well as the users? How is successful implementation defined?

Design: How does the technology address the unique needs of the educator, including levels of competence, teaching assignments, school settings, and other concerns? How are users made aware of the expectations and outcomes the technology is supposed to assist them in achieving? What evidence is there that the technology can deliver on intended learning outcomes?

Data: How has data helped determine educator learning needs, and how will the technology specifically address those needs? How will the technology be used to monitor the impact of the new learning? How can the technology support documentation of its impact?

Resources: How must resources be allocated to ensure educators have access to the time and dollars necessary for successful implementation of new technology that produce better results for both educators and students?

Leadership: What are expectations for leaders in supporting the integration and use of a new technology? In what other ways will the new technology support leaders? What is the plan for preparing leaders to us the new technology?

Learning Communities: How does the technology advance learning in communities, build mutual accountability, and support the spread of best practices from classroom to classroom and school to school?

Over the next several days I will have the opportunity to interact with many technology developers now focused on the "education space." I intend to raise these questions and challenge them to give these questions thoughtful attention. I assume that if they can successfully answer these questions they will find educators eager to partner and confident in the results they will acquire together. Hopefully many will discover the "game changers" we need to accelerate the process of improvement in schools everywhere. Stay tuned for what I learn.

Stephanie Hirsh
Executive Director, Learning Forward

The New Language of Professional Learning

This article is taken from Learning Forward’s PD Watch.  Which parts captured your thoughts and perceptions?  What implications does this have for you? 

The New Language of Professional Learning Posted: 20 Sep 2011 05:21 AM PDT
I just finished editing a piece for JSD and was struck by something the author wrote about our standards. In reference to the Learning Designs standard, Ellie Drago-Severson wrote, "...Learning Forward's decision to refer to what used to be called professional development as professional learning is significant and inspiring." She isn't the only educator to notice that shift. In her blog about the standards, principal Lyn Hilt wrote "Learning Forward... has undergone an important shift in focus and message: from one of development to one of learning." For Hilt, the meaning was clear - she asks readers if they were engaged in learning the last time they engaged in professional development.

That's certainly the kind of message we hope educators take from such shifts in language. We know language matters--that's why we made the decision to use professional learning in the name and throughout the Standards for Professional Learning. In fact, it's why we took a big risk about a year ago and put learning into our name.

While we're aware that wrangling about particular words can at times distract from the work itself, we also know that clarity about the work is essential if results are on the line. If we can't agree on the words we use, how do we know we agree on what we hope to achieve? Language is the first step we take in moving from ideas to action.

Our desire for clarity in meaning compelled us to begin each standard statement with these words: "Professional learning that increases educator effectiveness and results for all students...." Each term is deliberate. "Educator" indicates our intention to support learning leaders at all levels - school, classroom, district, community, state, university, province, or organization. "Effectiveness and results" show our focus on impacting real outcomes. "All students" means we emphasize equity throughout our work.

If our commitment to students achieving better results is strong, let's take the first step and use the words that describe what we really want to see happening in schools - learning for all.

Tracy Crow
Director of Publications, Learning Forward