Facilitator: Orient the team to the document: Lesson Study...

Facilitator:Orienttheteamtothedocument:LessonStudyReflections.- Explaincolumns.GivethemaminutetocompleteKQTchart.

1

Facilitator:Meet andGreet– shareourroles,whoweare,whywearethere– Gettoknowthemaswell!

2

Facilitator:Share theinformationontheslidethatdemonstratestheflowforthestep1.

3

Facilitator:Sharetheinformation,whicharewhatwewillaccomplishforforthissection.

4

Facilitator:Orient theparticipantstothenotebook,documents,PowerPoint,Agendaforthesession,etc.

5

Facilitator:Expand onthenorms,describingthebehaviorsforthewaywewanttoworktogethertoday.Askfolksifthereareanynormstheyusuallyusethatarenotincludedandsharewecanaddandacknowledge.(ThisisforModelingeffectivepracticeaswell…effectiveteamingisguidedbyagreed-uponbehaviorsandthisteamwillalsobegeneratingtheirownLSnormslateroninthissession).

6

Facilitator:Takeamoment,andthinkaboutalessonthatyoutaughtorasomeoneelsetaughtwhereyouorthestudentsencounteredapowerfullearningexperience?Provideopportunities:Sharewhatwassomemorableorengagingaboutthelesson.Take2minutes,makesureeveryonehasachancetoshare…Key Question:Howdoesyourcurrentlessondesignandplanningprocessprovidetheframeworkfortheimplementation ofpowerfullearningexperiences inall classes?Whywouldthisbeimportant?

7

Facilitator:Ifinstructiondoesn’tchange,studentachievementwillnotimprove.Thebestwaytoimproveinstructionistoempowerteacherstostudytheirowninstructioninameaningfulandstrategicway.Wemustgiveteachersthetoolstoworktogethercollaboratively,tosetstudentachievementgoals,andtoplanandtocarryoutinstructionthathasthebestchanceofresultingingoalattainment.Lessonstudyisonesuchtool.- Citationreformatted- from:JamesStiglerandJamesHeibert,TheTeachingGap.

1999,p.135. (Makesurethisisinthereferencepage).

Facilitator:Orienttheteamtothedocument:LessonStudyReflections.- OrientteamtotheMisconceptionsaboutLessonStudydocument.- Explainhowtheyaregoingtoreadthearticleandcompletethe(K)WhatIknow

aboutLessonStudy?,(Q)WhatquestionIormyteamstillhaveaboutLS?andthen(T)WhataremythoughtsaboutLS?

- Givetimeforreadingandreflections.- Shareoutquestions– chartpaper,whiteboard,etc.(Formativefeedbackto

facilitator)- Addanyadditionalquestionsorthoughtsasweworktogetherthroughtheprocess

today.

9

3:45minutesFacilitator:Sharethisisa shortvideoon theoverviewofLessonStudy.Videolink.https://www.youtube.com/watch?v=7YdugNFsfHo

10

Facilitator:Referteamtothisgraphic,sharethegraphicdesignandthatthisisacompletecycleinLessonStudy.Reviewthestepsandinformationineachareaandthenhighlightstep1fortoday- Unpack.

11

Facilitator:Makebridge betweendiscussionsofarandcontentofLStofollow.

12

Facilitator:Makebridge betweendiscussionsofarandcontentofLStofollow.***‘specificproblem– GAPinwherestudentcurrentlyisinrelationtomasteryofthestandard.(ProblemDefinition).EMHPASIZEtheroleoftheESEteacher;otherdisciplines.

13

Facilitator:Please guidetheteamthroughtheinformationontheslidetodemonstratewhereitbegan,thelengthoftimeit’sbeeninpracticeandexponentialgrowth.Makesurethe content,notjustpieces- particularlythepieceonteachinggapthatinvestigationwasdonetounderstandwhyothercountriesweredoingsomuchbetterthanUSandwhentheylookedatJapantheyrealizedthe“teachingprocess”wasdramaticallydifferentinJapanduetolessonstudy.

14

Facilitator:Classroomsarenotideallearningenvironmentforall studentsdueto:- Thelargeamountofcontenttocover- Thevastdiversityamonglearners- Theteacherisoutnumberedanywherefrom20:1to30:1Intheprimarygrades,teachersengageinatleast200-300exchangesperhour- mostofthemhappeninthespurofthemomentwhichresultsinformationoftacit

knowledgethatisn’teasilyaccessibletotheteachertousetoshapefutureinstructionandisdifficultforthemtosharewithotherstobenefitfromitispreviewofnextslidewherefirstbulletisthattacitknowledgebecomesexplicitsharedknowledgeinLS

- Manyoftheseexchangeshappeninthespurofthemoment

15

Facilitator:Reviewof49articlesfoundbenefitsofLStoinclude:

• TeachercollaborationanddevelopmentofPLC• Developmentofprofessionalknowledge,practiceandprofessionalism

§ Gainsincontentandpedagogicalknowledge§ Gainsinreflectivenessonpractice§ Changesinattitudesandbeliefsaboutteaching§ Gainsinself-efficacy

• Explicitfocusonstudentlearning§ Greaterawarenessofandinsightsintostudentsandtheirlearning

needs• Improvedqualityofteachingandlearning

§ Improvedstudentengagement§ Gainsinstudentknowledge

o Teacherdevelopedandstandardizedassessments

16

Facilitator:As afinalpointinprovidingacontextforourworkshoptoday,ourtwoprojectshavereachedconsensusonadefinitionofMTSSaswellas6componentsthatcharacterizethemodel.Youshouldhavehandoutthatshowsthisimageonthefrontandacharacterizationofthe6componentsontheback.It’simportanttonotethatwetreatthetoptwocomponentsofMultipletiersofinstructionandinterventionoptionsaswellasacommonstructuredproblemsolvingprocessasthecorecomponentsofpracticeinschoolsettings.Theother4componentsrepresentthedomainsofactivitiesexpectedtooccurattheschoolanddistrictlevelsandservetofacilitatetheimplementationofthetieredsystemandproblemsolvingprocess.I’llgiveyouamomenttoreviewthecharacteristicsofeachofthesecomponents.

17

Facilitator:- Sharetheinformationfromtheslide.- Secondbullet– thisisagreatopportunitytoaddtoyourknowledge:- WhatdoYOUhavequestionsabout?- Whatgapsdoyoufeelthatyourcollegedegree/prepcourses/professional

development/experiencehasleftyouwithrightnow?- WhatareYOUwonderingabout?- Didyoureceivedalotofpreparationwithcontent,butarestillwonderingabout

howtoeffectivelyreachstudentswhoaremoredifficulttoreach?- Doyouhavealotofbehavioraltrainingbutfeellikeyoucouldlearneffective

pedagogystrategies?- Areyouinanewteachingsituationnowandneedtofillsomegaps?LessonStudy

willprovidetheseanswers.- Lastbullet– youdon’thavetohaveaproblemtoimprove.Thisisfor

collaborative,collegialimprovementforallstaffandstudents,theentirecommunity!

18

Facilitator:Share theinformationfromtheslidethatdescribestheProblemSolvingprocess.

19

Facilitator:MakingconnectionbetweenProblemSolvingandLessonStudyCycleFromGTIPS-R:Thefourarrowsinthepyramidrepresentthecontinuousproblemsolvingprocess:1.Define- Whatstudentsshouldknow,understand,andbeabletodo.2.Analyze- Whatbarriersexisttostudentsdoing/knowingwhatisexpected?3.Implement- Whatarewegoingtodoaboutit?4.Evaluate- Measureanddetermineifit’sworking.Ifnot,howdoweadjust?

20

Facilitator:Timetostopandreflect,checkinbeforeheadingtoLSStep1.- RefertheteamtotheKQTsheet- Directthemtojotdownanynewthoughts– ideasintheT(3rd)columnandany

additionalquestions- Shareoutanyquestions,thoughts

- FormativelyassessthattheirlearningaboutLessonstudyandproblemsolvingandconnectionstowhattheyalreadydoorneedtodo.

- Teamdynamics…whatarethedynamicssofaroftheteam.Iseveryonetalking?Arethereafewoutspokenmembers?Ensureparticipationofall.Isthisanewlyformedteam?Existing?Arealldisciplinesrepresented?(RE:ESEteacher?Coach?)

21

Facilitator:RefertotheBeginningStep1:Overview.EstablishLessonStudyTeam-memberroles(e.g.,teachers,instructionalcoaches,interventionspecialists,specialeducators,content/pedagogicalexpert)

Suggestthatparticipantsformteamsbasedongradeleveltaughtorsomeothersimilarinterests,astraditionallessonstudiesareusuallycenteredaroundgroupsofprofessionalswhoshareasimilarcurricularinterest.OrientTeamtoLessonStudy

22

sharedunderstandingoflessonstudygoals/protocolsofeffectivelessonstudy(suggestion- shortpre-read)

DevelopGroupNormsandproceduresSchedulePlanningTime

22

Facilitator:Itisnotaboutthepersonitisabouttheprocess.

7:23min.Facilitator:Thisfirstvideoincludesanoverviewandthecriticalstepsofdeterminingtheteammembers,thethemeandlessonstudytopic.Whilewatching,considerthefollowingquestions:• Whatdidyounoticeabouttheteam’sexpertise?• Whoarethemembersandwhysodiverse?• Whatistheimportanceofthetheme?• Howdidtheteamdeterminetheirchoiceforatopic?

24

Facilitator:Thenextstepistodetermine thecomponentstoincreasetheeffectivenessoftheteam.

25

26

Facilitator:Sharethe emphasis thatyougetafreshperspective- lookatpracticesinanewway-andthatithelpsuscriticallyexamineourpreviouslyheldassumptionsaboutstudentlearning

Facilitator:Remembertoestablishandmaintain:- Acollaborativeprocess- Activeinvolvementamongallparticipants- Atrustingclimate- Non-judgmentaldiscussions,encouragingnewanddifferentideas- Groupconsensus- Decision-makingrules- Rolesandresponsibilities

27

Facilitator:Sharetheinformationontheslidetosharethecharacteristicsofeffectiveteams,elicitadditionalthoughtsfromteammembers.

28

Facilitator:Thenextstepisforustoselectrolesandcreatethenormsandproceduresforourteam.

29

Facilitator:Walk theteamthroughtheGuidingQuestionswhenDevelopingaLessonStudyTeam,NormsandProcedures.Whatrulesorguidelinesdoweneedtoestablishupfronttosupportourfunctioningasanefficientandeffectiveteam?Howwillouragendasbeestablishedandcommunicated?Whowillberesponsibleforrecordingtheminutes?Whenandhowwillthoseminutesbedistributedbacktomembers?Whowillberesponsibleforkeepingthegroupontime?Whenandhowwilltimewindingdownbecommunicated?Whatexpectationsareforteamfunctioning?What,ifany,protocols/toolswillbeusedtofacilitatemeetings,processfeedback,ormakedecisions?Howwillresponsibilitiesbeassignedandsupported?HowwillweinformourstudentsabouttheLessonStudycycleandpossibleinstructionintheirclass?WhenandinwhatformatwillwesharetheresultsoftheLessonStudyprocesssharedbacktoourPLCandadministration?

30

Facilitator:When formingateambesuretoincluderepresentativesmentionedontheleft.Ontherightisanexampleofawellroundedlessonstudyteam.Asktheteamtosharetheirthoughtsonwhyit’snecessarytoincludetheteammembersmentionedhere.Herearesomeguidingquestionstoassisttheconversation:Multidisciplinaryrepresentation

ActiveadministratorparticipationContentareasof‘expertise’

DiversityofskillsandperspectiveWhatskillsdoIbringtotheteam?Whatskillsdoothermembersbringtotheteam?Whatadditionalskillsetsmightbeneeded?Dowehavetheessentialpeopleontheteam?

31

Facilitator:Use this slide to BRIEFLY identify which roles are covered on the Team. Refer participants to the misc resource for a full description of the roles.Point out the responsibilities being covered is more important than making sure a person has a specific title. For example, recorders may function well with timekeeping responsibilities, or someone else may be able to handle that responsibility on their own.Coaches may also be team leaders, if they can do it without sacrificing their Coaching responsibilities (monitoring fidelity, team process).If teams run into trouble with people having dual roles (this doesn't’t happen a lot), a common sticking point occurs when the administrator takes on the team leader role…sometimes, teams may “shutdown” from this, they’re less likely to contribute ideas or disagree with the team leader/administrator.Lee, 2009. From Group to Team. J. of Staff Development,

30(5). 44-49)Now that they know the kinds of responsibilities that need to be covered, and now that they have a sense of the

responsibilities they are comfortable with, it’s time to consider finalizing team membership. They may have all the folks they need at the training today, or they may need to recruit some additional people. When they do, they should remain focused on the skills the individual brings to the table, not just their grade level or specialty area. Please note that team me membership will vary between elementary & secondary schools and that secondary teams tend to need to be larger but make sure the size is still manageable to accomplish tasks.

32

33

Facilitator:Reviewtheinformationontheslideto clearlydefinejobroles.

Facilitator:Assist theteaminfollowingthedirectionsontheslidetocompletetheTeamRolesportionontheLessonStudyTeamtemplate.

34

Facilitator:Thenextstepistoestablishteamnorms– theslidesharesinformationregardingthepurposeandprocesswhenestablishingnorms.Brieflysharetheinformation(thenextslidesaddadditionalinformation)andadditionally…Doyle andStraus(1976)asked:WhatistheminimalnumberofstandardsagroupmustKNOWandFOLLOWforthegroupto beon-task,taketheminimum timetoitsreachitsobjectives,andforthememberstohavehighlevelsofsatisfaction?Theycameupwith 5STANDARDS– orareas:Minimalstandards:• Groupmembersdiscussonlyonetopic• Membersuseonlyoneprocessatatime• Participationinthemeetingisbalanced• Conflictaboutideasisencouraged,butaffectiveconflictiseliminated• Groupmembersunderstandandagreeonroles (facilitator,recorder,members,

authority)

35

Facilitator:Shareexample ofteamnorms- continuetothenextslide.

36

Facilitator:Shareexampleofteamnormscontinuedfromthepreviousslide.

37

Facilitator:Sharetheinformationontheslide toguidetheteamincreatingtheirteamnorms.Providetheteammemberswithpostitnotes/notepaper,etc.toallowtimeforthemtofirstlistindividuallyandthenassistthemthroughtheconversationofsharinginformation.AvisualforNorm developmentisessential(e.g., chartpaper,whiteboard,etc.)toassistwithbuildingconversation.

38

Facilitator:Sharetheinformationontheslidetoprovideinformationregardingtheteam’sproceduresandtheinformationbelow…- Describeusesandreasonswhyagendasareusedbyeffectiveteams(adultlearning,andragogy,needtomakeconnectionstojob,towork)- Adherenceanduseofroles(notjustfordocumentation,buttofocustheteamto

theworkneededtobeaccomplished(wedon’thaveenoughtime,let’suseitandusethistooltohelpusstayfocused).

- Decisionmaking– thisoneiscriticalforeffectiveteams.EffectiveteamshaveseveralstrategiesandPLANforhowtomakedifficultdecisions.Offersuggestionsandstrategies.

- Templatesandtools- makeworkefficient.Somesuggestionsare:agendas,minutesthatflowwiththeagendaandPSprocess,LSprocess,unpackingprocess,etc.

- Communication.HOW– beforemeetings,aftermeetings.WHAT– comepreparedwithwhat?Data?Who?Etc.Avoidwastedtimeinmeetingswaitingforpeopletogettheirstuff– ifitiscommunicatedbefore,theneveryonewillcomeprepared–again,respectourtimebecausewehavesolittletime.

39

Facilitator:Sharetheinformationontheslide toguidetheteamindeterminingtheirprocedures.Providetheteammemberswithpostitnotes/notepaper,etc.toallowtimeforthemtofirstlistindividuallyandthenassistthemthroughtheconversationofsharinginformation.Avisualforproceduredevelopmentisessential(e.g., chartpaper,whiteboard,etc.)toassistwithbuildingconversation.

40

Facilitator:Nextwe’llbedevelopingourVisionandMissionforourteam.

41

Facilitator:Share the information on the slide regarding the purpose of a vision and mission.

Facilitator:

SharethisexampleofLessonStudy’steammissionandvision– pleasenote1)theBronsonElementarySchool’smission2)theLessonStudyteam’svisionand3)theLessonStudyteam’smission– noticetheconnectiontotheschool’smission.

BronsonElementarySchoolInacooperativeeffortbyschool,communityandhome,westrivetoprovideasafeenvironmentinwhichstudentsareexpectedtomasterskillsthathelpthemreachtheirfullpotentialinlife.

43

Facilitator:Sharetheguidelinesandpromptsfordevelopingavisionandmissionforyourteamprovidedontheslide.

44

Facilitator:Sharetheinformationontheslideandtheinformationbelowtoassisttheteamwiththedevelopmentofvision/missionstatements.Providetheteammemberswithpostitnotes/notepaper,etc.toallowtimeforthemtofirstlistindividuallyandthenassistthemthroughtheconversationofsharinginformation.Avisualfor vision/missiondevelopmentisessential(e.g., chartpaper,whiteboard,etc.)toassistwithbuildingconversation.Thisisamulti-stepactivity.Theycanwritedownbothnormsandprocedures,butwewoulddiscussseparately.Weshouldhavethemwriteontheirplanningtemplateoncefinalizedbutfirstputonlargestickypapertohearallideasnarrowdown/consolidateifneeded..IndependentlytakeafewmomentstothinkaboutyourideasfortheLessonStudyteamvisionandmissionandwritethemdown.Shareideaswiththeteam.Cometoconsensusaboutthevision/missionandwriteonlessonstudyteamdocument.

45

Facilitator:- HavetheparticipantsbringouttheLSStudyActionPlan.AllPREWORKforStep1isnowcomplete!- ReadytobeginSTEP1:DETERMINEFOCUSAREA:ResearchTheme,topic,contentarea,academicstandards.

46

Facilitator:Nextwe’llbedeterminingthefocusarea.

47

Facilitator:Refertheteambacktotheguidingquestionshandout.Thesecondsectionprovidesessentialquestionstoutilizewhendevelopingteamgoals.Thequestionsguidethediscussionastheyworkthroughthissection.Thenextfewslideswithassistwithdevelopment.GuidingQuestionsWhenSettingTeamGoals• Whatdowewantstudentstoknow,understandandbeableto?• Whatisthecurrentlevelofperformance?• Whatarethegapsbetweencurrentlevelofperformanceandexpectations?• Whatareyoumostcuriousaboutastohowstudentslearnandwhatimpacts

studentlearningmost?• Whatcontentareasarechallengingforourstudents?• Whatarecommonlydifficultstandards• Whatarecommonlydifficulttopicsforstudents?• Whatarecommonlydifficulttopicsforteacherstoteach?• Whatdowewantstudentstounderstand(andbeabletodo)?• Whatdostudentscurrentlyunderstandaboutthistopic?• Whatbarrierstostudentlearningdowebelieveexist?• Whatinstructionalstrategiesdowepredictwillalleviateorremovethesebarriers?• Whatadditionalprofessionalknowledgemayhelpusplaninstructionalstrategies

toaddressbarriers?• Arethereothereducatorsatourschoolorinourdistrictwhomaybeabletooffer

48

technicalassistanceandsupportinthisarea?

48

Facilitator:ShareinordertoDevelopaResearchTheme- theteamneedstoconsiderlongtermgoal(overarchingmissionthatdirectslessonstudyactivities)---(suggestion-considerschool’smissionstatementanddemographicmake-up)Share:The teamwillselectacontentandtopicarea byconsideringideasoftheirinterest,areaofcommondifficultyoranewcurriculum.Alsoreviewtheschool’scurrentimprovementgoalsandareasoffocus.Alsoshare– the focusareaisdeterminedthroughtheirexistingdata,curriculaandthroughIdentifyingrelevantStateStandards.Thebestwaytobeginisthroughteacherdiscussion.

49

Facilitator:Let’sreviewourdata…

50

Facilitator:Assist conversationwithreviewofthereadingandmathdata.

51

Facilitator:Allow teammemberstobrainstormideasbasedontheconsiderationsbelow.Basedonthebigideasfromthedatadiscussionandthoughtssharedby theteamsofar,focusthethoughtonthequestionsontheslide:- Whataresomeoverallskillsdowewantourstudentstoexitthisyearwith?The

school?Schoolingeneral?(Broad,skillswithleveragethatreachacrossmanygrades,contentareas,levels,disciplines,etc.).Whataboutgroupsofstudents?SWD?Hardtoreach?AtRisk?ELL?

- Considerthecurrentperformancelfallstudents;groupsofstudents- Consideranygapsthatyouwouldliketoaddress- Whatareyoumostcuriousaboutrelatedtohowstudentslearn?Whatimpacts

theirlearningthemost?

52

Facilitator:Inordertodevelopa thoroughlyeffectiveresearchteamwemustconsiderExploringhowstudentslearn,pedagogy.Afterselectingalessontoteach,consider:• Identifyingyourstudents’strengths,needs,andpreferences• Identifyinghighprobabilityandhighintensitybarrierstostudentlearning

53

Facilitator:Sharetheinformationontheslidetoprovidethepurposeofinvestigatinghowstudentlearn.InternationalJournalofTeachingandLearninginHigherEducation2006,Volume18,Number3,250-257ISSN1812-9129http://www.isetl.org/ijtlhe/LessonStudyasaModelforBuildingPedagogicalKnowledgeandImprovingTeachingWilliamCerbin andBryanKoppUniversityofWisconsin– LaCrosse

54

Facilitator:Sharetheinformationontheslide– note:a“dirty”lessonisalessonthatistaughtpriortoimplementingsomethingnew– thedataiscollectedtodetermineif,afterthedevelopedlessonistaught,anychangesoccur.Theinformationbelowsharesadditionalinformationthatmightassistwiththeinvestigationofhowstudentlearn.TheUDLWheel- http://udlwheel.mdonlinegrants.org/ - clickonanarrowtotherightorleftandalistofoptionswillcomeupLearningStylesChoiceBoard-http://www.loving2learn.com/Goals/Charts/LearningStyles.aspx - scrolldownabittogettothechoiceboard.Thisisforyounglearnersbutthecharacteristicsonthechoiceboardapplytoalotofages.

55

7:09min.

Facilitator:Sharethissecondvideoprovides informationthatdescribeshowaLessonStudy

team’sconversationssupportedtheirselectionofaresearchtheme,broadsubjectmattergoals,unitgoalsandlessongoals.Thebenefitssupporttheframeworktotesttheirhypothesiswithamorefocused,logical,coherentlessonthatallowmeasurablegoalsfocusingonstudentlearningandmethodology.

Possiblereflectionquestions:• Howdidthelessonstudyteamselecta“researchlesson?”

• Whatavailablelessonsandcomponentsoflessonswouldyourecommendteachersusetoselecta“researchlesson?”

• Duringtheprocessofimprovingthe“researchlesson,”howdidthelessonstudyteamselectinstructionalstrategiestoaddressbarriersthatmightimpedestudentlearning?

• Whatavailableresourceswouldyourecommendteachersusetoselectinstructionalstrategies?

56

Facilitator:Referteam tothe“SelectingResearchTheme,ContentandTopicArea”document–theywillbeusingthisdocumenttodeveloparesearchtheme.Providetheteammemberstimetoreviewtheinformationonthedocumentpriortomovingontothenextslide.

57

Facilitator:Reviewtheinformationontheslidetoshareadditionalexamplesofresearchthemes– taketimetoguidetheconversationthrough thedevelopmentandcompletionofdevelopingaresearchtheme,STEP1,utilizingthedocument.

58

Facilitator:OnceStep1iscompleted– sharetheinformationonthisslidethenmoveontothenextslidethatsharesexamplesofthisprocess.

59

Facilitator:ThisslidesharesanexampleofthewhataLessonStudyteamconsideredwhentheydeterminedtheirfocusarea(researchtheme),contentarea,andtopic.Oncedetermined,theyfocusedonresearchingarticlesandheldabookstudytolearnwhattheresearchhadtoshare.Thentheyheldameetingtodiscusstheirfindings.

60

Facilitator:The nextstepistotaketimetoguidetheconversationthrough thedevelopmentandcompletionofselectingthecontentareaandtopictoapplyresearchtheme,STEP2,utilizingthedocument.

61

Facilitator:- Shareoutanyquestions,thoughts

- formativelyassessteamdynamics,understandingoftheresearchtopic,contentarea,topicoffocus.

62

Facilitator:- HavetheparticipantsbringouttheLSStudyActionPlan.Step1isnowcomplete!Whew!- ReadytoorganizeforSTEP2.

63

Facilitator:Sharewiththeteamtheinformationontheslidethatprovidestheirnextstepsintheprocess.

64

Facilitator:EitherdetermineorremindtheteamoftheAdobeconnectsessionandthenextface-to-facesessionschedule.

65