Lesson Study
This is a conversation among the MetLife
Fellows of the Teachers Network Policy Institute. These teacher leaders
participate in a monthly shared reading and discussion program. These
conversations take place online.The topic of this discussion is The
Teaching Gap by James Stigler and James Hiebert.
--Stigler, James
and James Hiebert. The Teaching Gap: Best Ideas from the World's
Teachers for Improving Education in the Classroom. New York: The Free
Press, 1999. -- Using videotaped lessons from the United States, Japan and
Germany, the authors revel exactly how other countries stay ahead of the
US in the rate of their children learning. American schools can be
restructured as a place where teachers can engage in career-long learning
and classrooms can become laboratories for developing new, teaching
centered ideas.
--
Lewis,
Catherine C. and I. Tsuchida. "A
Lesson is Like a Swiftly Flowing River: Research Lessons and the
Improvement of Japanese Education." American Educator, Winter, 1998.
14-17 & 50-52. Insightfully
analyzes the efficacy of the practice of "Lesson Study" in the Japanese
educational system. The (free) Adobe Acrobat Reader is required to view
the article. |
Date: January 1, 2002
From: Gail
Happy 2002 to all!
Shirley and I will be the moderators for the January
discussion. Shirley teaches 1st grade, and I teach K-1 by day and adults
(master's level) by night. We chose lesson study/research lessons as our
topic, because we were so energized by Joe and Frances' presentation at
Snowbird last summer. On the flight out to Utah, I read The Teaching Gap,
which I highly recommend. It's a quick and interesting read. The authors
believe that Japanese students consistently outscore German and American
students at TIMSS because of better teaching. Japanese teachers work
together to plan, deliver, analyze, replan and re-deliver lessons to their
students. This approach is also explained in the article "A Lesson Is
Like a Swiftly Flowing River," which has been posted on the TNPI
website.
Shirley and I really liked the collaborative and
reflective nature of this approach to teaching/learning. Teachers gather
together and discuss what students need to know and be able to do. They
share ideas for how to help students construct that knowledge. Then, one
teacher delivers the lesson while other teachers watch and take notes. The
lesson is also videotaped for further analyzing and reflection. Afterward,
the teachers gather and debrief the lesson. This type of professional
dialogue is rare in American schools. Why? It seems to me that time for
collaboration, release time for observations and more time for debriefing
are major obstacles. However, additional obstacles are the traditional
isolation of the American teacher in his/her classroom, resistance to
change/different ways of doing things, and inertia are also obstacles.
When Shirley and I proposed "having a
go" with lesson study at our school, we were at first taken aback by
the resistance of our colleagues. One of them even said, "I don't
want to waste so much time on just one lesson." We learned three
valuable lessons from this. First, spend some time convincing educators of
the need for and benefits of change. Second, emphasize that studying the
lesson is a vehicle for the more important work of collaboration and
reflection. True, the focus is one lesson, but the lesson can (and should
be) conceptually rich and cognitively challenging. Third, in our typically
American way of thinking that more must be better, we outlined a plan for
planning, organizing and delivering four lessons during the course of the
school year. We realized right away that this was way too ambitious!
Especially after rereading our source materials and rediscovering that the
Japanese focus on ONE lesson.
Despite our presentation errors and the
resistance of some, we were successful in convincing some of our
colleagues to try lesson study. My multi-age family (consisting of two
3rd-grade teachers, one 2nd-grade teacher, one 1st-grade teacher, and two
K-1 teachers) is in the middle of planning a lesson on elapsed time that
will be delivered to 3rd-graders in January. Shirley's multi-age family is
planning a language arts lesson. One of our goals was to choose topics
that are relevant and important to all grade levels so that all
grade-level teachers in the family can provide input as well as grow
professionally from the dialogue about the concepts. An additional goal
was to choose concepts that Kings Park students were struggling with on
our beloved (sarcasm here) standardized tests. My family feels we've met
both goals. At our next meeting, we will actually plan the lesson and
choose a delivery date.
Because our principal is committed to best
practices and willingly embraces change, she is whole-heartedly supporting
our efforts. She provides us with meeting time, during the school day, so
we can collaborate and plan. She will provide sub coverage and videotaping
equipment for lesson delivery and observation.
Naturally, Shirley and I will keep you posted on
the results of our efforts. In the meantime, we'd like to hear your
thoughts about lesson study. Have any of you tried it? What were the
results? For those of you who are new to the idea, are you willing to try
it? Why/why not? |
Date: January 6, 2002
From: Jean
I was so happy to
receive this email because I am in the process of doing my first teacher
collaborative research lesson on January 15th and I needed the pep talk!
It does take a lot of coordinating with teachers, the principal, and the
district science coordinator, on top of doing the planning......however, I
am convinced this is an excellent way of using our time better and even
more importantly, teaching our students more effectively.....The Teaching
Gap has been my guide and having been in Tokyo and seeing first hand how
teachers work collaboratively, I am excited to try this....wish me luck
and I will be sending results of my experience in late January (if it's
good news or not!) |
Date: January 6, 2002
From: Jane
Happy New Year All!
Gail the obstacles you stated above is exactly
what I would consider before I would bring lesson study to my staff. I am
at a new, bigger school this year. I use to work with 15 teachers
(teaching experiences ranging from 0-5 years) who were use to
collaboration and trying out new methods of instruction. At
my new school, the 45 teachers range from 1-30+ years of experience.
Although some of the teachers are eager to work together and look at
student work and instructional practice, the majority of them don't want
to change what they have been doing for years or even talk about teaching.
The principal (her second year) is eager to make changes, but she is also
very hesitant she knows there is a lot of resistance.
I think one way to introduce the concept of lesson
study is to actually show one of the videos from Japan. I actually bought
two of them. The video demonstrate exactly what a lesson study looks like
in action and the parts of it. I know that if my principal were to see the
videos, she would jump on board. My fear is that she would make it a staff
requirement and if that were to happen, the effects would not be as
beneficial to teachers or students. All teachers are not ready for this.
One way I would like to see it presented is to ask teachers that are
interested after viewing the videos to meet and discuss the possibilities.
Like Gail and Shirley's family group of teachers, I think it would be
better to start small and then expand on this "new" concept.
I showed the videos to the teachers I work with in the
Early Literacy Club (a smaller group of teacher who have met regularly for
over six years). They were interested, but not quite sure they were ready
for that. The thought of group of colleagues walking into their
classroom to watch them teach a lesson terrified them, and being video
taped was even more frightening. Unless teachers have had experience in
modeling lessons in front of others or being video taped, it is not a
comfortable situation. And even if we found a teacher to volunteer for the
task, release time is always an issue. How would/could we be released from
our own classrooms to observe another colleague in theirs? Has anyone
figured out a way?
We discussed how we could modify the process to
meet our needs. One suggestion was that we could: 1. Select a lesson to
look at collectively and plan it out together. We are all mandated to
teach from the same reading program, so it would not be a problem to
choose a common lesson. 2: Video tape one or several teachers teaching the
same lesson. 3. Come back together to view the lessons, listen to the
teachers share their experience, reflect on what we saw, and discuss ways
in which we could modify the lesson to make it more effective
(concentrating on the lesson itself, not the teacher).
We are not at the point in which we are ready to do
this, but we are thinking about it. The teachers decided to focus on
action research first. On the 16th, I am going to UCLA to hear Dr. Stigler
who co-wrote The Teaching Gap speak. I am looking forward to hearing his
research findings first hand and will share.
|
Date: January 6, 2002
From: Gail
Jane,
I'm really looking forward to hearing what you find out
on the 16th! I think you raised several important points about lesson
study. First, it absolutely should NOT be required by administrators--this
top-down approach is a sure way to foster, rather than overcome, teacher
reluctance and resentment. The interest in doing it should come from
teachers themselves (bottom-up), but be supported by administration. When
Shirley and I presented the idea to our colleagues, it was with the full
support of our administrator, but the idea came from us. And we did show
one of the videos, which I think helped some people visualize what we
meant by one teacher delivering the lesson while colleagues observe and
take notes.
Because we have our principal's support, we have been able to
arrange for release time. In fact, I just conferred with her on Friday
about how many substitutes my multi-age family will need for the lesson
I'm delivering on Feb. 5th. I think it would be really hard to organize
release time without administrative support. As for videotaping, I agree
that many may find it intimidating, but after going through the National
Board process, I don't, so I volunteered to be the one who delivers the
lesson. What will make it really interesting is that I'm delivering our
lesson to two third grade classes, not to my own class. Although, I think
I'll deliver a modified version of it to my own class first, as a sort of
dress rehearsal. Because we selected a concept that spans K-3, I believe
it will be a meaningful learning experience for both my students and for
me. |
Date: January 6, 2002
From: Lisa
I've been
following the Lesson Study dialogue with interest...our Local District
will be working with the University of California, Office of the President and
Joan from Sonoma Office of Education to engage middle school
mathematics teachers in Lesson Study, to begin at the end of this month.
As a teacher-participant in networks, as a facilitator
of teacher-initiated case discussions and action research in LA, I am for
the first time in 20 years acting as "line staff" as a mathematics advisor
for the secondary schools (including 6 of the largest year round schools
in the country). The issue raised in the latest thread as to
teacher-initiated vs. top-down is for me now one of how to provide
horizontal leadership to my teacher-peers at these school sites.
Interest in Lesson Study was generated through content
training offered on a voluntary basis to middle school and upper
elementary teachers this fall, and through an information meeting open to
any middle school mathematics teacher. The approach Joan will
take with the group is one based on her experience with teachers in
northern California who began Lesson Study last year, and is informed by
the Yoshida and Fernandez research and the Teaching Gap/TIMSS research. We
will keep you posted on how this process evolves - the team of math
coaches and advisors who are out of the classroom will be
learning along-side the classroom teachers. I would very much like the
teacher-participants in this endeavor to share their thoughts and
experiences through the network.
Thanks to UCOP assistance there are also plans to
capture the process on video
and through on-line discussion groups. We'll keep everyone posted! |
Date: January 6, 2002
From: Sheldon
I enjoyed reading the Flowing
River article. It makes so much sense to plan and deliver lessons in this
manner, especially to a novice teacher like myself. I do have a question:
How do you convince your coworkers/supervisors that this is a great idea?
This year, I have gone to several colleagues to come in unannounced to
observe me for suggestions and they simply do not have the time. Any
suggestions? Thanks in advance. |
Date: January 7, 2002
From: Gail
Sheldon, your question is a very important one. How does one convince
colleagues that it is worth the time to observe other teachers? Shirley
and I experienced mixed results in our efforts to convince our
colleagues that lesson study was a worthwhile endeavor. Anyone have good
persuasive techniques/ideas to share?
|
Date: January 7, 2002
From: Sally
A great idea to have others
observe you! What works for me is if you set up a specific time for the
first observation to whet the observation appetite. To leave it open often
puts the idea on the back burner of busy teachers' days. Good luck to you,
and keep us informed! |
Date: January 7, 2002
From: Christine
There are a lot of obstacles to
research lessons. Time, lack of support, fear, curricular issues , etc.
I've been trying to convince colleagues to try one lesson. I have 2 takers
so far. What seems to have helped convince them is to let them decide the
topic to be researched and do most of the planning. They are very
interested seeing how some lesson ideas work. I will be teaching the
lesson during my prep time to one of their classes while the third
teacher's class is at P.E. We are starting small and with a lot of
trepidation but we are going to try. |
Date: January 8, 2002
From: Carol
Another idea is to frame
the effort under the notion of Peer Coaching. By talking it up among
teachers about the mutual benefits of having a peer observe and provide
coaching feedback versus the traditional administrative model under
evaluation, teachers would be more eager and see the benefits. Once a
small nucleus of teachers (2-3) want to join you in peer coaching, the
lesson study model could be the heart of the work, and you could approach
the site principal with the request for support to make it happen. That
support may be some specific release time for short periods of time, the
principal and assistant principal taking the classes of 2 teachers who
want to observe/coach; asking a teacher to combine P.E. classes to enable
you to observe/coach, etc. etc. The whole idea is to look at all resources
at the school site, all time spots, and see how they may be creatively
considered to create the support for observation/coaching around lesson
study. |
Date: January 8, 2002
From: Gail
Your idea sounds like a great
way to get a toe in the water! I agree that an excellent way to promote
"buy in" is to allow maximum ownership of the planning process. Good luck
and keep us posted! |
Date: January 9, 2002
From: Alice
In District 2,
NYC, the middle school math teacher leaders of the district piloted lesson
studies last year in collaboration with Teachers College. Lessons were
planned by a group of teachers. One teacher taught the lesson in his/her
class and this was videotaped. Immediately afterwards, the debriefing was
done and also videotaped. The teachers then went back with the feedback
they got and worked on the same lesson for another teacher to do in
his/her class.
This year, they've also trying to do the same
thing in the elementary schools. Right now, if you go to the following
site http://www.tc.columbia.edu/lessonstudy/csd2.html,
you can see the lessons that have been done so far in the upper schools
and the lesson study protocol we are following. It's quite an interesting
process and the teachers participating have found them very helpful in
their teaching and understanding of mathematics. |
Date: January 9, 2002
From: Sheryn
I am an Academic Facilitator,
which is a teacher leader position. My job is to demonstrate lessons, team
teach, plan collaboratively, and provide staff development for all of the
teachers in my 6-12 performing arts magnet. I have found that
demonstrating ideas works fairly well, but paying teachers a stipend for
time spent after school works best of all. If you could get some money (a
grant or corporate sponsor) to pay teachers to participate in Lesson
Study, you would probably have excellent participation. I have a grant
right now that is about teaching math through the arts. I wrote into the
grant that we would pay our teachers for the time they spend planning
lessons with community arts educators. I had 100% participation! I think
teachers are tired of giving their time away. They want to be paid for
what they perceive as extra work. I do not blame them for feeling entitled
to payment for that work. |
Date: January 10, 2002
From: Gail
I LOVE your idea of paying
teacher's for their time! What a novel concept (twinge of sarcasm inserted
here). Has anyone else tried Lesson Study/Research Lessons and paid
teachers for meeting after hours? |
Date: January 10, 2002
From: Lisa
There is a precedent for
paying teachers for teacher-networks in the Los Angeles Unified School
District...the Urban Systemic Initiative did this using NSF funding,
District funds and Eisenhower professional development funds. This is a
longer road to travel but worthwhile, to have the "system" recognize
teacher-initiated and driven long term planning as a VALUABLE professional
development pathway. |
Date: January 10, 2002
From: Diane
The teacher associations around
the country are firm believers in paying teachers for the hours which the
actually work. I agree with you, Sheryn. Teachers are tired of being
expected to work outside the school day for no additional compensation. Is
our time not as valued as professionals in other careers? If you are
unable to negotiate the additional funds at your district bargaining
table, then grants may be the place to turn. (Don't forget the many
dollars that Title I has available.) District leaders need to be
continually made aware of our professionalism outside the classroom
(action research and various studies and reflections that we do) and to
value that as well. Bringing it to your association's attention is also
necessary in order to make it a central issue at the Table. |
Date: January 10, 2002
From: Gail
Diane,
How fortunate you and others are to live in collective
bargaining states. Virginia is a right to work state, so our union has
persuasive influence, but no "oomph" to back it up. Also, many of the
"powers that be" are of a conservative mind-set and don't seem to think
that teachers are professionals whose time is valuable. |
Date: January 17, 2002
From: Diane
Gail,
Yes, we have collective bargaining in our state. I only
wish we had binding arbitration. My District and local association just
went through impasse and a special hearing master. The District presented
their exhibits and my association presented ours. The master said that the
District did in fact bargain in good faith. We disagree! Not one penny
increase has been offered or a step up on the salary (experience)
schedule. My teachers and other school employees are very upset with this
decision. Even if the "Master" had agreed with us, his decision was not
binding. In other words, the school bd. does not have to oblige. My
teachers will be coming out in full force to the next school bd. meeting
to appeal to the Bd. members AGAIN. |
Date: January 21, 2002
From: Sheryn
Alice,
Thank you very much for sharing that idea with me. I especially like the
idea of teachers planning a lesson together, and then one of them
implementing it. That would not exactly work with my workshop participants
because they will come from different schools. However, I could ask small
groups of them plan a lesson, ask them each to video tape themselves doing
the lesson, and then they could compare video tapes with each other. They
could notice all kinds of things that way. Do you think that would work?
This method would be a little safer than asking each of them to do their
own thing and open themselves up for criticism. It might smooth the way
for doing one on their own eventually.
Sheryn
|
Date: January 21, 2002
From: Alice
Dear Sheryn,
The teachers in my district participating in the
lesson study are also from different schools. What they did during their
planning sessions in the beginning of the year was form groups of teachers
from different schools to work as a team on planning their lesson, putting
it up on the website, do the lesson first in one teacher's class, debrief
with the other teacher leaders who came to observe the lesson, then
re-plan the same lesson to be taught by another teacher with his/her
class. The second lesson is also debriefed by all who observed the lesson
and then the team puts up their summary on the website. All the teachers
who teach the lessons do so voluntarily and they find the input from their
colleagues helpful. I hope that eventually, they will do some
video-streaming on the website so that others like you will be able to
access the work and see the process in action.
Your suggestion about teachers videotaping themselves
and then sharing sounds good but I have a feeling teachers won't be
volunteering so readily. Having teachers physically in the classroom and
observing first hand provides excellent instantaneous feedback as well as
support.
Good luck and keep us posted with your progress.
Alice |
Date: January 21, 2002
From: Allison
Through the NEST program at my
school we are trying to incorporate the Lesson Study approach to teaching
and planning. We are trying to form a study group using the "Swiftly
Flowing" article as a focus. We are also trying to have our NEST coach
teachers launch the approach with some of our new teachers.
One major modification is the videotaping. People are nervous about being
filmed.
Another thing we are trying is to modify the approach
by using our Teacher Center specialist. She will be conducting lessons in
classrooms. Other teachers will be freed up in order to observe the
lesson. We haven't worked out the details yet but so far one administrator
is supportive of the effort.
I was thinking of e-mailing Gail about the Lesson
Study approach we are trying to do at 314 (the idea of a professional
study group using the article (Swiftly Flowing) and using coach teachers
to launch the approach with new teachers. What do you think?
Allison |
|