FLDOE Lesson Study Guide - Polk County School District

More documents

Recommendations

Info

E-4. What does a successful debriefing look like? • Successful Lesson Study debriefing should include supportive and nonjudgmental reflections. The facilitator should encourage everyone to base their comments on the data collected during the observation and avoid all other comments. Flow of debriefing • Teacher comments on the lesson. (It is essential that when the teacher is sharing comments that others are not allowed to comment until after the teacher has finalized his or her thoughts.) • Each member of the Lesson Study team comments on the lesson. (While the team members are sharing comments, it is essential that the teacher does not comment until all members have shared.) • Open discussion: o I wonder what would happen if…? o What is another way of…? o What might explain…? o In our planning did we consider…? o Why did we decide to…? • Facilitator comments and summarizes the session. Participants discuss evidence about student thinking and learning. The focus is on the team’s lesson, not the teacher. Observers share evidence collected and discuss implications for future lessons. E-5. Are there templates that can be utilized during the debriefing process? Yes, sample templates are provided in Appendix E. Revised June 21, 2010 16
F. PHASE IV. RE-TEACHING AND REFLECTING F-1. How do we include the analysis of student work in the re-teaching and reflecting phase of the Lesson Study process? The team reviews the observation notes and collects student work samples to help them identify needed changes. After analyzing the data collected, the team discusses how to restructure the lesson to make it more effective. Teachers connect student learning with the instructional activities in the lesson. They determine what parts of the lesson support student learning and which parts need to be revised to successfully help students reach the team goal of the lesson. In addition, Individualized Educational Plans (IEP) can be evaluated to determine the need for student accommodations and modifications to instruction. Resources on analyzing student work can be found in Appendix F. F-2. What are some guiding questions to consider when revising and re-teaching the lesson? • Listed below are suggested questions that the Lesson Study team should ask when revising and re-teaching: o What do the analyses of the data on student learning tell us about the impact of our instructional decisions? o Based on the data collected, did the lesson meet the students’ needs? o How can we modify the lesson to help students reach the goals? o How can we make modifications to IEPs to help students reach the goals? o What student behaviors led to insights about your thinking? F-3. What are the steps for observing the learning process during the re-teaching phase? • The following protocol guidelines are meant to facilitate the lesson observation and debriefing process. The team and observers should meet before the lesson to revisit the lessons’ goals and the observation protocol. The teacher may use this time to prepare the room or the students. Although these guidelines are meant to make these activities more constructive and efficiently organized, they are not meant to minimize the critical or reflective nature of the feedback session. Observing the Lesson o The observers, including the teachers who helped plan the lesson, should NOT interfere with the natural process of the lesson (e.g., by helping students with a problem). However, observers are permitted to circulate around the classroom during seatwork, as well as communicate with students for clarifying purposes only (e.g., if they could not clearly hear what a student was saying). Otherwise, observers should stand to the back and sides of the classroom. o It is a good idea for observers to note their observations on the lesson plan itself. This procedure will not only help observers focus on the goals and activities of the lesson, but also help them organize their feedback for later review. Revised June 21, 2010 17
Page 1 and 2: A GUIDE TO IMPLEMENTING LESSON STUD
Page 3 and 4: Table of Contents A. GENERAL INFORM
Page 5 and 6: o o o o o think deeply about short-
Page 7 and 8: B. GUIDE TO INTRODUCING THE LESSON
Page 9 and 10: B-8. How can we establish protocol
Page 11 and 12: o o o What is the sequence of exper
Page 13 and 14: D-2. What will the teacher use to t
Page 15: E-2. What are some guiding question
Page 19 and 20: • When observers share their feed
Page 21 and 22: APPENDIX A Revised June 21, 2010 21
Page 23 and 24: Appendix A-General Information Reso
Page 25 and 26: Appendix A-General Information Reso
Page 27 and 28: Appendix B-Guide to Introducing the
Page 31 and 32: Lesson Study Team Action Step Perso
Page 33 and 34: Appendix B-Proposal for Introducing
Page 37 and 38: Appendix C-Scheduling and Planning
Page 39 and 40: Example 4: High School/Common Plann
Page 41 and 42: JayCee K-12 2010-11 Master Schedule
Page 43 and 44: JayCee K-12 School 2010-11 Master S
Page 45 and 46: Sample Schedule Planning/reviewing
Page 53 and 54: Appendix D-Teaching and Observing R
Page 55 and 56: Appendix E-Debriefing and Improving
Page 57 and 58: Unit Plan Template Unit Title: Cour
Page 59 and 60: Unit Title: _______________________
Page 61 and 62: Course Name: Grade Level: Unit Over
Page 63 and 64: ____ minutes (15) Explain ___ Lectu
Page 65 and 66: Appendix E-Debriefing and Improving
Page 67 and 68:
CELEBRATING and PLANNING the NEXT C
Page 69 and 70:
Appendix F-Re-teaching and Reflecti
Page 71 and 72:
Guidelines for Facilitators 1. Be a
Page 73 and 74:
Debrief and Closure Moderator facil
Page 75 and 76:
Lesson Study Team Log Date: _______
Page 77 and 78:
Name of the study lesson: (e.g.,
Page 79 and 80:
RESOURCES Revised June 21, 2010 79
Page 81 and 82:
Lesson Study Communities Project in
Page 83:
Kit: Teacher to Teacher: Reshaping
show all

FLDOE Lesson Study Guide - Polk County School District

Create successful ePaper yourself

Delete template?

Save as template?