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CASTL Colloquium 2006
Lesson Study: Building the Scholarship of Teaching and Learning
One Lesson at a Time
Bill Cerbin & Bryan KoppUW-La Crosse
CASTL Colloquium 2006
If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? Catherine Lewis, 2002
If you want to build pedagogical knowledge, what could be more obvious than collaborating with fellow teachers to design and study lessons?
Cerbin & Kopp, 2006
CASTL Colloquium 2006
What is Lesson Study?
Lesson study is a process in which a group of teachers jointly
designs,
teaches,
observes,
analyzes,
& revises
a single class lesson, called a Research Lesson.
CASTL Colloquium 2006
Origins of Lesson Study
In Japan, lesson study is a well developed
system for improving teaching and learning
at the elementary and junior high level.
The College Lesson Study Project is the
first effort to adapt lesson study practices to
college teaching in a range of disciplines.
CASTL Colloquium 2006
Lesson Study Teams in the UWS
• UW-Colleges (Barron, Fon du Lac, Marathon, Marshfield,
Washington, Manitowoc, Sheboygan)• UW-Green Bay• UW-La Crosse• UW-Madison• UW-Milwaukee• UW-Oshkosh• UW-Platteville• UW-River Falls• UW-Stevens Point• UW-Stout
Participation 2006
40 teams
150+ instructors 16 campuses
CASTL Colloquium 2006
Involvement by Discipline/Field
• Accountancy• Agriculture• Apparel & Communication
Technologies • Biology• Communication Studies• Economics• Education• English• Geology/Geography• History • Human Development• Humanistic Studies
• Library• Mathematics• Management• Music• Nursing• Pharmaceutical Sciences• Philosophy• Political Science• Psychology• Public & Environmental Affairs• Reading Education• Recreation• Theatre Arts• Urban & Regional Studies
CASTL Colloquium 2006
Profile of Participants Recent poll of 22 current teams (89 instructors)
Gender: 49 females and 40 malesRank: 29 assistant, 25 associate, 21 full, 5 instructors,
4 retired/emeriti Tenure: 48 tenured 39 not tenured
Teaching experience: 47 (<10 years), 20 (11-20 years), 14 (> 20 years)
Plan to present/publish: 64Have presented/published: 16
CASTL Colloquium 2006
The Lesson Study Cycle: What Teachers Actually Do in Lesson Study
1. Chose Topic & Develop Learning Goals
2. Design the Lesson & the Study
3. Teach & Gather Evidence
4. Analyze Evidence & Revise the Lesson/Study
5. Teach & Study the Lesson Again
6. Document & Share the Research Lesson and the Study
More information at http://www.uwlax.edu/sotl/lsp/intro.htm
CASTL Colloquium 2006
Goal: A Knowledge Base for Teachers
INDIVIDUAL LESSON STUDIES
LESSON STUDY CLUSTERS
focused on similar disciplines, topics, goals, etc.
PEDAGOGICAL KNOWLEDGE BASE
practical and accessible teaching & learning materials focused on student learning
CASTL Colloquium 2006
Lesson Study in Context• Avoiding hazards of isolation, redundancy,
hoarding, and loss• Building on common ground: daily practices of
teaching & learning (similar goals, challenges, subjects, courses, disciplines, students, etc.)
• Balancing feasibility with complexity of teaching and learning practice
• Educational research teaching improvement Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching
profession: What would it look like and how can we get one? Educational Researcher , 31, 5, pp.3-15.
CASTL Colloquium 2006
Closing the Loop
ProfessionalKnowledge
PractitionerKnowledge
• Practical, concerned with daily teaching and learning issues
• Detailed, concrete, specific, contextualized
• Integrated (content knowledge, pedagogical knowledge, and pedagogical content knowledge)
• Public
• Storable
• Shareable
• Verifiable, subject to replication and peer review
• Systematic, principled, informed, theoretical, scholarly
CASTL Colloquium 2006
A Knowledge & Community Building System
CREATION EXCHANGE USE Moving from
Practitioner to Professional
Knowledge—and Back Again
CASTL Colloquium 2006
CREATION of Pedagogical Knowledge
• Easy to get started• Collaborative inquiry & common enterprise• Backward design of instruction• Developing and capturing pedagogical content
knowledge• Embodies full complexity of teaching and
learning• Reflective practice and transformation• Local and regional communities of teaching
practice
CASTL Colloquium 2006
EXCHANGE of Pedagogical Knowledge
A Lesson
• Familiar genre
• Keyed to discipline, topic, goal, curriculum
A Study
• Focused on student learning
• Systematic and evidence based
UNIT OF PRACTICE = UNIT OF ANALYSIS
CASTL Colloquium 2006
USE of Pedagogical Knowledge
• Easy for other teachers to adapt• SoTL and SoTL training ground• Replication & peer review of lesson/study• Teacher training and ongoing professional
development• Link with assessment, standards, and
outcomes• National and professional communities of
teaching practice
CASTL Colloquium 2006
A Comprehensive ApproachCREATION
• Easy to get started
• Collaborative inquiry
• Backward design
• Developing and capturing PCK
• Embodies full complexity of T & L
• Reflective practice
• Local and regional communities of teaching practice
EXCHANGE
A Lesson
• Familiar genre
• Keyed to discipline, topic, goal, curriculum
A Study
• Focused on student learning
• Systematic and evidence based
UNIT OF PRACTICE = UNIT
OF ANALYSIS
USE• Easy for other teachers to adapt
• SoTL & SoTL training
• Replication & peer review of lesson/study
• Teacher training and professional development
• Assessment
• National and professional communities of teaching practice
CASTL Colloquium 2006
Highlights
• Lesson study provides a practical, integrated, and progressive model for professional pedagogical knowledge building across the disciplines.
• Community building + knowledge building = Capacity building
• We plan to use KEEP Toolkit to help develop a database of lesson studies.
CASTL Colloquium 2006
More Information
• Lesson Study Project website, guide, resources, and gallery: http://www.uwlax.edu/sotl/lsp
• KEEP Toolkit: http://www.cfkeep.org/• Dr. Bill Cerbin, Director of the Lesson
Study Project ([email protected])• Dr. Bryan Kopp, Associate Director of the
Lesson Study Project ([email protected])
