Leading Innovation 2011: Sanding the Edges - Tuning a Lesson STRUCTURED LESSON REVIEW BEGIN

Leading Innovation 2011: Sanding the Edges - Tuning a Lesson

STRUCTURED LESSON REVIEW

BEGIN

STRUCTURED LESSON REVIEW: WHAT IS IT?

•Make teaching practice explicit and public by "talking about teaching"• Help people/educators involved to work collaboratively in democratic, reflective communities• Establish a foundation for sustained professional development based on a spirit of inquiry• Provide a context to understand educators’ work with students, relationships with peers, and educators’ thoughts, assumptions, and beliefs about teaching and learning• Help educators help each other turn theories into practice and standards into actual student learning• Create a professional learning community

The Structured Lesson Review Groups are an easy and effective way to make teaching practices not only explicit but also public through collaboration and reflection through critique.

Structured Lesson Review Groups are designed to:

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STRUCTURED LESSON REVIEW: LOOK AND FEEL

A group of 8 - 12 is an ideal size. The whole process takes about 45 to 50 minutes total. (For our purposes today, we will be demonstrating this procedure in about half the time). It is important that you watch your time for each portion. A "coach" or mediator is suggested to be in charge of watching the clock and keeping the group within the Tuning Protocol structure.

This module is designed to demonstrate the 4 steps of the Structured Lesson Review though modeling an actual lesson so that you will get an idea of what this structure looks like.

Structured Lesson Review Group:

PRESENTATION

QUESTIONS

CRITIQUE

RESPONSE

The lesson we will be demonstrating within this module is a Social Studies lesson on Civil Rights.

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STRUCTURED LESSON REVIEW: STEP ONE - PRESENTATION

Introduction (1 min): Facilitator briefly introduces protocol goals, norms, and agenda.

Teacher(s) present the project (8 min): Discuss/present topics such as...

•What is the current title?•Describes the project :(What will the students learn, what will students do, how long will it take? Etc.)•Describes the process of the project :(What kinds of support and feedback will the student receive, what are the criteria for success? How will the students exhibit & present their project?)•Provide any models or work samples (if available)

Focus Question (1 min)Presenter poses question(s) to the participants they would like to be answered or discussed.

Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc. Meanwhile,Peer Group will remain silent. They are not allowed to ask clarifying or follow up questions. They should, however, be taking notes (using Six A rubric, for example) to evaluate the lesson as it is presented.

STEP ONE - PRESENTATION


LESSON TITLE: Virtual Civil Rights MuseumLearning Goal: 11.02 Trace major events of the Civil Rights Movement and evaluate its impact.

Step 1: IntroductionStudents will create a Civil Rights Movement virtual museum. In small groups (2 participants), participants will research an event as represented by a physical item (artifact) inthe Civil Rights Movement and determine what people, places, and outcomes are important of the artifact. Groups will then create an exhibit that may include oral, visual, and written information conveying the significance of the item/event. Once the exhibits are complete, they will be posted on a collaborative workspace ( aCivil Rights Virtual Museum wiki).

Step 2: Introduction Video (Day 1)Students will watch short videos about the Civil Rights Movement. This is meant to activate their knowledge about this time period and to prepare them for the upcoming activity. I have a Dream Speech by Martin Luther King, Jr. Images and music from the US civil rights struggle

Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc. Meanwhile,Peer Group will remain silent.

Example Module


LESSON TITLE: Virtual Civil Rights Museum cont.Step 3: Getting Started (Day 1 and Day 2)Student s will choose a partner, select an artifact, and collaborate. A list of artifacts will be provided to students. Once an artifact is selected, students will complete a Google form document to add their selection to a timeline. Individual group members can compile their research results by talking with one another and collaborating to enter the information they find.

Step 4: Creating the Exhibit (Day 2 and Day 3)Students will go to wiki and locate their artifact page. They will begin their research and assemble the exhibit.Example Exhibit Page

Step 5: Presentation and Assessment (Day 4)Students will present their exhibit as part of the Civil Rights Museum to the class and a panel of community members and experts.

Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc. Meanwhile,Critical Friends will remain silent.

Example Module

Presenter will ask Focus Question:Presenter poses question(s) to the participants they would like to be answered or discussed.

Focus Questions:What other elements could I add to the Exhibit page?

What are some ways I could more effectively asses the students on the entireCivil Rights Museum creation made by the class?

STRUCTURED LESSON REVIEW: STEP TWO - QUESTIONS

Clarifying questions (5 min)Clarifying questions are asked of presenter . Example: “How were the groups chosen for this activity?”, etc.

Probing questionsCritical friends asks questions in an effort to understand better the presenters’ thinking, decisions, and purposes. Probing questions should not be advice in disguise, such as “Have you considered…?” Examples: “How did each student demonstrate their understanding by the end of the class?” or “What evidence did you gather to determine if goals of your lesson were met?”

Educator or Presenting Group has the chance to answer questions with brief, factual answers. Peer Group will ask any clarifying questions raised after initial presentation.

STEP TWO - QUESTIONS

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STRUCTURED LESSON REVIEW: STEP TWO - QUESTIONS

LESSON TITLE: Virtual Civil Rights MuseumCLARIFYING QUESTIONS What…..

Critical Friends will ask any clarifying questions raised after initial presentation.

Example Module

Critical friends asks questions in an effort to understand better the presenters’ thinking, decisions, and purposes. Probing questions should not be advice in disguise.

STRUCTURED LESSON REVIEW: STEP THREE - CRITIQUE

Discussion (10-25 min) The Critical Friends group begins with “warm” feedback (What is good about this project? )+ Then the discussion moves to “cool” feedback. (What could be improved?) ᐃLastly the discussion touches on next steps for the educator or presenter and/or the lesson/unit.

The discussion structure of Peer Groups’ Discussion is as follows:

”I like that/the fact that…” ”I wonder if…” ”A next step might be…”

Educator or Presenting Group will remain silent and are not allowed to respond to the comments but are encouraged to take notes.Peer Group will talk amongst themselves about the project as if the presenters were not in the room .

STEP THREE - CRITIQUE


LESSON TITLE: Virtual Civil Rights MuseumCRITIQUE What…..

The Critical Friends group begins with “warm” feedback and next steps for the educator or presenter. The Presenter must remain silent.

Example Module

The discussion structure of Critical Friends’ Discussion is as follows: ”I like that/the fact that…” ”I wonder if…” ”A next step might be…”

STRUCTURED LESSON REVIEW: STEP FOUR - RESPONSE

Response (5-10 min) Open discussion periods for presenter(s) to respond to the comments of the Peer Group and to follow up on ideas or suggestions. This final step is an open discussion between the educator or presenting group and the rest of the critical friends.


STEP FOUR - RESPONSE



LESSON TITLE: Virtual Civil Rights MuseumRESPONSE What…..

Open discussion periods for presenter(s) to respond to the comments of the Peer Group and to follow up on ideas or suggestions.

Example Module

STRUCTURED LESSON REVIEW: REFLECTION

Response (5-10 min) Open discussion periods for presenter(s) to respond to the comments of the “Friends” and to follow up on ideas or suggestions. This final step is an open discussion between the educator or presenting group and the rest of the critical friends.


REFLECTION


What should be our conclusion/reflection???

Documents

Leading Innovation 2011: Sanding the Edges - Tuning a Lesson STRUCTURED LESSON REVIEW BEGIN