Lesson Study Overview

2007 CEDFA Summit Through the Arts Knowledge becomes Success

“Lesson study approaches teaching as intellectually demanding work rather than a set of skills to be

implemented. The attention paid to each lesson honors the importance of teaching as a profoundly complex

and interesting endeavor.”

From Leading Lesson StudyJennifer Stepanek, Gary Appel, Melinda Leong,

Michelle Turner Mangan, and Mark Mitchell

Lesson Study

• Goal-driven

• Student-centered

• Teacher-led

• Ongoing

As the primary professional development model in Japan, Lesson Study is:

Key Differences

Lesson Study• Collaborative planning• Goals center around the

process of learning instead of the product

• Teachers adopt the roles of researchers and the research is their practice

Typical PD Model• Individual or one-

on-one coaching• Focus is on the

curriculum or lesson as a finished product

• Research occurs before teaching and informs practice

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Lesson Study• Classroom becomes a

lab for studying student learning

• Focus is on the learner and improving learning

• Ongoing and embedded into the school culture

Typical PD Model• Research happens

outside of classroom• Focus is on the

teacher and improving teaching

• Removed from the school environment

Key Differences

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Lesson Study CycleA collaborative team of teachers work together on these key steps:

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

•Setting long-term goals

•Collectively planning the research lesson

•Teaching and observing the lesson

•Debriefing and revising the lesson

•Re-teaching the lesson

•Developing a final report on the process

Habits of Mind

• Research Stance

• Learning Together

• Self-Efficacy

Lesson Study is highly effective at developing “habits of mind” that contribute to learning communities.

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Research Stance

• Gain an understanding of how decisions and actions contribute to student learning

• Engage in actively generating and sharing knowledge as researchers

• Verify effective methods and learn from their practice

• Strengthen data gathering, analysis, and interpretation of evidence

• Develop continually as professionals

Lesson Study enables teachers to

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Learning Together

• Fosters communities of practice, safe, respectful learning environments

• Promotes exploration of different perspectives

• Collaboration and opening of classroom reduces isolation

• Creates cycle for continual improvement in both content knowledge and pedagogy

Lesson Study

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

Self-Efficacy

• Believe they can make a difference in student learning

• Develops persistence and desire to improve practice

• Assume responsibility and strengthen research, collaboration, and leadership skills

• Improve lesson planning by placing primacy in attending to student learning

Lesson Study enables teachers to

Adapted from Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. Thousand Oaks, CA: Corwin Press.

“A lesson is like a swiftly flowing river; when you’re teaching you must make judgments instantly. When you do a

research lesson, your colleagues write down your words and the students’

words. Your real profile as a teacher is revealed to you for the first time.”

- Teacher Katzuyashi Morita

Lewis, C. (2002). What are the Essential Elements of Lesson Study? The CSP Connection, 2, 6, 1,4.

Lesson Study Changes Thinking

What am I covering today?

What do I want my students to learn?

Lewis, C. (2002). What are the Essential Elements of Lesson Study? The CSP Connection, 2, 6, 1,4.

Before Lesson Study

After Lesson Study

Benefits to Fine Arts Educators

Effective Integrated Fine Arts Lessons are

• Goal-driven

• Student-centered

• Teacher-led

• Ongoing

Lesson Study promotes the exact qualities necessary for successful, collaborative, integrated fine arts lessons.

Benefits to Fine Arts EducatorsLesson Study aids educators working towards Fine Arts integration by

• Removing the isolation common to fine arts teachers

• Building a community of learning

• Breaking down disciplinary barriers by focusing on broad, long-term student goals

Benefits to Fine Arts EducatorsLesson Study aids educators working towards Fine Arts integration by

• Leveraging the professional image of fine arts teachers as researchers contributing to the body of knowledge on student learning

• Focusing on the process of crafting meaningful learning experiences

• Promoting ongoing communication and opportunities for continual growth

“I have planned units with other teachers, but never in such detail or with such extreme collaboration….Every voice was heard,

every idea dissected for its viability within the lesson. And through it all I was left with the

knowledge that not only was I improving one lesson (a lesson I would never teach in fact),

but every lesson I will teach in the future.”

—Teacher Cristina McFadden,

Natomas High School, Sacramento

Hedman, R. (2002). Lesson Study: Creating Better Lessons, Creating Better Teachers. The CSP Connection, 2, 6, 3.