QUALITY PROFESSIONAL DEVELOPMENT FOR … · quality professional development for secondary teachers through lesson study dr. dwight mchazlett medina valley high school principal

QUALITY PROFESSIONAL DEVELOPMENT FOR SECONDARY TEACHERS THROUGH LESSON STUDY

DR. DWIGHT MCHAZLETT

MEDINA VALLEY HIGH SCHOOL PRINCIPAL

IDEAL: QUALITY PROFESSIONAL DEVELOPMENT

• Coherent with district & Campus Goals

• Collaborative

• Content-specific

• Connected to practice

• Ongoing

ACTUAL: PROFESSIONAL DEVELOPMENT

• Discursive

• Implemented in isolation

• Generalized for the masses (One-Size-Fits all)

• Sit & Get

• Short-term

WHAT IS LESSON STUDY

• Participants collaboratively:

• Choose a lesson theme

• Design a lesson steeped in research-based best practices

• Present the lesson while being observed by peers

• Collectively critique the lesson

• Revise the lesson

• Re-teach the lesson

• Summarize lessons learned about student thinking & learning

WHAT LESSON STUDY IS NOT

• Lesson Study is not a short-term quick-fix drill & kill approach to increasing state assessment scores.• LS is a long-term clinical approach to improving instruction.

• Lesson Study does not focus on teacher evaluation• LS focuses on the lesson and how students think

• Lesson Study is not a one-size-fits-all PD model• LS can be adapted to fit the needs within the local contextual environment

DEVELOPING GROUP NORMS (BEFORE SCHOOL BEGINS)

• How are we going to treat each other?

• Roles:

• Facilitator: Tour guide, time-keeper, member advocate, norms monitor (instructional leader)

• Recorder: Documents all notes / lesson designs / edits in the lesson study template

DEVELOPING GROUP NORMS (BEFORE SCHOOL BEGINS)

• Roles:

• Member: Participates in all activities (other teachers in a department)

• Teachers:• 1st Teach:

• 2nd Teach:

• Observer(s): Content specialist, administration, guests (teachers, PD specialists, professors)

CHOOSING A RESEARCH THEME

• Current attributes of the Learners• Dependent upon the teacher, apathetic, passive, withdrawn

• Ideal attributes of the learners• Independent thinkers and learners, inquisitive, active, collaborative

CHOOSING A RESEARCH THEME

• Develop a theme that bridges the gap between these attributes.• “For students to develop critical thinking skills through active engagement

in cooperative learning environments that support content-driven student discourse”.

• This drives your future planning

LESSON RATIONALE

• What topics are persistently difficult or disliked by students?

• What topics do teachers find most difficult to teach?

• In what subject areas do we see new curricula, frameworks, or standards that teachers want to learn / master?

• (e.g. Data Analysis, Curriculum Hot Spots, professional development, existing lessons)

CURRICULUM ALIGNMENT

• How does students understanding of the topic develop?

• How does the lesson fit within a unit?

• How does it fit within students experiences in prior and subsequent grades?

• Unit overview in the IFD

VERTICAL ALIGNMENT DOCUMENTS

INSTRUCTIONAL FOCUS DOCUMENT

RELATIONSHIP OF THE LESSON TO STATE STANDARDS: TEKS (IFD)

• IFD’s are used to ensure teachers are staying within the lanes of the prescribed curriculum.

• Where are the potential misconceptions in this lesson?




LESSON DESIGN (LESSON PLAN)

• Lesson Transitions (3): Warm-up, lesson, closing

• Timing

• Anticipated Student Responses (misconceptions) and

Teacher Response (proactive planning)

• Points to Notice (evaluation)

DATA COLLECTION POINTS FOR THE LESSON OBSERVATION (BEFORE SCHOOL BEGINS).

• Observations for content experts (lesson frame/goals, anticipated student misconceptions…)• Teachers• Special Education Co-Teachers• Curriculum Specialists

DATA COLLECTION POINTS FOR THE LESSON OBSERVATION (BEFORE SCHOOL BEGINS).

• Observations for Outside observers (student progress, lesson transitions, pacing, lesson flow)• Administrators• Guests

FIRST LESSON OBSERVATION (INSTRUCTIONAL DAY- 1: AM SESSION)

• Lesson Run-through led by the first-teach facilitator.• Participants assign themselves to cooperative

learning groups (observers remain silent).• Participants observe from the student perspective

(Revisiting lesson objectives & potential misconceptions).

FIRST LESSON OBSERVATION (INSTRUCTIONAL DAY- 1: AM SESSION)

• Data Collection sheets• Time (lesson transition)• Observation • Significance

• Note: Typically performed during a mid-morning class period followed by an extended lunch break.

POST LESSON DISCUSSION (INSTRUCTIONAL DAY- 1 PM SESSION)

• Instructor’s reflections

• Goals

• Difficulties

POST LESSON DISCUSSION (INSTRUCTIONAL DAY- 1 PM SESSION)

• Team members report data (reflections are made by each member for each phase of the lesson: Review student products)

• Have student products in hand

• Make notes on your observation documents (including the lesson plan) for potential edits to the lesson

LESSON EDITS FOR SECOND TEACH (INSTRUCTIONAL DAY- 1: PM & AFTER SCHOOL SESSION)

• Modify the lessons based on specific observations:

• Worksheets

• Materials / Manipulatives

• Strategies / Grouping

SECOND LESSON OBSERVATION (INSTRUCTIONAL DAY- 2 AM SESSION)

• A second teacher delivers the lesson to a new group or population of students.

• Once again Content experts & outside observers collect lesson data, from the students perspective, focused on:

• Lesson objectives

• Potential misconceptions and teacher responses

• Lesson edits from the first teach

FINAL REFLECTION REPORT (INSTRUCTIONAL DAY- 2: PM SESSION)

• After the second post-lesson discussion, team members write a concise final reflection report on what they learned about teaching revising re-teaching the lesson.

FINAL REFLECTION REPORT (INSTRUCTIONAL DAY- 2: PM SESSION)

• The report includes: • Recorded changes to the lesson

• Answers: What did we learn from revising the lesson?

• Recorders take notes on final reflections for the record.• What best to help students to learn the targeted objective?

LESSON STUDY IMPLEMENTATION TIMELINE

• Before school begins (planning days):• Lesson Study Orientation: includes established group norms

(Day-1)

• Data analysis & lesson resource collections (Day-2)

• Lesson Study template completion (Day-3)


• After school begins (instructional days):• Lesson run-through (Day-1 am)

• First teach (Day-1 am)

• Post lesson discussion (Day-1 am)

• Lesson revision (Day-1 am)


• After school begins (instructional days):

• Second Teach (Day-2 am)

• 2nd Post lesson discussion (Day-2 pm)

• Final lesson reflection report (Day-2 pm)

CONTACT INFORMATION

•Dr. Dwight McHazlett

•Medina Valley High School Principal

•[email protected]

•830-931-2243 ext 1126

mailto:[email protected]