d ifferentiated i nstruction l esson s tudy p roject rob rosie & deidre wilson march 24, 2011...
TRANSCRIPT
Project Goals
Apply the elements of lesson study
Review and apply the principles and structures of DI while creating a local DI Teaching/Learning example
Fulfill the requirements of the project
Develop and accomplish a team learning plan
For improved instruction, teachers need on-going professional and growth opportunities which are done most effectively by “job-embedded learning techniques such as professional learning communities or teams; peer coaching; group lesson study”
Strangway, 2009
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Agenda Minds On– Sir Ken video on teaching and learning– What research saysAction- What is Lesson Study?- Brainstorming your research question- Talking About DI - Using the TLX templateConsolidation- The Project Details- Lessons learned – teacher efficacy - Developing the team learning plan
Project Goals
Apply the elements of lesson studyReview and apply the principles and
structures of DI while creating a local TLX
Fulfill the requirements of the project
Develop and accomplish a team learning plan
Continue debriefing and refining as time permits.
Planning (2-3 meetings)
-develop question/focus for lesson -set lesson goals and success criteria -create activities to engage in the goal -decide how to measure understanding of the goals -create the lesson
Teaching 1 -one team member teaches the lesson -other team members observe and look for success criteria -record observations of student reactions -collect evidence of student understating of lesson goals
Debriefing/Revising (best right after lesson is taught)
-review/reflect on lesson feedback -acknowledge teacher & student learning -meet with expert if available -make necessary adjustments to the lesson based on feedback & new learning
Teaching 2 -a different member teaches the revised lesson to a new class -other team members observe and look for success criteria -record observations of student reactions -collect evidence of student understanding of lesson goals
Document Reflections -public sharing of the lesson and evidence of learning
Lesson Study1. Determine a research question: look at student data ex:
EQAO, class assessment, questionnaire etc.
2. Creates a lesson to address the question.3. One member teaches the lesson and others observe.4. Rewrites the lesson based on observations.5. A new member of the team teaches the lesson.6. More feedback, discussion and revision of the lesson7. The lessons, observations, reflections and group
learning are documented.8. Lesson study teams come together to share their
learning.
Lesson Study provides the context for teachers to focus their discussion on planning, implementation, observation, and reflection on classroom practice. By looking at the actual classroom practice, teachers are able to develop a common understanding or image of what good teaching practice entails, which in turn helps students understand what they are learning. A. Takahashi, & M. Yoshida
Themes in the Literature on Lesson Study
Building Community
Support for Learning
Teacher Reflection
Co-constructed knowledge • observation/feedback
• data• professional identity• final product
• inquiry based• team develop questions
to answer• based on student
reaction
• outside observers• experts/coach• group product
• reduce isolation• subject specific• discussion about practice
Developing your Research Questions
Thinking about your subject area…..with your partner(s)…..
What questions about student understanding come to mind?
Record all your questions on the sheet provided.
Your Learning…activity
Look at the list of questions about student learning your team created.
What learning do you need to help answer these questions?
Share your thoughts with a partner.
Project Goals
Apply the elements of lesson study
Review and apply the principles and structures of DI while creating a local TLX
Fulfill the requirements of the project
Develop and accomplish a team learning plan
Differentiated Instruction Definition
Effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner
An organizing structure or framework for thinking about teaching and learning
Responding to student needs with an awareness of the decisions that we make and taking deliberate action to meet the needs of all learners.
Talking About DI
Examine the Differentiated Instruction Framework for Teaching and Learning ‘reference card’.
Share an observation with a partner
Key Features of a DI Classroom
Choice
Respectful tasks based on curriculum
Flexible grouping
Shared Responsibility for Learning
Differentiated Instruction StructuresWays of Organizing for DI
DI StructuresDI Structures Tiering Learning Contracts Learning Centres/Stations RAFTs Choice Boards Cubing
1.Describe how you have used or seen one of the DI structures in your or a classroom.
2.Walk around the room and share your idea with someone new and hear their idea.
Using DI structuresgive one - get one
Exploring the DI Teaching/Learning Examples
1. Work in pairs
2. Select one DI Teaching/ Learning example of interest to both of you
3. One person selects the Forest lens (underlying principles); the other selects the Trees lens (key features)
Trees: Key Features (specifics)
Pairs Forest: Underlying Principles (broad characteristics)
Project Goals
Apply the elements of lesson study
Review and apply the principles and structures of DI while creating a local TLX
Fulfill the requirements of the project
Develop and accomplish a team learning plan
The Project
Purpose:Support Secondary and Elementary teachers by creating subject specific examples of lessons that incorporate Differentiated InstructionAddress Grade 11 and Grade 7Teachers will co-plan the lesson, co-teach/observe the lesson
The Project
Deliverables: Creation of a Teaching/Learning Example (aligned with Ministry writing template) Presentation of Lesson at Conclusion gathering Use of a wiki to reflect on and share resources/strategies Samples of Student work Complete the teacher efficacy survey
The Project
Number of Release days (total):4 per team member
½ day for intro ½ day for conclusion 3 days to use for planning, co-teaching, observation and reflection
Some Challenges
Teacher/student confidence around observers in the
classroom ( see sample template)
Different teaching/working styles
Developing a research question ( using data)
Setting lesson goals /success criteria
Giving focused feedback as the observer
Time to complete the process
Reflection and Sharing
Previous Participants wordsReminded me of the importance of
engaging studentsMore cognizant of “why I am doing this?”
and of informing the student of why they are doing it
Has reminded us that we need to take more time looking at our lessons through the eyes/perspectives of our learners
Two faces of Lesson Study:Knowledge and Skills
Technical knowledge and skillsUsing data to decide on a focus/questionLesson planning – 3 part lessonEstablishing lesson goals and success
criteriaUsing assessment for and as learningUse of DI StructuresInstructional strategies
Two faces of Lesson Study:Attitudes and Beliefs
Teacher Professional Identity
Collaboration – see value in and learn how to work with other staff – appreciate different teaching styles
Reflection- critical analysis of practice through observation and feedback
Two faces of Lesson Study:Attitudes and Beliefs
builds a sense of inquiry builds confidencefosters a student centered approach since
observations are based on student reactions to teaching – focus is on causing learning
works on all students achieving at a high standard
Project Goals
Apply the elements of lesson study
Review and apply the principles and structures of DI while creating a local TLX
Fulfill the requirements of the project
Develop and accomplish a team learning plan
Team learning Plan
What is your research question? What DI structures and instructional strategies
will best help answer your question? What will you need to know about your
students to help answer your question? Think about when you will meet, teach and
reflect Take time now as a group to fill in your learning
plan