plc lesson study introduction at prosh

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2Purpose of Learning Teams

Caring Hearts, Inquiring Minds,Passionate LearnersIntegrity, Respect, Compassion

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Roles in a Learning Team

Learning Teams (LT)

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7Area of Focus

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Guiding Questions for Learning Team

Action Plan for LT

Role of a Facilitator

Role of Learning Team Members

Staff Growth Model: EducatorsStaff Growth Model: Educators

Teachers at different professional stages Teachers at different professional stages have different knowledge, experiences have different knowledge, experiences and needs.and needs.

Allows teachers to customise their Allows teachers to customise their professional development.professional development.

No “one-size” fits allNo “one-size” fits all

Allows supervisors to focus on officers Allows supervisors to focus on officers who need a greater degree of guidance.who need a greater degree of guidance.

Promotes sharing amongst teachers.Promotes sharing amongst teachers.

Staff Growth Model: Educators

updated 18updated 18thth March 2012 March 2012

Staff Growth Model: Educators

Clinical EvaluativeDevelopmental

Beginning Teachers (BTs)Untrained Teachers (UTs)Teachers with instructional concerns

Competent teachers as defined by school’s

assessment tools

•Competent Teachers•New staff•New to teaching subjects•New to teaching level

Approach

Audience

Frequency

Platforms

*At least twice a year or as and when it is necessary

On-going basis based on school’s plan

*Once in every two years and when it is necessary

PLC:

Lesson Study

Work Reviews Action Research Learning Fest

PLC:

PROSH

Weekly Reflections School Curriculum Innovations Cluster/International Conferences

*Mentoring plan

Learning Teams (LT)Learning Teams (LT)

Consisting 4 – 6 members, working interdependently on a Learning Team Activity

Every team should have a shared understanding of the following:

Purpose of their LT

Their roles in LT

Collaborative tool used for LT

Use of Data in their LT

Purpose of LTPurpose of LT

1. To collectively inquire and solve problems related to student’s learning.

2. To collaborate in preparation of lesson plans and materials, teaching strategies and assessment practices.

3. To examine and critique the current practices in the classroom.

Roles in a Learning TeamRoles in a Learning Team

Learning Teams are effective when members are clear about their individual roles and responsibilities.

• Facilitator• Team members

– Secretary– Data Analyser– Writer– Resource Manager

• Establish curricular concerns, strategies, standards with IP heads

• Employ relevant data and information• Chair brainstorming sessions• Determines the next step needed• Steers discussion in analyzing data, actions, outcomes

and strategies• Prepare questions to explore issues in greater depth• Evaluates implementation• Ensure work is fairly distributed• Ensure participation from all members• Assign a timekeeper for each discussion session

Role of a FacilitatorRole of a Facilitator

Role of Learning Team MembersRole of Learning Team Members

1. Analyse various sources of literature relevant to ideas espoused in the Learning Team for discussion

2. Identify ideas, strengths and weaknesses in the sources of literature

3. Draw connection between literature reviews and Learning Team’s area of focus

4. Implement the discussed ideas and strategies in the classroom

5. Observe, monitor, conduct surveys / tests / interviews

6. Gather analyse, evaluate and present data for discussion


• Secretary– File all relevant documents for the Learning Team– Liaise with the Coalition Team on the progress of

project

• Data Analyser– Analyse data collected from Learning Team

members– Presents interpretation of data analysis to the team– Provides advice on next steps ahead for data

collection


• Writer– Plans outline and argument of report– Writes and put together the report– Submits finished report to the Secretary

• Resource Manager– Source for relevant reading materials for the

Learning Team– Plan deployment for acquisition of resources /

resource building

Action Plan of LTAction Plan of LT

1. To develop a shared learning goal – Identify student’s learning needs

2. Build supportive relationships – Talents & strength

3. Establish shared norms – Roles & expectations

4. Examine student performance and data – Identify focus and delineate an are of focus

Action Plan of LTAction Plan of LT

5. Use collaborative tools – Lesson Study

6. Work collaboratively – Examine current reality, literature study, improve

teaching materials and pedagogy

7. Analyse data – Measure of effectiveness and make adjustments

to teaching practices

8. Share and document – resource building

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2In your own words…

Caring Hearts, Inquiring Minds,Passionate LearnersIntegrity, Respect, Compassion

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Rationale

Growing and Sustaining LS

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7Discussion Protocol

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The Cycle Continues

Observation Protocol

Levels Focus

Implementation

Growing and Sustaining LSGrowing and Sustaining LS

2011:

CL / Maths Lesson Study

2012 Term 1:

Workshop on Lesson Study

by Dr Christina Ratnam

2012 Term 2 & 3:

Briefing on structure and support systems

Implementation

Squeeze Your BrainsSqueeze Your Brains

Give a gist of what lesson study is all about :

• In less than 25 words• In a Jingle• In less than 25 syllables

What Lesson Study is …in less than 25 wordsWhat Lesson Study is …in less than 25 words

Sited-based, teacher-led, on-going professional learning to deepen understanding of content/instruction, focused concretely on student thinking through careful observation, thoughtful discussion and reflection

What lesson study is… In 17 syllablesWhat lesson study is… In 17 syllables

We take the lead now

Exploring and learning much

To help children soar

Why LS …Why LS …

• Standards can be raised only by changes that are put into place by teachers and students in classrooms

• School-wide improvement can occur only through collaborative efforts

• Teachers need to see examples of what improving instruction means in practice

• Good questions are hard to generate, and teachers should collaborate and draw on outside sources to collect such questions

Why LS… Why LS…

• Reduces teacher isolation• Helps teachers learn to observe and critique• Deepens teachers’ understanding of content

and curricular scope and sequence• Allows teachers to develop ability to see lessons

through children’s eyes• Creates shared expectations for and

understanding of student thinking and learning• Increases collaboration and respect for each

other• Improves student learning

Lesson Study-3 Phase CycleLesson Study-3 Phase Cycle

A) Preparation PhaseAs a team, members will

1) study curriculum, instructional materials, standards and data

2) Discuss and set the long term & short term goals

3) Select the subject, topic, unit & lesson

4) Plan, prepare and refine the

research lesson that achieves and progresses towards the ST & LT goals

5) Anticipate student thinking

6) Plan data collection and lesson schedule

7) Conduct briefing for observers

B) Research Lesson (RL Phase)

1) A RL team member will teach the specific RL

2) The other RL participants including the RL team and invited visitors, will examine the teaching & learning processes in the classroom

C) Post-RL Phase1. The RL participants will discuss about the RL

findings and the extent the RL achieved its goals

2. What are implications for this unit and more broadly?

3. What learning and new questions do we want to carry forward in our work?

4. The RL plan & findings will be collated and distributed

5. The RL can be further refined and re-taught OR

6. Begin a new LS cycle for a new topic

Conducting LS EFFECTIVELY means…Conducting LS EFFECTIVELY means…

• Understanding that students are at the heart of the process

• Establishing clear goals• Investigating instructional

materials

• Observing with own eyes and collecting data

• Reflecting and discussing with goals in mind

• Recording lessons learned and next steps

Impact on:

• Daily teaching

• Focused, coherent, consistent education

• Student learning

• Teachers’ attitude about being professionals

Area of FocusArea of Focus

Primary 1 Maths

Topic: Length

Research

Focus: To use the CPA approach to teach comprehension questions on Length

PLT: Maslinda* Faisal Adeline

Anne Kristen


Primary 2 English

Language

Focus: Comprehension

Research

Focus: To use reading strategies to process new information:

-asking questions

-summarizing ideas

-actively working at constructing meaning from each paragraph

PLT: Ling Ling* Pek Yeong Cherlyn Noelle Asmi


Primary 3 Science

Topic: Plant System

Research

Focus: To use the effective questioning strategy to teach pupils how to state the parts of the plants and their functions from their observations and give reasoning.

PLT: Grace* Faridah Li Ping

James Mariya Bee Khim


Primary 4 Science

Topic: Mass and Volume of Liquids and Solids with Irregular Shapes

Research

Focus: To use the effective questioning strategy to teach pupils how to increase their understanding on

how mass and volume of liquids and solids with irregular shapes can be measured using appropriate apparatus

PLT: Lina* Iris Sharon

Usha Lishan


Primary 5 English

Language

Focus: Writing (using of 5 senses in description)

Research

Focus: To enhance pupils’ writing skills by teaching them how to use the 5 senses of description. These

include:

-what I saw

-what I smelt

-what I heard

-what I felt

-what I touched

PLT: Angeline* Liza Karen Jess Yuan Fan Mazidah

Wilson


Primary 6 Maths

Topic: Fractions & Percentages

Research

Focus: To teach pupils how to solve combination word problems involving Fractions and Percentage effectively

PLT: Kaur Kheng* Kelvin Katherine

Cheryl Poh Tip


Team 1: •All PM session CL teachers, Mdm Liang HB* (OIC), Mr Tee MD, Mdm Lin WJ, Ms Wong SL•Topic: To explore ways to effectively use the Interactive Package by CPDD

Date, Time & Venue of 1st round of lesson observation•28 Mar 2012, Wed, 5.00pm- 6.20pm, Classroom P1-9 •29 Mar 2012, Thurs, 5.00pm- 6.20pm, Classroom P1-8

• • • • •Team 4: Ms Ling YC* (OIC), Mdm Wong KS, Mdm Claire Lu, Mdm Liu Ying, Mr Song YF, Mrs Michelle Yim•Topic: To work on developing P3 & P4 writing resources & explore the possible ways to effectively conduct the writing lessons•Date for 1st round of lesson observation: Yet to be confirmed


Team 2: •Mdm Lau KY* (OIC), Mr Peter Goh, Huang ZQ, Huang QQ, Zhang HL•Topic: To refine on vocab & theme teaching using 10'C pedagogy

Date for 1st round of lesson observation: •04/04/12, Tue, 1p.m - 2.30 p.m, Computer Lab 3 •05/04/12, Thurs, 1.30 p.m – 3 p.m, Computer Lab 3


Team 3: •Mdm Sim SL* (OIC), Mdm Lee SH* (OIC), Mr Koh YC •Topic: To work on improving the oral & conversation skills of P3 & P4 weak learners•Date for 1st round of lesson observation: Yet to be confirmed


Team 4: •Ms Ling YC* (OIC), Mdm Wong KS, Mdm Claire Lu, Mdm Liu Ying, Mr Song YF, Mrs Michelle Yim•Topic: To work on developing P3 & P4 writing resources & explore the possible ways to effectively conduct the writing lessons

•Date for 1st round of lesson observation: Yet to be confirmed

Food for ThoughtFood for Thought

“I know you believe you understand what I said but I don’t know if you realise that what you heard

was not what I meant.”

Anonymous

Guiding Questions for Learning TeamGuiding Questions for Learning Team

The 4 Critical Questions

- What is it we expect students to learn?

- How will we know when they have learned it?

- How will we respond when they do not learn?

- How will we respond when they already know it?

So What Now?So What Now?

- Setting SMART Goal- Complete Action Plan- Discuss on collaboration tool:Lesson Study

Why observe Live LessonsWhy observe Live Lessons

• Understand student thinking and learning processes during a lesson

• Collect data to support the above points• Determine whether and how the lesson led to

student learning• Help the teacher develop better understanding

of his / her students

Seeing something once is more important than discussing it one hundred times.

Confucius

Guidelines for ObserversGuidelines for Observers

Take time to read the lesson plan• Understand the goal of the lesson• Understand the flow of the lesson• Understand the background and instructional ideas of the lesson

Attend pre-lesson discussion• Learn about the rationale and hypothesis for conducting the

research lesson• Learn what the lesson planning team wants you to research

Role as an ObserverRole as an Observer

• Help the LS group collect data on student thinking, learning and misunderstanding

• Collect data on one student throughout the lesson

• Collect evidence of student understanding or misunderstanding

• Document if and how the lesson goal was achieved

• Understand source of student misunderstanding

Observation protocol…the Don’tsObservation protocol…the Don’ts

• Respect natural atmosphere of the classroom• Remain on the periphery• Minimize side-bar conversations• Minimize interaction with students• Avoid blocking interactions between teachers

and students• Do not help students

Observation Protocol…The DosObservation Protocol…The Dos

Become a researcher• Collect data with the lesson goal in mind• Use lesson plan, seating chart and worksheet to record

your observation

Document learning process including:• Various ideas for solving problem• Common misunderstandings• How and when their understandings changed

Data Collection…Data Collection…

• Focus on one or two students• Document what she/he does throughout the

lesson; does she/he experience an aha! Moment? What is the evidence?

• Document allocation of time during the lesson• Examine opportunities to learn• Determine whether the goal of the lesson is

achieved; if yes, how? If not, why not?

Preparation for Lesson DiscussionPreparation for Lesson Discussion

What data did you collect?

• Was the goal clear?• Did the activities support achievement of the goal?• Was the flow of the lesson coherent?• How were the students solving the problem?• Did the students’ presentation and discussion promote

their thinking and learning?• Did the material students use support achievement of

the goal?

Organisation of DiscussionOrganisation of Discussion

Cast of Characters• Teacher who taught the lesson• Facilitator• Lesson Planning Team Members• Observers• Final Commentator (Knowledgeable Other)

• Teacher begins with reflection on what did/ did not work during the lesson, discusses if and how the goals was achieved.

• Facilitator solicits from LS members and observers a topic they wish to discuss; from these, facilitator selects topics that offer a coherent discussion of the lesson

• Final commentator synthesizes all other comments and offers insights for reflection and identifies new ideas for teaching and learning

Discussion Protocol…Discussion Protocol…

• Focus comments on student thinking and learning and on the content of the lesson and not on the individual teaching cycle

• When commenting on the lesson, keep in mind the goal of the lesson

• Based discussion on individual records of observations and quantify comments with concrete and specific evidence

“without data, chatta don’t matta.”

Discussion ProtocolDiscussion Protocol

Maintain a respectful atmosphere• Begin comments by identifying the positive aspects of

the lesson• Be sure the teacher who taught the lesson is not made

to feel that she/he is personally criticised• Do not focus on the success or failure of the lesson on

the lesson style• Select key, relevant observations and avoid a laundry list

of items• Do not be a passive listener. Try to contribute to the

discussion without repeating what already has been stated

The Heart of Lesson StudyThe Heart of Lesson Study

Teaching and learning –

A shift from “eyes on teacher”

To “through students’ eyes.”

-Carol Harle

San Anthonio, TX

Lesson StudyLesson Study

To effectively bring a child from

diapers to diploma,

A teacher must make the journey back

from diploma to diapers.

David Worrell

Leon County

Tallahassee, FL

THANK YOU

plc lesson study introduction at prosh

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