tag:blogger.com,1999:blog-37162651164268832822024-03-08T10:40:29.900-08:00Florida Lesson Studyfliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-3716265116426883282.post-69264865927324485602012-07-16T07:38:00.001-07:002012-07-16T07:38:44.408-07:00Lesson Study for Special Education<span xmlns=''><p>We are happy to announce that we are reaching out to special educators. Although we have not offered our lesson study technical assistance to just general educators, we are now working with the Southeast Regional Resource Center and other IDEA funded sources to bring lesson study to the special education world in a targeted way.<br /></p><p>In Florida, the lesson study data have shown great promise for special education. So building on this success we are first, holding a lesson study facilitator's training for staff at Florida ESE Centers in Orlando on July 31<sup>st</sup> and August 1<sup>st</sup>. If successful, we will follow this workshop with others for ESE Center staff as we continue to build our lesson study network in Florida. <br /></p><p>Second, we will pilot lesson study in ESE Cluster schools in one for Florida's 67 districts in the fall. The district, yet to be officially announced, will receive lesson study facilitator training. As capacity is build within the district and data collected and analyzed, we will offer the lesson study training in other districts in the state.<br /></p><p>Stay tuned for more news as we target special education for lesson study and student learning advancements.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com3tag:blogger.com,1999:blog-3716265116426883282.post-32494351530436081312012-06-11T05:05:00.001-07:002012-06-11T05:05:04.142-07:00Beyond the Anecdotal Datum<span xmlns=''><p>Stories are powerful things. They bring us in narrative form a detailed account of an event, an anecdote. Through the years we have lauded the power of a good story and rightfully so. The other side of the success of narrative has been that a story is just that, an anecdote. The power of a good story has been used for good, and for persuasion, where facts can get twisted to make an argument for one side or another. So a story has become in some corners, mere "anecdotal data," which has been deemed a bad thing. But really what has been called in to question in the quantitative milieu in which we live and work is the anecdotal <em>datum</em>, the singular point or event that has no sibling. A story or singular observation is just a datum, standing alone in the world.<br /></p><p>"Data" is a Latin word and is plural, while "datum" is the singular. Like the words "curricula" (plural) and "curriculum" (singular). So a single observation is a datum, whereas multiple observations constitute data.<br /></p><p>In terms of lesson study, the distinction that needs to be made is that a single observation may be anecdotal, but multiple observations of an event are not merely anecdotal. Multiple observations or measures constitute data. When we make our observations in a lesson study process, while the lesson is being taught, we are making numerous observations. Each observation is a singular event, but take all the observations and analyze them together: themes emerge. These themes come from multiple points of observation and transform the anecdotal datum into qualitative data.<br /></p><p>In the research world, data tends to be divided into the realms of qualitative and quantitative data. FCAT data is quantitative; classroom observations are qualitative. Both realms of data are important and have their roles. So in a lesson study context it is important not to devalue what we see over and over again as merely anecdotal, simple because an emerging theme from multiple observations is qualitative data, a sound form of research to inform decision making.<br /></p><p>So data collection in lesson study moves beyond the anecdotal datum into the realm of qualitative data, sound information to base our instructional decisions upon.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com1tag:blogger.com,1999:blog-3716265116426883282.post-40344459216682353902012-06-04T05:56:00.001-07:002012-06-04T05:56:22.476-07:00Celebrate!<span xmlns=''><p>Celebrations have always been important, especially when they are coupled with growth. I just returned from two such celebrations in Orange and Polk Counties, two districts that are moving the lesson study envelope forward. These celebrations brought together teachers and administrators involved in lesson study and celebrated their courage and commitment to the idea that education is not only close the door and teach. Indeed, these professional development sessions did more than acknowledge the brave; they also refreshed and reaffirmed the ideals of lesson study. One celebration included the words of poet Emily Dickenson as a way to ponder the power of lesson study.<br /></p><p> I dwell in Possibility<br /></p><p> A fairer House than Prose<br /></p><p> More numerous of Windows<br /></p><p> Superior for Doors<br /></p><p><br /> </p><p> Of Chambers as the Cedars<br /></p><p> Impregnable of Eye<br /></p><p> And for Everlasting Roof<br /></p><p> The Gambrels of the Sky<br /></p><p><br /> </p><p> Of Visitors the fairest<br /></p><p> For Occupation This<br /></p><p> The spreading wide my narrow Hands<br /></p><p> To gather Paradise<br /></p><p><br /> </p><p>The opening of windows and doors to let in the light will surely illuminate our efforts to educate children and move the possibilities forward. Celebrate what you have done. Build upon that foundation.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-17930322677904764932012-04-30T07:55:00.001-07:002012-04-30T07:55:13.060-07:00More Testimonials<span xmlns=''><p>From Teachers at a K-8 School in Florida:<br /></p><p><em>"I find Lesson Study valuable because it puts every team member on the same page. As individuals we can look at a lesson from so many different angles. When we sit down and really dive into the lesson and figure out what we really want the students to achieve, the students have a greater chance of achieving the goals. " </em><br /> </p><p><em>"Deconstructing the lesson to decide specific teacher and student behaviors allows us to deeply analyze and thoughtfully reflect on our instructional practice to determine the level of validity and reliability embedded in lessons. Lesson Study guarantees time for structured teacher collaboration; we have an opportunity to share our ideas about essential components of a differentiated lesson addressing the diverse needs of all students." </em><br /> </p><p><em>"The value in Lesson Study stems from teacher collaboration; research shows student achievement increases when teachers are given ample time to structure student learning. It is vital that we have more time to share perspectives, best practices, question our beliefs, and observe how we deliver curriculum to our students." </em><br /> </p><p><em>"Reading the associated articles and having peer discussions was quite valuable. It is beneficial for me to hear the thoughts of my peers. It is also beneficial when we have the opportunity to validate our strategies and techniques through our peers. Because lesson planning sometimes becomes second nature, we lose sight of the process. Les-son Study has a way of making me think about what I am planning." </em><br /> </p><p><em>"Initially, I felt like lesson study was one more thing to add to an already full plate. How-ever, after going through the first round, the benefits were apparent. The process actually made us look at the what, why, and how of lesson planning in a more thorough way. It also allowed us to plan with other teachers giving us the opportunity to hear from and learn from each other."</em></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-53098172695868640202012-03-21T10:05:00.001-07:002012-03-21T10:05:52.177-07:00Reflection on a High School Lesson Study<span xmlns=''><p>Change is difficult. We see this in our children as they suffer through growth spurts, irritating peers, and math class. Lesson study, like change, is not an easy thing to do. Indeed, lesson study is in itself a big change that can take us out of our comfort zone. However, being out of our comfort zone from time to time can lead to some real growth. So with lesson study, we are asked to initiate our own growth spurt, deal with our peers and, in the case of this high school lesson study group, get through math class.<br /></p><p>The group was a math department with six members at a large high school in central Florida. Some members were geometry specialists; some were algebra experts; while others were math generalists. Members of the group came through traditional teacher education channels, alternative certification programs, and foreign teacher training academies. They were a group of veteran and new teachers, both the men and women. Like so many content-driven departments in our schools, they were hardly a team when they first met for lesson study.<br /></p><p>The first two-day lesson study cycle was tense. The group did not know what to expect, they were from different math disciplines, and from different areas of the sprawling campus, so they didn't talk much with one another. During this first meeting, the members sniped at each other, jostled for domination and were in general, as difficult as the adolescents they taught. At the end of the first day, a name was drawn to teach the lesson, but the chosen one did not show-up the day the lesson was to be taught. This teacher didn't call, she just didn't show.<br /></p><p>The no show could have been a disaster. However, because the teachers planned the lesson together, it was their lesson, not the no-show's lesson. So another member of the group stepped in and taught the lesson and another person was found to collect data. The data were analyzed and conclusions were drawn about the lesson's successes and failures. In short, the group moved on and grew without their comrade.<br /></p><p>The second two-day lesson study went slightly better. Like the previous cycle, the group agreed on a subject matter. But this time, a group member brought one of her own lessons to the group. While the group member offered her lesson as a goodwill gesture to ease the way for the group, it caused tension. It was not a bad lesson, but everyone approaches a lesson differently, especially when there is such a diverse group and changes needed to be made to suit the others. This needed to be the group's lesson, not one member's lesson. As changes were made the teacher offering the lesson became defensive and the attitudes around the table deteriorated.<br /></p><p>Luckily, a lesson to teach was finally agreed upon and a teacher was chosen to deliver the lesson the next day. She showed up, and taught the lesson without incident. Data analysis went smoothly and tweaks were made to the lesson. Some members of the team noted that they would teach the revised lesson in one of their next classes. A team was beginning to emerge.<br /></p><p>The third two-day lesson study cycle was noticeably different. The group planned the lesson together, a teacher was chosen and taught the lesson, and data analysis informed the changes to the lesson. The group was relaxed, considerate and conversant with one another. They even joked and laughed with each other. A team was born.<br /></p><p>To observe the development of this team was an amazing experience. More importantly, a team that works together and shares ideas can only serve to improve student learning. Even in a high school, lesson study can work to develop teams across grades within a discipline. In short, initiating our own growth spurt via lesson study and creating with our peers can get everyone, students and adults alike, successfully through math class.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com3tag:blogger.com,1999:blog-3716265116426883282.post-63155148909962865252012-03-16T11:39:00.001-07:002012-03-16T11:39:21.679-07:00A Lesson Study Reflection<span xmlns=''><p>Note: This reflection came at the end of the 2010-2011 school year and has been reposted here from DSC's lesson study blog. The author is Suzanne Teague, a veteran first grade teacher from Orange County Public Schools in Florida. So we thank DSC and the author very much.<br /></p><p>My classroom has been packed away, books have been sorted, and memories of the past year are in the forefront. Summer is a time for reflection. As I reflect on experiences that would impact how I teach, the opportunity to participate in Lesson Study comes to mind. It was a powerful experience that not only impacted my teaching, but the students in my classroom, and work with my first grade team of teachers.<br /></p><p>Spending quality time with my peers for extended periods over two half days was a bonus. We have always considered ourselves a community of teachers who value each other's ideas. Unfortunately, coming together to discuss our students and our practices has become a commodity. This extra time energized our discussion and ultimately the way we teach in our individual classrooms.<br /></p><p>Through collaboration we not only considered our own students but all of the first grade students. Determining specific goals for them provided opportunities for thoughtful discussion. We determined what we wanted our students to take away from this specific lesson at this specific time of year.<br /></p><p>Planning the lesson provided the unique opportunity to slow down the process. We analyzed every aspect of the lesson chosen from our Making Meaning® curriculum. In examining the questions, predicting their outcomes, and considering our own students, we thought deeply about the best strategies to meet the needs of our students.<br /></p><p>When the lesson was actually taught there was a shift from the lesson to the students. Lesson Study gave us opportunities to "zoom in" and observe specific students to collect data. As I sat on the floor with a clipboard recording levels of engagement, conversations between partners, and reactions to the lesson being taught I was amazed at the students' conversations and literally felt like a fly on the wall. Surprisingly, the children didn't seem to notice or care that six extra teachers had entered their room to watch and listen.<br /></p><p>After the lesson, we came back together to examine and analyze the data. Compiling the information we individually gathered gave us a picture of the entire class. There were some surprising trends in our findings. Most of the partners had real conversations about the mentor text that was used to guide the lesson. Their connections went further than the surface level we had anticipated. This led to further conversations about what made a positive difference in the lesson. <br /></p><p>There were many layers in the impact of Lesson Study. First, I could not wait to teach the identical lesson with my own group of first graders. But even bigger was the impact the experience had on my personal lesson planning. I began to anticipate what might happen during a lesson and make more adjustments during the planning process. Knowing the developmental levels of my students and the goals I set for them empowered the planning process. Lastly, the conversations that took place during the study rejuvenated our team of teachers. We could not wait to share the experience with fellow staff members. But mostly, we consciously made more time during our already busy schedules to discuss curriculum. These rich discussions about our students, lessons, and practices made us think more deeply about our teaching practices as a whole. This not only impacted our team of first grade teachers but an entire group of first grade students.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com1tag:blogger.com,1999:blog-3716265116426883282.post-86963053221758664152012-03-09T08:49:00.001-08:002012-03-09T08:49:31.011-08:00Best Case PD<span xmlns=''><p><strong>Lesson Study as "Best Case" Professional Development <br /></strong></p><p>Like most teachers, I would rather have cavities filled sans anesthesia than attend run-of-the-mill, "sit and get" professional development. Fortunately, participation in a different form of PD shifted my thinking about what professional learning can be—dynamic and intriguing.<br /></p><p><strong>Hello, Lesson Study!<br /></strong></p><p>The days were long and the work was hard, but it was wonderfully worthwhile. Much more valuable than a sit and get, much more fulfilling because of its participatory nature and level playing field, and much more informative and useful for instruction.<br /></p><p>During each two-day cycle, we planned one lesson together. We used resources that were already available to us (our Teacher Editions) to plan one lesson with our students' needs in mind. We came to a group consensus about the lesson content and the content was taught as it was written.<br /></p><p><strong>Focused on the students<br /></strong></p><p>We all planned the lessons as a group, so it wasn't about us as individual educators. It was about the students. In fact, at the conclusion of the first day, we drew names out of a hat to decide who would teach our lesson (and we drew names again to decide whose class that person would instruct) so that we were all vested in the lesson and that the focus remained on the students' engagement and learning.<br /></p><p>During the observation/data collection phase, we listened to and recorded conversations as they unfolded between students. We really listened. As a result of our listening, we are even more mindful about our assumptions about what learning should look like. Now we gained specific knowledge into how our students were learning:<br /></p><ul><li>We realized that Johnny, who was often described as "busy," was really listening, while Bobby, who looked as if he was on task at all times, was really zoned out and not paying attention at all! <br /></li><li>We realized the power of our words and that changing one word in the lesson changed students' understanding.<br /></li><li>Being able to focus solely on the students, we learned to be adept kid-watchers and data collectors.<br /></li><li>We are now more able to think of our students—individually and collectively—to guide our instruction each time we plan.<br /></li></ul><p><strong>Professional Learning Community<br /></strong></p><p>Being already in a thriving Professional Learning Community, this process helped us become more efficient. We take ownership for all learning, both ours and the students of our school. One telling difference is the language that we use to discuss children. Instead of "my class" or "my students," we now say "our classes" or "our students."<br /></p><p>Our time was well spent learning through Lesson Study. I learned more in those few months than I had in my entire teaching career. As a group, we gained a better understanding of what works for both students and colleagues in terms of differentiated instruction, learning styles and modalities, and collaborative planning and reflection. Most importantly, we developed a greater sense of ourselves as teachers and learners.<br /></p><p>Note: This is a repost from DSC's Blog on 11/18/2010 – Thank you Ms. Rapp (Orange County Public Schools, Florida) and DSC!<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com15tag:blogger.com,1999:blog-3716265116426883282.post-53840366892514721372012-03-01T11:30:00.001-08:002012-03-01T11:30:56.886-08:00Testimonials<span xmlns=''><p>Here are some recent testimonials about lesson study in Florida.<br /></p><p>"I seriously loved doing this lesson study! It has been the most helpful professional development - I enjoyed my colleagues and I learned a lot. I'm really looking forward to the next cycle!" – Florida K-8 Teacher<br /></p><p>"Thanks to everyone that helped to make this a successful Learning Community. I had my reading department meeting this morning and the teachers were still talking about the experience. In fact, one teacher shared that many of the participants agreed that this was probably the best PD that they have had in all of the years in the County. This is something to be said. They also thought that everyone should have this experience." – High School Lesson Study Lead <br /></p><p>"The learning and sharing has not only built friendships but true professional collaboration as well." – Florida K-8 Lesson Study Lead<br /></p><p>"Just wanted to let you know that the teachers who participated in Lesson Study the past two days were very positive in their reflection of the process. They all participated enthusiastically and shared many learnings they are able to take back to their own classrooms. One of the teachers even said, 'it would be wonderful if prior to a formal observation, both the teacher and administrator worked together in planning the lesson, as this would make the observed lesson very transparent.' This teacher felt the post conference would be much more informative and reflective for both administration and teacher. I know this is unrealistic, but it does speak to the value of this process. The teachers look forward to participating in this process again!" – High School Teacher Support Specialist<br /></p><p>"Our teachers that participated caught the enthusiasm and want more! It is so exciting." – High School Principal</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-8389311925318116282012-01-12T09:57:00.001-08:002012-01-12T09:57:11.632-08:00Further Considering ROI<span xmlns=''><p>We saw on a post dated November 29, 2011 that the ROI for lesson study arguably delivers professional development for less money and fewer hours of lost instructional time. Now consider a second lesson study scenario:<br /></p><p><br /> </p><p>Lesson Study implementation for 20 Teams (Based on actual costs for a sample district with onsite training):<br /></p><p>Initial Facilitator Training:<br /></p><p>Facilitator Training: $3,100 (fixed cost for up to 25 people)<br /></p><p>Substitutes for Attendees: $150 x 20 = $3,000<br /></p><p>Materials: $150 (Facilitator kits) x 20 = $3,000<br /></p><p><br /> </p><p>Lesson Study Cycles (20 Teams of 5 people each meet for 3 times during the year):<br /></p><p>Teacher Substitutes: $150 x 100 x 3 Cycles = $45,000<br /></p><p>Facilitator Substitutes: $150 x 20 x 3 Cycles = $9,000<br /></p><p>Materials (1 grade band kit for Facilitator and Teachers): $150 x 120 = $18,000 (This amount could be reduced by sharing materials across teams or eliminating these kits all together.)<br /></p><p>Total Estimated Costs for this Lesson Study Scenario = $81,100 (or less with reduced or eliminated grade band kits)<br /></p><p> <br /> </p><p>Further consider, that for less than $82,000 (or even less), the widespread impact that this investment of would have on district improvement efforts or turning around a high school. Not to mention that the kits could be used for years to come and additional facilitators could be trained in-house without paying for outside consultants. Now that is return on investment!<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-81067122000428347702012-01-11T07:02:00.000-08:002012-01-11T07:10:27.991-08:00Training UpdateAs the dust settles on the 2011 set of lesson study trainings, I thought you may be interested in the numbers. In 2010-2011, we trained 365 people from 56 Districts. In 2011-2012, we trained a little over 400 from 28 of the targeted 30 Districts. (These numbers also include <span id="SPELLING_ERROR_0" class="blsp-spelling-error">FLDOE</span> personnel, consortia representatives and others from around the state.) So with over 750 educators from all five regions of Florida with the material and training necessary to implement lesson study, we are ready!fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-29724588036461972742011-11-29T06:49:00.001-08:002011-11-29T06:49:58.183-08:00Return on Investment<span xmlns=''><p>FLICC has just completed another round of lesson study training institutes across Florida. During these recent institutes, the question about lesson study's return on investment continued to come up. So when we finished, I sat down and looked at some numbers. Here is one example for your consideration and comment. <br /></p><p>A. The costs of sending 20 people to a popular five-day national conference for professional development (The numbers are actual quotes from the professional development company offering a national conference, with some estimated additional costs to compete the analysis):<br /></p><p>Registration: $575 x 20 = $11,500<br /></p><p>Lodging: $239 (plus tax, est.) x 5 Days x 10 (rooms, double occupancy) = $11,950<br /></p><p>Transportation: $400 (est.) x 20 = $8,000<br /></p><p>Meals & Incidentals: $29 (est. Per Diem) x 5 Days x 20 People = $2,900<br /></p><p>Total Estimated Costs for A = $34,350<br /></p><p>Loss of instructional days = 5 Days each or 100 Days Total<br /></p><p><br /> </p><p>B. Lesson Study implementation for 20 people (Based on actual costs for a sample district with onsite training): <br /></p><p>Initial Facilitator Training (for 4 facilitators):<br /></p><p>Facilitator Training: $3,100<br /></p><p>Substitutes for Attendees: $150 x 4 = $600<br /></p><p>Materials: $150 (Facilitator kit) x 4 = $600 <br /></p><p>Loss of instructional days = 2 Days each or 8 Days Total<br /></p><p><br /> </p><p>Lesson Study Cycles (4 Teams of 5 people each meet for 3 times during the year)<br /></p><p>Substitutes: $150 x 20 x 3 Cycles = $9,000<br /></p><p>Materials (1 grade band kit for Facilitator and Teachers): $150 x 20 = $3,000<br /></p><p>Total Estimated Costs for B = $16,300<br /></p><p>Loss of instructional days = 4.5 Days each (1.5 Days per Cycle) or 90 Days Total (98 w/ Facilitator Training included)<br /></p><p><br /> </p><p>So given this scenario, it appears that lesson study arguably delivers more bang for the buck in terms of less money spent and fewer days of lost instructional time. In short, the return on investment may be higher for lesson study as opposed to other forms of professional development.<br /></p><p><br /> </p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-31556680856451227662011-10-31T06:47:00.001-07:002011-10-31T06:47:08.645-07:00Instructional Leader Supplement<span xmlns=''><p>We are half way through our fall institutes and to help those folks who could not make it to one, FLICC's <em>Instructional Leader Supplement</em> for Lesson study has been posted to our website: <a href='http://www.ets.org/flicc/pdf/ls_binder.pdf'>http://www.ets.org/flicc/pdf/ls_binder.pdf</a><br /> </p><p>The Supplement has all sorts of material from the FLDOE, past lesson study institutes and new material developed for principals so that they can better implement lesson study in their schools.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-79301244841634053852011-08-04T10:56:00.001-07:002011-09-22T11:09:58.541-07:00Fall Venues<span xmlns=""><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">As the summer moves along, venues for our fall professional development sessions are coming together. Currently, the schedule is as follows.<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Destin - Oct. 18-19<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Jacksonville - Oct. 25-26<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Gainesville - Oct. 27-28<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Tampa - Nov. 1-2<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Orlando - Nov. 10-11<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Fort Lauderdale - Nov. 15-16<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Miami - Nov. 17-18<br /></span></p><br /><br /><br /><p><span style="font-family:arial;font-size:130%;">Registration materials will be available and sent to district representatives later this month, so please be on the lookout.<br /></span></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-37625771516908436842011-06-16T11:19:00.001-07:002011-06-16T11:19:08.044-07:00More Professional Development is Coming<span xmlns=''><p>Additional opportunities for lesson study support from the Florida and the Islands Comprehensive Center @ ETS (FLICC) are in the works. In the 2011-2012 school year, FLICC will be offering support for districts that have committed to implementing lesson study in Part D of their Race to the Top plans. FLICC will be providing professional development to principals in all five regions of Florida. These regional institutes will offer more facilitator training and administrative support for schools that are implementing – or are planning to implement - Lesson Study. The content for these two-day institutes will target content for principals on Day One, which will be specifically designed to address issues such as leading, scheduling, and budgeting for lesson study. The second day will further focus on Lesson Study facilitation skills and, since we know how difficult it is for principals to be out of the building for two days, it will be optional for principals. However, if they wish to experience the extended professional development of facilitation, principals are more than welcome to attend. District level leaders for instruction, lesson study, and professional development are encouraged to join us for both days of this popular training. FLICC will be offering these regional lesson study institutes in October and November 2011 so please stay tuned for additional information. As always, FLICC will be providing the training and materials free of charge.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-15894384517272777082011-05-16T07:42:00.001-07:002011-05-16T07:42:17.079-07:00FLDOE’s Lesson Study Guide<span xmlns=''><p>A Guide for Implementation in Florida's Public Schools<br /></p><p><em>Lesson study is a form of long-term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. </em>- Research for Better Schools (<a href='http://www.rbs.org'>www.rbs.org</a>) <br /></p><p>Within a school's multi-tiered system of student supports the lesson study cycle involves a group of teachers collaboratively planning a standards-based lesson to support a school identified research theme; implementing the lesson in a classroom; collecting observation data, based on the students' responses to the instruction; reflecting upon, analyzing, and discussing this data; and defining next steps based upon what they have learned. Lesson study empowers teams of teachers to engage in data-based problem-solving to accelerate student leaning.<br /></p><ol><li>Form a <strong>lesson study team</strong> which includes an external expert(s) in content and/or pedagogy.<br /></li><li>Schedule a <strong>common planning </strong>time.<br /></li><li>(Problem Identification and Analysis) Identify a <strong>common research theme</strong> (sometimes a school-wide theme) based upon student performance data and the Teacher Evaluation Model adopted by the school district.<br /></li><li>(Develop a Plan) <strong>Collaboratively plan a standards-based lesson</strong> that clearly defines the expected outcomes in terms of student learning and addresses common student misconceptions.<br /></li><li>(Implement the Plan) <strong>Teach and observe the lesson </strong>being sure to record data pertaining to what students were thinking and doing throughout the lesson.<br /></li><li>(Evaluate the Effectiveness) <strong>Reflect upon, analyze, and discuss the lesson and student data</strong> that has been collected; then synthesize your findings.<br /></li><li>Define the <strong>next steps</strong> based upon what the team has learned.<br /></li><li><strong>Repeat</strong> the process using a new or revised lesson plan with the same research theme.<br /></li></ol><p><br /> </p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-46265738233246477392011-03-11T06:16:00.001-08:002011-03-11T06:16:20.124-08:00New Research Article<span xmlns=''><p>"Creating Shared Instructional Products: An Alternative Approach to Improving Teaching" by Anne K. Morris and James Hiebert is a featured article in the January/February 2011 issue of Educational Researcher. Paralleling our work in lesson study, the authors seek to solve two enduring issues in education: large variations in learning opportunities for students across classrooms and improving instruction. In the article, Morris and Hiebert propose a system that centers on the creation of shared products that guide classroom instruction via three features:<br /></p><p>1. All members of the group share the same issues, for which the product, e.g., a lesson, offers a solution;<br /></p><p>2. Improvements to existing products are usually small and are assessed using data; and<br /></p><p>3. The products are jointly constructed and continuously improved with contributions from everyone in the group.<br /></p><p>Among other things, the authors also note two examples of systems that build public and changeable knowledge products. The first was the quality movement in health care and the second was lesson study in Japanese schools. The latter has grown over the past 60 years into a nationwide system that is seen by many to be largely responsible for the high quality of teaching in Japanese classrooms in grades 1 to 8. This lesson study process depends on small tests of small changes over extended periods of time. It is a focus on the details of instruction and is not a quick fix. The data collected from the first teaching of the lesson is enough to suggest a change in the lesson. The data collected from the second teaching of the (now changed) lesson is an assessment of the change made. This process, replicated over time, by many lesson study groups, is what begins to amass these small changes into improved instructional products. Moreover, the authors argue, the variation of the lessons taught across classrooms is reduced and all students have the opportunity to be involved with higher quality instruction.<br /></p><p>Morris and Hiebert note that the four key characteristics of these lessons are:<br /></p><p>1. They are created around particular learning goals;<br /></p><p>2. They must be detailed enough to directly affect instruction;<br /></p><p>3. They are testable and improvable; and<br /></p><p>4. They are accessible to teachers when needed, not stored in a drawer somewhere.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-16242981916846033382011-03-01T05:40:00.001-08:002011-03-01T05:40:19.128-08:00Making Time Count<span xmlns=''><p>Tips for Making Lesson Study PLC Time Valuable:<br /></p><p>• Keep the focus on students and student needs (prevent a gripe session).<br /></p><p>• Distinguish between learning and "business as usual" with the focus on learning during PLC time.<br /></p><p>• Establish expectations for team learning (NOT organizing class parties)<br /></p><p>• Specify the content for team learning time <br /></p><p>• Teach processes that encourage smooth meetings (setting norms, using protocols, facilitating, use of dialogue, etc.)<br /></p><p>• Focus on teamwork by doing real work, not on doing unconnected activities<br /></p><p>• Practice skills of collaboration by agreeing to them, then trying them out with real work and individually and as a group evaluating how well they worked<br /></p><p>• Establish mechanisms for being accountable to the rest of the school/others in terms of PLC work (blog, email, post minutes, share learning, log, personal journal, portfolio, etc.)<br /></p><p>• Plan for transitions (turnover in faculty or administrators, especially)<br /></p><p>• Begin with more objective activities – such as a book study – saving more personal activities – such as examining student work – until the group has found a way to work together well.<br /></p><p>• Focus on data – from a variety of sources, including interviews with students, analysis of student work, notes from classroom walk‐throughs, etc.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-58296034870712569532011-03-01T05:36:00.001-08:002011-03-01T05:36:00.114-08:00Making the Case<span xmlns=''><p>How to Make the Case for Teacher Learning Time<br /></p><p>• Be prepared to find new ways of using existing resources, such as time and personnel.<br /></p><p>• Keep and display time logs that indicate how time is spent (and how so little of it is typically spent on professional learning).<br /></p><p>• Be flexible and even creative in how to think about schedules.<br /></p><p>• Be willing to make trade‐offs in order to gain what is really wanted.<br /></p><p>• Be clear about the connection between teacher learning and improvements in student learning.<br /></p><p>• Be prepared with Plans B and C if Plan A doesn't work.<br /></p><p>• Have a compelling purpose for using the time that doesn't exist.<br /></p><p>• Cite the research (latest is <em>Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad, </em>www.nsdc.org<em>)<br /></em></p><p>• Have a plan for the learning time.<br /></p><p>• Show results of learning (journal, portfolio, blogs, emails, etc.)<br /></p><p>• Begin with an estimate of how much time you'll need for professional learning (examining student work, analyzing assessments, planning lessons, doing lesson study, coaching, etc.).<br /></p><p>• Emphasize that PLC time is NOT for planning, personal activities, returning phone calls, having a regular meeting, copying, assembling materials, grading, etc.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-63666397010121486462011-02-28T10:13:00.001-08:002011-02-28T10:13:36.654-08:00Regional Success<span xmlns=''><p>FLICC has just completed 10 regional lesson study implementation workshops. These two-day workshops trained more than 400 lesson study facilitators and distributed more than 300 lesson study support kits. State, district, and building level educators worked hard in every region of Florida, putting the State on the cusp of a statewide implementation of lesson study. We thank them all for their diligent efforts!<br /></p><p>Although we would happily go out with this bang of an effort, FLICC is not finished supporting lesson study implementation. Next up is co-facilitation with a select number of districts. This co-facilitation is designed to give districts a push and get them over the planning hump and into actual implementation of their lesson study plans. <br /></p><p>We are also visiting colleges around the State where preservice and alternative certification programs are housed. This is so that instructors of Florida's future educators can learn about the essentials of lesson study and what is happening in the schools and districts across the State. If future educators learn about lesson study before they come to work, they will be ready to participate in the ongoing professional learning communities that use lesson study.<br /></p><p>FLICC is working with the FLDOE to lay plans for next school year, so stay tuned for announcements of upcoming events and professional development centered on lesson study. In the meantime, please post your ideas for how we can best support Florida's continuing efforts to implement lesson study statewide.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-88635940154962800482011-02-16T07:18:00.001-08:002011-02-16T07:30:22.682-08:00Finding Time for Lesson Study<span xmlns=""> <p><span style="font-size:12;"><span style="font-family:Cambria;">Below is a summary of the strategies real schools and districts used as reported in Valerie Von Frank's [ed.] book </span><span style="font-family:Arial;"><em>Finding Time For Professional Learning</em></span><span style="font-family:Cambria;">, Oxford, OH: National Staff Development Council, 2008, and other sources).<br /></span></span></p><p><br /> </p><p><span style="font-family:Cambria;font-size:12;">___ Plan teacher release days according to their affiliations (e.g., department, subject, PLC, etc.) with subs covering their classes.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Plan for teachers to cover other classes during teacher release days according to their affiliations (i.e., department, subject, PLC, etc.). So, when the English department is going to meet as a PLC, the other teachers step in to cover their classes (perhaps by combining classes on an interdisciplinary expedition).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Hire one or more full‐time subs to cover classes when teachers visit each other's classrooms.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ A substitute bank of professional learning subs who know they'll be subbing once a week, but for different teachers (whoever is meeting for professional learning that week).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Enlist school administrators to teach classes in order to release teachers for professional learning. Consider counselors and support staff, under the supervision of certified staff.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Repurpose meeting times as PLC times (and really meaning it!): e.g., faculty, department, grade level meetings.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Repurpose some or all district professional development days so that they can be used by schools for professional learning activities; consider making the days flexible – in other words, individual schools can decide on the days they want to use the district time (in large districts, schedule according to feeding patterns).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Use the first part of the day for school meetings/gatherings which all students but not all teachers attend. Teachers not attending instead meet in professional learning groups. Other teachers organize the meeting, perhaps working with student leaders on special events.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Extend school hours on every day but one in order to have an late start or early dismissal for professional learning each week ("banking" time).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Rework schedules so that PLCs have a common prep period which they agree to use every other week as PLC time rather than individual prep time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Provide PLC time during electives time. . . but make sure that electives teacher are part of a PLC too, perhaps their own PLC, during the school day.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider "roll‐through time" (Maine‐Endwell Central School Dist., NY), a period during which specific groups of staff gather for identified learning and by individualized coaching, with substitutes rolling from one to another classroom.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Create PLC time during specials (art, music, PE in many elementary schools) but be sure that specials teachers also have PLC time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider recess – perhaps in combination with other time, such as specials, for a longer block of PLC time. Trade recess "duty" in order to meet with your own PLC.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Review funding sources (Title I? Other?) to see if it will support PLC time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Regroup for specials – instead of 3 classes of 20, do 2 classes of 30 to allow classroom teachers to be able to collaborate (music and gym + recess).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Team teach – and arrange for one person each week to be released for professional learning time for at least a day.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Create double planning times or extended time for teacher teams to meet during the week.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Combine planning periods with non‐instructional periods such as lunch or before/after school (without duty) once a week.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Engage the community in leading service projects or special interest classes (organized by a retired teacher) once every two weeks so teachers can meet.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Design activities for students that can be supervised by one teaching and other nonteaching staff.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Release teachers from nonteaching duties once a week or more so they can meet.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Regularly combine classes and release teachers to engage in professional learning (one school does this every Friday, releasing a different group of teachers all day).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Start from scratch (as Audrey Cohen suggested) and design the school day so that about 10 percent of teachers' work time is for learning and working with peers to improve instruction; work with the union on this, helping union people see the benefits to teacher members.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Have district administrators teach classes while teachers engage in professional learning once a month.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Be willing to trade away something in order to get professional learning time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Extend the contract, but do not clump added days at the beginning or end of the student calendar; spread them out by half‐days throughout the year to achieve continuous learning periods.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Capture district professional development days for school use, such as meeting in PLCs.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Guard whatever time there is so that it is not pre‐empted by other activities; it is used only for professional learning.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Make sure that activities such as these "count" as professional learning: follow‐up to professional development (an outside speaker, for example), problem‐solving, coaching, classroom visits/walk‐throughs, sharing student work, lesson study, assignment analysis, etc.). Real professional learning is much more than "sit 'n' git."<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider staggered teaching schedules with teachers in a PLC reporting and leaving at different times during the school day so they can meet regularly with a team.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider Friday School (or some other day, some other name) once a month, a special day with field trips, art experiences, etc.<br /></span></p><p><span style="font-size:12;"><span style="font-family:Cambria;">___ Occasionally use "cherry biters" (Shelley Quinlivan in Garmston, "No Time for Learning? Just Take It In Tiny Bites and Savor It," </span><span style="font-family:Arial;"><em>JSD</em></span><span style="font-family:Cambria;">, Fall 2005, Vol. 26, No. 4, 65‐66.) to keep the focus on learning: These are 20 minutes of volunteer<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;">time before/after school to focus on a specific topic (ideas about assessment, for example).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Let PLCs decide their own meeting time(s) and present their wishes to the entire faculty. There's no reason all PLCs in a school need to meet at the same time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ For coaching, classroom walk‐throughs, mentoring, problem‐solving, etc., arrange for time individually. There's no reason all these activities need to take place at the same time, involving several teachers who need substitutes. Coverage for these activities can be provided by one traveling sub or administrator or teachers who donate their planning time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Extend existing student breaks for one day to allow for professional learning time for teachers.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Bargain time. Work with the union to make professional learning time a part of contracts. Time may be "banked" (extended time before the regular start and end times that can be saved for professional learning time) or newly </span><span style="font-family:Cambria;font-size:12;">established, such as an extra two days spread throughout the year in half‐day professional learning time.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider full‐day "specials" – art, music, physical education, etc., so that "regular" teachers can devote their energy towards professional learning, but be sure specials teachers have a day to learn, too (Hoffman Elementary School, Chicago).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Consider internships in high schools, half‐days when students are in the community reporting to work partners and gaining valuable work experience. When students are interning, their teachers can engage in professional learning.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Compartmentalize faculty meetings by deciding that one faculty meeting a month is for "business" and the another for "issues," but the remaining two are for professional learning.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Combine before‐ and after‐school preparation time (contract hours), giving it up once a week in to have one block of time to spend on professional learning, perhaps with a late start or early dismissal, which is made up for students through slightly longer regular start and dismissal times.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Have teachers ask for and schedule time individually to coach peers and observe each other in the classroom. Meet those they are coaching or observing during preparation time, but count on the administrator to provide coverage during the time an individual is coaching or observing.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Rather than have two days before schools open to get ready for students, have one preparation day and another day during the third week to "drop everything and learn" (Monroe Township Public School District, NJ).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Customize professional learning time to the task. Have teachers plan what they will do in terms of their own learning and what kind of time they'll need to accomplish results. For example, teachers who do action research may need individual time plus meeting time. Teachers who are examining student work together may need regular group time. Teachers who are doing peer coaching or walk‐throughs may need one or more periods of time per week to engage in their professional learning.<br /></span></p><p><span style="font-size:12;"><span style="font-family:Cambria;">___ Work with district administrators and the school board/committee to recognize the importance of professional learning such that they are willing to add days to the teaching calendar. Help them think "out of the box" about the standard 180 day school year (see Tanner, Canady, and Rettig, Scheduling time to maximize development opportunities, </span><span style="font-family:Arial;"><em>JSD</em></span><span style="font-family:Cambria;">, Fall 1995, Vol. 16, No. 4, 14‐19.<br /></span></span></p><p><span style="font-size:12;"><span style="font-family:Cambria;">___ Look at how block scheduling can provide professional learning time for teachers (Zepeda, Arrange time into blocks, </span><span style="font-family:Arial;"><em>JSD</em></span><span style="font-family:Cambria;">, Spring 1999, Vol. 20, No. 2, 26‐30; Adams City High School, Colorado). A fourth daily block can be "student free" and provide teachers time to meet professionally (see </span><span style="font-family:Arial;"><em>Working Toward Excellence, A Newsletter of the Alabama Best Practices Center</em></span><span style="font-family:Cambria;">, Spring 2001, Vol. 1, No 3, 2‐4).<br /></span></span></p><p><span style="font-size:12;"><span style="font-family:Cambria;">___ Add an optional period to the day so that teachers get a planning period + a PLC period. Rotate that period throughout the schedule (see </span><span style="font-family:Arial;"><em>Working Toward Excellence, A Newsletter of the Alabama Best Practices Center</em></span><span style="font-family:Cambria;">, Spring </span></span><span style="font-family:Cambria;font-size:12;">2001, Vol. 1, No 3, 10).<br /></span></p><p><span style="font-family:Cambria;font-size:12;">___ Don't give up scarce hours to "one‐shot" workshops.<br /></span></p><p><span style="font-family:Cambria;font-size:12;">Thanks to Lois Brown Easton for this!</span></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-3221771152739918382011-02-16T06:30:00.001-08:002011-02-16T07:04:41.053-08:00Research and Resources<span xmlns=""> <p><span style="font-family:Cambria;font-size:12;color:black;">Here are some resources and research articles that you may find helpful:<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Cannon, J. & Fernandez, C. (2003). "</span><span style="font-family:Arial;"><em>This research has nothing to do with our </em></span></span><span style="font-family:Arial;font-size:12;color:black;"><em>teaching!": An analysis of lesson study practitioners' difficulties conducting </em></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>teacher research</em></span><span style="font-family:Cambria;">. Manuscript submitted for publication. (If you would like to </span></span><span style="font-family:Cambria;font-size:12;"><span style="color:black;">obtain a draft of this paper, please e‐mail l<a href=""></span>srg@columbia.edu<span style="color:black;">.)<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Chokshi, S. & Fernandez, C. (March 2004). Challenges to importing Japanese lesson </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">study: Concerns, misconceptions, and nuances. </span><span style="font-family:Arial;"><em>Phi Delta Kappan, 85(7), </em></span><span style="font-family:Cambria;">520‐</span></span><span style="font-family:Cambria;font-size:12;color:black;">525.<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Easton, L. B. (2009). </span><span style="font-family:Arial;"><em>Protocols for professional learning</em></span><span style="font-family:Cambria;">. Alexandria, VA: </span></span><span style="font-family:Cambria;font-size:12;color:black;">Association for Supervision and Curriculum Development.<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Easton, L. B. (Ed.) (2008). </span><span style="font-family:Arial;"><em>Powerful designs for professional learning</em></span><span style="font-family:Cambria;">. Oxford, OH: </span></span><span style="font-family:Cambria;font-size:12;color:black;">National Staff Development Council.<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Fernandez, C. (2003). </span><span style="font-family:Arial;"><em>Lesson study: A means for U.S. teachers to develop the </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>knowledge of mathematics needed for reform-minded teaching</em></span><span style="font-family:Cambria;">? Manuscript </span></span><span style="font-family:Cambria;font-size:12;color:black;">submitted for publication.<br /></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Fernandez, C. (2002). Learning from Japanese approaches to professional </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">development: The case of lesson study. </span><span style="font-family:Arial;"><em>Journal of Teacher Education, 53(5)</em></span><span style="font-family:Cambria;">, </span></span><span style="font-family:Cambria;font-size:12;color:black;">393‐405.<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Fernandez, C., Cannon, J., & Chokshi, S. (2003</span><span style="font-family:Arial;"><em>). </em></span><span style="font-family:Cambria;">A U.S.‐Japan lesson study </span></span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">collaboration reveals critical lenses for examining practice. </span><span style="font-family:Arial;"><em>Teaching and </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Teacher Education, 19(2)</em></span><span style="font-family:Cambria;">, 171‐185.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Fernandez, C. & Chokshi, S. (October 2002). A practical guide to translating lesson </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">study for a U.S. setting. </span><span style="font-family:Arial;"><em>Phi Delta Kappan</em></span><span style="font-family:Cambria;">, </span><span style="font-family:Arial;"><em>84(2)</em></span><span style="font-family:Cambria;">, 128‐134.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Fernandez, C., Chokshi, S., Cannon, J., & Yoshida, M. (in press). Learning about lesson </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">study in the United States. In E. Beauchamp (Ed.), </span><span style="font-family:Arial;"><em>New and old voices on </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Japanese education</em></span><span style="font-family:Cambria;">. Armonk, New York: M.E. Sharpe.<br /></span></span></p><p><br /><span style="font-family:Cambria;font-size:12;color:#333333;">Gallimore, R. & Santagata, R. (2006). Researching teaching: The problem of studying </span><span style="font-family:Cambria;font-size:12;color:#333333;">a system resistant to change. In R R. Bootzin & P. E. McKnight (Eds.). </span><span style="font-family:Arial;font-size:12;color:#333333;"><em>Strengthening Research Methodology: Psychological Measurement and </em></span><span style="font-size:12;color:#333333;"><span style="font-family:Arial;"><em>Evaluation </em></span><span style="font-family:Cambria;">(pps. 11‐28) Washington, D.C.: APA Books<br /></span></span><br /><span style="font-family:Cambria;font-size:12;color:black;">Hiebert, J., & Stigler, J. W. (2000). A proposal for improving classroom teaching: </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lessons from the TIMSS video study. </span><span style="font-family:Arial;"><em>Elementary School Journal, 101</em></span><span style="font-family:Cambria;">, 3‐20.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Kelly, K. (2002). Lesson study: Can Japanese methods translate to U.S. schools? </span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Harvard Education Letter, 18(3)</em></span><span style="font-family:Cambria;">, 4‐7.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C. (2008). Lesson study. In Easton, L. B. </span><span style="font-family:Arial;"><em>Powerful designs for professional </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>learning</em></span><span style="font-family:Cambria;">. Oxford, OH: National Staff Development Council.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Lewis, C. (2006). Lesson study in North America: Progress and challenges In M. </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Matoba, K. A. Crawford & M. R. Sarkar Arani (Eds.) </span><span style="font-family:Arial;"><em>Lesson study: International </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Perspective on Policy and Practic</em></span><span style="font-family:Cambria;">e. Educational Science Publishing House, B</span></span><span style="font-family:Cambria;font-size:12;color:black;">eijing.<br /></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C. (2004). Lesson study. In Easton, L. B. </span><span style="font-family:Arial;"><em>Powerful designs for professional </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>learning</em></span><span style="font-family:Cambria;">. Oxford, OH: National Staff Development Council.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C. (2002). </span><span style="font-family:Arial;"><em>Lesson Study: A Handbook of Teacher Led </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Instructional Change.</em> Ph</span><span style="font-family:Cambria;">iladelphia: Research for Better Schools.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C. (2002) What are the essential elements of lesson study? </span><span style="font-family:Arial;"><em>The California S</em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>cience Project Connection</em></span><span style="font-family:Cambria;">. Volume 2, No. 6. November/December 2002.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C. (2002). Does lesson study have a future in the United States? </span><span style="font-family:Arial;"><em>Journal of the </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Nagoya University Department of Education, January (1)</em></span><span style="font-family:Cambria;">, 1‐23.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study</span><span style="font-family:Arial;"><em>. Educational </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Leadership, 61(5)</em></span><span style="font-family:Cambria;">, 6‐11.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Lewis, C., Perry, R., Hurd, J., & O'Connell, P. (2006). Lesson study comes of age in </span><span style="color:black;"><span style="font-size:12;"><span style="font-family:Cambria;">North America. </span><span style="font-family:Arial;"><em>Phi Delta Kappan</em></span><span style="font-family:Cambria;">. December 2006, pp. 273‐281</span></span><span style="font-family:Arial;font-size:16;">.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Lewis, C., Perry, R., & Murata A. (2006). How should research contribute to </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">instructional improvement: A case of lesson study. </span><span style="font-family:Arial;"><em>Educational Researcher</em></span><span style="font-family:Cambria;">,<br /></span></span><span style="font-family:Cambria;font-size:12;color:black;">Vol. 35, No. 3, pp. 3‐14.<br /></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Lewis, C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">lessons and the improvement of Japanese education. </span><span style="font-family:Arial;"><em>American Educator,<br /></em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Winter</em></span><span style="font-family:Cambria;">, 14‐17 & 50‐52.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Lewis, C., & Tsuchida, I. (1998). The basics in Japan: The three Cs. </span><span style="font-family:Arial;"><em>Educational </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Leadership </em></span><span style="font-family:Cambria;">55:6, 32‐37.<br /></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Liptak, L. (2002). It's a matter of time. </span><span style="font-family:Arial;"><em>RBS Currents</em></span><span style="font-family:Cambria;">, </span><span style="font-family:Arial;"><em>5(2)</em></span><span style="font-family:Cambria;">, 6‐7.<br /></span></span></p><p><span style="font-family:Cambria;font-size:12;color:black;">Perry, R., & Lewis, C. (in press) What is successful adaptation of lesson study in the </span><span style="font-size:12;color:black;"><span style="font-family:Cambria;">U.S.? </span><span style="font-family:Arial;"><em>Journal of Educational Change.<br /></em></span></span></p><p><span style="font-size:12;color:black;"><span style="font-family:Cambria;">Watanabe, T. (Winter 2003). Lesson study: A new model of collaboration. </span><span style="font-family:Arial;"><em>Academic </em></span></span><span style="font-size:12;color:black;"><span style="font-family:Arial;"><em>Exchange Quarterly, 7(4)</em></span><span style="font-family:Cambria;"><br /></span></span></p></span></a><br /><a href="http://www.blogger.com/"></a>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-76422067468754785272011-02-04T04:49:00.001-08:002011-02-04T04:49:50.936-08:00Managing Change<span xmlns=''><p>Establishing lesson study in Florida's Districts involves change. We all know about change. It's coming. It's inevitable. It's necessary to make schools work better. But managing change is a whole other thing. J. P. Kotter in Leading Change (Boston: Harvard Business School Press, 1999) proposes 8 stages of change from which we can glean some tips for managing the doing of it.<br /></p><p><br/>Stage 1. Establish a sense of urgency. Discuss with stakeholders: What will happen if we don't change? What might happen if we do change? What are the realities we face with this problem we want to change? What data show needs?<br /></p><p><br/>Stage 2. Create a guiding coalition. Think about and then recruit those who need to be involved to promote change. Instill them with the sense of urgency. Represent all stakeholders.<br /></p><p><br/>Stage 3. Develop a vision and strategies. Translate the change needed into what it will look like when the change is accomplished. Identify the best practices that exist to address this problem. Consider with your coalition how strategies fit within the context of the problem and the context of your capabilities. Develop an action plan to implement the vision and the strategies.<br /></p><p><br/>Stage 4. Communicate the change vision. Be sure everyone is on the same page—that they understand the good reasons they are doing this and how it will be done, who is responsible for seeing that it gets done and to whom they can go for help.<br /></p><p><br/>Stage 5. Empower broad-based action. Trust doers to do their jobs, but keep checking and double checking to see that the necessary attitudes, competencies, structures and resources are in place and are moving forward smoothly. <br /></p><p><br/>Stage 6. Generate short-term wins. Identify immediate outcomes that can be celebrated. Identify indicators of success for milestones and measure them.<br /></p><p><br/>Stage 7. Consolidate gains and produce more change. Figure out how to keep momentum going. Figure out if modifications and refinements need to be made to the processes.<br /></p><p><br/>Stage 8. Anchor new approaches in the culture. Figure out what actions need to be taken to sustain the change and then take them. Think about what legacy you are leaving behind and how you can get it to continue.<br /></p><p>Thanks to Mike Tremor of FASA for pointing us to this.</p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-34821216053779068692011-01-14T10:25:00.001-08:002011-01-14T10:25:17.819-08:00Institute Update<span xmlns=''><p>Here is the latest list of dates and venues for our regional institutes<br /></p><p>January 18-19 Lesson Study Institute Tampa, FL <br /></p><p>January 20-21 Lesson Study Institute Fort Myers, FL <br /></p><p>January 25-26 Lesson Study Institute Orlando, FL <br /></p><p>January 27-28 Lesson Study Institute Cocoa Beach, FL<br /></p><p>February 8-9 Lesson Study Institute Destin, FL <br /></p><p>February 10-11 Lesson Study Institute Destin, FL <br /></p><p>February 15-16 Lesson Study Institute West Palm Beach, FL <br /></p><p>February 17-18 Lesson Study Institute Miami, FL<br /></p><p>February 22-23 Lesson Study Institute Ocala, FL <br /></p><p>February 24-25 Lesson Study Institute St. Augustine, FL <br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com1tag:blogger.com,1999:blog-3716265116426883282.post-32936909636786055952010-11-29T06:29:00.000-08:002010-11-29T06:46:00.369-08:00We are on our Way!Our first meeting, where Florida school district lesson study leads met to expand their toolkits for implementing lesson study, was an unqualified success. We had about 53 participants from 37 school districts representing a good cross section of the State and all five regions.<br /><br />The next step in the process will be for these trained district leads to return to their district and form an implementation team. These teams will vary in nature depending on the size of the district and their experience with lesson study. The implementation teams will be trained in how to implement lesson study in their districts via regional institutes around the State from mid-January to the end of February 2011. These teams will then be expected to implement lesson study in a school, or multiple schools, one department or grade level at a time.<br /><br />Once this step is completed, we will regroup and see how we at the Florida Department of Education and the Florida and the Islands Comprehensive Center (a Federally funded technical assistance center) can best support the statewide implementation of lesson study. So stay tuned . . .fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0tag:blogger.com,1999:blog-3716265116426883282.post-53014851791196878682010-11-16T11:03:00.001-08:002010-11-16T11:03:20.217-08:00Additional Resources<span xmlns=''><p>For those of you embarking on lesson study at your school or district, here are some additional resources that you may find useful.<br /></p><p><br /> </p><p>The Florida and the Islands Regional Comprehensive Center - <a href='http://www.ets.org/flicc/initiatives.html'>http://www.ets.org/flicc/initiatives.html</a><br /> </p><p>Florida's Department of Education – <a href='http://flbsi.org/'>http://flbsi.org/</a><br /> </p><p>Peter Brunn's Blog – <a href='http://www.devstu.org/blogs/2010/08/10/thinking-about-lesson-study'>http://www.devstu.org/blogs/2010/08/10/thinking-about-lesson-study</a><br /> </p><p>Developmental Study Center - <a href='http://www.devstu.org/page/welcome-dsc-public-web-site'>http://www.devstu.org/page/welcome-dsc-public-web-site</a><br /> </p><p>The Lesson Study Network – <a href='http://mailman.depaul.edu/mailman/listinfo/lsnetwork'>http://mailman.depaul.edu/mailman/listinfo/lsnetwork</a><br /> </p><p>The Lesson Study Group at Mills College – <a href='http://www.lessonresearch.net/'>http://www.lessonresearch.net/</a><br /> </p><p>College Lesson Study - <a href='http://lessonstudy.blogs.com/'>http://lessonstudy.blogs.com/</a><br /> </p><p>Lois Brown Easton Books - <a href='http://www.very-clever.com/books/author-Lois+Brown+Easton'>http://www.very-clever.com/books/author-Lois+Brown+Easton</a><br /> </p><p>Duval County School's Shultz Center - <a href='http://www.schultzcenter.org/coachingcycle.shtml'>http://www.schultzcenter.org/coachingcycle.shtml</a><br /> </p><p><br /> </p><p>If you know of other resources for lesson study, please post them as part of this thread.<br /></p></span>fliccerhttp://www.blogger.com/profile/07985061179122788997noreply@blogger.com0