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    Castl Lesson Study

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    Syahrudi
    1) Lesson study is a process where teachers collaboratively design, teach, observe, analyze and revise a single class lesson. It originated in Japan and is now being adapted for college teaching. 2) Over 150 instructors from 16 UW campuses participated in 40 lesson study teams across many disciplines in 2006. 3) The lesson study cycle involves choosing a topic, designing the lesson, teaching and gathering evidence, analyzing and revising, and documenting results. The goal is to build a knowledge base for improving teaching practices.

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    Castl Lesson Study

    Uploaded by

    Syahrudi
    186 views18 pages
    1) Lesson study is a process where teachers collaboratively design, teach, observe, analyze and revise a single class lesson. It originated in Japan and is now being adapted for college teaching. 2) Over 150 instructors from 16 UW campuses participated in 40 lesson study teams across many disciplines in 2006. 3) The lesson study cycle involves choosing a topic, designing the lesson, teaching and gathering evidence, analyzing and revising, and documenting results. The goal is to build a knowledge base for improving teaching practices.

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    1) Lesson study is a process where teachers collaboratively design, teach, observe, analyze and revise a single class lesson. It originated in Japan and is now being adapted for college teaching. 2) Over 150 instructors from 16 UW campuses participated in 40 lesson study teams across many disciplines in 2006. 3) The lesson study cycle involves choosing a topic, designing the lesson, teaching and gathering evidence, analyzing and revising, and documenting results. The goal is to build a knowledge base for improving teaching practices.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    186 views18 pages

    Castl Lesson Study

    Uploaded by

    Syahrudi
    1) Lesson study is a process where teachers collaboratively design, teach, observe, analyze and revise a single class lesson. It originated in Japan and is now being adapted for college teaching. 2) Over 150 instructors from 16 UW campuses participated in 40 lesson study teams across many disciplines in 2006. 3) The lesson study cycle involves choosing a topic, designing the lesson, teaching and gathering evidence, analyzing and revising, and documenting results. The goal is to build a knowledge base for improving teaching practices.

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    You are on page 1of 18

    Lesson Study: Building the Scholarship of Teaching and Learning One Lesson at a Time

    Bill Cerbin & Bryan Kopp UW-La Crosse

    CASTL Colloquium 2006

    If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? Catherine Lewis, 2002

    If you want to build pedagogical knowledge, what could be more obvious than collaborating with fellow teachers to design and study lessons? Cerbin & Kopp, 2006
    CASTL Colloquium 2006

    What is Lesson Study?


    Lesson study is a process in which a group of teachers jointly designs, teaches, observes, analyzes, & revises a single class lesson, called a Research Lesson.

    CASTL Colloquium 2006

    Origins of Lesson Study


    In Japan, lesson study is a well developed system for improving teaching and learning at the elementary and junior high level.

    The College Lesson Study Project is the first effort to adapt lesson study practices to college teaching in a range of disciplines.

    CASTL Colloquium 2006

    Lesson Study Teams in the UWS


    UW-Colleges (Barron,

    Participation 2006

    Fon du Lac, Marathon, Marshfield, Washington, Manitowoc, Sheboygan)

    40 teams 150+ instructors

    16 campuses

    UW-Green Bay UW-La Crosse UW-Madison UW-Milwaukee UW-Oshkosh UW-Platteville UW-River Falls UW-Stevens Point UW-Stout

    CASTL Colloquium 2006

    Involvement by Discipline/Field
    Accountancy Agriculture Apparel & Communication Technologies Biology Communication Studies Economics Education English Geology/Geography History Human Development Humanistic Studies Library Mathematics Management Music Nursing Pharmaceutical Sciences Philosophy Political Science Psychology Public & Environmental Affairs Reading Education Recreation Theatre Arts Urban & Regional Studies

    CASTL Colloquium 2006

    Profile of Participants
    Recent poll of 22 current teams (89 instructors) Gender: 49 females and 40 males Rank: 29 assistant, 25 associate, 21 full, 5 instructors,
    4 retired/emeriti

    Tenure: 48 tenured 39 not tenured Teaching experience:


    47 (<10 years), 20 (11-20 years), 14 (> 20 years)

    Plan to present/publish: 64 Have presented/published: 16

    CASTL Colloquium 2006

    The Lesson Study Cycle:


    What Teachers Actually Do in Lesson Study
    1. 2. 3. 4. 5. 6. Chose Topic & Develop Learning Goals Design the Lesson & the Study Teach & Gather Evidence Analyze Evidence & Revise the Lesson/Study Teach & Study the Lesson Again Document & Share the Research Lesson and the Study
    More information at http://www.uwlax.edu/sotl/lsp/intro.htm

    CASTL Colloquium 2006

    Goal: A Knowledge Base for Teachers

    INDIVIDUAL LESSON STUDIES

    PEDAGOGICAL KNOWLEDGE BASE practical and accessible teaching & learning materials focused on student learning

    LESSON STUDY CLUSTERS focused on similar disciplines, topics, goals, etc.

    CASTL Colloquium 2006

    Lesson Study in Context


    Avoiding hazards of isolation, redundancy, hoarding, and loss Building on common ground: daily practices of teaching & learning (similar goals, challenges, subjects, courses, disciplines, students, etc.) Balancing feasibility with complexity of teaching and learning practice Educational research F teaching improvement
    Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher , 31, 5, pp.3-15.

    CASTL Colloquium 2006

    Closing the Loop


    Practical,
    concerned with daily teaching and learning issues

    Public
    Storable Shareable Verifiable,
    subject to replication and peer review

    Detailed,
    concrete, specific, contextualized

    Integrated
    (content knowledge, pedagogical knowledge, and pedagogical content knowledge)

    Practitioner Knowledge

    Professional Knowledge

    Systematic,
    principled, informed, theoretical, scholarly

    CASTL Colloquium 2006

    A Knowledge & Community Building System

    CREATION

    EXCHANGE

    USE

    Moving from Practitioner to Professional Knowledgeand Back Again

    CASTL Colloquium 2006

    CREATION of Pedagogical Knowledge


    Easy to get started Collaborative inquiry & common enterprise Backward design of instruction Developing and capturing pedagogical content knowledge Embodies full complexity of teaching and learning Reflective practice and transformation Local and regional communities of teaching practice
    CASTL Colloquium 2006

    EXCHANGE of Pedagogical Knowledge


    A Lesson Familiar genre Keyed to discipline, topic, goal, curriculum A Study Focused on student learning Systematic and evidence based
    UNIT OF PRACTICE = UNIT OF ANALYSIS
    CASTL Colloquium 2006

    USE of Pedagogical Knowledge


    Easy for other teachers to adapt SoTL and SoTL training ground Replication & peer review of lesson/study Teacher training and ongoing professional development Link with assessment, standards, and outcomes National and professional communities of teaching practice
    CASTL Colloquium 2006

    A Comprehensive Approach
    CREATION
    Easy to get started

    EXCHANGE
    A Lesson

    USE
    Easy for other teachers to adapt

    Collaborative inquiry
    Backward design Developing and capturing PCK Embodies full complexity of T & L Reflective practice Local and regional communities of teaching practice

    Familiar genre

    Keyed to discipline, topic, goal, curriculum

    A Study
    Focused on student learning Systematic and evidence based UNIT OF PRACTICE = UNIT OF ANALYSIS

    SoTL & SoTL training Replication & peer review of lesson/study

    Teacher training and professional development


    Assessment

    National and professional communities of teaching practice

    CASTL Colloquium 2006

    Highlights
    Lesson study provides a practical, integrated, and progressive model for professional pedagogical knowledge building across the disciplines. Community building + knowledge building = Capacity building We plan to use KEEP Toolkit to help develop a database of lesson studies.

    CASTL Colloquium 2006

    More Information
    Lesson Study Project website, guide, resources, and gallery: http://www.uwlax.edu/sotl/lsp KEEP Toolkit: http://www.cfkeep.org/ Dr. Bill Cerbin, Director of the Lesson Study Project (cerbin.will@uwlax.edu) Dr. Bryan Kopp, Associate Director of the Lesson Study Project (kopp.brya@uwlax.edu)
    CASTL Colloquium 2006

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