An Introduction to

Lesson Study

Day One
November & December 2009
Facilitated by Lois Brown Easton

An Introduction to Lesson Study

Description:

Lessonstudyisapotentembeddedpeertopeerprofessionallearningstrategy.It
requiresteachersandothereducatorstoworkcollaborativelytostrengthenagiven
lessonuntilithasbeenrefinedasmuchaspossibleandthenteachittogetpowerful
dataabouthowwellthelessonworks.Inacolloquiumafterthelessonistaught,the
teacher(whocanbeanyoneinthelessonstudygroup)reflectsonthelessonfirst,
andthentheothermembersofthelessonstudygroupsharedatatheycollected
duringthelesson.Lessonstudygroupsmakeadecisionaboutwhethertorevisethe
fieldtestedlessonandteachitagainorsimplyapplywhattheyhavelearnedto
anotherlesson.

Inadditiontounderstandingthebasicsoflessonstudyandengaginginthreelesson
studyexperiences,participantswilllearnaboutlessonstudyvariations.Theywill
planimplementationoflessonstudyintheirregions,districts,andschools,andthey
willworktogethertosolveproblemsrelatedtoimplementation.

Essential Question:
HowcaneducatorsinFloridasschoolsimprovelearningforallstudentsusing
lessonstudy?

Participant Outcomes:

Participantswill(KUD):

1. Understandwhylessonstudyisimportantasawaytostrengthenteaching
andlearninginschools,especiallythosethatarelowperforming.
2. Understandtheroledataplaysinlessonstudyandhowtocollectdataduring
lessonstudy.
3. Knowhowtodolessonstudythemselves.
4. Knowwaystovarylessonstudy,includingwritinglessonsandthentesting
themthroughlessonstudy.
5. KnowFloridasapproachtolessonstudyandhowlessonstudyfitswithother
initiatives.
6. Knowotherprofessionallearningactivitiesrelatedtolessonstudy.
7. Planhowtoimplementlessonstudyintheirownenvironments.
8. Planhowtoconnectwitheachotherandfollowuptothisworkshop
electronicallyandinpersonastheyinitiatelessonstudywithintheirown
professionallearningcommunities.

Agendas

DayOne
AM
8:30
9:00

PM
12:00
1:00

3:30
5:00

Breakfastbuffet
Welcomeandintroductions
Openingactivity
Whystudylessons?
LessonStudyExperience#1

Reflectionanddebriefing
TheBasicsofLessonStudyandatextbasedprotocol

Lunch
DataWhatandhow
LessonStudyExperience#2

Reflectionanddebriefing
Howdoeslessonstudyfit?
EndofDayOne
Reception

DayTwo
AM
8:30
9:00
9:15

PM
12:15
1:15
1:30

3:30

Breakfastbuffet
Announcementsandopeningactivity
Variationsonlessonstudy
LessonStudyExperience#3:Avariation(creatingalessonandtaking
itthroughthelessonstudyprocess)

Reflectionanddebriefing
LessonStudyExperience#4:Avariation(lookingatstudentwork

thatresultsfromalessonusingthetuningprotocol)

Lunch
Reflectionanddebriefingontuningprotocol
Logisticsoflessonstudy
Planningforimplementation
Gettingfeedback
EndofDayTwo

About Your Facilitator

LoisEaston,Ph.D.,worksasaconsultant,coach,andauthor.Sheisparticularlyinterestedin
learningdesignsforadultsandforstudents.SherecentlyretiredasDirectorof
ProfessionalDevelopmentatEagleRockSchoolandProfessionalDevelopmentCenter,Estes

Park,Colorado.EastonwasDirectorofRe:LearningSystemsattheEducationCommissionof
theStates(ECS)from1992to1994.Re:LearningwasapartnershipbetweentheCoalition
ofEssentialSchools(CES)atBrownUniversityinProvidence,RhodeIsland,andECS.Prior
tothat,EastonservedintheArizonaDepartmentofEducationasEnglish/LanguageArts
CoordinatorandthenbecameDirectorofCurriculumandInstruction,andthen,Directorof
CurriculumandAssessmentPlanning.

AmiddleschoolEnglishteacherfor15years,EastonearnedherPh.D.attheUniversityof
Arizona.Eastonhasbeenafrequentpresenteratconferencesandacontributorto
educationaljournals.SheiscurrentlycopresidentoftheColoradoStaffDevelopment
Council.

Shehaspublishedfourbooks.HerbookTheOtherSideofCurriculum:LessonsFrom
LearnerswaspublishedbyHeinemannin2002.Sheiseditorofandcontributortoabook
publishedbytheNationalStaffDevelopmentCouncil(NSDC)inAugust2004,withasecond
editionappearingin2008:PowerfulDesignsforProfessionalLearning.CorwinPress
publishedherthirdbook,EngagingtheDisengaged:HowSchoolsCanHelpStruggling
StudentsSucceedin2008.ThisbookwontheEducationalBookoftheYearAwardfrom
KappaDeltaGammain2009.ASCDhasjustpublishedherfourthbook,Protocolsfor
ProfessionalLearning(2009),andsheisworkingontwoadditionalbooks.

Youcanreachherat4643BurgundyLane,Boulder,CO803015377;3035272733or303
5175084;leastoners@aol.com.

Some Resources Related to Lesson Study

Cannon,J.&Fernandez,C.(2003)."Thisresearchhasnothingtodowithour
teaching!":Ananalysisoflessonstudypractitioners'difficultiesconducting
teacherresearch.Manuscriptsubmittedforpublication.(Ifyouwouldliketo
obtainadraftofthispaper,pleaseemaillsrg@columbia.edu.)
Chokshi,S.&Fernandez,C.(March2004).ChallengestoimportingJapaneselesson

study:Concerns,misconceptions,andnuances.PhiDeltaKappan,85(7),520

525.
Easton,L.B.(2009).Protocolsforprofessionallearning.Alexandria,VA:

AssociationforSupervisionandCurriculumDevelopment.
Easton,L.B.(Ed.)(2008).Powerfuldesignsforprofessionallearning.Oxford,OH:

NationalStaffDevelopmentCouncil.
Fernandez,C.(2003).Lessonstudy:AmeansforU.S.teacherstodevelopthe

knowledgeofmathematicsneededforreformmindedteaching?Manuscript

submittedforpublication.

Fernandez,C.(2002).LearningfromJapaneseapproachestoprofessional

development:Thecaseoflessonstudy.JournalofTeacherEducation,53(5),

393405.
Fernandez,C.,Cannon,J.,&Chokshi,S.(2003).AU.S.Japanlessonstudy

collaborationrevealscriticallensesforexaminingpractice.Teachingand

TeacherEducation,19(2),171185.
Fernandez,C.&Chokshi,S.(October2002).Apracticalguidetotranslatinglesson

studyforaU.S.setting.PhiDeltaKappan,84(2),128134.
Fernandez,C.,Chokshi,S.,Cannon,J.,&Yoshida,M.(inpress).Learningaboutlesson

studyintheUnitedStates.InE.Beauchamp(Ed.),Newandoldvoiceson

Japaneseeducation.Armonk,NewYork:M.E.Sharpe.
Gallimore,R.&Santagata,R.(2006).Researchingteaching:Theproblemofstudying

asystemresistanttochange.InRR.Bootzin&P.E.McKnight(Eds.).

StrengtheningResearchMethodology:PsychologicalMeasurementand

Evaluation(pps.1128)Washington,D.C.:APABooks

Hiebert,J.,&Stigler,J.W.(2000).Aproposalforimprovingclassroomteaching:

LessonsfromtheTIMSSvideostudy.ElementarySchoolJournal,101,320.
Kelly,K.(2002).Lessonstudy:CanJapanesemethodstranslatetoU.S.schools?

HarvardEducationLetter,18(3),47.
Lewis,C.(2008).Lessonstudy.InEaston,L.B.Powerfuldesignsforprofessional

learning.Oxford,OH:NationalStaffDevelopmentCouncil.
Lewis,C.(2006).LessonstudyinNorthAmerica:ProgressandchallengesInM.

Matoba,K.A.Crawford&M.R.SarkarArani(Eds.)Lessonstudy:International

PerspectiveonPolicyandPractice.EducationalSciencePublishingHouse,

Beijing.
Lewis,C.(2004).Lessonstudy.InEaston,L.B.Powerfuldesignsforprofessional

learning.Oxford,OH:NationalStaffDevelopmentCouncil.
Lewis,C.(2004).Lessonstudy.InEaston,L.B.Powerfuldesignsforprofessional

learning.Oxford,OH:NationalStaffDevelopmentCouncil.
Lewis,C.(2002).LessonStudy:AHandbookofTeacherLedInstructionalChange.

Philadelphia:ResearchforBetterSchools.
Lewis,C.(2002)Whataretheessentialelementsoflessonstudy?TheCalifornia

6
ScienceProjectConnection.Volume2,No.6.November/December2002.

Lewis,C.(2002).DoeslessonstudyhaveafutureintheUnitedStates?Journalofthe

NagoyaUniversityDepartmentofEducation,January(1),123.
Lewis,C.,Perry,R.,&Hurd,J.(2004).Adeeperlookatlessonstudy.Educational

Leadership,61(5),611.
Lewis,C.,Perry,R.,Hurd,J.,&OConnell,P.(2006).Lessonstudycomesofagein

NorthAmerica.PhiDeltaKappan.December2006,pp.273281.
Lewis,C.,Perry,R.,&MurataA.(2006).Howshouldresearchcontributeto

instructionalimprovement:Acaseoflessonstudy.EducationalResearcher,

Vol.35,No.3,pp.314.
Lewis,C.,&Takahashi,A.(Eds.)(2006).Learningacrossboundaries:U.S.Japan

collaborationinmathematics,scienceandtechnologyeducation.Conference

paper.
Lewis,C.&Tsuchida,I.(1998).Alessonislikeaswiftlyflowingriver:Research

lessonsandtheimprovementofJapaneseeducation.AmericanEducator,

Winter,1417&5052.
Lewis,C.,&Tsuchida,I.(1998).ThebasicsinJapan:ThethreeCs.Educational

Leadership55:6,3237.
Liptak,L.(2002).It'samatteroftime.RBSCurrents,5(2),67.
Perry,R.,&Lewis,C.(inpress)Whatissuccessfuladaptationoflessonstudyinthe

U.S.?JournalofEducationalChange.
Perry,R.,Lewis,C.,&Akiba,M.(2002).LessonstudyintheSanMateoFosterCity

SchoolDistrict.PaperpresentedattheAmericanEducationalResearch

Association(2002AnnualMeeting),NewOrleans,LA.
Watanabe,T.(Winter2003).Lessonstudy:Anewmodelofcollaboration.Academic

ExchangeQuarterly,7(4),pp.
Yoshida,M.(1999).Lessonstudy[Jugyokenkyu]inelementaryschoolmathematics

inJapan:Acasestudy.PaperpresentedattheAmericanEducational

ResearchAssociation(1999AnnualMeeting),Montreal,Canada.

FIVE MODELS OF LESSON DESIGN

T = Teacher ? = Student

?
?
?

?
?
?

?
?
?

#1

(ThankstoMadelineHunter)

#2 T&?

LESSON STUDY EXPERIENCES:

OUR PROCESS

1.

2.

Inyourteachinggroup,reviewthegivenlessonandimproveitasmuch
asyoucan.Onewaytoimproveitistohavesomeoneteachitwithin
yourowngrouptoseewhathappens.
Onceyouhaveitasperfectedaspossible,decidewhowillteachittothe
students(whomaybeanotherteachinggroup).Anyonecanteachthe
approvedlesson;lessonstudyisnotabouttheidiosyncrasiesofateacher;
itisaboutajointefforttoimprovealesson.Itisaboutseeingwhat
happenswhenthelessonistaught.

3.

Alsodecidewhatdatayouwanttocollectandassigneveryothermember
oftheteachinggrouptobeobserversforpartofthedatayouwant.Here
aresomesamplesofdatayoumightwanttocollect:
Questionsthatcometoyourmindasyouobserve
Criticalthingsarehappeningintheclassroom
Typesofquestionsthestudentsasked
Typesofquestionstheteacherasked
Evidenceofhigherlevelthinking
Evidenceofskill
Evidenceofconfusion
Percentofstudentswhoraisedhands
Bodylanguage,ahamoments,shiningeyes
Shiftsinthinkingthatareevident
Numberoftimesstudentsrefertoandbuildonclassmatescomments
Evidenceofengagement
Followingthelessonanddeviationsfromthelesson

4.

Theteacherwillteachthelesson,asdecideduponbythegroupwiththe
restofthegrouparrangedaroundthestudents,collectingdataas
unobtrusivelyaspossible.(Note:Theteachershouldfeelfreetoadapt
thelessonifneedsarisebutshouldbesuretonotewhenandwhythe

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lessonneededadaptationinordertosharethatinformationwiththe
groupduringthecolloquium).

5.

Assoonaspossibleafterthelesson,thegroupshouldreconveneforthe
colloquium.Thecolloquiumbeginswiththecommentsoftheteacher
(particularlywhatworkedandwhatdidntwork).Then,thedata
collectorsshouldreportwhattheynoticed.Ifitspossibletohavethe
studentspresent,theyshouldreportwhattheyexperienced.Arecorder
cankeeptrackoftheinformation.

6.

Duringthecolloquium,participantsshouldmakerecommendationson
howtoimprovethelessonandadecisionshouldbemadeaboutwhether
ornottoreteachitorapplylearningtothenextlessontobestudied.

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Reflection on Lesson Study Experience #1

IDEA CATCHER1

Takeamomenttoreflectonyourfirstexperiencewithlessonstudy.Writebelow
whatyounoticedandwhatyouarewondering.

NOTICINGS
Whatdidyounotice?Whatstruckyou?
Whatdoyournoticingsmean?

1
From Stevi Quate

WONDERINGS
Whatdoyouwonderabout?Whatdo
youwanttothinkmoreabout?

11

The Basics of Lesson Study2

Directions:Readthisbriefarticlequicklyandthenpickoutasentencethatyou
thinkcaptureswhatismostimportantaboutlessonstudy.Then,selectasetof
words(notnecessarilyasentence)thatyoualsothinkisimportant.Finally,selecta
singlewordthatiskey(seetheThreeLevelsofTextProtocolonpp.1821).

I.OverviewofLessonStudy

Improvingsomethingascomplexandculturallyembeddedasteaching
requirestheeffortsofalltheplayers,includingstudents,parents,and
politicians.Butteachersmustbetheprimarydrivingforcebehindchange.Theyare
bestpositionedtounderstandtheproblemsthatstudentsfaceandtogenerate
possiblesolutions.JamesStiglerandJamesHiebert,TheTeachingGap.1999,p.135.

Lessonstudyprovidesanongoingmethodtoimproveinstructionbasedoncareful
observationofstudentsandtheirwork.Inthelessonstudycycleteacherswork
togetherto:

Formulategoalsforstudentlearningandlongtermdevelopment.

Collaborativelyplanaresearchlessondesignedtobringlifetothesegoals.

Thislessonmaycomefromatextbookorworkbook(especiallyatthe

beginning).Later,itmaybealessonthatateacherhasdesignedandwants

thegrouptostudy.Thelessonmayalsobeconstructedbythelessonstudy

groupitself(althoughthatworkatleastdoublesthetimethatlessonstudy

takes)(addedbyL.B.Easton).

Conducttheresearchlesson,withoneteammemberteachingandothers

gatheringevidenceonstudentlearninganddevelopment.Theteacherofthe

lessoncanbeanymemberofthelessonstudygroupindeed,itshouldnot

matterwhoteachesthelessonifthegrouphasagreeduponthelesson.

2ABriefGuidetoLessonStudybyCatherineC.Lewis,EducationDepartment,MillsCollege,Oakland

CA,Clewis@mills.eduwww.lessonresearch.net.Usedwithpermission.

12

Lessonstudyisnotabouttheteacher;itisaboutthelesson.Iftheteacher

changesthelesson,theteachershouldnotethechangesandwhytheywere

made,asshouldthegroup,inordertodiscussthemincolloquiumlater.

Lessonstudyisnotabouttheidiosyncrasiesofparticularteachers;itisabout

thesuccessoftheplannedandagreeduponlesson(duringwhichplanning

theteachersshouldcertainlytalkabouthowtheywould,uniquely,approach

thelesson(addedbyL.B.Easton).

Discusstheevidencegatheredduringthelesson,usingittoimprovethe

lesson,theunit,andinstructionmoregenerally.(Ifdesired,therevised

lessonmaybetaught,observed,andrefinedagaininoneormoreadditional

classrooms.)

Thelessonstudycycleprovidestheopportunityforteachersto:

Thinkcarefullyaboutthegoalsofaparticularlesson,unit,andsubjectarea.

Thinkdeeplyaboutlongtermgoalsforstudents.Whatisthegapbetween

whostudentsarenowandwhowehopetheywillbecome?

Studyandimprovethebestavailablelessons.

Deepentheirownsubjectmatterknowledge,byconsideringquestionslike:

whatknowledgeandunderstandingareimportant?;howisitdeveloped?;

whatarethegapsinstudentunderstandingandknowledge?

Collaborativelyplanlessons.

Anticipatestudentthinking.

Carefullystudystudentlearningandbehavior.

Buildpowerfulinstructionalstrategiesforexample,developquestioning

strategiesthatstimulatestudentinterestandlearning.

II.StepsofLessonStudy

1.FocustheLessonStudy

Agreeonlongtermgoalsforstudentdevelopment.Whatqualitiesdowe

hopestudentswillhavewhentheygraduatefromourschool?

13

Selectanacademicfocus,basedondiscussionofstandardsandofthetopics

thatarepersistentlydifficultforstudents.

2.PlantheResearchLesson

Studyexistinglessons.

Buildingonthebestavailablelessons,mapoutaunitthatbringstolifelong

termgoalsforstudentdevelopment,andthatwillmovestudentsfromtheir

currentunderstanding/knowledgetotheplacewedlikethemtobe.

Planindetailoneresearchlessoninthatunit.Aspartoftheplanning,try

outthelessonasadultsandanticipatestudentthinking.Identifythedataon

studentlearning,motivation,andbehaviorthatyouwillcollectduringthe

researchlesson.

3.TeachandDiscusstheResearchLesson(1lesson,followedbydiscussion
samedayorsoonafter)

Onememberteachesthelessonandotherteammemberscollectdataas

planned;observationprotocolathttp://www.globaledresources.com.

Conductapostlessondiscussion.Structurethediscussionagendaand

considerthefollowingconventions:

Theteacherwhotaughtthelessonspeaksfirstandhasthechancetopoint

outanydifficultiesinthelessonbeforetheycanbepointedoutbyothers.

(Teachersneednotcriticizesomethingthatsalreadybeenpointedoutas

anissue.)

Thelessonbelongstothewholestudygroup;itisourlesson,notyour

lesson.

Discussionfocusesonthedatacollectedattheresearchlessononthe

studentsandlesson,nottheteacher

4.ReflectandReteach,OrPlantheNextStep

Wouldyouliketorefineandreteachthelessoninanotherclassroom?What

shouldbechanged?

Whatwentwellinyourlessonstudyeffort,andwhatwouldyouliketo

changenexttimearound?

Whatnewissuesorproblemscameupthatyouwouldliketoaddressinyour

14
nextresearchlessoncycle?

III.SupportsforLessonStudy
1.

Seethelessonaspartoftheunit

Mapouttheoverallgoalsandflowoftheunit

Donttrytocramtoomuchintoonelesson

2.

Valueselfcriticism

Akeybeliefisthatlessons(howeverwonderful)canalwaysbe

improved

Createaclimatethatencouragesselfcriticism

3.

Embracemistakes

Muchcanbelearnedfromimperfectlessons

Theyardstickformeasuringlessonstudysworthishowmuch

teacherslearnedalongtheway

Lessonstudyisnotaquickfix,butaslow,steadymeansof

instructional

improvement

Rememberyouarepioneersmistakesaretobeexpected,andmany

otherUSteacherswillbeeagertolearnfromyou

4.

Dontworshiporiginality

Whatsimportantiswhetherthelessonpromotesstudentlearning,

notwhetheritisoriginal

5.

Developgroupnorms

Talkaboutwhatwillmakeyourgroupproductiveandsupportive

Formulategroundrules,andrevisitthemateachmeeting

IV.FourLevelsofLessonStudyGoals:Examples
Lessonstudyfocusessimultaneouslyonfourlevelsofgoals:
Level1:GoalsSpecifictotheLesson

Bemotivatedtofindouttheprinciplesofleversinsubsequentlessons.

Identifybusinessesandinstitutionsintheneighborhoodoftheschool

15

Discoverthatthecircumferenceofacircleisalwaysaboutthreetimesits

diameter

Level2:GoalsSpecifictotheUnit

Understandthattheforceneededtoliftanobjectofconstantweightwitha

leverchanges,dependingonpositionofobjectandforce

Developanawarenessofthelocalcommunityandonesroleinit.

Understandhowtocalculatetheareaofacircle,andhowtheareaofacircle

relatestotheareaofarectangle.

Level3:BroadSubjectMatterGoals

Activelyusepriorknowledgetosolvenovelmathematicsproblems

Developscientifichabitsofmindsuchasuseofthefivesenses,useof

evidencetowarrantassertions,anduseofcontrolledinvestigation.

Level4:LongtermGoalsforStudentDevelopment

Takeinitiativeaslearners

Learnwithdesire

Valuefriendship

Workcooperativelywithothers

V.QuestionsToConsiderWhenPlanningtheResearchLesson
Planningaresearchlessondiffersfromthelessonplanningfamiliartomostofus.
Thefollowingbasicquestionsguideplanningofaresearchlesson.
1.

Whatdostudentscurrentlyunderstandaboutthistopic?

2.

Whatdowewantthemtounderstandattheendofthelesson(andunit)?

3.

What'sthedramaorsequenceofexperiencesthatwillpropelstudents

from1to2?

4.

Whatkindsofstudentthinking(includingproblemsandmisconceptions)do

weanticipateinresponsetoeachelementofthelesson?Howwillweuse

thesetofostermovementfromwhatstudentscurrentlyunderstandtowhat

wewantthemtounderstand?

5.

Whatwillmakethislessonmotivatingandmeaningfultostudents?

6.

Whatevidencefromthelessonwillhelpusreflectonourgoalsforlearning

16

andstudentdevelopment?Forexample,whatdatashouldwecollect

regardingstudentlearning,motivation,andbehavior,whatformsareneeded

tocollectit,andwhowillberesponsibleforeachpiece?

VI.ExamplesofDataCollectedDuringResearchLessons
AcademicLearning

Howdidstudentsimagesofheatedairchangeaftertheexperiment?

Didstudentsshiftfromsimplecountingtoamoreflexiblemethod?

Diddramaticroleplaysparkhigherqualityandquantityofwriting?

Whatdidstudentslearnaboutarea,asexpressedintheirnotes?

Motivation

Percentofchildrenwhoraisedhands

Bodylanguage,ahacomments,shiningeyes

SocialBehavior

Howmanytimesdostudentsrefertoandbuildonclassmatescomments?

Arestudentsfriendlyandrespectful?

Howoftendo5quietistchildrenspeakup?

StudentAttitudestowardLesson

Whatdidyoulikeanddislikeaboutthelesson?

Whatwouldyouchangethenexttimeitistaught?

Howdiditcomparewithyourusuallessonsin____?

17

LessonStudyCycleforaYear

Lewis, C., Perry, R., and Murata, A. (April 2006). How should research contribute to
instructional improvement? The case of lesson study. Educational Researcher, 31(3), 314.

18

THREELEVELSOFTEXTPROTOCOL

FORATEXTBASEDDISCUSSION3

SOURCEOFPROTOCOL:ThisprotocolissimilartotheTextBasedSeminarandthe
TextRenderingProtocoldevelopedbytheNationalSchoolReformFaculty(NSRF).
Thisprotocol,developedbySteviQuateandLoisEaston,isavariationontheNSRF
textbasedprotocols.
OVERVIEWOFPROTOCOL:
Inthisprotocol,participantsreflectonatextwhichcantakealmostanyform,
fromavideotapetoapodcastusingincreasinglymorespecificdescriptionsasthey
movethroughrounds.Thepurposeistoconstructmeaningcollaboratively,clarify,
andexpandthinkingaboutatextordocument.
NUMBEROFPARTICIPANTS:
Thereisnopresenter,butthereshouldbeafacilitator.Itishelpfultohavea
recorderwhowillchartwhatpeoplesay.Theidealgroupsizeisfromsixtoten
people,soifthewholegroupislarger,itshouldbebrokenintosubgroupsofthe
idealsize,eachwithatablefacilitatortohelparoomfacilitatorkeeptimeandmove
thegroupalong.
TIMEREQUIRED:
Thisprotocolcanbedoneisafewas20minutes;itcanbeextendedaslongasthere
istime.Itshouldbeextendedifthetextislongandcomplexoriftherearemore
thantenpeopleinagroup.
STEPS(withapproximatetimingforthisprotocolabout45minutes):
PreliminaryStep:Thetextitself(timedependsontext)
Participantsshouldread,vieworlistentothetext,perhapstakingnotesona
performancetextorannotatingawrittentext.
StepOne:Sentences(about10minutes)
Eachmemberofthegroupsharesasentencefromthetextorfromnotes
writtenaboutaperformance.

3
From L. B. Easton (2009). Protocols for Professional Learning. Alexandria, VA:
ASCD.

19
Whatissharedissomethingthatisparticularlysignificanttotheparticipant.
Otherslisten(and,perhaps,takenotes)onwhateachpersonsays,butthere
isnodiscussion.

StepTwo:Phrases(about10minutes)
Eachpersonsharesaphrasefromthetextorfromnoteswrittenabouta
performance.
Whatissharedissomethingthatisparticularlysignificanttotheparticipant.
Otherslisten(and,perhaps,takenotes)onwhateachpersonsays,butthere
isnodiscussion.
StepThree:Words(about10minutes)
Eachpersonsharesawordfromthetextorfromnoteswrittenabouta
performance.
Whatissharedissomethingthatisparticularlysignificanttotheparticipant.
Otherslisten(and,perhaps,takenotes)onwhateachpersonsays,butthere
isnodiscussion.
StepFour:Discussion(about10minutes)
Thegroupdiscusseswhattheyheardandwhattheyvelearnedaboutthetext
beingstudied.
Thegroupdiscussesthewordsthatemergedandanynewinsightstheyhave
aboutthedocument.
StepFive:Debriefing(about5minutes)
Thegroupdebriefstheprocess.

Note:Avariationonthisprotocolcallsforpeopletofollowthissequenceforas
manyroundsastimeallows:
Aroundconsistsof:
Onepersonusingupto3minutesto:
Level1:Readaloudthepassageshe/hehasselected
Level2:Saywhatshe/hethinksaboutthepassage(interpretation,
connectiontopastexperiences,etc.)
Level3:Saywhatshe/heseesastheimplicationsforhis/herwork.

20
Thegroupresponding(foratotalofupto2minutes)towhathasbeensaid.

CRITICALELEMENTS:
Insteadofworkingfromsentencestowords,agroupcanconsideraplay,ascene,
andthenaspeech...oranentireworkofart,apartoftheart,adetailoftheart,for
example.Somegroupswanttoreexaminethetextafterdoingthisprotocol;most
likelytheylldiscoverthattheirunderstandingofithasconsiderablyimproved.
TIPSFORTHEFACILITATOR:
Themostcommonproblemwiththisprotocolisthatpeoplewanttodomorethan
shareasentence,phrase,orword.Theymayalsowanttodeviatefromthetext
beingconsideredtosharefromtheirownexperiences.Explainthattheycando
bothduringdiscussioninthefourthstep,whichmayneedtobeextendedifquitea
fewparticipantswanttogobeyondthetextbeingconsidered.

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Reflection Sheet : Reading & Text-Based Protocol

Whatsurprisedme:

Imwondering:

Wow!

Prettyexciting:

Alittleconfusing:

Other:

Notsureaboutthis:

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The Role of Data in Lesson Study

Before

Selectingcurriculumandpersonalgrowthgoalsaccordingto
o Achievementrecords
o Studentwork
o Observations
o Surveys
o Stateanddistrictstandards

Selectingunitsandlessonswithinthecurriculum
o Achievementrecords
o Studentwork
o Observations
o Teachersandstudentsexperiences

During

(Seenextpageforexamples)

Framingresearchquestionsrelatedtothegeneralgoalofthelesson
Framingresearchquestionsaroundspecificaspectsofthelesson
Decidingongenericquestionstoaskaboutstudentresponsestothelesson
Collectingspecificdatarelatedtoquestions
Reportingdataresultsduringcolloquium

After

Analyzingandinterpretingthedata
Decidingwhatthedatameanintermsofrevisingthelesson
Decidingwhatthedatameanintermsofapplyinglearningtothenext
lessons
Usingthedatainthenextroundoflessonstudy
Framingresearchquestionsrelatedgenerallyandspecificallytothenext
lesson
Decidingongenericquestionsrelatedtothenextlesson

Note:ThecyclemovesfromDuringtoAfterandbackagaintoDuring
untilthelessonstudygroupdecidesthatitneedstomoveontoanother
curriculumareaoranotherunitfromwhichalessonwillbedrawn.Thenit
goesbacktoBefore.

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Collecting Data During Lessons

ResearchQuestionsRelatedtotheGeneralGoaloftheLesson

Ask:Whatisthegoalofthislesson?Whatdowewantstudentstoknow,
understand,andbeabletodoasaresultofthislesson?Howwillweknow?

FrameQuestionsSuchasThese:

Whatevidencedowehavethatstudentsknowhowto(goal)?Howmany

areshowingevidencethattheyknowthis?Whataretheydoingorsaying?

Howmanymales?Females?StudentswithIEPs?ELLstudents?Other?

Howdoweknowthatstudentsunderstand(goal)?Whataretheydoingor

saying?Howaredifferentgroups demonstrating(ornot)their

understanding?

Whatdatadowehaveaboutwhetherornotstudentscanapplythis

(goal)?Whatcanweseeintheirwork?Whatcanwetellbylisteninginto

theirbuddyconversations?Howaredifferentgroups able(ornot)todo

this?

ResearchQuestionsRelatedtoSpecificAspects(Moves)oftheLesson

Ask:Whatdidwedecidetodoandwhy?WhatareourMOVEStoadvancethis
lesson?WhatevidencedowehavethattheseMOVESworkedwithstudents?

FrameQuestionsSuchasThese:

Howmanydemonstratedthatourmovetoelicitbackgroundknowledge
aboutthecontentofthislessonworked?Whichgroupsdid/didnot
demonstratebackgroundknowledge?

Howmanystudentsandwhichgroupswereabletotransferbackground
knowledgetonewlearningaccordingtoourmove?Howdoweknow?
Whatdidtheysayordo?

Howmanystudents(andwhichgroups)areabletouseourmovetomake
theshiftfromthistopic(nametopic)tothistopic?Howdoyouknow?

Howmanystudents(andwhichgroups)wereattentivewhenweused
modeling(aspecificmovewedecidedonatthispoint)andconsciously
usedthemodelingtohelpthemselvesdotheprocess?Howdoyouknow?
Whatdidtheysayordo?

24

Howmanystudents(andwhichgroups)wentfromonelevelofthinking
toanotherwithouthelpusingthemovewedesignedsotheycoulddoso?
Howdoyouknow?Whatdidtheysayordo?

Howmanystudents(andwhichgroups)understoodthisactivityasa
resultofamovewedecidedupon?Howdoyouknow?Whatdidtheysay
ordo?

Howmanystudents(andwhichgroups)weremotivatedaccordingtoour
movesbythisactivity?Howdoyouknow?Whatdidtheysayordo?

Howmanystudents(andwhichgroups)buildupontheirlearningasa
resultofamovewedesignedforthelessonfromoneactivitytotheother?
Howdoyouknow?Whatdidtheysayordo?

Howmanystudents(andwhichgroups)reachedclosureforthemselvesas
aresultofamovewedesignedforthelesson?Wastheclosureaccurateor
not?Howdoyouknow?Whatdidtheysayordo?

Howdidanyonestudent(orpairofstudents)learnanddemonstrateany
oftheaboveaccordingtothemoveswebuiltintothislesson?Whatdid
youseeorhear?Whatmakesyoucertainofthelearning?

GenericQuestions

Questionsthatcometoyourmindasyouobserve
Criticalthingsthatarehappeningintheclassroom
Typesofquestionsthestudentsask
Typesofquestionstheteacherask
Evidenceofhigherlevelthinking
Evidenceofskill
Evidenceofconfusion
Percentofstudentswhoraisedhands
Bodylanguage,ahamoments,shiningeyes
Shiftsinthinkingthatareevident
Numberoftimesstudentsrefertoandbuildonclassmatescomments
Evidenceofengagement

25
Theteachersfollowingthelessonordeviatingfromit,andtheconditions

thatcausedthedeviation,andwhathappenednext

Examples of Questions Leading to

Data Collected During Lessons
ResearchQuestionsRelatedtotheGeneralGoaloftheLesson

Standard:Studentscanfactorlargenumbersusingagivenprocess.

Questions:

Howmanystudentsfollowthecompleteprocessforfactoring?Howmany
males?Females?StudentswithIEPs?ELLstudents?Other?

Whatpartsoftheprocessdootherstudentsuse?

Whichstudentsgetcorrectansweronpracticeproblems?Howmanymales?
Females?StudentswithIEPs?ELLstudents?Other?

Whichstudentsgetcorrectanswersuptoacertainpointintheprocess?At
whatpointdotheyfalter?

Whichstudentsseemtohaveanother,workableprocessforfactoringlarge
numbers?

ResearchQuestionsRelatedtoSpecificAspects(Moves)oftheLesson

Standard:Understandsthedifferencebetweenexponentialandlinear
relationships.

Questions:

Howmanystudents(andwhichgroups)rememberedkeypointsfrom
yesterdayslessonandwrotethemontheiradmitcards?

Howmanystudents(andwhichgroups)hadsomethingtoshareinthe
brainstormingactivityaboutworldpopulationgrowth?

Howmanystudents(andwhichgroups)saidthepopulationgrowthchart
wasexponential?Howmanysaiditwaslinear?

Whichpairsofstudentswereabletopersuadetherestofthestudentsthat
thechartwasexponential?

26

Whichstudents(andwhichgroups)achievedaccuratelyrepresentedthe
majorgoalofthislessonintheclosureactivity?

GenericQuestions

Howcouldthelearninghavebeenenhancedduringanypartofthelesson?What
specificmovescouldhavebeenchanged,added,ordeleted?Why?Whatwere
studentsdoingatthatpoint?

WhatarestudentsdoingduringXmove?Ymove?Zmove?

Whatquestionsdostudentshaveduringthelesson(reportthemverbatim,asmuch
aspossible,andthencategorizethemaccordingtoBloomstaxonomy)?

Whoamongthestudentsasksquestionsandwhattypesofquestionsarethey?Who
doesntaskquestions?Towhatextentdothenonquesitonersappeartobelearning
andabletodemonstrateknowledgeandskill?

Whatdostudentssaytoeachotherinpairs/triadsortothewholeclass?Capture
theseverbatimandthencategorizethemaccordingtoBloomstaxonomy.Atwhat
levelsofthinkingarethesepeertopeerquestions?

Whatevidencedoyouhavethatstudentshaveattainedaskill?

Whatevidencedoyouhaveaboutclarityaboutanypoint?Confusion?Howmany
studentsseemtogetthelearning?Howmanydont?Whatdoyounoticeabout
groups?

Whatevidencedoyouhavethatstudentsareabletoshiftfromonetopictoanother?

Whatevidencedoyouhavethatstudentsarehelpingeachotherout?

Wheredidtheteacherdeviatefromtheplannedlesson?Whatwashappeningatthe
pointofdeviation?Whatdidtheteacherdodifferently?Whatwastheresultin
termsofthestudents?

27

Your Turn: What Questions Do You Have About

This Lesson? What Data Might You Collect to
Answer Those Questions?
TITLE:

Water to the Max

AUTHOR: R. Vance Wood, Hurricane High School,

Hurricane, UT
GRADE LEVEL/SUBJECT:

(9-12), Math or Science

OVERVIEW: This lesson is one which I have used with

the class, however it will work equally as well as
homework or extra credit assignment. In addition to
teaching, I am also a track coach and this activity is
of particular help to my athletes in seeing what they
should do to maximize their performance. This activity
is a great deal of fun in the spring of the year when
the students want to get outside to enjoy the great
outdoors and the water.
PURPOSE: To find the optimum angle to achieve the
greatest distance.
RESOURCES/MATERIALS:
Protractor
Meter stick
Garden hose with nozzle attached
ACTIVITIES AND PROCEDURES:
Attach the garden hose to a tap and adjust the flow of
water to a constant pressure.
Starting at an angle of 0 degrees to the ground,
measure and record the distance the stream travels in
the horizontal direction along the ground.
Repeat this process at 20, 30,
45, 60, and 75 degrees.
Have students discuss these questions:
1.
Which angle allowed you to achieve the maximum
distance?
2.
If you were to increase the pressure on the water
in the hose, what effect would it have on the
angle you would use to achieve maximum distance at

3.

28

the new pressure?

Do you think that a shot put or a javelin would
need to be thrown at some angle different than the
water to achieve maximum distance?

Activity:
Can you think of a method to determine the maximum
height the water achieved at the optimum angle?
Briefly describe your method.
Draw the approximate path the water followed in its
flight. What is the shape of the path?

ResearchQuestionsRelatedtotheGeneralGoaloftheLesson

1.
Whatdoyouwanttoknow?

2.
Whatdatawillyoucollecttoansweryourresearchquestion?

ResearchQuestionsRelatedtoSpecificAspects(Moves)oftheLesson

1.
Whatdoyouwanttoknowaboutmovesinthislesson?

2.
Whatdatawillyoucollecttoansweryourresearchquestions?

GenericQuestions

1.
Whatdoyouwanttoknowgenerically(applicabletoanylesson)intermsof

thisspecificlesson?

2.
Whatdatawillyoucollecttoansweryourresearchquestions?

29

Six Degrees of Reflection

(SixDegreesofSeparationfromExpectations)

Directions:Considerwhatyoujustdone.Writedownthreeexpectationsyouhad
regardingdatacollection.Thenconsiderthedegreetowhichyouweresurprisedor
affirmedintermsofeachexpectation.Feelfreetowriteacommenttoexplainyour
reaction.

Expectation#1:

DegreeofSeparationfromExpectations
Huge

Moderate

Minor

Comments:

Expectation#2:

DegreeofSeparationfromExpectations
Huge

Moderate

Minor

Comments:

Expectation#3:

DegreeofSeparationfromExpectations
Huge

Moderate

Minor

Comments:

Activity Reflection:
What We Did: LessonStudyExperience#2
What I Learned:

Reflection on What I Learned:

How I Might Use What I Learned:

30

31

How Does Lesson Study Fit?????

Directions:Workingwithapartnerorinatriad,considerhowthefollowing
initiativesfitordontfitwithlessonstudy.Amendthedescriptionsofother
initiativesifIveleftsomethingout.ThenputanXbyanypartoftheinitiativesthat
issupportedthroughlessonstudy.Puta?byanypartthatcouldbesupported
throughlessonstudy.
CONTINOUSLEARNINGCYCLEor
COACHING&LEARNINGCYCLE

Analyzedataandstudentwork
Developacourseofstudy
Encourageinquiryduring
course
Doapreconference
Plan/model/observe
demonstrationlessons
Debriefandgive/getfeedback
onlessons
Onetoonecoaching
46weekcycle
Selfdirectedinquirywith
discussionaroundspecific
instructionalneeds
Methodforengagingin
professionallearning
Identifiesstudentneedsvia
data
Identifiesadultlearninggoals
aboutteachingrelatedtodata
Reviewmaterialsandresources
abouttopic
Taketurnsdemonstrating
lessons
Tryoutnewanddifferent
teaching
Practices
Providesaforumpersonal
reflectionanddiscussion
Examiningstudentworkfor
evidence
Evaluatingnewapproaches
throughdocumentingresults
Other:

STRATEGIES&SUPPORTFOR
DIFFERENTIATED
ACCOUNTABILTY
ProfessionalDevelopment

Schoolanddistrictensure
IndividualProfessional
DevelopmentPlans(IPDPs)for
teachersoftargetedsubgroups...
includingtheneedsofsubgroups
notmakingAYP
Districtparticipatesinasampleof
IPDPmeetings
Districtensuresthatleadership
professionaldevelopment
includesPDtargetingthe
subgroupsnotmakingAYP
Districtensuresthatappropriate
resourcesareprovidedtosupport
theschooltoredesignthemaster
scheduletoprovidecommon
planningtimefordatabased
decisionmakingwithinthe
problemsolvingprocess,job
embeddedprofessional
development,andProfessional
LearningCommunities(PLCs)
withLessonStudyGroups.
Districtprovidesleadership
developmentonmonitoring
classroominstructionand
evaluatingprofessional
development
Districtprovidesprofessional
developmentonFloridas
ContinuousImprovementModel,
ProblemSolving,Responseto

Instruction/Intervention,
ProfessionalLearning
Communities,includingthe
useofLessonStudyGroups,
andSchoolGradeandAYP
Calculators.

32

DACIM(DIFFERENTIATED
ACCOUNTABLITYCONTINUOUS
IMPROVEMENTMODEL)
PLAN
DART2009
FCATTestDesignDocument
FCATContentFocusReport
ItemSpecificationsGuidelines
DO
InstructionalPacingCalendar
InstructionalDeliveryGuide

PROFESSIONALLEARNING
COMMUNITIES(PLCs)

Definitionanddescription:Agroupof
educatorswhoregularlyengagein
professionallearningforthepurpose
ofenhancingtheirownpracticeas
educatorsinordertohelpallstudents
succeed
Focusonprofessionallearning
forthepurposeofenhancing
theirownpracticeaseducators

Focusonwhateducatorsdo,
whatshappeninginclassrooms
andhoweducatorscanget
betterintermsofwhattheydo

Focusonhelpingallstudents
succeedTeamlearning

Sharedvision,values&beliefs

Reflectivedialogue

Assessments

Deprivatizationofpractice

DataDisaggregation

Collectivefocusonstudent
learning

Collaboration

Sustainingleadership

CHECK

Maintenance
Monitoring
ACT
DifferentiatedInstruction
LessonStudy

ProfessionalDevelopment

Supportiveconditions
Actionorientationand
experimentation;results
oriented
Collectionanduseofeffective
data

33

Floridas Approach To Lesson Study

1. In Florida lesson study is recommended as an effective professional
learning strategy for all schools.
2. All DA schools are required to implement lesson study but only
targeted schools (Intervene, F, D former F) are receiving direct
support from the Department of Education regional teams.
3. Lesson study needs to be started in schools on the critical list
during the 2009-2010 school year. The state does not mandate full
implementation of lesson study in the first year. Rather, schools
should go slowly at first, initiating PLCs and then using lesson study
as one of activities that engage members of PLCs.
4. Schools on the critical list, especially, may need to ease into lesson
study because faculty may not be familiar with/knowledgeable about
collaborative work.
5. However, by the end of the 2009-2010 school year, all schools on
the critical list should be engaged in lesson study in some
substantive way.

6. Lesson study is specified on DA CIM (Differentiated

Accountability Continuous Improvement Model). Lesson study
is one aspect of implementing DA CIM.
7. Lesson study goals are derived from data; the research lesson
provides data; and lesson study groups decide how to proceed on
the basis of data.
8. Lesson study can be the mechanism for implementing the coaching
cycle and the continuous learning cycle.
9. Lesson study may involve teachers in developing lessons together,
but the focus is on refining a developed/given lesson (such as a
lesson from a textbook), teaching it to collect data on student
learning, sharing data, improving the taught lesson (sometimes
called the research lesson), and applying learning to
development/refinement of additional lessons.

34

10.
There is no official lesson planning template required by
Florida; however, schools need to chose among many effective
published templates (Wiggins & McTighe, Daggett, Hunter, Easton,
others). Also see the Instructional Focus Calendar template from
the Department of Education.
11.
Lesson study is standards-based; created/given lessons are
based on standards; they are improved to help students achieve
standards; data are collected (in part) according to how well the
lesson helps students achieve standards; lessons are revised
according to data; the next lessons to be studied benefit from the
data collected about previous lessons
12.
The focus of lesson study is on the intersection of curriculum,
the student and the teacher -- instruction. This is where the
proverbial "rubber meets the road" of learning.

35

Closure

Directions:Completeasmanysentenceframesaspossibletoreflectyourthoughts
aboutwhatwehavedoneinthisworkshop.

Iusedto____________________________________________________________________________and/but

nowI_______________________________________________________________________________________.

Iusedto____________________________________________________________________________and/but

nowI_______________________________________________________________________________________.

Iusedto____________________________________________________________________________and/but

nowI_______________________________________________________________________________________.

Iusedto____________________________________________________________________________and/but

nowI_______________________________________________________________________________________.

Iusedto____________________________________________________________________________and/but

nowI______________________________________________________________________________________.