Lesson Study Interactive PowerPoint SPREE 2005-2006 Jump to Step 1 Jump to Step 2 Jump to Step3 Jump to Sep 4 Jump to Sep 5 Press space bar to advance through this slide Planning Process Step 1: Your Students Step 5: “Study” Lesson Sequence & Flow Demographics Objectives – Steps Debriefing Step 4: Learning Experiences School & Classroom Key Factors – Student Needs Step 2: Goal Selection Aspirations for Students Gaps Of Gap & Goals Goal to address Gap Of Student Learning Step 3: Evidence Lesson Study Planning Template A tool for organizing the Unit Plan Effectively Template embodies all 5 steps of the Lesson Study Planning Process SCIENCE “LESSON STUDY” PLANNING TEMPLATE Team Members: Grade(s): School(s): Facilitator and other advisors: Unit Topic and Science Standards you will address: Narrative Overview of what your team will focus on: Organization of your group (Include meeting schedule, meeting structure, process for setting deadlines & milestones) Budget: roughly, how will you use the allocated science supplies fees from SPREE? Step 1: Who are your students? What are the physical factors of the school and classrooms? ( For example, the type of school/program in which you teach, kind of classes involved in the lesson study (e.g.,2nd grade multiple subjects, 6th grade Integrated Science), schedules, classroom layout and arrangement, grouping patterns, management rules and routines, available technology and the extent of parental involvement.) What are the demographics of the community? (The kind of information you are looking for includes the geographic location and population of the community and school, the socio-economic profile, race or ethnic breakdown, and any other factors that could either challenge or support your teaching and the students’ learning.) Key factors about your classes that will influence your planning and teaching. (Describe what your students can do as well as what they are still learning to do. Include information about Academic development, Language development, Social development, and Socio-economic and cultural context.) Go onto Step 2 Science & Basic Skills Development Academic Language Development Students with Disabilities UNIVERSAL ACCESS Advanced Learners English Learners What Student Needs Require Accommodations? A number of online resources provide assistance and strategies for science instruction for English learners, advanced learners and students with disabilities: CA Science Project English Learner Initiative: http://csmp.ucop.edu/csp/initiative.html SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students http://www.csupomona.edu/~tassi/sdaie.htm Inclusion in science education for students with disabilities http://www.as.wvu.edu/~scidis/sitemap.html Planning Science Programs for High Ability Learners http://ericec.org/digests/e546.html Back to Step 1 Template Step 2: Group Goal Selection Think about the aspirations you have for your students. What kind of students do you want to foster and help develop at your school? What qualities do you want your students to have the time they leave your school? What gaps do you see between these aspirations and how children are actually developing at your school? Discuss these gaps with your group. As a group, select a “gap” that you would like to focus on with your lesson study. What “gap” have you selected? Write a group goal that states the quality you would like to develop in your students, in order to address the gap that you have chosen. Go onto Step 3 Step 3: What Evidence Will You Gather? What kinds of evidence of student learning will be gathered? How will that evidence be measured? What kinds of evidence will be gathered to determine the extent to which the “gap” has been addressed? How will that evidence be measured? What kinds of evidence will be gathered to assess how well your group goal has been achieved? How will that evidence be measured? Evidence Go onto Step 4 Entry Level Evidence: Measure existing knowledge & skills Measure mastery of preceding sets of content standards Serve as a diagnostic tool to help plan instruction Provide “pre-test” data to be compared to “post-test” data at the end of the unit Should be administered under same conditions for all students Formative (Progress Monitoring) Evidence: Monitor student progress on an ongoing basis throughout the unit Inform the teacher about what is working, what isn’t and what adjustments to the plan are needed Identify struggling students who need direct interventions Provide quick feedback to students with opportunities to improve Summative quizzes, tests, prompts, and/or other Evidence: End-of-unit measurement of students’ ability to apply the science knowledge and skills they have acquired. Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2 Provide a “post-test” comparison to the “pretest” conducted before the unit began Multiple Methods of “Evidence” Authentic Essays/Prompts Informal Checks for Understanding Traditional Click in any box for more details or the button below to skip ahead to Step 4. Back to Step 3 Template Step4 Informal Checks for Understanding Hand Signals (thumbs up, thumbs down, wave hand) Index Card Summaries (“Summarize a big idea you got from this lesson”) Index Card Questions (“State one thing you don’t understand about...”) Question Box (a place to leave questions about concepts & processes) Misconception Checks (State a common misconception & ask if they agree/disagree—why or why not?) Observations Interviews, Dialogues, Open-Ended Questions Click HERE for web Daily journal entries links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template Traditional Assessment Multiple Choice – potentially useful for baseline measurement of content knowledge & science vocabulary True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary Matching – More responses that list items increases likelihood of higher level thinking Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous Click HERE for web links to answers grade-level science assessments or click on the arrow to the right to return to the Step 3 Template Essays/Prompts Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes Provides opportunities for students to develop written communication skills Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities Important to provide expectations and use some Click HERE for web links to kind of grading rubric grade-level science assessments or click on the arrow to the right to return to the Step 3 Template Authentic Assessment Performance-based may be used to assess correct answers and the processes used to get there usually involves use of concrete materials may include models, scientific illustrations & diagrams, experiments, and other contextualized demonstrations Projects – students investigate authentic questions and use processes of investigation & experimentation to find solutions Interviews & Student Journals – a good way to identify thinking & problem-solving abilities, misconceptions, and communication skills Portfolios – a collection of student work over time that provides evidence and reflections demonstrating knowledge, abilities & understanding Graphic Organizers – such as concept maps, vee maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template Web Links to Grade Level Assessments Grade K Grade 3 http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://pals.sri.com/ http://www.cobb.k12.ga.us/~schoolimprovement/curriculum/science/kscien ce.htm http://www.exemplars.com/science_k-2/science_k-2_sample.html http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/sci3_45.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html Grade 1 http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://pals.sri.com/ http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html Grade 2 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/plants2.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html Grade 4 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://web.dps.k12.va.us/parkave/soltest.htm http://www.ode.state.oh.us/proficiency/02Tests/grade4/4sci0302.pdf http://tp1.clearlearning.com/ISBE/2003/grade4science/index.html http://www.edinformatics.com/timss/pop1/scipop1.htm?submit33=Grade+ 3,4+Science+Test http://www.exemplars.com/science_3-5/science_3-5_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Web Links to Grade Level Assessments (continued) Grade 5 Grade 7 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_5.pdf http://education.jlab.org/solquiz/sci5_26.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html Grade 6 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at 99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at 99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 8 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/sci8_42.html http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at 99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Web Links to High School Assessments Grade 9-12 Biology Grade 9-12 Physics http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://www.4tests.com/exams/examdetail.asp?eid=39 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at _99.pdf http://www.state.tn.us/education/tsscwebsamf02tng.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_9.pdf http://www.vismt.org/programs/assessment/sample_test_11.pdf http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physic s&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=Uni tedStates&iam=1&rating=0&access=3 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at _99.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at _2000.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Chemistry http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/chem_37.html http://www.4tests.com/exams/examdetail.asp?eid=33 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at _99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Earth Sciences http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse ssing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/esci_73.html http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at _2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at _99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Back to Multiple Methods Step 4: Plan Learning Experiences & Instruction Indicate the sequence of teaching & learning experiences that will equip students to engage with, develop & demonstrate the desired outcomes Day 1: Brief description of lesson or activities Day 2: Brief description Day 3 Brief description Day 5: Brief description Day 6: Brief description Day 7: Brief description Day 9: Brief description Day 10: Brief description Day 11: Brief description Day 13: Brief description Day 14: Brief description Day 15: Brief description Day 4: Brief description Day 8: Brief description Day 12: Brief description Day 16: Brief description Back to Step 3 Onto Step 5 Step 5: “Study” Lesson Information Select ONE lesson from the sequence of learning experiences in Step 4. This lesson will be the basis for your team’s “study” lesson. Name of the study lesson: Objectives(s) of the study lesson: Objectives How is this study lesson related to the lesson study “gap” and “goal(s)”: Steps of the lesson: (Include teaching model(s), “5 Es” strategies, learning activities, key questions and time allocation) : 5 Es Student activities/ expected student reactions or responses Teacher’s response to student reactions / Things to remember Method(s) of Evaluation & Debriefing Press space bar to advance through this slide What’s wrong with this objective? “Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.” “Know” is vague and difficult to assess. Q: How can we fix it? A: ACTION VERBS! Bloom’s 6 Levels of Thinking Compare the 2 objectives “Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.” “Students will identify and compare the physical properties of different kinds of rocks. Additionally, students will be able to sort and classify rocks according to their different combinations of minerals.” In your teams … Use ACTION VERBS from Bloom’s Wheel to write your learning objectives. Return to Step5 Template ENGAGE EXTEND EVALUATE EXPLORE EXPLAIN Next Page The 5 Es Learning Cycle Developed by BSCS (Biological Sciences Curriculum Study) in 1989 Has emerged as a premier framework for instructional design because it: is applicable for virtually any instructional purposes is flexible, adaptable and realistic reflects real science aligns with the standards Next Page Questions to Ponder as you plan with the 5 Es Engage: What provocative hooks will draw the students in? What activities are most likely to capture and hold their interest? Explore: What learning experiences will encourage students to gather evidence, try out hunches, pursue answers to essential questions? Explain: What kind of instruction will equip students with the information they need to demonstrate what they know and are able to do? How will I build on student’s experiences to help them grasp scientific explanations? Extend: How will students be guided to dig deeper, apply new understandings, work through misconceptions? Evaluate: What formal and/or informal means of assessment will reveal what student know and can do? How will students selfassess? How will they demonstrate a grasp of the bigger ideas? Next Page In this PowerPoint you have: learned the 5-step Lesson Study Process examined the underlying principles for each step Using the same principles and the templates provided, you are now ready to put the design principles to use for your own science “Lesson Study” process. You can also download the blank templates from the Lesson Study web site. Just click here. Happy designing! Jump to Step 1 Jump to Step 2 Jump to Step3 Jump to Sep 4 Jump to Sep 5 Push to End Show