FCPS Leadership Conference 2013
Professional Learning and Accountability
Lesson Study
Michelle Lis
Office of Professional Practice,
Professional Learning and Accountability
Spencer Jamieson
Instructional Services
Caroline Tuss
Special Services
Outcomes
• Understand what Lesson Study is and how
it can support your collaborative teams
and the four critical questions of a PLC
• Connect how Lesson Study can support
teachers in planning lessons that include:
creative and critical thinking, and rigor
• Learn the impact Lesson Study has had in
Fairfax County schools
• Learn what a Lesson Study cycle
encompasses and the commitments it
requires
What do you already know
about Lesson Study?
What opportunities are you
most excited about?
“Lesson study is a form of long-term
professional development in which
teams of teachers collaboratively
plan, research, and study their
lesson instruction as a way to
determine how students learn best.
It is a process that deepens the
interaction of a school’s
professional learning community by
developing the habits of selfreflection and critical thinking
through very personal collaboration
with their colleagues and structured
observation of their students.”
Article
Lesson Study Puts a Collaborative Lens
on Student Learning
A-B Each Teach
• Partners letter off A-B
• Each partner reads a portion of the
text
• Prepare to teach the other partner.
Include: a summary statement, key
points, and concrete examples
• Partners take turns teaching each
other
What were some connections
or ahas you had about lesson
study as you were reading this
article?
Lesson Study Cycle
Lesson
Planning
1. What do we
want students
to know?
4. What will we
Data
Analysis and
Debrief
2. How will we
know if they
have learned?
do if they
already know
it?
3. What will
we do if they
don’t learn?
Observation
and Data
Collection
Lesson Study Cycle
Day 1
• Create Lesson Study
Norms
• Prepare to teach the
lesson
• Prepare to collect data
• Identify teacher and
classroom
Lesson Study Cycle
Day 2
• Summarize the lesson
• Review and Prepare
for Data Collection
• Observe the lesson
• Analyze Data and
Debrief
How might this support
or influence the
collaborative team
cycle?
Poe Middle School
• 3 years
• All 4 core
• 7 facilitators
Biggest Wins
• Teachers became facilitators and
coaches as opposed to lectors.
• Teams became more collaborative.
Biggest Wins
Teachers became more reflective.
Biggest Wins
• Increased trust
• Increased experimentation with
differentiation
Westlawn
If you were going back to
your school, cluster, or
department, to share about
the Lesson Study process,
what might you say?
Commitments
• Support a multi-year implementation
plan that spans a minimum of 2 years,
4 cycles
• Allocate necessary resources and time
for lesson study:
– Purchase facilitator and teacher kits
– Provide two half day substitutes per
teacher per cycle
Reflection
How might Lesson Study support the
work of collaborative teams in your
school?
What might be your next steps?
Questions