Lesson Study ThroughPhysics First

Mark Volkmann ~ University ofMissouri

Steve McMullin ~ Columbia Publicschools

A TIME for Physics First

• Is a statewide project aimed at implementing 9th gradephysics curriculum & professional development amongthe 21 partner districts over a 3-year period.

• Project website: http://www.physicsfirstmo.org/

17 Professional Learning Teams(PLTs)

6 – 2PLTs

7 – 1 PLT8 – 3

PLTs9 – 1 PLT10 – 1

PLT

1

4 5

6 23

97

108

One Coach Mentor is assigned to each of 10areas:

1 – 3PLTs

2 – 2PLTs

3 – 2PLTs

4 – 1 PLT5 – 1 PLT

PLT Responsibilities

• Meet periodically to share successes andconcerns in teaching physics to 9th graders

• Compare notes on teaching and learning• Collaborate on Lesson Study

Overview

• What is Lesson Study?• What is a Lesson Study Cycle?• What do teachers need?• How can administrators help?• Why should you do lesson study?

WHAT IS LESSON STUDY?

Funded by the Missouri Department ofElementary and Secondary Education

Lesson Study is …

Professional development that isteacher-driven, student-focused, andjointly-designed.

Funded by the Missouri Department ofElementary and Secondary Education

Lesson Study is …

A collaboration among teachers toplan, teach, refine, and re-teach asingle lesson.

Funded by the Missouri Department ofElementary and Secondary Education

Lesson Study is …

A research process that has thepotential to transform teaching.

Funded by the Missouri Department ofElementary and Secondary Education

Lesson Study Involves the examination of student

work. This examination provides awindow into student learning. What’slearned is used to improve the lesson.

WHAT IS A LESSON STUDYCYCLE?

The Lesson Study Cycle

1. Planning Goals andLessons

2. Teaching3. Discussing4. Consolidating the

learning

5. Lewis (2002)

2 ResearchLesson

3. LessonDiscussion

1. Goal SettingAnd

Planning

4. ConsolidationOf Learning

Lesson Cycle: Setting goals

Goals are developed byeach PLT by comparing theideal to real studentbehaviors and producing along term vision for

change. For Example: “To help

students learn to thinkcritically by usingevidence and reasoningto support explanationsand conclusions.”

Reason for Setting Goals

To develop acommon vision forimproved learningby askingquestions:• What actions will you take to enact your

goal in the classroom?• What are reasonable expectations?• What behaviors will demonstrate

success?

Setting Goals at Oakland JHS

• At Oakland JHS, our goal was to increasestudent understanding of graphs.

Lesson Cycle: Planning

The PLTs choosean existing lessonas a starting point

PLTs develop adetailed lesson

plan. PLTs maintain

focus on theinstructional goal.

The Teachers’ Role in Planning

• To identify a point in an instructionalsequence where learning breaks-down.

• Where do students have trouble?• Where does it make sense to plan a

lesson?

Beginning ofSequence

Ending ofSequence

Selecting Lesson at OaklandJHS

• Specifically, we wanted students totransition from a mathematical expressionof slope to the uniform motion equationexpressing a linear relationship betweenposition and time.

• y=mx+b xf=vΔt+ vi

The Teachers’ Role at Oakland:Incorporating Reforms

• We focused on a mathematical model(writing a line equation for a linear Xtgraph) that could be used in a variety ofapplications.

• We revisited the same model when weinvestigated Ohm’s law and acceleration.

The Teachers’ Role -Assessment

The role of assessment:• In this particular lesson, we gauged

student learning with an exit slip.• Other formative assessments that we have

used include – quizzes and classdiscussion.

The Teachers’ Role at Oakland:Designing a Protocol

• What did the observers look for?• Observers walked around the room, took

notes, listened to student questions, andanalyzed student exit slips.

• We were able to gauge student learning.

Lesson Cycle: Teaching

One teachervolunteers to teachthe lesson.

PLT membersobserve and recordstudent responses.

Protocols focusobservations

Coach Mentor Role During theTeaching at Oakland

• The Coach Mentor was critical to oursuccess.

• The Coach Mentor– aided in lesson selection– Arranged for release time– videotaped the lessons, and– offered opinions on how to improve future

teaching of the lesson

Lesson Cycle: Discussion Works best when discussion occurs

immediately after the lesson. Improve the quality of the lesson and develops

deeper knowledge about teaching physics. Recommend changes based on observation of

students’ responses.

The Coach Mentor’s Role inDiscussion

• Plans the place, date and time for thediscussion.

• Directs the discussion:– The teacher who taught the lesson speaks

first.– Members of the PLT speak next.– Other observers go last and ask questions.– The conversation remains focused on teacher

actions and students’ responses.

The Teacher’s Role inDiscussion at Oakland

• The teacher may havedecided to move awayfrom the lesson plan atvarious points.

• It is important to discuss why thosedecisions were made and how thechanges might be incorporated into thesecond teaching.

Lesson Cycle: Consolidation

Re-teaching lesson May include an

outside expert Discussion follows the

re-teaching Publication of lesson

study results

Observers pay close attention tothe influence of the changes madeto the lesson on student learning

WHAT DO TEACHERS NEED?

Questions For the Teacher

• Will Lesson Study help my students learn?• What benefits and what problems will I

encounter?• What help should I expect from the

administration?• What’s the payoff?

Problems – View from Oakland• Challenges included coordinating times to

observe each other, and• Finding enough time to plan together.• We felt that the payoff outweighed the

time commitment.

Successes – View from Oakland

• Our PLT collaborates on a regular basis,but lesson study allowed for more focusedcollaboration.

• Lesson study provided an opportunity toperfect a lesson that is ready to share.

• Observing fellow teachers is a greatlearning experience.

• The luxury of time to observe students andteachers who are not normally available.

HOW CAN ADMINISTRATORSHELP?

Question -- Administrators

• In what ways will teachers improve?• Will teachers buy into Lesson Study?• Will student performance improve?• Will teachers find Lesson Study to be

meaningful?• What will I need to provide?• What is the pay-off?

WHY SHOULD YOU DOLESSON STUDY?

Do Lesson Study Because:

• Teachers who enjoy working with others.• Teachers who are willing to open their

classrooms to others.• Teachers who desire to become better at

teaching.• Teachers who have administrative support

References & Resources• Lewis, C. (2002b). Lesson Study: A Handbook of

Teacher-Led Instructional Change. Philadelphia:Research for Better Schools, Inc

• The Lesson Study Research Group (LSRG) is housed atTeachers College, Columbia University,http://www.tc.edu/lessonstudy/index.html

• Lesson Study Group at Mills Collegehttp://www.lessonresearch.net/canyoulift.html

• College Lesson Study Group http://lessonstudy.blogs.com/

• A Time for Physics First http://www.physicsfirstmo.org/