1700 - 1710
Eastern Time
WELCOME
Catherine Lewis, Mills College and
Pete Dudley, WALS President and University of Cambridge UK
1715 - 1725
Eastern Time
INTRODUCTION
Martin Smith
LIVE Introduction to the Conference from the Zone Planning Team
Session 1
1730 - 1815
Eastern Time
Educator Panel
Adapting to a Shifting World: How the Mindsets & Learnings of Lesson Study Enabled Innovation of Practice in Support of the Learning of Our Most Underserved Students (San Francisco Teachers)
240
Nora Houseman
United States
Live Q and A
1815 - 1830
Eastern Time
Session 2
1830 - 1910
Eastern Time
A: Papers
“But Are They Still Learning?”: Lesson Study as a Tool for Culturally Responsive Instruction
This case study considers the extent to which Lesson study supported teachers’ understanding of culturally responsive instruction. Three teachers at a rural high school with a high Native American population participated in a five-week Lesson Study cycle, along with two researcher-facilitators. Data included meeting transcriptions, field notes, and emails. Results indicate that teachers’ awareness of students’ individual attributes led to considerations of structures for cultural responsiveness, such as grouping and teacher-student-interactions. Affordances of Lesson Study that seemed to support teacher learning were the observable data they collected and open discussions that ensued. How teachers positioned themselves, their views about culture, and past teaching experiences seemed to inhibit teachers’ developing understanding. Overall, Lesson Study supported collaboration that reflected the school’s unique characteristics.
56
Issues of equity
DEEP DIVE - Single Paper Roundtable
Vicki Collet
United States
Lesson Study For English Learners: Creating a Sustainable Cross Curricular High School Model that Emphasizes Skills
This "work in progress" paper aims to illuminate the key learnings of a team of 12 teachers at a comprehensive high school who have implemented Lesson Study as a way of increasing English language acquisition across all content areas through the use of shared teaching strategies. In year one of implementation, not only has this team been able to increase student engagement and student outcomes, but they have also increased the number of teachers involved. Through this process, this team has found ways of sustaining observations and collaboration time while preventing teacher burnout from over involvement. Teachers report that the time spent in lesson study is the most valuable and influential PD in which they have participated.
59
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
sararoesubbiondo
United States
The Impact of Lesson Study on the Professional Development of Nonformal Educators
The 4-H Youth Development Program is a world leader in offering nonformal experiential education to K-12 youth (National 4-H Council, 2015). Supported by 4-H educators, 4-H volunteers, and 4-H teen leaders, 4-H youth are reached through clubs, camps, afterschool programs, and school enrichment programs. Lesson study provides a dynamic pedagogical approach to support learning in experiential settings. According to researchers, the use of lesson study in 4-H is limited to a few 4-H state programs; however, the impacts from lesson study have been favorable (Schmitt-McQuitty, Worker, & Smith, 2019; Smith, 2008; Smith, 2013; Smith, Worker, Schmitt-McQuitty, Meehan, Lewis, Schoenfelder & Brian, 2017). Using a mixed method approach, this study focuses on the impact lesson study has on professional development gains for 4-H educators. The findings from this investigation revealed improvements in educators’ content knowledge, instructional design, planning, and social support.
120
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
Janet Fox
United States
Challenges and Opportunities for Supporting STEM Teaching and Learning during COVID-19
This paper addresses challenges that our Lesson Study (LS) project faced after the COVID-19 outbreak, as well as the opportunities that arose during the development and virtual implementation of lessons. Drawn from a larger study of tertiary STEM LS focused on creating interdisciplinary connections between academic literacy and STEM content competencies, this paper focuses on data from online LS meetings, video recordings and field notes of classroom observations, and student surveys of lessons delivered from late Spring and through Fall 2020.
Our presentation addresses the following research questions:
What are the challenges and opportunities faced by a tertiary Lesson Study group during the COVID-19 outbreak?
How did Lesson Study groups adapt to the challenges and opportunities of online teaching and learning during COVID-19?
Faculty disengagement and failure to complete a full LS cycle were reported as challenges while successes included strengthening the collaborative teams and creating online resources for students.
220
Online lesson study
DEEP DIVE - Single Paper Roundtable
Andrew Walton
United States
B: Papers
Bridging Methods Courses and Clinical Experiences in Teacher Education Programs through Lesson Study
Teacher education programs face the challenge of supporting pre-service teachers in establishing connections between their experiences in their methods courses at the University and school-based clinical experiences. We describe a Lesson Study innovation for bridging methods courses and clinical experiences. The innovation is in its first year of implementation in the context of an early methods course for teaching pre-service teachers to integrate technology in mathematics teaching at the University of Puerto Rico. The innovation intends to create a hybrid space where the knowledge of pre-service teachers, cooperating teachers, and teacher educators is validated. We discuss affordances and challenges of the innovation, as well as considerations for building capacity for sustainability within teacher education programs.
58
Role of research
DEEP DIVE - Single Paper Roundtable
Gloriana Gonzalez
United States
Science Lesson Study in Elementary Preservice Teacher Preparation
The purpose of this study is to determine the features of a university’s lesson study program that are effective in preparing preservice teachers to teach science. The following question guides this research: How does a lesson study program facilitate the development of elementary preservice teachers’ pedagogical knowledge and pedagogy in science? Preliminary findings indicate that the lesson study program has a substantial impact on preservice teachers’ science pedagogical knowledge and pedagogy. As this research project is a work in progress, this presentation will generate discussion about best practices in lesson study with preservice teachers learning how to teach science in elementary school and recommendations for continued research on this topic. As lesson study may be conducted online this year, it is also timely to discuss how the practice of lesson study can continue effectively through online formats, in particular for hands-on teaching practices that occur in subjects like science.
133
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
Rosemarie Michaels
United States
Patterns in Lesson Study Usage in Teacher Education
241
Sharon Dotger
United States
Live Q and A
1910 - 1945
Eastern Time
A: Papers
B: Papers
1945 - 2000
Eastern Time
Break
Session 3
2000 - 2015
Eastern Time
Concurrent A
Brainstorming
Scaling Up without Losing Out: What Can We Let Go Of While Increasing Lesson Study Capacity?
Scaling a process allows for expanded impact. Lesson study has a record of success, and expanding these successes to reach larger numbers of teachers deserves attention. Just as great bakers understand how to adjust ingredients based on their knowledge of how those ingredients interact, it’s crucial to recognize the active ingredients in the lesson study process – the things that are so vital they must be included. It’s also important to understand the appropriate proportions for these “must have” ingredients and how they react with one another. During this brainstorming block, participants will consider how to scale up lesson study in ways that maintain effectiveness.
64
Effective lesson study practice
HUDDLE - Brainstorming Blocks
Vicki Collet
United States
Concurrent B
Brainstorming
What Practices Provide Focal (Underserved) Students Opportunities to Become Grade Level Proficient in Mathematics?
A variety of classroom practices provide high quality opportunities for focal (underserved) students to access high cognitive demand mathematics tasks. Many of these students rise to the occasion and have increased their agency as a mathematics problem solver. However, it is often the case that these same practices also enhance all students. Focal students are thus having to "catch-up" to a moving target. How can lesson study provide enhancement and enrichment to focal students to catch-up to, or overtake, grade level mathematics and beyond?
67
Issues of equity
HUDDLE - Brainstorming Blocks
Susie W. Hakansson
United States
Concurrent C
Brainstorming
Mobilizing lesson study work - how do we ensure the learning isn’t lost?
Lesson study has been an incredibly valuable tool for our mathematics department to focus on equity and mathematical understanding in our classrooms. It is particularly valuable for the lead teacher whose class is the focus of the study.
One of the most compelling arguments for lesson study as a tool for professional learning is that members of the lesson study team implement new learning in their own practice, outside of the lesson study. How do we ensure the learning is not lost and how can we broaden the reach of lesson study?
152
Effective lesson study practice
HUDDLE - Meet Ups
Cate Challen
United States
Live Brainstorming Discussion
2020 - 2045
Eastern Time