Zone 1

Abstract

Our research lesson focused on combinations of numbers in a kindergarten class. The lesson study cycle helped us better conceptualize a unit new to us, as our district instructional materials were updated, and helped us refine our use of writing, board work, and discourse with our students. We are more adept at supporting our students in talking and listening with one another, as well as collaborating with our colleagues to hone our lesson focus on a mathematical goal. We have learned to help our students listen and add to one another’s thinking and to use our shared public board space as a place where students can figure out ideas with each other. As a result of our lesson study work, we feel we better understand the mathematical intent of the unit we focused on and we are ready to apply our new professional learning to new cycles in the future.

Abstract

In an effort to strengthen communities and ensure youth reach their greatest potential, the Kentucky State University 4-H and Staff Development Team used the Lesson Study to develop and implement strategic activities to reach volunteers and youth in non-traditional settings. Our team worked with volunteers to identify essential elements that have been identified as critical to the well-being and positive development of youth. Youth identified their “sparks” which is their interest and passions that promote healthy, positive development and contribute to psychological well-being and resilience. The Lesson study framework used to guide this initiative improved lesson planning, content knowledge, teaching practice, and social conditions for youth and adults in non-traditional 4-H Settings. A reflection tool was used to guide facilitators in collecting information following the implementation of each activity. This sharecase will share how lesson study provided the framework for Kentucky State University’s 4-H team to work for with volunteers and middle school diverse youth.

Abstract

The 4-H Youth Development Program, an out-of-school time youth development organization, offers learning opportunities to youth aged 5-18 in agricultural, science, leadership, and civic content. The 4-H program reaches millions of youth nationally and internationally. Professional development for 4-H adult volunteers and teen volunteers needs improvement. Lesson study represents an opportunity to introduce a more effective professional development model. My lesson study work relied on participation of 6 adult volunteers and 4 teenager volunteer educators focused on animal science content in two counties north of San Francisco. Educators met as a lesson study group once a month and then delivered veterinary science and bio-security lessons to 4-H youth members once a month. Benefits included improving social connections, confidence in facilitating lessons; challenges included timeline (given differing project meeting schedules) and curricula lesson selection. The work extends practical knowledge of implementing lesson study in informal contexts with volunteer educators.

Abstract

During the 2019-2020 school year, Cloverbuds joined the Lesson Study group through the Louisiana 4-H program. 4-H is the largest youth development organization in the country, serving more the six million youth. Through 4-H, children and teens “have taken on critical societal issues, such as addressing community health inequities, engaging in civil discourse and advocating for equity and inclusion for all.” (4-h.org, 2020) 4-H is delivered by Cooperative Extension operating through more than 100 land grant universities across the nation. 4-H programs encourage leadership and community involvement by providing hands-on programming in areas such as health, science, agriculture, and civic engagement. 4-H typically serves youth in grades 4-12. Cloverbuds seeks to introduce younger children to 4-H through co-curricular and extra-curricular club programs.

Abstract

The 4-H is the non-formal educational organization of the Cooperative Extension System, offers learning opportunities to youth aged 5-18 in out-of-school time settings, including clubs, afterschool programs, and camps. The program reaches millions of youth across the United States and internationally. Professional development for 4-H educators – staff, adult volunteers, and teen volunteers – has been a challenge for years. Lesson study represents an opportunity to introduce a professional development model that is consistent with the pedagogical foundations of the 4-H program, namely experiential learning, to 4-H educators. Prior research on the use of lesson study in 4-H has been promising, but limited in scope. This study represents work from a U.S. national collaboration to expand and sustain the use of Lesson Study in 4-H. Using a case study approach, findings from this investigation revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, social support, and use of reflective practice.

Abstract

Lesson study has been used successfully in the United States with educators in the 4-H Youth Development Program, an out-of-school-time (OST) educational organization focused on positive youth development. Empirical studies on the use of lesson study in 4-H have revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, and social connections across all contexts. Given that OST settings can provide opportunities for out-of-school time learning for school-aged youth, both from an academic and a positive youth development perspective, outcomes from this work may be applicable to other OST programs or activities in the United States and internationally.

Abstract

The 4-H Teens-as-Teachers program is a model utilized by the 4-H Youth Development Program where middle- and high-school youth engage as mentors to teach younger youth. This program is conducted during out-of-school time and primarily utilizes two curricula – Cooking Academy which focuses on healthy eating and nutrition, and Youth Experiences in Science (YES) which focuses on science, technology, engineering, and mathematics (STEM). Two teens-as-teachers lesson study groups, one for each curriculum, were formed. The teen teachers participated in lesson study meetings in between each teaching session. The teen teachers met once a week and utilized reflection sheets to organize their thoughts. Teen teachers reported that the lesson study meetings allowed them to reflect on their sessions, discuss successes and challenges, and make improvements for their next lesson. They also reported challenges like time and transportation. Findings extend practical implications for using lesson study with youth mentors in out-of-school contexts.