Lesson Study

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Lesson Study Interactive PowerPoint SPREE
2005-2006
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Planning Process
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Demographics
Step 1 Your Students
School Classroom
Key Factors Student Needs
Step 5 Study Lesson
Step 2 Goal Selection
Objectives Steps - Debriefing
Sequence Flow
Step 4 Learning Experiences
Aspirations for Students
Gaps
Of Gap Goals
Goal to address Gap
Step 3 Evidence
Of Student Learning
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Lesson Study Planning Template

• A tool for organizing the Unit Plan Effectively
• Template embodies all 5 steps of the Lesson Study
  Planning Process

Prompts
Prompts
Prompts
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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?
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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
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From the Frameworks
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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
8
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
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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?
Go onto Step 4
Evidence
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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

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Formative (Progress Monitoring) Evidence

• Monitor student progress on an ongoing basis
  throughout the unit
• Inform the teacher about what is working, what
  isnt and what adjustments to the plan are needed
• Identify struggling students who need direct
  interventions
• Provide quick feedback to students with
  opportunities to improve

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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
  pre-test conducted before the unit began

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Multiple Methods of Evidence
Informal Checks for Understanding
Authentic
Essays/Prompts
Click in any box for more details or the button
below to skip ahead to Step 4.
Traditional
Step4
Back to Step 3 Template
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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 dont
  understand about...)
• Question Box (a place to leave questions about
  concepts processes)
• Misconception Checks (State a common
  misconception ask if they agree/disagreewhy or
  why not?)
• Observations
• Interviews, Dialogues, Open-Ended Questions
• Daily journal entries

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
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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 answers

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
16
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
  kind of grading rubric

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
17
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
18
Web Links to Grade Level Assessments

• Grade K
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//pals.sri.com/
• http//www.cobb.k12.ga.us/schoolimprovement/curri
  culum/science/kscience.htm
• http//www.exemplars.com/science_k-2/science_k-2_s
  ample.html
• Grade 1
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//pals.sri.com/
• http//web.dps.k12.va.us/parkave/soltest.htm
• http//www.sasked.gov.sk.ca/docs/elemsci/plants1.p
  df
• http//www.exemplars.com/science_k-2/science_k-2_s
  ample.html
• Grade 2
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//web.dps.k12.va.us/parkave/soltest.htm
• http//www.sasked.gov.sk.ca/docs/elemsci/plants1.p
  df
• http//www.sasked.gov.sk.ca/docs/elemsci/plants2.p
  df

• Grade 3
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• 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.p
  df
• http//www.sasked.gov.sk.ca/docs/elemsci/matter2.p
  df
• http//www.exemplars.com/science_3-5/science_3-5_s
  ample.html
• Grade 4
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//web.dps.k12.va.us/parkave/soltest.htm
• http//www.ode.state.oh.us/proficiency/02Tests/gra
  de4/4sci0302.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade4scien
  ce/index.html
• http//www.edinformatics.com/timss/pop1/scipop1.ht
  m?submit33Grade3,4ScienceTest
• http//www.exemplars.com/science_3-5/science_3-5_s
  ample.html
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience

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Web Links to Grade Level Assessments (continued)

• Grade 5
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_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_s
  ample.html
• Grade 6
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level2test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html

• Grade 7
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 8
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/sci8_42.html
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964

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Web Links to High School Assessments

• Grade 9-12 Biology
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.4tests.com/exams/examdetail.asp?eid39
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/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?WCITopicWCU3
  2295
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Chemistry
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/chem_37.html
• http//www.4tests.com/exams/examdetail.asp?eid33
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf

• Grade 9-12 Physics
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_9.pdf
• http//www.vismt.org/programs/assessment/sample_te
  st_11.pdf
• http//www.getsmarter.org/challenge/real.cfm?grade
  12thsubjectphysicsnameLeftBlanksex0age1s
  tateLeftBlankcountryUnitedStatesiam1rating0
  access3
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//testpilot.isbe.net/ISBE/PSAE/Science/index.
  html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  3620
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Earth Sciences
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• 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/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf

Back to Multiple Methods
21
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 4 Brief description
Day 8 Brief description
Day 7 Brief description
Day 6 Brief description
Day 5 Brief description
Day 11 Brief description
Day 10 Brief description
Day 12 Brief description
Day 9 Brief description
Day 13 Brief description
Day 14 Brief description
Day 15 Brief description
Day 16 Brief description
Back to Step 3
Onto Step 5

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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 teams study lesson. Name of the study lesson Objectives(s) of the study lesson 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) Student activities/ expected student reactions or responses Teachers response to student reactions / Things to remember Method(s) of Evaluation Debriefing
Objectives
5 Es
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Whats wrong with this objective?
Press space bar to advance through this slide

• 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!

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Blooms 6 Levels of Thinking
25
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.

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In your teams

• Use ACTION VERBS from Blooms Wheel to write your
  learning objectives.

Return to Step5 Template
27
The 5 Es
ENGAGE

EXPLORE
EXTEND
EVALUATE
EXPLAIN
Next Page
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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
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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 students 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 self-assess? How will they
  demonstrate a grasp of the bigger ideas?

Next Page
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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!
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