an uncommon approach to common core
DESCRIPTION
Teachers become researchers and experts when preparing for the changes with common core standards.TRANSCRIPT
Lesson Study:An Uncommon Approach to Common Core
Jah-Yee Woo and Nicole Knight Oakland Unified School District
Understanding Goals
Teachers will...
• understand the lesson study cycle and explore ways in which it will support their own inquiry into teaching and learning in their classroom/site
• understand an interdisciplinary approach to incorporating the Common Core standards into their instruction
• understand ways in which teaching argument were illuminated by the lesson study cycle.
KWL
• What experience or knowledge do you already have about lesson study?
• What are you hoping to learn today?
Why an Uncommon Approach?
Expertise comes from Academia
Teachers are the experts
Lesson Study Cycle
1. STUDYConsider long term goals for
student learning and development
Study curriculum and standards
2. PLANSelect or revise research lesson
Do task
Anticipate student responses
Plan data collection and lesson
3. DO RESEARCH LESSONConduct research lesson
Collect data
4. REFLECTShare data
What was learned about student learning, lesson design, this
content?
What are implications for future teaching, for the field?
Professional Development
Traditional
Begins with an answer
Driven by Expert
Communication: Trainer to Teacher
Relationships hierarchical
Research informs practice
Research
Begins with a question
Driven by Participant
Communication among Teachers
Relationships reciprocal
Practice is Research
By Lynn Liptak, Paterson School #2, New Jersey.
Teachers’ Activities to Improve Instruction
copyright Catherine C. Lewis 20057
Choose curriculum,write curriculum, align curriculum,
write local standards
U.S. JAPAN
Plan lessons individually
Plan lessons collaboratively
Watch and discuss each other’s classroom lessons
Lesson Study in Practice: Video Analysis
• What is the student question in each class? What are students trying to understand?
• What is the teacher research question in each class? What is the teacher trying to understand about teaching and learning?
Lesson Study in Practice:Connecting to your work
What in this video did you see that supports inquiry into teaching and learning? What are
teachers learning about their practice?
What questions emerge?
How is this experience similar or different than your own professional development
experiences?
Using Lesson Study to Understand the CCSS
National set of expectations for student knowledge and skills that students need to master to succeed in college and career.
Designed by Council of Chief State School Officers and the National Governors Association for Best Practices, in collaboration with educational leaders and university partners.
Adopted by CA SBE August 2, 2010
Will officially replace the ELA and Math California State Standards in 2014-2015, not the History or Science content standards.
What are the Common Core State Standards?
The Common Core State Standards lay out a vision of what it means to be a literate person
in the 21st century.
1) They demonstrate independence.
2) They build strong content knowledge.
3) They respond to the varying demands of audience, task, purpose and discipline
4) They comprehend as well as critique.
5) They value evidence. 6) They use technology and digital media strategically and capably.
7) They come to understand other perspectives and cultures.
Gerald Graff, professor of English and education, writes that “argument literacy” is fundamental to being educated. The university is largely an “argument culture,”
Graff contends; therefore, K–12 schools should “teach the conflicts” so that students are adept at understanding and engaging in argument (both oral and written) when they enter college.
The Special Place of Argument in the New Common Core State Standards
The Goals of the ELA-History Collaborative
Teacher Learning
1. Increase secondary HSS and ELA teachers’ knowledge of the Common Core standards and understanding of the shared literacy goals of secondary HSS and ELA teachers
2. Increased knowledge of strategies to help students develop the reading and writing skills necessary to construct an argument.
Student Learning
Increase student ability to construct a strong written argument.
Lesson Study - Linking PD and
Classroom Practice
Lesson Study Project Timeline
Collaborativ
e Formed
Research Lesson on Occupy Oakland
Analysis and Reflection
Summer Institute
Public lessons
Student Question: Is Occupy Movement Good for the 99% of
Oakland?
A Case Study
• Context – Students read 5 documents and write an argument-based response in multi-grade secondary classrooms
• Teacher Question - To what extent and depth can students contrast a range of possibly conflicting documents in order to form and support a claim?
• Student Question - What are the main ideas and most important points raised by each document? What is the bias or point of view of the author/s? Is the Occupy Movement good for Oakland?
Occupy Oakland Lesson Study Questions
How can we create a sequence of activities in order to write a paragraph using an evidence sandwich?
When students are provided with sufficient background knowledge, how can we get them to critically analyze the media?
How can students learn to analyze conflicting points of view?
How can guiding questions lead students to deeper source analysis(as evidenced by written work, student discussion, etc.)?
How can we help students identify and address conflicting evidence?
How can use use rhetorical appeals as a gauge by which students evaluate the validity of an argument?
Can instruction of annotating text lead students to writing strong summaries?
New Questions that Emerged after Occupy Oakland
• How does a focus on “frontloading” context, vocabulary and conceptual frameworks support student understanding of texts and the focus of writing tasks?
• What classroom structures enhance the role of discussion as a key support in helping students move from a close reading of texts to comprehension and understanding? How do we both structure and encourage the “messiness” of discussion?
• What graphic organizers can support the development of student understanding and analysis, helping to bridge the gap between the reading of texts and the development of an argument?
• How does helping students define and understand the relation between claim/evidence/argument support their ability to develop a thoughtful and coherent argumentative essay?
Lesson Study – Opportunities and Challenges
Contacts and Resources to Help Get Started
OUSD Teaching American History Grant Website http://www.teachingamericanhistory.us/index.htm, Stan Pesick, Project Director, 510 879-8497; [email protected]
Lesson Study Group at Mills Collegehttp://lessonresearch.net/
Lesson Study Research Group, Teachers College/ Columbia Universityhttp://www.tc.edu/lessonstudy/
Lessons Studied: Lessons Learned - MacComb Intermediate School Districthttp://www.misd.net/lessonstudy/process.htm#Introduction
The Lesson Study Project at the University of Wisconsin-La Crosse as part of the Center for Advancing Teaching & Learning.http://www.uwlax.edu/sotl/lsp/