In a former life, I was a quality manager where my job was to study things like kaizen, a Japanese methodology of “gradual continuous improvement”. In my current life, a form of kaizen, also from Japanese culture is the structure of lesson study.
Consider this: The team is faced with a learning challenge. Data analysis identified the problem, student work reviews analyzed these kids’ particular misconceptions, the problem-solving process is underway to decide what to do and now you want to look at how we’re teaching to fix this problem. Your team decides the next step is to actually plan, teach, observe, and analyze a lesson together to see what slight variables and improvements begin to really change kids’ learning. After you’ve spent this time, you share what you learn in your own white paper so that other teachers might gain insight about their students.
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This one really sounds almost too simplified. If you read the previous five professional learning conceptions posted here (Managing Curriculum, Peer Observation, Lit Review, Data Analysis, Student Work Review), lesson study could easily sound redundant. While each of these formats can be useful individually, any of them could consume the limited professional learning time allotted to teachers. If you are interested in pursuing an ongoing structure for your professional learning, these are all embedded features of lesson study. Here is a concise organization system for engaging in lesson study from the University of Wisconsin, La Crosse.
How do you see implementing this model into your work? What might enhance or inhibit it for you?
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