Lesson Study Fishbowl - Ed Camp @ U32

This blogpost accompanies an Ed Camp on March 15, 2017 at U-32. The session is designed to introduce participants to the basics of lesson study and give them an opportunity to consider how the model could be used to facilitate collaboration within their own disciplines and practices.

Lesson study is not just for math. Anyone interested in seeing a job embedded professional development model for fostering high depth teacher collaboration around student learning should consider attending a session.

There will be two Ed Camp sessions (the first from 2:15 - 3:15 and the second from 3:15 - 4:15). Interested participants should plan to attend just one of the two sessions.

Session participants will use this blogpost to embark on a self-guided tour of a lesson study planning session for Algebra 1. You will need an electronic device (preferably a laptop or chromebook).
The tour itinerary will include:

• Part 1: Laying the Foundation - The tour begins with some background information about the Algebra 1 lesson study and lesson study in general. Participants will complete this in their own physical space BEFORE observing the planning session. 
• Part 2: Observing the Planning Session - After completing Part 1, observe the planning session in room 28 (Cathy Guiffre's room in the middle school). 
• Part 3: Reflection & Closure - After completing Part 2, participants will spend some time reflecting and complete a Google Forms closure card. 

Part 1: Laying the Foundation

Welcome! We're excited to have you check out our Algebra 1 lesson study, but first you need a little background information... This will take you between 10-20 minutes. You will need to complete this part before entering room 28 to observe the lesson planning.

This part involves:

• Reviewing the norms for the fishbowl observation. 
• Understanding the basics of lesson study. 
• Reading through the agenda for today's planning session. 

Norms for the fishbowl observation

It is important for participants to understand that the Algebra 1 lesson study group is involved in planning a lesson collaboratively from 1:15 - 4:15 today. When you arrive, you will be observing a planning session in progress. Three hours may seem like a large chunk of time for planning, but time is always extremely tight. Although we are excited to share the lesson study model with you, we are slightly worried that observers could pull us off task. That's why we're doing a fishbowl rather than a session that is more interactive.
In the fishbowl, we are asking that you follow these norms while observing:

• Enter and observe silently. This means allowing planners to continue working without side conversations or distractions. 
• If you have questions, use this blogpost and the links embedded to attempt to answer those questions. If you cannot find the answers, please email me (edorsey@u32.org) or include your questions on your closure card. 
• If you have comments, email me and/or include them on your closure card. 
• Keep in mind that this group is new to lesson study. 

Understanding the basics of lesson study

Please begin by reading the first section of this blog post. How long you spend reading this post depends on your own interests, but be sure to check out the presentation "Lesson Study in WCSU."

The post includes videos, which is why we want this occurring outside of the planning session in room 28.

Reading through the agenda for today's planning session

Linked here is the agenda for today's planning session. Please take a close look at it to get an idea of where the group is in the planning process as you enter the room. Just to give you a little more context:

Kendra and Julie both teach Algebra 1 on the ninth grade team. Kendra, Julie, Cari, Jason, Kit, Kate, Georgia, and I are creating a lesson that Kendra will facilitate in one of her classes on Friday while the rest of us observe the lesson and collect data. We are using backwards design to develop the lesson. We collected formative assessment data (exit cards) from Kendra's students, and are using this data and our proficiency scales to determine appropriate learning targets for the lesson. All learning activities will be aligned with the learning targets.

Keep this blogpost and the agenda open on separate tabs and head on down to room 28 with your laptop to observe some of the planning process.

Part 2: Observing the Planning Session

This part involves:

• Following the norms for observing. 
• Observing part of the planning session. 

I suggest spending somewhere between 15-20 minutes observing before moving on to Part 3. Be sure to budget at least 10 minutes to complete Part 3.

Continue to refer to the agenda that the group is following. The lesson planning document is linked to the agenda. Take the time to scroll down on the agenda to check out what we're doing for the observation and debrief happening on Friday.

While you observe, please consider these questions:

1. How is formative assessment being used to plan instruction? 
2. What role does clear learning targets have in the instructional plan? 
3. How are questioning techniques being addressed? 
4. How could this model be applied to other disciplines? 

Part 3: Reflection and Closure

This part of the session involves:

• Reflecting on lesson study and the session. 
• Completing the Lesson Study Fishbowl Closure Card. 

This part should take between 10 and 20 minutes. To close out the Ed Camp, participants will complete the Lesson Study Fishbowl Closure Card (linked here). This Google Form will ask for your email address and serve as your sign in to this session.

You may want to complete this independently or you may want to take some time to chat with another colleague attending this session. Please finish this in whatever space suits your needs.

Thanks so much for attending! Please provide any feedback you have on the session design on your closure card. I read these cards and use your feedback to improve the way I serve teachers. So, specific, constructive feedback is both welcome and appreciated.