© Budd & Leonard June 20101. 2 What will we accomplish today? Establish Team Norms Prioritize the...

© Budd & Leonard June 2010 1

PLCS PLUSCOLLABORATIVE PLANNING

WITH LESSON STUDY


What will we accomplish today?

Establish Team Norms Prioritize the Curriculum Create Baseline Assessment Develop Exit Slips Establish Tentative Instructional Pacing Plan

aligned with District Learning Schedule Explore Lesson Study as an Integral Component

of PLCs


Establish Team Norms

What behaviors will team members commit to that will ensure honest, productive, respectful, results-oriented collaboration?

Norms should:◦ Address teacher preparedness for fruitful discussion.◦ Assist members in challenging behaviors which violate the

established norms. Brainstorm and chart norms on chart paper. Post and review team norms each time the

group meets.

Be prompt, be prepared, & be positive.

Listen and speak respectfully. Commit to collaborative

participation. Maintain confidentiality. Focus on student work. Utilize student and teacher

reflections.


Sample Norms

It’s time to collaboratively complete your team norms.


Beginning with the Intended Learning

“

“What is the intended Learning?”That one question should drive all planning and assessment in school’s today. Label these learning statements “content standards”, “benchmarks”, “grade level indicators”, “grade level expectations”, “essential learning”, “learning outcomes” , “lesson objectives”, “learning intentions” or whatever you like: they all represent learning targets or statements of intended learning.” (Stiggins, 2006)

© Budd & Leonard June 20106


Beginning with the End in Mind

Like building a collaborative unit, lesson study uses “backward design” which starts with:

• Clarification of the learning goal

• Design of instructional experiences which lead to the learning goal

• The anticipation of student responses to the lesson

• Determining the difficulties students may experience

• Exploration of experiences that will likely support their learning

Florida Department of Education – Lesson Study


Unpacking the Standards:Selecting the Learning Targets/Goals Select an upcoming Unit/Module within the

learning schedule. Use the guiding questions to individually

identify no more than 5 essential learning targets:

◦ Is the learning target critical to the current unit?

◦ Does the learning target scaffold to next unit or quarter?

◦ Will the learning target appear on a high stakes examination?


Identifying the Learning Targets

It’s time to individually select your Learning Targets.


Discuss the individually generated learning targets and collaboratively select no more than 5 identified as essential by the team.

Translate the learning targets into student friendly language.

Record each of the 5 learning targets as the heading on a separate sheet of chart paper.


Collaborate on Learning Targets


Sample Learning Targets

Note that the Standards for linear equations has been simplified and rewritten in student friendly language.

It’s time to collaboratively select Learning Targets.



Identifying Knowledge and Skills

Individually identify the essential sub-categories that support each learning target by considering these guiding questions:

◦What do students have to know and be able to do to achieve the learning target?

◦Do each of the subcategories support the learning target?

◦Do the subcategories scaffold student learning to the next learning target, unit or module?

The team uses the learning schedule and content resources as they select the learning targets and unpack each of the standards by identifying what students must “know” and “be able to do.”

Teachers Unpacking the Standards



Identifying “Know” and “Do”

It’s time to individually unpack your Standards


Discuss and come to consensus on which subcategories need to be included for each learning target.

Record the subcategories below each learning target on the chart paper.

Determine whether the collaboratively selected sub-targets can be manageably taught within the given timeframe.

Note: If the unit appears to be large or unmanageable, consider separating the learning targets into two mini-units.


Collaborate on Learning Target Knowledge and Skills


Sample Learning Targets with Knowledge and Skills

It’s time to collaboratively select your learning target knowledge and skills.


The baseline assessment: Serves as the starting point for teaching and

learning because the results identify students’ current level of performance for each target assessed.

Functions as a valuable learning tool as students periodically review and correct their original responses following instruction.

Acts as a progress monitoring tool for teachers and students to measure mastery.


Baseline Assessment Rationale


Create Baseline Assessment Items

◦ Individually create/select 4 to 5 questions at varying levels of cognitive complexity per learning target.

◦ Remember to create questions for the pre-test or baseline assessment at the same level of rigor required by the Sunshine State Standard.

◦ Record each question on individual sticky notes including the cognitive complexity level and correct answer.

Questions to Consider When Creating or Identifying Test Items:

What type of assessment is appropriate? Does the assessment method match the standard? Test Item Quality Check List

Resource materials to assist with identifying cognitive complexity: low / moderate / high:

Cognitive Complexity Classification and Difficulty level : FCAT

Webb’s Depth of Knowledge Chart: DOK** hyperlinks to websites/documents


Assessment Development Resources

http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf

http://www.dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

Post the sticky notes by complexity level under the appropriate learning target on the corresponding chart paper.


Assembling the Baseline Assessment for Team Review

It’s time to individually select/create your assessment items.


Evaluate question cognitive complexity and accuracy using the guiding questions below:◦ Is the assessment question in the appropriate category?◦ Is the assessment item an accurate question? ◦ If not, can the assessment item be adjusted or rewritten

to improve the quality?


Jury Assessment Questions

Create a new chart to assemble the baseline assessment.

Collaboratively select 4-5 questions per target that will satisfy the standard content specifications and place on chart.

Arrange questions in order of cognitive complexity from low to high to build student confidence and allow for more effective item analysis.

Remember pre and post test items should have similar levels of difficulty and complexity.

Save questions not selected for possible use as exit tickets and enrichment activities.


Construct the Baseline Assessment


Sample Baseline Assessment

It’s time to collaboratively select the baseline assessment items.



Completed Baseline Assessment

Learning Target

Review the baseline assessment for alignment and intent.◦ Do the questions really measure what you expect students

to know at the conclusion of the unit? Answer all the assessment items and create an answer

key.◦ Double-check that problems are clearly worded, distracters

are appropriate, and a correct answer is included in each multiple choice question.

Make any corrections or additions based upon team consensus.


Review Quality of Baseline

Question Clarity: ◦ Is it possible for students to easily misunderstand what the

question is asking?◦ Stiggins Assessment Checklist

Question Construction: ◦ Does the question follow best practices for assessment

design?◦ Does the question meet the standard?


Potential Problems

It’s time to finalize the baseline assessment.


Perhaps the greatest untapped resource in unlocking student achievement gains is metacognition. Teachers have often looked at assessment data and wondered aloud, “What were my students thinking?” Experts in the field of education research respond, “Why don’t you ask them?”

Multiple benefits result from the use of student voice: Students take control of their own learning. Teachers receive feedback on instructional effectiveness. Progress monitoring becomes a partnership between

teachers and students.


The Power of Student Voice

An exit slip is a mini, formative assessment administered to students after each instructional period with the following goals:◦Measure students’ current understanding◦Determine effectiveness of the instructional

delivery◦Clarify any common learning gaps◦Help students identify which part of the concept

they do not understand◦Solicit student thinking about their own learning


Exit Slips: Building the Partnership

Develop common exit slips to be used on the tentative learning schedule.

Consider selecting unused baseline assessment items for exit slips.

Include a student reflection portion on each exit slip so students can explain what they did and did not understand.


Creating Exit Slips


Sample Exit Slip

Sample Exit Slip

38© Budd & Leonard June 2010

Sample Exit Slip

Exit Slip Developed by: Kirby-Smith MS Math PLC


Have students complete exit slips about 15 minutes prior to end of class.

Review student responses individually. Allow students who understand concept to

engage in enrichment or homework assignment.

Provide intervention and success feedback to students who misunderstood the concept.

Collect exit slips from students.


Effectively Using Exit Slips

Sort by correct/incorrect responses, attempted/not-attempted, common misunderstandings.

Reflect on patterns. Review all student voice. Reflect on how student voice should inform

future instruction. Modify class opening to increase student

success.


Analyze Exit Slip Results

It’s time to develop exit slips for the module or unit.What might an engaging exit slip look like?


After the baseline assessment and exit slips have been created, teams will discuss instructional delivery and pacing.

◦ What is the pacing for each instructional day based on the learning targets?

◦ How will lesson effectiveness be assessed, and how often will assessment take place?

Formative – exit tasks, student reflection, oral communication, performance tasks

Summative – graded assignments, quizzes, tests


Developing the Pacing



Exit Slip Bank Target Pacing Knowledge & Skills

Determine tentative pacing.

Create a chart outlining tentative pacing.

Designate which Exit Slips items will be administered for each lesson.

Note: Be prepared to make adjustments in the pacing depending on the baseline assessment data analysis and ongoing student feedback.


Tentative Instructional Pacing

Create a common scoring rubric to ensure consistent grading, if your assessment is other than selected response.

Grade the first 5-6 student assessments to ensure evaluative consistency.

Plot assessment results on an item analysis chart. Examine the data to identify patterns in student

performance. Revise the tentative learning schedule if necessary.


Collaborative Baseline Data Analysis

Learning TargetQuestion # Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 # Correct T1 # Correct T2 GrowthComplexity Level L L M M M L L M M H L L M M HNAMEStudent 1 No test 9 NAStudent 2 x x x x 4 8 4Student 3 x x x x 4 7 3Student 4 x x x x x x x x 8 12 4Student 5 x x x x x x 6 12 6Student 6 x x x x x x 6 10 4Student 7 x x x x x x x x 8 11 3Student 8 x x x x x x x 7 15 8Student 9 x 1 13 12Student 10 x x x x x x x x 8 12 4Student 11 No test 13 NAStudent 12 x x x x x x 6 12 6Student 13 x x x 3 7 4Student 14 x x x 3 7 4Student 15 x x x x x x x x x 9 11 2Student 16 x x x x x 6 11 5Student 17 x x x x x x x x 8 15 7Student 18 x x x x x x x x 8 12 4Student 19 x x x x x x x x 8 12 4Student 20 x x x x x x x x x 9 15 6Student 21 No test 10 NAStudent 22 x x x x x x x 7 13 6Student 23 x x x 3 12 9Student 24 No test 11 NAStudent 25 x x x x 4 15 11Student 26 x x x x x x x 7 14 7Student 27 x x 2 12 10Student 28 x x x x x x x x 8 13 5

5.96 11.57142857 5.61

Writing Algebraic Expressions and Equations Evaluating with Substitution One and Two Step Equations

Sample Teacher Data: Twin Lakes Middle School Math TeamX = Correct responses on the Pretest Yellow Highlights = Correct responses on the post-test

48

It not only helps teachers improve particular lessons it also deepens content understanding.

The goal is to improve teaching and learning practices not just the development of a single perfect lesson.

“Originating in Japan, lesson study is a cycle of improvement focused on planning, observing, and revising research lessons.

Why Lesson Study?


What is Lesson Study?• It is a professional development process that

teachers engage in to systematically examine their practice, with the goal of becoming more effective.

• The process involves a small group of teachers collaboratively planning, teaching, observing, revising and reporting results on a single class lesson.

Orange County Lesson Study50© Budd & Leonard June 2010

Teachers increase their content and pedagogical knowledge

Teachers improve their “eyes to see students” by anticipating student thinking

Teachers develop stronger networks with each other

Teachers make stronger connections between daily lessons and long-term goals

Teachers increase motivation and improve instruction


The Benefits of Lesson Study

Catherine C. Lewis – Lesson Study

Consider the short and long term goals◦ What are the learning goals for the lesson?◦ How do the lesson’s goals fit within the unit plan?

Choose a common topic◦ Is the topic mission critical and will it scaffold

student learning to the next topic or lesson?◦ Is the topic persistently difficult for students?◦ Has the topic been difficult to teach?◦ Is the topic new to the curriculum?

Lesson Study: Step 1Focus the Lesson Study

Katherine C. Lewis – Lesson Study52© Budd & Leonard June 2010

Determine the overall goals for the unit. (What do we want students to know and be able to do?)

Collaboratively plan the lesson. Conduct the lesson while participating team

members observe and gather evidence about student learning. (How will we know if they have learned the material?)

Collaboratively discuss the lesson and the evidence gathered and refine the lesson.

Teach the revised lesson. Catherine Lewis


Lesson Study Basics

Study existing curriculum materials and build on that lesson or consider creating a new lesson

Analyze the unit plan and the baseline assessment to help determine learning outcomes

Make a data collection plan◦ Consider using a pretest as a warm-up for the lesson◦ Develop an exit slip linked to the lesson and the

baseline assessment◦ Use common observations (peers, administrators,

video)

Lesson Study: Step 2Plan the Research Lesson

Katherine C. Lewis – Lesson Study54© Budd & Leonard June 2010

It’s time to develop the Research Lesson for the module or unit.


One member of the PLC team teaches the lesson

Team members observe the lesson or video tape

Observers record the agreed upon data points◦ Student interaction◦ Answers to questions◦ Student practice periods

Lesson Study: Step 3Conduct the Research Lesson

Catherine C. Lewis – Lesson Study 56© Budd & Leonard June 2010

PLC debrief/reflection of the lesson Analyze the pre and post lesson exit ticket data

◦ Identify common patterns of student understanding and misunderstanding

◦ Examine student reflections◦ Did the students meet the learning goal or target?

Have the teacher reflect on his/her practice Share common observations and reflections Discuss possible lesson revisions or refinements Consider the instructional implications

Lesson Study: Step 3Conduct the Colloquium

Catherine C. Lewis – Lesson Study 57© Budd & Leonard June 2010

What aspects of the lesson study were valuable?

What were some of the challenges?

How did the lesson study help the PLC think about daily instructional practices?

Lesson Study: Step 4Plan Next Steps

Katherine C. Lewis – Lesson Study


How will you select the “research lesson?”

Did you decide to modify an existing lesson or did you create you own?

How will you measure the effectiveness of the lesson and the depth of student understanding?

What revisions will you make to the original research lesson?

Will you be able to observe more than one lesson?

What strategies will you discover that you will apply to future planning?


Questions to Consider When Implementing Lesson Study

Lesson Study Building a Collaborative Unit Process

Form A Lesson Study Group Establish your PLC

Focus the Lesson Study - Goals Prioritize the Curriculum

Plan the Research Lesson •Analyze the performance data and student voice •Plan the Research Lesson

Conduct the Research Lesson Teach the Research Lesson

Conduct the Colloquium PLC Time - Collaboratively debrief the lesson and data

Plan Next Steps Plan Next Steps

Relationship Between Lesson Study and Curriculum Prioritization Process


Ainsworth, L., & Viegut, D. (2006). Common formative assessments: An essential part of the integrated whole. Thousand Oaks, CA: Corwin Press.

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessments. Phi Delta Kappan 80, No. 2 (October 1998): 139-144, 146-148.

DuFour R., DuFour R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, ID: Solution Tree Press.

Easton, Lois Brown (2009) An Introduction to Lesson Study: Educational Testing Service

Lewis, Catherine (2002) Lesson Study: A Handbook for Teacher-Led Improvement of Instruction

McTighe, J., & Wiggins, G., (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right – using it well. Portland, OR: Educational Testing Service. © Budd & Leonard June 2010 61

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