What is Lesson Study?
Lesson Study is a professional development model that immerses teachers in a cycle of instructional improvement focused on planning, observing, and revising "research lessons." Over the course of a year, teachers in grade level teams write, study, teach, revise, and re-teach lessons, focusing their energies on improving mathematics instruction. While the lesson is taught by one of the teachers, others observe and collect data about student responses – a practice that leads to lesson revision. This long-term process allows a team of teachers to think carefully about orchestrating the complexities of instruction and to study the impact on student understanding.
2018-2019 School Year Dates:
- August 6th-7th Lesson Study Orientation Workshop (9am-4pm)
- Fall 2018- Cycle 1 October 1st-26th
- Winter 2019- Cycle 2 January 7th- 31st
- Spring 2019- Cycle 3 April 1st-26th
- June 10th Reflection Seminar 9am-12pm
- Each teacher must complete an application including required information and agree to conditions set forth in the guidelines.
- A limited amount of applications will be accepted, so please do not apply if you are not committed to being a part of a Lesson Study team in the upcoming school year.
- Applications will be accepted each year for the following school year. Applications open beginning May 27th and will close on July 7th.
- Each teacher will apply independently and will be paired with grade level teachers from nearby schools, or paired with your school grade level team if 3 or more team members from your grade level team apply.
- 2 credits are available and most years there is a stipend for travel.
Expectations of the Lesson Study Teams
- All teachers will participate in the Lesson Study Orientation Meeting in the assigned location in August.
- Teachers will participate fully in researching, planning, revising, teaching and/or observing, and analyzing a research lesson during all three cycles in the school year.
- Participate in the Lesson Study Reflection Seminar to be held in June.
- Complete a survey after each cycle of lesson study and a final reflection at the end of the year.
Applying for 2018-2019 Lesson Study Grades K-12
I am an individual and would like to apply as an individual. This means I will be put on a grade level team with teachers from area districts.
GRADE LEVEL TEAM APPLICATION
I am applying for my team. This means that I have a grade level team at my school who have confirmed their commitment. I will apply for my team only after I have their confirmed commitment.
What are Region 4 teachers saying about their Lesson Study experience?
“This was a professional development that was well worth my time. It was not stressful being away from the class knowing that I could take what we do in this lesson study and apply it to my classroom. I love the opportunity to observe students and get inside their heads. It was also a great opportunity to collaborate with teachers in the same grade level who are facing the same questions and problems I face daily. Also, this group of teachers is committed to growing professionally and that was a breath of fresh air.” -Grade 4 teacher
“I was able to look at math and teaching with a new perspective and really visualize and appreciate student growth and learning. I was able to see how changing a lesson to encompass student thinking and to be more student centered could truly encourage student growth and learning.” -Grade 1 teacher
“This lesson study was fabulous. There were so many deep and rich collaborative discussions throughout the entire day, which included listening to the students. I felt that, although it was a math lesson we wrote and studied and reflected on, what we really, truly learned that day is something that is important and applied through all subjects and classes. I'm so excited for the next cycle of Lesson Study!” -Grade 4 teacher
“This was just wonderful. I grew professionally by planning with others, watching how the lesson went by studying what the students did, and then revising the lesson to make instruction more effective. I can't wait for the next cycle!” –Grade 8 teacher
“I learned a lot about the thinking that students were doing. It was interesting watching other students and how they either attacked the lesson or how they hung back waiting for someone to help them. I also appreciated looking carefully at the task and asking what students will struggle with and how the task will advance the mathematics I am teaching.” -Grade 2 teacher
“Definitely the most meaningful PD I’ve had, and I want more of it!” –Grade 5 teacher
What is the Numeracy Project?
In the Numeracy Project Workshop, teachers will:
- Learn how to administer the GloSS and the IKAN diagnostics.
- Explore and better understand the Numeracy Stages
- Discover how to implement interventions that truly target and address the needs of struggling learners based on the information from the diagnostics.
- Accurately determine a course of action to support students based on their needs.
Have you ever wished you had a Diagnostic Assessment (K-8) that would actually help you understand what a student knows and does not know in mathematics? The GloSS and the IKAN are two diagnostics that do just that. The Idaho Numeracy Project Workshop explores how to administer these diagnostics and leverage them when implementing interventions that truly target the needs of a student. After exploring the diagnostics, participants will learn how to use the information from these diagnostics to accurately determine a course of action to support a struggling learner.
These assessments and numeracy activities are all available online as free resources. The workshop is no cost to participants.
Who Should Join This Workshop?
Region IV Grades K-8 teachers
Region IV High School teachers looking to support struggling students in 9th and 10th grade
Region IV Special Education teachers
Region IV Title teachers
Region IV Administrators
2018-2019 Workshop Dates
July 9th and 10th, 2018 Location: Twin Falls, ID
October 29, 2018 Location: TBD
Each participant must complete an application, including required information and agree to conditions set forth in the guidelines. Applications will be accepted beginning January 29th and will close when filled.
Expectations for Numeracy Project Participants
- The trainings will consist of 2 full day trainings in the summer and 1 day during the school year. 1 credit will be available for attending all three training days.
- If the training day falls on a school day, you will need to work with your school to schedule a substitute for a professional development day.
- Participants will be expected to complete a pre & post survey and content assessment
- Participants will be expected to administer the GLoSS and IKAN diagnostics assessments to their students and begin to implement the instructional activities as appropriate.
Hosted by an IRMC Math Specialist.
Becoming The Math Teacher You Wish You'd Had
by Tracy Zager
Registration OpenAll meetings will be at 4:00 pm on the following days:
Tuesday, September 11
Tuesday, September 18
Tuesday, September 25
Tuesday, October 2
Tuesday, October 9
Tuesday, October 16
by Jo Boaler
Registration OpenAll meetings will be at 4:00 pm on the following days:
Tuesday, October 23
Tuesday, October 30
Tuesday, November 6
Tuesday, November 13
Tuesday, November 27
Tuesday, December 4
What if I don't have a device or camera to join in?
You can choose to join in through a phone call or we have webcams available for checkout for the book study period.
Can I participate asychronously?
Not at this time. The discussusions occur live via a collaborative conferencing software.
What is the Coaching Cycle?
Participants in will work through the coaching cycle with a Math Specialist to determine a goal and then work to learn and meet that goal. These teachers will meet with a math specialist a minimum of 3 times throughout the school year. All work is embedded in the classrooms and no substitutes are necessary. The intensity and level of support is determined during the first coaching meeting.
The Regional Math Specialists can support you in your endeavor to provide high-quality professional development for your school, district, or region. They can provide the PD, support a teacher-leader developing their own PD, and provide resources and ideas for high-quality PD.
The principal can invite a math specialist out to conduct a school-wide analysis of effective mathematical teaching practices. The specialist gathers data from classroom observations, teacher interviews, a principal interview, a student focus group and teacher surveys. The findings can be utitlized to focus professional learning and growth.