Lesson Study

Interactive PowerPoint

SPREE 2005-2006

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Step 1 Step 2 Step3 Sep 4 Sep 5
 Press space bar
to advance
Planning Process
Demographics
through this slide
Step 1:
Your Students School &
Classroom

Key Factors –
Step 5: “Study” Student Needs
Lesson
Objectives – Steps -
Step 2:
Sequence & Flow
Debriefing Goal Selection

Step 4: Learning
Aspirations for
Experiences Students
Gaps
Of Gap & Goals
Goal to address Gap
Of Student Learning Step 3:
Evidence
 Lesson Study Planning Template
 A tool for organizing the
Unit Plan Effectively
 Template embodies all 5
steps of the Lesson Study
Planning Process
 SCIENCE “LESSON STUDY” PLANNING TEMPLATE

Team Members: Grade(s): School(s):

Facilitator and other advisors:

Unit Topic and Science Standards you will address:

Narrative Overview of what your team will focus on:

Organization of your group (Include meeting schedule, meeting structure,

process for setting deadlines & milestones)

Budget: roughly, how will you use the allocated science supplies fees from
SPREE?
 Step 1: Who are your students?
What are the physical factors of the school and classrooms? ( For example, the
type of school/program in which you teach, kind of classes involved in the lesson
study (e.g.,2nd grade multiple subjects, 6th grade Integrated Science), schedules,
classroom layout and arrangement, grouping patterns, management rules and
routines, available technology and the extent of parental involvement.)

What are the demographics of the community? (The kind of information you are
looking for includes the geographic location and population of the community and
school, the socio-economic profile, race or ethnic breakdown, and any other factors
that could either challenge or support your teaching and the students’ learning.)

Key factors about your classes that will influence your planning and teaching.
(Describe what your students can do as well as what they are still learning to do.
Include information about Academic development, Language development, Social
development, and Socio-economic and cultural context.)
Go onto
Step 2
 Science &
Basic Skills
Development

Academic
Students with
Language
Disabilities
Development
UNIVERSAL
ACCESS

Advanced
English Learners
Learners
What Student Needs Require
Accommodations?
A number of online resources provide assistance and strategies for science
instruction for English learners, advanced learners and students with
disabilities:

CA Science Project English Learner Initiative:

http://csmp.ucop.edu/csp/initiative.html

SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP

and Former LEP Students
http://www.csupomona.edu/~tassi/sdaie.htm

Inclusion in science education for students with disabilities

http://www.as.wvu.edu/~scidis/sitemap.html

Planning Science Programs for High Ability Learners

http://ericec.org/digests/e546.html
Back to
Step 1
Template
 Step 2: Group Goal Selection
Think about the aspirations you have for your students.
What kind of students do you want to foster and help
develop at your school? What qualities do you want your
students to have the time they leave your school?

What gaps do you see between these aspirations and how

children are actually developing at your school?
Discuss these gaps with your group. As a group, select a
“gap” that you would like to focus on with your lesson
study. What “gap” have you selected?

Write a group goal that states the quality you would like to
develop in your students, in order to address the gap that Go onto
you have chosen. Step 3
 Step 3: What Evidence Will You Gather?

What kinds of evidence of student learning will be gathered?

How will that evidence be measured?

What kinds of evidence will be gathered to determine the

extent to which the “gap” has been addressed? How will that
evidence be measured?

What kinds of evidence will be gathered to assess how well

your group goal has been achieved? How will that evidence
be measured?

Go onto
Evidence Step 4
Entry Level Evidence:
 Measure existing knowledge & skills
 Measure mastery of preceding sets of
content standards
 Serve as a diagnostic tool to help plan
instruction
 Provide “pre-test” data to be compared to
“post-test” data at the end of the unit
 Should be administered under same
conditions for all students
Formative (Progress Monitoring) Evidence:
 Monitor student progress on an ongoing
basis throughout the unit
 Inform the teacher about what is working,
what isn’t and what adjustments to the plan
are needed
 Identify struggling students who need direct
interventions
 Provide quick feedback to students with
opportunities to improve
Summative quizzes, tests, prompts, and/or
other Evidence:
 End-of-unit measurement of students’ ability
to apply the science knowledge and skills
they have acquired.
 Require students to demonstrate the extent
they have met the goals and objectives
identified in Stage 2
 Provide a “post-test” comparison to the “pre-
test” conducted before the unit began
Multiple Methods of “Evidence”

Informal
Authentic Checks for
Understanding

Click in any box for more

details or the button below
Essays/Prompts
Traditional to skip ahead to Step 4.

Back to
Step 3 Step4
Template
Informal Checks for
Understanding
 Hand Signals (thumbs up, thumbs down, wave hand)
 Index Card Summaries (“Summarize a big idea you got from this
lesson”)
 Index Card Questions (“State one thing you don’t understand
about...”)
 Question Box (a place to leave questions about concepts &
processes)
 Misconception Checks (State a common misconception & ask if
they agree/disagree—why or why not?)
 Observations
 Interviews, Dialogues, Open-Ended Questions
Click HERE for web
 Daily journal entries links to grade-level
science assessments or
click on the arrow to the
right to return to the Step
3 Template
Traditional Assessment
 Multiple Choice – potentially useful for baseline
measurement of content knowledge & science
vocabulary
 True-False – More useful to assess attitudes &
applications of ideas versus content/vocabulary
 Matching – More responses that list items increases
likelihood of higher level thinking
 Completion/Short Answers – Reduces guesswork
but need careful wording to avoid ambiguous
answers Click HERE for web links to
grade-level science assessments or
click on the arrow to the right to
return to the Step 3 Template
Essays/Prompts
 Useful in the assessment of problem-solving skills
and complex interrelationships between concepts
and processes
 Provides opportunities for students to develop
written communication skills
 Shortcomings include the subjective nature of essay
questions (no single right/wrong answer) and
English Language learner variabilities
 Important to provide expectations and use some
Click HERE for web links to
kind of grading rubric grade-level science assessments or
click on the arrow to the right to
return to the Step 3 Template
Authentic Assessment
 Performance-based
 may be used to assess correct answers and the processes used to
get there
 usually involves use of concrete materials
 may include models, scientific illustrations & diagrams, experiments,
and other contextualized demonstrations
 Projects – students investigate authentic questions and use
processes of investigation & experimentation to find solutions
 Interviews & Student Journals – a good way to identify thinking &
problem-solving abilities, misconceptions, and communication skills
 Portfolios – a collection of student work over time that provides
evidence and reflections demonstrating knowledge, abilities &
understanding
 Graphic Organizers – such as concept maps, vee maps & Venn
diagrams – help assess students’ grasp of the interrelationship
among concepts Click HERE for web links to grade-level
science assessments or click on the arrow to
the right to return to the Step 3 Template
Web Links to Grade Level
Assessments
Grade K
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://pals.sri.com/
http://www.cobb.k12.ga.us/~schoolimprovement/curriculum/science/kscien
ce.htm
http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 1
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://pals.sri.com/
http://web.dps.k12.va.us/parkave/soltest.htm
http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf
http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 2
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://web.dps.k12.va.us/parkave/soltest.htm
http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf
http://www.sasked.gov.sk.ca/docs/elemsci/plants2.pdf
http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 3
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://education.jlab.org/solquiz/sci3_45.html
http://web.dps.k12.va.us/parkave/soltest.htm
http://www.sasked.gov.sk.ca/docs/elemsci/heat1.pdf
http://www.sasked.gov.sk.ca/docs/elemsci/matter1.pdf
http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf
http://www.exemplars.com/science_3-5/science_3-5_sample.html
Grade 4
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://web.dps.k12.va.us/parkave/soltest.htm
http://www.ode.state.oh.us/proficiency/02Tests/grade4/4sci0302.pdf
http://tp1.clearlearning.com/ISBE/2003/grade4science/index.html
http://www.edinformatics.com/timss/pop1/scipop1.htm?submit33=Grade+
3,4+Science+Test
http://www.exemplars.com/science_3-5/science_3-5_sample.html
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Web Links to Grade Level
Assessments (continued)
Grade 5
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://www.vismt.org/programs/assessment/sample_test_5.pdf
http://education.jlab.org/solquiz/sci5_26.html
http://web.dps.k12.va.us/parkave/soltest.htm
http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf
http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf
http://www.exemplars.com/science_3-5/science_3-5_sample.html
Grade 6
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at
99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf
http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964
http://www.exemplars.com/science_6-8/science_6-8_sample.html
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 7
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at
99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf
http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964
http://www.exemplars.com/science_6-8/science_6-8_sample.html
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 8
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://education.jlab.org/solquiz/sci8_42.html
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at
99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf
http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964
http://www.exemplars.com/science_6-8/science_6-8_sample.html
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Web Links to High School
Assessments
Grade 9-12 Biology
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://www.4tests.com/exams/examdetail.asp?eid=39
http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at
_99.pdf
http://www.state.tn.us/education/tsscwebsamf02tng.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Chemistry
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://education.jlab.org/solquiz/chem_37.html
http://www.4tests.com/exams/examdetail.asp?eid=33
http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at
_99.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Physics
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://www.vismt.org/programs/assessment/sample_test_9.pdf
http://www.vismt.org/programs/assessment/sample_test_11.pdf
http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physic
s&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=Uni
tedStates&iam=1&rating=0&access=3
http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at
_99.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at
_2000.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html
http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Earth Sciences
http://pals.sri.com/
http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Asse
ssing Student Understanding in Science&sa=true&sc=1
http://education.jlab.org/solquiz/esci_73.html
http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at
_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at
_99.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html
http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm
http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Back to
Multiple Methods
 Step 4: Plan Learning Experiences & Instruction
Indicate the sequence of teaching & learning experiences that will equip
students to engage with, develop & demonstrate the desired outcomes

Day 1: Brief
Day 2: Brief
description Day 3 Brief Day 4: Brief
description
of lesson or description description
activities

Day 5: Brief Day 6: Brief Day 7: Brief Day 8: Brief

description description description description

Day 10: Brief Day 11: Brief Day 12: Brief

Day 9: Brief
description description description
description

Day 13: Brief Day 14: Brief Day 15: Brief Day 16: Brief
description description description description

Back to Onto
Step 3 Step 5
 Step 5: “Study” Lesson Information
Select ONE lesson from the sequence of learning experiences in Step 4.
This lesson will be the basis for your team’s “study” lesson.
Name of the study lesson:

Objectives(s) of the study lesson: Objectives

How is this study lesson related to the lesson study “gap” and
“goal(s)”:

Steps of the lesson: (Include teaching model(s), “5 Es”

strategies, learning activities, key questions and time
allocation) : 5 Es

Student activities/ expected student reactions or responses

Teacher’s response to student reactions / Things to remember

Method(s) of Evaluation & Debriefing

Press space bar
to advance
What’s wrong with
through this slide
this objective?
“Students know how to compare the
physical properties of different kinds of
rocks and know that rock is composed
of different combinations of minerals.”

“Know” is vague and difficult to assess.

Q: How can we fix it?
A: ACTION VERBS!
Bloom’s 6
Levels of
Thinking
Compare the 2 objectives
“Students know how to compare the physical
properties of different kinds of rocks and
know that rock is composed of different
combinations of minerals.”

“Students will identify and compare the physical

properties of different kinds of rocks.
Additionally, students will be able to sort and
classify rocks according to their different
combinations of minerals.”
In your teams …

Use ACTION VERBS from

Bloom’s Wheel to write your
learning objectives.

Return to
Step5
Template
 ENGAGE

EXTEND EVALUATE EXPLORE

EXPLAIN

Next
Page
The 5 Es Learning Cycle
 Developed by BSCS (Biological Sciences
Curriculum Study) in 1989
 Has emerged as a premier framework for
instructional design because it:
 is applicable for virtually any instructional
purposes
 is flexible, adaptable and realistic
 reflects real science
 aligns with the standards
Next
Page
Questions to Ponder as you
plan with the 5 Es
 Engage: What provocative hooks will draw the students in?
What activities are most likely to capture and hold their interest?
 Explore: What learning experiences will encourage students to
gather evidence, try out hunches, pursue answers to essential
questions?
 Explain: What kind of instruction will equip students with the
information they need to demonstrate what they know and are
able to do? How will I build on student’s experiences to help
them grasp scientific explanations?
 Extend: How will students be guided to dig deeper, apply new
understandings, work through misconceptions?
 Evaluate: What formal and/or informal means of assessment will
reveal what student know and can do? How will students self-
assess? How will they demonstrate a grasp of the bigger ideas?
Next
Page
 In this PowerPoint you have:
 learned the 5-step Lesson Study Process
 examined the underlying principles for each step

Using the same principles and the templates provided, you are
now ready to put the design principles to use for your own
science “Lesson Study” process.

You can also download the blank templates from the Lesson
Study web site. Just click here.
Happy designing!

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