Activities

Academic Year Study Sessions

Dear Teachers,

We at Wright State University received funds from two state funding agencies (Ohio Dept of Education and Ohio Board of Regents) to continue our professional development program in mathematics and science for area teachers in grades K-8. The PD is based on a Lesson Study model. We’ll use student responses in actual classrooms to prompt deep thinking about content and pedagogy that are necessary for teaching math/science concepts. You’ll also use the power of teacher collaboration to help you make changes in your school environment and improve student achievement. Continuing education units and graduate credits are available. We hope you are excited to join us.

Ann Farrell, Ph.D.
Professor, Dept of Mathematics and Statistics
ann.farrell@wright.edu

Sachiko Tosa, Ph.D., Ed.D.
Assistant Professor, Dept of Physics
sachiko.tosa@wright.edu

Lesson Study Professional Development Cycle
 

1

Lesson Planning

•  Discuss student needs for math learning
•  Choose a topic for the research lesson
•  Study State Standards and other resources for effective lesson designing
•  Discuss rationale for choosing a key question and activities
•  Create a detailed lesson plan

2

Teaching

 •  Implement the planned lesson
 •  Observe student thinking/learning

3

Debriefing and Revising

•  Discuss what worked/didn’t work
•  Discuss how to improve the lesson
•  Revise the lesson plan

4

Re-Teaching

•  Implement the lesson plan
•  Observe student thinking/learning

5

Second Debriefing

•  Discuss what worked/didn’t work
•  Discuss how the lesson helped student learning

6

New Lesson Study Cycle

  • Select a new topic and start a new lesson cycle

2014 Showcase

The Dayton Area Lesson Study Group presents our 5th Lesson Study Showcase.

Sharing the stories of student learning

Tuesday, March 11, 2014
3:30-6:30 p.m.
Berry Room at the Nutter Center, WSU
3640 Colonel Glenn Highway, Dayton, OH 45435 (Parking at Lot 1)
View directions and parking information.

This is our fifth opportunity to share our lesson study experience with other educators. Lesson study is a collaborative professional model that helps teachers develop more effective lessons by focusing on student thinking through lesson planning, implementation, observation, and revision. The Dayton Area Lesson Study Project is in the fourth year under two state-supported funds* with two faculty members at Wright State University. Six teams at 5 different schools in the Dayton area participate in Lesson Study activities this year in K-8 mathematics. This showcase will provide us with an opportunity to learn more about lesson study through the keynote speech and to share our lesson study experience in the specific lesson contexts. We hope that you would like to join us and will take some ideas and insights with you to enhance student learning in your own classroom.

Program

  • 3:30 p.m.: Sign-in, Refreshments
  • 4:15 p.m.: Welcome and opening remarks by Ann Farrell
  • 4:20 p.m.: Summary of this year’s lesson study work by Sachiko Tosa
  • 4:25 p.m.: Keynote speech by Dr. Catherine Lewis, Mills College
    “Lesson Study: A Collaborative Approach to Improve Teaching in Japan, Dayton, and the World”
  • 5:30 p.m.: Poster Session begins: First round of circulation (half of the team members present posters and the other half visit other teams’ presentations)
  • 6 p.m.:  Second round of circulation begins
  • 6:30 p.m.: Closing remarks by Ann Farrell and Sachiko Tosa

The Keynote Speaker

Catherine C. Lewis, Ph.D. is a distinguished research scholar at Mills College, who was trained as a developmental psychology researcher at Stanford University (Ph.D) and Harvard University (BA) and currently serves as principal investigator on two grants funded by the Institute of Education Sciences of the federal Department of Education, designed to study use of Japanese mathematics teaching approaches in the U.S. She previously conducted (with Rebecca Perry) a randomized, controlled trial of lesson study with mathematical resource kits that significantly increased in both teachers’ and students’ knowledge of fractions; the study was identified by the “What Works Clearinghouse” as one of only two studies of mathematics professional learning (of 634 reviewed) that demonstrated impact on students’ mathematical proficiency and met scientific criteria.  Lewis speaks and reads Japanese, published the first English-language accounts of Japanese lesson study (Lewis & Tsuchida, 1997, 1998), and has developed and tested a range of video and print resources designed to support high-quality lesson study in the US. Information on these resources can be found at the website of the Mills College Lesson Study Group (www.lessonresearch.net).  Lewis hails from a family with 3 generations of public school teachers.

Please contact Ann Farrell at (937) 775-2193 or Sachiko Tosa if you have any questions.

*Support provided by the Ohio Department of Education Mathematics and Science Partnership Program and the Ohio Board of Regents Improving Teacher Quality Program