Lesson Study

Phase 2
Amber Brundage
Jayna Jenkins
Pam Sudduth
Shelby Robertson
 Where we started…

• Lesson Study
– Background
– Benefits
• Group norms, roles, procedures, vision
• Lesson Study Focus Area
– Develop research theme
– Select content and topic area
• Adobe Session Check-in
– Research, student learning, standards
 Advance Organizer

• Review:
– Research (Theme, student learning)
– Content area, standard(s), strategies
• Unpacking Standards
• Universal Design for Learning
• Planning the Lesson
• Available Assessments
• Identify Curriculum and Materials
• Planning for Data Collection
Step 2: Plan and Design Lesson
Unpacking Florida Standards
 Learning Objectives for Unpacking

• Unpack standards to identify what students

are expected to know, understand, and be
able to do as a result of instruction

• Anticipate high probability and high intensity

barriers to student engagement and mastery
of standards
 Unpacking Standards

Ainsworth, L. (2003). Unwrapping the standards: A simple process to make

standards manageable. Englewood, CO: Lead + Learn Press.
 FL Standards
Meeting the Needs of ALL Students
The Standards set grade-specific
expectations, but do not define the
instructional/intervention methods or
materials necessary to support students who
are well below or well above grade-level
expectations.
 Unpacking Standards
The unpacking process allows teachers and
administrators to determine what matters most
(i.e. pacing, assessment, critical focus areas)

•Clarity

•Alignment

•Continuity

•Integration

•Baseline
 Unpacking Standards – Step 1
Step 1: Select standard to be unpacked
 Speaking and Listening Standards- Comprehension and Collaboration (Grade
6) #1 (LAFS.6.SL.1.1)
• Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher- led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
 Unpacking Standards – Step 2
Step 2: Circle the verbs (skills)
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher- led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
 Unpacking Standards – Step 3
Step 3: Underline the nouns and noun phrases (knowledge)
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher- led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
 Unpacking Standards – Step 4
Implied Skills
Social/Emotional 21st Century Skills
The process through which children and adults
acquire and effectively apply the knowledge,
attitudes, and skills necessary to understand
and manage emotions, set and achieve
positive goals, feel and show empathy for
others, establish and maintain positive
relationships, and make responsible decisions.

Student Engagement

“Student engagement (SE) is defined by the

degree to which students participate in all
aspects off the school environment (for
academic and social) and assume the The skills, knowledge and expertise
appropriate level of responsibility for their
students must master to succeed in work
own learning and behavior.”
and life; it is a blend of content knowledge,
From: Defining “Engagement” within MTSS specific skills, expertise and literacies.
 Unpacking Standards – Step 4
Examples of Implied Skills
Standard Example
from the Standard
Determine pre-requisite skills implied (e.g., • Perspective taking
social/emotional/engagement/21 st Century) within the standard:
• Active listening skills (clarifying, summarizing,
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher- led) with diverse partners on grade 6 topics, asking open ended questions, etc.)
texts, and issues, building on others’ ideas and expressing their own • Appreciation of diversity
clearly.
• Effective communication skills (clear and
a. Come to discussions prepared, having read or
persuasive)
studied required material; explicitly draw on
that preparation by referring to evidence on the • Self-initiation and time management
topic, text, or issue to probe and reflect on ideas • Collaboration and teaming
under discussion. • Prioritizing, planning and managing
b. Follow rules for collegial discussions, set specific • Goal setting
goals and deadlines, and define individual roles
• Conflict resolution skills
as needed.
• Seeking and providing help
c. Pose and respond to specific questions with
elaboration and detail by making comments that • Research and information literacy
contribute to the topic, text, or issue under • Action planning and progress monitoring
discussion.
d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
 Unpacking Standards – Step 5
Step 5: Summarize the instructional implications (knowledge and skills) necessary
for mastery of the standards on the activity worksheet

• Students have the skills or the supports to read and research grade level texts,
topics and issues
• Students are explicitly taught collaboration skills and strategies for effective
teaming
• Students are provided with frequent opportunities to collaborate and team with
peers
• Student are taught active listening and communication skills
• Students are taught to set goals, plan, and monitor progress
• Students are taught perspective taking and an appreciation of diversity
• Students are provided with opportunities to engage in tasks and assignments
that allow for multiple approaches and creative approaches
• Students are taught to pose and respond to questions
Let’s Stop and Reflect

• Write additional
Thoughts and Big Ideas
about Unpacking
Standards

• What Questions do you

have?
Universal Design for Learning
(UDL)
 Learning Objectives for UDL

• Understand what is meant by “UDL” as

well as the goal of implementation
• Understand how UDL fits within a multi-
tiered system of supports (MTSS)
• Understand the application of UDL
principles to the design and delivery of
instruction in order to meet the needs of
all learners
Universal Design for Learning
 Universal Design for Learning

“An approach to designing instructional

methods and materials that are flexible
enough from the outset to adapt and
allow for learner differences”

~Meyer and Rose (2006, pg. 2)

Let’s Hear from CAST
 Jigsaw Activity
UDL Principles to Support Problem Solving within a Multi-
Tiered System of Supports

• Number each team member in the group

• Hand out the article and refer to the numbered sections
(depending on the number of team members)
• Provide time to read sections and to review the text to decide
on key points of interest
• Rejoin and share the key points of interest from each section
• Provide time to review information, as well as address any
questions
• Allow time for questions and concerns related to lesson
study
 The Goal of UDL
To eliminate unnecessary barriers to learning
without eliminating challenges in order to
ensure all learners achieve standards.

• Maintains high expectations for ALL

learners
• Ensures access to academic standards
for ALL learners
• Ensures student interaction and
engagement with content for ALL learners
 What if…?

“What if we recognized that our

inflexible curricula and learning
environments are “disabled” rather than
pinning that label on learners who face
unnecessary barriers?”

~Rose and Meyer (2006, pg. vii)

 Myth of Average
• Myth of Average Video
– Reflection question - What impact would an
adjustable curriculum have on lesson study
within a multi-tiered system of supports?

https://www.youtube.com/watch?v=4eBmyttcfU4
 A Conceptual Shift

• Diversity is the norm; learner strengths,

needs and interest exists across a
continuum
• Instructional methodology and curriculum
materials that can adapt to student needs
should be provided rather than expecting the
learner to adapt the instruction/curriculum
• In the most effective classrooms, the teacher
functions as a co-facilitator of learning
Three Primary Brain Networks
Recognition Strategic Affective
Network Network Network

The “WHAT” of The “HOW” of

Learning Multiple Learning Multiple The “WHY” of
Means of Means of Learning
Representation Expression

Provide Multiple, Provide Multiple,

Flexible Methods of Provide Multiple,
Flexible Options for
Presentation Flexible Methods of
Engagement
Expression

Offer Various Ways to

Offer Various ways to Offer Alternatives for get Learners
acquire Information Demonstrating What Interested,
and Knowledge They Know Challenged, and
Motivated

Graphic adapted from CAST and Meyer and Rose, 2006

 UDL Guidelines

Ensure Instruction is Accessible and Engaging for ALL Students

 Multiple Means of Engagement
Checkpoints Examples
Provide options for recruiting interest Choices in the level of challenge, type,
color, design, layout of graphic, involve
learners, vary activities
Provide options for sustaining effort Use prompts, hand-held scheduling
and persistence tools for reminders, collaboration,
peer tutoring and support, vary the
degree of freedom, cooperative
learning groups with scaffolded roles
and responsibilities

Provide options for self-regulation Use guides and rubrics that focus on
self-regulatory goals, differentiate and
scaffold feedback, self-monitor
behavior

http://udlonline.cast.org/guidelines
 Multiple Means of Representation
Checkpoints Examples
Provide options for perception Speech-to-text, diagrams, charts, video
clips, size of text, images, graphs,
tables, volume, speed
Provide options for language, Pre-teach vocabulary and symbols,
mathematic expressions and symbols highlights, clarifying unfamiliar words,
present key concepts, symbolic
representation

Provide options for comprehension Activate prior knowledge, use

advanced organizers, pre-teach
concepts, bridge concepts, highlight
patterns, emphasize key elements,
checklists

http://udlonline.cast.org/guidelines
 Multiple Means of Expression
Checkpoints Examples
Provide options for physical action Provide alternatives for interacting
with instruction, consider switch
options
Provide options for expression and Compose multi-media, provide
communication learners with spell-checkers, speech-
to-text, use graphing calculators, use
sentence strips and outlining tools,
provide manipulatives

Provide options for executive functions Use prompts for goal setting, model
think-alouds, use checklist and project
planning checklists, break long-term
goals into reachable short-term
objectives

http://udlonline.cast.org/guidelines
 UDL in Practice…
• UDL draws upon and extends educational
approaches with which many educators are
already familiar, and
• UDL emphasizes
 Teachers as guides or facilitators

 Learning as a process

 Student construction of knowledge with

active rather than passive engagement

~Rose & Meyer (2006)

 High Probability and High Intensity Barriers
to Access, Interact and Demonstrate Learning

• Determine clear learning goals

• Anticipate high probability barriers
• Incorporate appropriate strategies and
supports into the lesson plan/instructional
environment
• Anticipate high intensity barriers
• Consider sufficiency of the supports planned
 Reducing Barriers to Learning
  Engagement Representation (Access) Expression (Demonstration of
Learning)
“WHY” “WHAT” “HOW”
High Probability Barrier- When learning about the Vikings, When learning about the Vikings, When demonstrating their
Wide-spread or common barriers that students are disengaged during students only have access to a learning, students currently only
impact many students’ engagement and independent reading time. classroom text. have one option to write a
learning (e.g., integrate strategies that summary about a book they have
support cognitive processing through read.
academic instruction, DI, provide
adequate instructional time)

High Intensity Barrier- A student has his head on the When learning about the Vikings, A student’s handwriting is illegible
Significant impact on individual student table when assigned a textbook the reading selection is identified when given an assignment to
engagement and learning (e.g., small activity. as above the student’s complete a writing prompt.
group and individual instruction, DI, independent reading level.
aligned with learning needs)
 UDL and Technology
• Technology can help teachers create more flexible learning
environments – but they are not the only way to do so
• Educators who do not have access to the latest multimedia
and computer-based technologies can still apply UDL in
powerful ways
• Examples:
• Students having access to computers, the Web, blogs, iPods, and
other technologies is not the same as providing access to learning.
• Providing access to learning are providing tools such as:
• Low-Tech Support: highlight tape for determining the main idea or a
Venn diagram for comparing/contrasting information
• High-Tech Support: Computers, iPads, instructional software
 Building an Effective System
• The ultimate goal of UDL is to provide students with a
system of readily available supports within the learning
environment that ensure access, engagement, and
success with standards
• Applying UDL principles during the lesson planning
process is essential to ensuring individual lessons are
accessible and engaging
• Perhaps even more important is identifying the most
effective supports and ensuring those specific supports
are readily available within the learning environment for
all student to access for all instruction
 Group Discussion
• How would providing more accessible, and
engaging instruction impact achievement for
students in general? For students with that
struggle?

• What barriers could prevent this type of

instructional planning process from occurring
regularly?

• What support and resources will you need to

move toward this way of work?
UDL Self-Checker Example
 UDL Module

• http://pdportal.florida-ese.org/courses/index.aspx
 UDL Resources

• How Do You Teach? Checklist

• DIY Figure
• Example Options
• Guidelines
• Content-Specific Examples
• Look-Fors
• Trifold Matrix
• AT Ideas (Low-Tech to High-Tech)
Let’s Stop and Reflect

• Write additional
Thoughts and Big Ideas
about UDL

• What Questions do you

have?
Step 2: Plan and Design Lesson
Develop the Lesson
 Let’s Review!

• Share what you learned about

– How student’s learn
– Best practices in teaching
– Background research

• What Questions do you still have?

Lesson Study in Action
Video 3
 Planning the Lesson

• Utilize the “Guiding Questions for Planning

the Lesson” document
• Utilize the “Lesson Plan and Observation”
template
 Planning and Developing the
Research Lesson
• Select 3 case students to keep in mind when designing
research lesson
• Modify or create a lesson and ensure support for
struggling learners (academic/behavior)
• Using lesson development tool, determine goals for the
lesson and indicators of whether the students have
achieved the desired goals- may be broad for whole
group and specific for each case student
• Review the team’s development to this point and
integrate into the lesson planning process
– research theme, investigating how students learn, high
probability barriers, unpacking standards, and UDL to inform
lesson development
 Planning and Developing the
Research Lesson
Continued
• Make students’ thinking visible and open to observation
and analysis
• Specify the type of evidence the team will collect to verify
student learning and thinking
• Determine how to observe and record data through
detailed observations of student activity, engagement,
and written work during the lesson
• Determine data collection tools (e.g., field notes,
checklists, rubrics, etc.)
Lesson Plan and Observation
Template
Lesson Study in Action
Video 4
Let’s Stop and Reflect

• Write additional
Thoughts and Ideas
about LS

• What Questions do you

have?
Planning for Data Collection
 Data Collection
• Utilize the “Guiding Questions for Determining
Data” document
• Utilize the “Lesson Plan and Observation” template

• Consider additional questions revolving around

content, motivation, behavior and attitude
 Best Practices in Observation
and Data Collection
• Determine what questions related to student engagement/behavior/learning you
would like answered
– What percentage of time are students engaged/on-task/etc?
– What is student accuracy rate?
– How many times does a student ________?
– What is student mastery rate?
• Behaviorally (objectively) define what accuracy/engagement/on-
task/mastery/behaviors look like to know if they are occurring
• The questions you want answered will drive observation/data collection methods:
– Percentage/number correct responses
– Total number of target behaviors
– Total number of minutes to calculate percentage of time
– Presence or absence of target behaviors

• Keep in mind you are an observer not a helper in the

classroom
 Best Practices in Observation and
Data Collection
• Know what you are looking for and tools to capture
notes/observations in real time
• Sit in a spot where you can clearly see and hear
what the student is doing (eyes, body, verbal
responses, written products, etc.)
• Have a stop-watch/timer and watch to measure time
intervals
• The purpose of the observation is to measure student
responses under “fairly” typical instructional practices:
– Don’t provide support that isn’t otherwise available
– Do ask clarifying questions to students (during
independent work times) if not sure about their responses
Let’s Stop and Reflect

• Write additional
Thoughts and Big Ideas
about LS

• What Questions do you

have?
Progress Check: Step 2 ✔
 Homework

• CAST UDL Checker

– Before and after lesson.

• Calendar Check:
– Adobe Check-in Session:

– Next Face-to-face session:

• Before Adobe Check-in Session:
– UDL Checker and Your Lesson
– Make any adjustments

• Who will do what, by when?

• Organize to share above findings on on Adobe
• Organize questions to ask on Adobe

• On Adobe Session, The lesson study team will determine:

– The class where the lesson will be taught
– The three students who will be observed
– Which data each observer will collect
• Whole group
• Three individual students
• Post-lesson interviews
Lesson Study in Action
Video 5