Lesson Study is a form of long-term professional development in which a small group of teachers systematically and collaboratively plans, teaches, observes, revises, and reports results on a single class lesson. It is a method of improving a lesson through a process of teacher collaboration. Lesson study provides the opportunity for teachers to:
Lesson Study is the intersection of curriculum, the student, and the teacher. It provides a forum for focused collegial conversations, which should be honest, raw and open. Lesson study is a method of improving instruction through collaboration with other teachers to plan, observe and reflect on lessons with the goal of improving learning for all students. Lesson study requires teachers to work collaboratively as a professional learning community to strengthen a lesson, teach it, and collect data about how the lesson worked for students.
Lesson Study Leaders (LSL) with the help of STEM faculty will develop and review lessons based on the new science benchmarks (Nature, Life, Earth, Physical, and Technology Integration). Each group will consist of one STEM faculty from UCF, Tallahassee Community College, and FCAAP (FSU-UF). With the mentoring of STEM Faculty and PhD. Students, LSL will review and develop lessons for each of the new benchmarks. In 2011, Lesson Study Leaders (LSL) will conduct summer institutes to help develop and coach science teachers to develop effective Lesson Study Teams (LST). The facilitators will use research based practices which will include the use of hands-on manipulatives, inquiry-based instruction, concrete-representational-abstract (Witzel, Mercer and Miller) sequencing, and technology-enhanced lessons using calculators, scientific probes and interactive web-based simulations. Modeling these practices will help the participants move from "covering" topics to teaching them in-depth for long-term learning and understanding, rather than just memorization with the intent that students will be become life-long learners and enthusiastic about mathematics and science. During the 2012-2013 year, the process will be repeated for math. Finally, during the 2013-2014 year, the process will train science and math teachers to collaborate and integrate math and science. In summary, the major components of our proposal are:
In the Fall of 2011, Middle School Science teachers will form Lesson Study Teams (LST). The LST will be mentored and support by LSL. They will attend a five day summer institute to learn the NGSS and to increase science rigor. The main focus of this grant is to develop an environment that would nurture Lesson Study Teams.
The 5 day workshop agenda is as follows:
Teachers will become familiar with the Florida State Science standards and the Big Ideas concept. Faculty from FCAAP will relate their research project into concept taught in the benchmarks. FCAPP faculty may help increase relevance in the learning by providing the example of a jet engine and showing how energy is transformed from one stage of the engine to the next and that managing energy transformation leads to an efficient engine. Teachers learn concepts in an exploratory way using 5 E model of inquiry (Engage, Explore, Elaborate, Explain, and Evaluate). Lesson Study Leadership (LSL) teams with the help of STEM faculty will develop and review lessons based on the new science benchmarks (Nature, Life, Earth, Physical, and Technology Integration). Each group will consist of one STEM faculty from UCF, Tallahassee Community College, and FCAAP (FSU-UF). With the mentoring of STEM Faculty and PhD. Students, LSL will review and develop lessons for each of the new benchmarks.