This project investigates the variation in teachers' practice of lesson study to identify effective and scalable design features of lesson study associated with student mathematics achievement growth in Florida. Lesson study is a teacher professional development model in which a group of teachers works collaboratively to plan a lesson, observe the lesson in a classroom with students, and analyze and discuss the student work and understanding in response to the lesson.
Identifying an Effective and Scalable Model of Lesson Study
This project investigates the variation in teachers' practice of lesson study to identify effective and scalable design features of lesson study associated with student mathematics achievement growth in Florida. Lesson study is a teacher professional development model in which a group of teachers works collaboratively to plan a lesson, observe the lesson in a classroom with students, and analyze and discuss the student work and understanding in response to the lesson. Florida is the first state to promote lesson study as a statewide professional development model for implementing the Common Core State Standards for Mathematics and improving instruction and student achievement. The original lesson study model imported from Japan poses a challenge for implementation and scalability in the United States, and there is emerging evidence that modifications have been made to make it feasible within the constraints of teachers' work schedules and school structures. Thus, there is an urgent need to investigate the variation in lesson study practice and how modified design features of mathematics lesson study are associated with improvement of student mathematics achievement. The research team will conduct a statewide survey of approximately 1,000 teachers in grades 3-8 who are practicing mathematics lesson study during the 2015-2016 academic year. They will examine variations in four design features of lesson study (structure, facilitator, knowledge resources for lesson planning, and research lesson and discussion) and their associated organizational supports. They will examine the relationships between these design features and the original lesson study model, teacher learning, and students' mathematics achievement growth.
This project is designed to advance the scholarship and practice of lesson study by: (1) identifying an effective and scalable model of mathematics lesson study with specific design features that are associated with positive teacher learning experience and improved student mathematics achievement; (2) advancing practical knowledge on how this effective and scalable model of mathematics lesson study can be practiced, based on in-depth case studies of lesson study groups; and (3) contributing to teacher learning principles that can be applied to various professional development programs in mathematics. The project will disseminate evidence regarding the characteristics of an effective and scalable mathematics lesson study model to state and district-level facilitators across the country. The project will also develop a Florida Lesson Study Network (FLSN) to share resources and facilitate communications regarding lesson study practice.
|Title||Type||Post date Sort ascending|
|Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida||Resource||03/14/2019 - 02:28pm|
|Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development||Resource||03/14/2019 - 02:26pm|
|Lesson Study Design Features for Supporting Collaborative Teacher Learning||Resource||03/14/2019 - 02:21pm|
|Identifying an Effective and Scalable Model of Lesson Study||Poster||06/06/2016 - 11:28am|
|Lesson Study District Survey Report||Resource||03/11/2016 - 03:59pm|
|Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida||Resource||03/11/2016 - 03:54pm|