Collaborative Lesson Study

CLS is a professional development strategy for teachers, designed with the goal of improving classroom efficiency. It centers around teachers collaboratively planning, teaching, observing, refining, and reflecting on student outcomes. A unique outcome of the process is a deeper understanding of the science content that the lesson delivers.

MSSELI Fellows lead or participate in Collaborative Lesson Studies twice during the academic year. The CLS process involves collaborative planning and delivering of a science lesson with specific intended student outcomes. Focusing on outcomes in a three-day CLS engages teachers in the most important professional dialogue: how can we be sure that students are understanding and applying the science content? In middle school science classrooms, it is essential to be surethat students are "getting it" and that teachers are identifying mechanisms to effectively engage all learners. Participating Fellows discuss and refine the methods they are using to convey content knowledge, essentially "deprivatizing" teaching practices. MSSELI participants report that the Collaborative Lesson Study experience has been transformational for their instructional practice.

At the outset of each CLS, teacher teams start by identifying the learning outcome for their students. While working on the lesson, Fellowscreate a detailed plan by using the design that underpins the 5E process. The 5E model (Engage, Explore, Explain, Elaborate, Evaluate) is based on research and the foundation of existing understandings and experiences (How People Learn, NRC, 2005). Figure 3b above represents the Lesson Study Cycle that is taught and reinforced during the CLS sessions.

The development of this model of Collaborative Lesson Study was adapted from Teaching Learning Collaborative (TLC) developed by K–12 Alliance. CLS was implemented as part of the National Science Foundation and California Math Science Partnership Grants in SDUSD, 2001–2007, and it is currently being used by MSSELI in San Diego County. Observed Catherine C. Lewis in the Education Department of Mills College in Oakland, "Lesson study is not a quick fix, but a slow, steady means of instructional improvement."

In addition to the advantages of teachers being able to take a step back and analyze the learning process, CLS offers more robust tools for the traditional practice of scrutinizing student work. For example:

• Teachers use a rubric to identify where students got it, are getting there, or are in the beginning phases of their learning.
• Teachers review student expected responses.
• Teachers analyze student work for learning gaps and sort by content, process, or communication gaps.
  
  The interactive and cumulative effects of Moodle, the Curriculum Leadership Academies, and Collaborative Lesson Study are what enable MSSELI to drive home its foundational program elements and provide a highly effective professional learning community. The next section discusses the program's observed impact on instructional capacity over the course of the last five years.