STAGE 1/ WEEK 1
One type inquiry of teacher teams at Scholars’ Academy engage in is referred to as “subject area lesson study”. This document is the plan for a three stage (or three week) inquiry cycle in which the team analyzes student work, supports a colleague with feedback on his lesson plan to address student needs and then, after viewing his/her teaching of the lesson, offers Danielson-based feedback on the actual instruction.
This is the pre-assessment that 8th grade math teacher, Mr. at Scholars’ Academy gave his students. While watching video 1, you will notice the teacher team working together to analyze student work generated from this pre-assessment. This is the stage phase (week 1) of their inquiry cycle.
These are samples of student work generated from the pre-assessment that the 6th grade math teacher, Mr. Ryan Milano at Scholars’ Academy gave his students. During video 1 you will notice the team working together to analyze student work from this pre-assessment.
This is one teacher’s notes that capture the process the team used to analyze the student work generated from the pre-assessment given by one teacher colleague.
STAGE 2/ WEEK 2
This is the protocol that guided the facilitator and team during Stage 2 (Week 2) of their lesson study. The team listened to a colleague explain lesson and then suggests revisions to improve the lesson. The lesson was intended as a response to student learning needs uncovered during the group’s inquiry in Stage 1 (Week 1).
This is the lesson plan collaboratively revised by the teacher team that is taught by their subject-area colleague during video 3 (see Stage 3).
STAGE 3/ WEEK 3
This is the lesson observation tool that the inquiry team conducting lesson study used while observing the “host teacher’s” lesson.
Teachers’ reflection on the lesson study process used by an inquiry team at Scholars’ Academy.
These artifacts represent a portion of one school’s approach to professional collaboration and inquiry; the protocols, strategies, and tools provided illustrate only one of a variety of viable approaches to inquiry. Use of these artifacts outside of a total school improvement approach (where culture, systems and the instructional core are aligned) may not move a school’s practices in a 4.2 toward well-developed practice.