Lesson Study PLC Agenda

Tuesday, March 17, 2014

3:00 to 6:00 p.m.
Hazelwood Elementary School
LL9
Connection to Kentucky Framework for Teaching:
Domain 4A: Professional Responsibilities: Reflecting on Teaching
Reflecting on teaching encompasses the teachers thinking that follows any
instructional event an analysis of the many decisions made both in planning and
implementation of a lesson. By considering these elements in light of the impact they
had on student learning, teachers can determine where to focus their efforts in
making revisions and what aspects of the instruction they will continue in
future lessons. Teachers may reflect on their practice through collegial conversations,
journal writing, examining student work, informal observations and conversations with
students, or simply thinking about their teaching. Reflecting with accuracy, specificity,
and ability to use what has been learned in future teaching is a learned skill;
mentors, coaches, and supervisors can help teachers acquire and develop the skill of
reflecting on teaching through supportive and deep questioning. Over time, this way of
thinking and analyzing instruction through the lens of student learning becomes a habit
of mind, leading to improvement in teaching and learning.
Accomplished:
Teacher makes an accurate assessment of a lessons effectiveness and the extent to

which it achieved its instructional outcomes and can cite general references to support
the judgment.
Teacher makes a few specific suggestions of what could be tried another time the lesson
is taught.
The teacher accurately assesses the effectiveness of instructional activities used.
The teacher identifies specific ways in which a lesson might be improved

_________________________________________________________________________________________________

Student Survey

Review the Lesson Power Point

Review and Discuss Student Surveys from Steves students (Steve)
Summarize Major Points from Survey
WIDA Supports

Looking at Student Work Using the WIDA Rubric and the JCPS Writing
Continuum
Work in Pairs to evaluate student writing using:

The WIDA Writing Rubric

The JCPS Holistic Continuum
Think about:
How they overlap.
How they are divergent.
Implications for instruction.

Our Lesson Objective: We will explain (verbally and in writing) how the
extended metaphor shapes the message and tone of the poem Mother to
Son by Langston Hughes
Evaluating Student Work: Phase 1
WIDA Writing
Rubric
Step 1

Step 2

Step 3

Teacher 1

Teacher 2

Uses the rubric to read

Uses the rubric to read
and evaluate Student
and evaluate Student
As writing.
Bs writing.
Uses the rubric to read
Uses the rubric to read
and evaluate Student
and evaluate Student
Bs writing.
As writing.
Teacher 1 and 2 compare their scores and discuss
their choices, focusing on similarities and
differences.

Repeat Steps 1-3 with the next two pieces of student writing.
Evaluating Student Work: Phase 2
JCPS Writing
Continuum
Step 1

Step 2

Step 3

Reflections

Teacher 1

Teacher 2

Uses the rubric to read

Uses the rubric to read
and evaluate Student
and evaluate Student
As writing.
Bs writing.
Uses the rubric to read
Uses the rubric to read
and evaluate Student
and evaluate Student
Bs writing.
As writing.
Teacher 1 and 2 compare their scores and discuss
their choices, focusing on similarities and
differences.

http://esllessonstudyy2.weebly.com/reflections.html

What are we learning about teaching, about students, about ourselves as

learners and teachers?
o
o
o

Reread your reflection.

Highlight in three different colors
Discussion

Lesson Study Year 3: Whats next?

Article WIDA Focus on Differentiation Part 1 and 2