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Home > Society and Social Sciences > Education > Teaching skills and techniques > Collaborative Lesson Study: ReVisioning Teacher Professional Development
Collaborative Lesson Study: ReVisioning Teacher Professional Development

Collaborative Lesson Study: ReVisioning Teacher Professional Development


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About the Book

Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decision-making, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students' interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K–12 classroom. Use this step-by-step guide to develop professional learning communities; increase teacher motivation, efficacy, and knowledge; and support improvement adapted to local contexts. Book Features: Guides readers through three cycles of Lesson Study, taking teacher learning deeper with each cycle. Focuses on developing student understanding that supports meaningful instruction across academic areas. Emphasizes the utility of Lesson Study for informing culturally responsive instruction. Includes examples from a variety of grade-levels and content areas, featuring both pre- and inservice teachers. Includes additional resources and prompts in each chapter to guide application.

Table of Contents:
Foreword Ellin Oliver Keene Introduction Lesson Study in a Turnaround School An Overview of Lesson Study Impact of Lesson Study on Student Learning About This Book Note PART I: LESSON STUDY AS RESPONSIVE PROFESSIONAL LEARNING 1. Engaging in Lesson Study: Risk-Taking, Resilience, and ReVisioning Perpetual Motion: Unrelenting Improvement of Teaching and Learning Risk and Reward: Professional Growth through Lesson Study Valuing Teaching and Teachers Context Matters Reflect and Respond 2. Challenging Norms of Privacy and Isolation Benefits of Collaboration Challenges to Collaboration Shared Expectations Supporting, Scheduling, and Sustaining the Work Overcoming Privacy and Isolation Reflect and Respond 3. Lesson Study as Contextualized Learning Why Context Matters Lesson Study in Varying Contexts Supporting a Positive Culture for Teaching Reflect and Respond PART II: LAYERS OF THE LESSON STUDY PROCESS 4. Purposeful Planning: Teachers as Designers Collective Agency and Innovation Creating a Vision for the Lesson Predictive Planning Reflect and Respond 5. Observation: The Eyes Have It Another Pair of Eyes Before the Observation The Observation: Seeing with New Eyes Reflect and Respond 6. Debrief: Deep Reflection and Lesson ReVisioning A Disposition for Reflection Reflection Starts with Description Re Visioning through Appraising and Appreciating Re Visioning Teaching and Learning Reflect and Respond PART III: REFINING THE FOCUS 7. Building Understanding What is Understanding? Supporting Student Understanding Developing Teacher Understanding Reflect and Respond 8. Flexibility Teaching Requires Cognitive Flexibility Flexibility vs. the Perfect Lesson Plan Flexibility as a Focus for Lesson Study Increased Flexibility Reflect and Respond 9. Supporting Responsiveness Cultural Responsiveness Contextual Responsiveness Responsiveness to Individual Lives and Interests Responsiveness to Students' Learning Needs Responsiveness to Teachers' Needs Understanding, Flexibility, and Responsiveness Reflect and Respond Conclusion: Ongoing Cycles of Lesson Study Variations and Iterations Dispositions ReVisioning Through Lesson Study Reflect and Respond Appendix A: Agenda for Introducing Lesson Study Appendix B: Planning Our Lesson Appendix C: Observation Day Agenda Appendix D: Videos for Observation Practice Appendix E: Before and After Lesson Study Plans Appendix F: Student Interest Inventory References Index About the Author

About the Author :
Vicki S. Collet is an associate professor in the department of curriculum and instruction at the University of Arkansas. Prior to becoming a teacher educator, she worked as a district curriculum coordinator, instructional coach, interventionist, and elementary and secondary classroom teacher.


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Product Details
  • ISBN-13: 9780807763070
  • Publisher: Teachers' College Press
  • Publisher Imprint: Teachers' College Press
  • Height: 226 mm
  • No of Pages: 176
  • Spine Width: 12 mm
  • Weight: 255 gr
  • ISBN-10: 0807763071
  • Publisher Date: 06 Sep 2019
  • Binding: Paperback
  • Language: English
  • Returnable: Y
  • Sub Title: ReVisioning Teacher Professional Development
  • Width: 152 mm


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