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Toyota Professional Development Project

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Title: Toyota Professional Development Project Author: Diane Last modified by: Barbara Q. Shoemaker Created Date: 6/25/2012 3:05:26 PM Document presentation format – PowerPoint PPT presentation

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Date added: 23 September 2019
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Title: Toyota Professional Development Project


1
Toyota Professional Development Project
  • Diane Hatfield
  • District Curriculum Coordinator

2
Toyota Lesson Study Project
  • Newport MS and HS
  • Math and Science Teachers
  • Higher Education
  • Dr. Bethany Noblitt, NKU
  • Dr. Ted Hodgson, NKU
  • Dr. Vern Hicks, NKU

3
Phase I Lesson Study Kick-off
  • Collaborative Planning
  • Lesson observation by colleagues, administrators
    and Higher Education Faculty
  • Analytic Reflection
  • Ongoing Revision

4
Launch-Explore-Discuss(LED)
Launch Teacher introduces the task.
Explore Students work on the task, encouraged to
solve the problem in any way and be prepared to
explain their approach to the class.
Discuss Whole class discusses and summarizes
different student responses to the task.
5
The Five Practices
The article, Orchestrating Discussions by Smith,
et. al. describes the following five practices
  • Anticipating
  • Monitoring
  • Selecting
  • Sequencing
  • Connecting

6
Lesson Study Sequence
  • Anticipating
  • The teacher anticipates student responses by
    actively envisioning how students might approach
    the task
  • Monitoring
  • The teacher monitors students thinking as they
    work on the task.

7
  • Selecting
  • The teacher will use what he/she learns during
    Monitoring to purposefully select which student
    responses will be shared during the whole class
    discussion.
  • Sequencing
  • After the teacher selects particular student
    responses to include in class discussion, he/she
    can make decisions about how to sequence the
    responses.
  • Connecting
  • The teachers sequencing allows for student
    presentations to build on each other to make
    connections and develop powerful ideas.

8
Phase I Mini Lesson Study
  • Spring 2012
  • Participate in a mini lesson study
  • Groups will be content specific.
  • Lesson will be LED, topic of lesson will be your
    choice.
  • Lesson will be taught in April or May.
  • Lesson will be collaboratively developed,
    implemented once, observed by the group (if
    possible), and collaboratively revised.

9
Phase II Kick Off
  • Summer 2012
  • Labquest Professional Development
  • Work session day with Higher Education faculty to
    plan for fall Lesson Study Project

10
Phase II Lesson Study Project
  • Fall 2012
  • Participate in a full-blown lesson study in
    fall 2012.
  • Groups will be interdisciplinary, math and
    science.
  • Lesson will be LED, topic of lesson will be
    math/science interdisciplinary.
  • Lesson will make use of Labquest.
  • Lesson will be collaboratively developed,
    implemented and observed a first time,
    collaboratively revised, implemented and observed
    a second time, collaboratively revised again,
    implemented and observed a third time, and so on.

11
Evaluation
  • Teacher Self-Assessment
  • Math and Science Teacher Pre- and Post
    Questionnaire
  • Student Pre and Post Questionnaire

12
Lesson Study Observation
  • Goal of the lesson
  • Was the lessons goal understood by the students?
  • What approaches are being used by the students?
  • Questions to ask during the postlesson
    discussion.
  • What about the lesson worked well?
  • How could the lesson have been improved and in
    what way?
  • What could the teacher have done differently in
    the presentation to improve student learning?

13
Teacher Reflection from Phase I Mini Lesson
Study
  • The most valuable part of the lesson study
    process was the ability to work within our school
    at different grade levels and to make the
    necessary changes to the lesson before it was
    taught again.
  • It was helpful to meet after it was taught
    initially to reflect on how the lesson could be
    improved and what aspects needed to remain
    because they worked so well.

14
Teacher Reflection from Phase I Mini Lesson
Study
  • The variety of experiences and backgrounds
    within the group provided a multitude of ideas
    for each meeting.
  • The diversity made for an enriching experience
    for each of the team members. The shared
    experience for the team, in turn, adds to the
    experience for the students in the classroom.

15
Professional Development Project
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