Lesson Study for College Teachers: An Online Guide
 

Step 5: Analyze Evidence of Learning

The analysis phase addresses three questions. In what ways did students accomplish the lesson goals? How could the lesson be improved? What did we learn from this experience?

After the lesson is taught, while it is still fresh in everybody's minds, the group--and any invited observers--meet to discuss and analyze it. Participants offer their observations, interpretations and comments on the lesson. The purpose is to analyze and evaluate the lesson thoroughly in terms of student learning, thinking and engagement.

To prepare for this post-lesson session, it helps to identify someone to take careful notes during this session and to collect the additional data from lesson observers. Bring copies of important material such as observers’ notes and other documentation.

Japanese teachers refer to the post-lesson session as a “colloquium” during which the lesson study teacher, group members and outside observers discuss the Research Lesson. The person who taught the lesson is given the opportunity to speak first followed by lesson study group members and other observers. The discussion should focus on the lesson (not the teacher) and on analyzing what, how and why students learned or did not learn from the experience.

Questions
Is there a preferred way to organize and interpret the evidence?
What should be learned about student learning?

Is one meeting sufficient to analyze the lesson?

 



Documenting Progress

  1. Summarize the evidence, identifying major patterns and tendencies in student performance.
  2. Describe major findings and conclusions about what, how and why students met or did not meet learning goals.
  3. Discuss any interesting or unexpected results.
Project Log Submit Entry

 

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