1. Forming a Team

• Who will be on your team? For each participant, record the person’s name, dept/unit, and email.
• Briefly describe the course, its place in the curriculum, and the student population.

2. Developing Learning Goals

• What topic will your lesson focus on? Why did you choose this topic?
• What specific learning goals will the lesson address? Write these in terms of what students will know and be able to do as a result of the lesson.
• What long-term qualities will the lesson support? These are abilities, skills, dispositions, inclinations, sensibilities, values, etc. that you would like students to develop in your program.

3. Planning the Research Lesson

• What are the steps of the lesson? Include descriptions of main activities, prompts and estimates of the time for each part of the lesson.
• In what ways was the lesson designed to help students achieve the learning goal?
• Predict how students will respond to the lesson.
  

4. Gathering Evidence of Student Learning

• What kinds of evidence will be collected (e.g., student work and performance related to the learning goal)?
• What aspects of teacher and student activity should observers focus on?

5. Analyzing Evidence of Student Learning

• Summarize the evidence, identifying major patterns and tendencies in student performance.
• Describe major findings and conclusions about what, how and why students met or did not meet learning goals.
• Based on your analysis how will you change the lesson?

6. Repeating the Process

• As you repeat the lesson study process, describe changes in the lesson and the results of your study. (e.g., step 2--how you changed your goals; step 3--how you redesigned the lesson; step 4--what additional evidence you collected; step 5--what your new findings and conclusions are for the revised lesson.)