EDU 6600 Reflection #3

Reflection #3

EDU 6600

Models of Collaboration

Lesson Study:

One model of collaboration presented by Sally Zepeda (2012) is lesson study.  As mentioned in the text, lesson study is a “professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective” (p. 225). Lesson study allows opportunities for teachers to work together to improve their pedagogical craft.  All too often teachers must learn a new method of instruction or a new curricular idea or goal.  However, lesson study gives teachers a chance to plan, instruct, analyze, and tweak a lesson in which they already instruct, thus deepening their instructional capacity.  When implemented effectively, lesson study has a lasting impact on a teacher’s ability.  According to Zepeda, some of the opportunities for growth include increased knowledge of the subject matter, increase knowledge of instruction, stronger collegial networks, stronger connections of daily practice to long term goals, stronger motivation and sense of efficacy, and an improved quality of available lesson plans (p. 229, 230, 231).

In the workplace:

At my current school, there are snapshots of collaboration, but not models of collaboration per se.  There are no book groups, critical friends, teacher study groups, or lesson study groups.  Collaboration is a broad sweeping term that is used in a general sense of “we need to collaborate together to better the environment in which our students learn”. Collaboration might look like the technology teacher pushing into a science class to help support a singular lesson, grade level meetings, or some other organization of faculty.  Another manifestation of collaboration might look like a teacher giving peer observation feedback on a lesson.  After reading about the various and diverse models of collaboration, my school would benefit from implementing one or more of these models.

Implementation:     

As mentioned prior, the model of lesson study has the capacity to produce massive change and growth in a teacher’s instructional ability.  To implement lesson study effectively key pieces are needed.  First, teachers must be given the time to work in groups in a meaningful way.  One possible way of doing so is scheduling roughly five PLC meetings in which lesson study is the focus.  Currently our PLC time rotates between different focal points and objectives. The faculty is used to this system and simply adding another focal point could easily be implemented.  Teachers would group together by level (K-2, 3-5, and 6-8) to form the lesson study groups.  Prior to each meeting and with plenty of notice, each grade level would plan the meeting’s agenda and activities.  After each meeting the teams work on implementing strategies and takeaways in their classroom all while collecting data and evidence on what worked and what didn’t.  This cycle of planning, implementing, and reflecting continues throughout the year.

When implementing lesson study there are challenges to overcome. One of the primary challenges is establishing effective teams and a meaningful work effort for the lesson study.  As stated by Zepeda, “schools that simply put together a team of teachers that may be available at a certain time and send them in to take notes on ‘what they see’ are not going to be effective” (p. 232).  Teachers must fully believe in and engage with the lesson study process. This is why it is important for each grade to manage meeting activities and goals.  In this fashion the teachers take ownership and are in charge of their own learning outcomes and experiences. 

Another challenge is centered upon the idea in which teachers are not comfortable as researchers.  One of the building blocks of lesson study is focused on researching and testing a hypothesis.  In order for lesson study to work, teachers must fully embrace this new role.  To overcome this challenge, administrators must provide ample opportunities for teachers to practice and refine their ability to ask meaningful questions and form strategies for testing those experiments. 

Change of view:

Through the various models of collaboration mentioned in the Zepeda text, my viewpoint and definition of collaboration has shifted.  The word “collaboration” is thrown around quite a bit, not only in education, but society as a whole.  We must collaborate to succeed, but what does that mean?  Previously, my thoughts told me collaboration was synonymous with “helping out”.  However after reading and discussing the Zepeda text with my peers, collaboration is much more broad yet pointed at the same time.  Collaborating with fellow peers is organic, friendly, and supportive, but the goals, norms, and values must be clearly defined.  When utilizing different models of collaboration such as book groups, lesson study, or critical friends, collaboration transforms from merely a buzz word into an actionable series of steps that can produce meaningful change in the teachers abilities, thus positively affecting the students and their learning environment.

Sources

Zepeda, S. (2012). Professional development: What works. New York, NY: Eye on Education.