Lesson Study, Levers, & Learning by Doing

Less than three months ago, I knew absolutely nothing about Japanese Lesson Study. Last week, my fourth group wrapped up Phase I, and as I prepared to draw the session to a close, I asked the team to reflect for a moment on our time together. One of the middle school teachers paused and said, "Well, Lesson Study is basically what coaches do every Saturday morning. They get together to review game tape, analyze how their plays worked, and make revisions before next week's practice starts. Each coach is assigned a handful of players to observe on the field, and then they get back together to collaborate and brainstorm better ways to outsmart the opposing teams.

Before he could finish, I squealed, "Holy Cow! That's good stuff right there. You think I could video you explaining this incredible analogy some time?" The thoughtful educator smiled and replied, "As long as you don't tell the coaches I told you. We don't want them thinking that what they're doing is research!" I giggled at his sentiment and realized Lesson Study isn't quite as complex as it seems. 

As a newbie to the world of Lesson Study, I've been swimming in sea of confusion, excitement, uncertainty, and struggle. Slowly, the process is beginning to make sense. Each step of the journey feels wonky, and the phrase, "learning by doing" has taken on a whole new meaning. The teachers I'm privileged to serve are dedicated professionals hungering for answers to complex problems. They show up each week eager to dive deep into research. Watching the teachers engage in this rigorous, cognitively demanding work reminds me why discovering new ideas and raising provocative questions matter. Lesson Study is an exercise in intense problem solving.

Recently I got a chance to visit with Blair Claussen, the Project Manager for the #TXLS initiative at the Texas Education Agency. The virtual meeting was scheduled after reading an article about The 4 Disciplines of Execution. The topic of discussion centered around how to empower participating educators to voluntarily and independently lead these types of groups at their respective campuses. During year two of the pilot program, participating teachers are compensated with a $500 stipend and an ESC facilitator supports the teams. Additionally, most administrators have found a way to cover classrooms for a portion of the school day so they can dive deep into rich analysis of teaching and learning. During the conversation with Blair, I mentioned how teachers often see time as a form of currency. However, educators live on a fixed budget. I adamantly advocated that this type of professional learning requires extensive head space, and I inquired about what we could let go of in order to embrace a fresh approach to PD.

Determining the levers necessary to reach our W.I.G. (Wildly Important Goal) has proven quite challenging—especially since district administrators and campus principals set schedules and enforce mandates. So many variables are beyond our control. I purposely pursued this position as TXLS facilitator because I genuinely believed teachers might finally get a seat at the table, and in some ways we have. My hope is educators experience such a powerful increase in self-efficacy, they storm their principal's office begging to replace traditional forms of professional development with Lesson Study. Of course, in order for this dream to come true, administrators must trust their teachers and respect their desire for self-driven professional development.

Now that my teams and I are about six weeks into the work, I've come to the realization Lesson Study is pretty much like signing up for a graduate level college course. The teachers are engaged in rigorous research around a common, perplexing problem, and by the end of the semester they will compose a lengthy lesson proposal which includes a written analysis of peer reviewed articles. They participate in intense debates over best practices, seeking collective insight into challenging standards and practicing cognitive empathy. 

Many years ago my bonus-kiddos and I read Veronica Roth's YA book, Divergent. It didn't take long to align myself with the Erudite faction, and when it comes to teaching and learning, I'm convinced, now more than ever, knowledge is a logical solution to the problem of diminished and demoralized educators. When teachers can speak with authority about pedagogy and content, students win. Educators who become researchers of their own practice elevate their stature within the professional community, empower children to learn more deeply, and benefit society in lasting ways. 

Lesson Study constantly reminds me learning is hard work. Just like going to the gym requires discipline and sacrifice, academic pursuits demand the same type of commitment. The teachers invested in this work will be shaped in remarkable ways, and I feel certain they will find their tribe. In the meantime, I'll keep beating the drum and looking for foot soldiers. This form of professional learning is not for the faint of heart, but as seeds of hope are planted, I envision an army of reinvigorated teachers impacting change beyond their four walls. 

I recently stumbled upon this extraordinary talk by my all-time favorite thought leader, Brené Brown. She gave a speech titled, Daring Classrooms, during SXSW in Austin, TX. During the final few minutes of her session she says, "I think the revolution will not be televised. It will be in your classrooms." I believe this with my whole heart, and I'm growing more and more convinced Lesson Study may be the path to empowerment our teachers have desperately been seeking. When teachers feel seen, heard, valued, and respected anything is possible! 

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