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Lesson Study Cycle 1

As a lesson study group, we wanted to dive into the topic of self efficacy in students in order to grow as teachers of inclusive classrooms. We all work with students who have varying skill levels in writing and are interested in exploring how we can design lessons to engage and support each student in accessing the content in a way that feels engaging to them.

We conducted this lesson study in Mr. Noel's 4th Grade Class at High Tech Elementary.The lesson we designed was a fourth grade writing lesson which invited students to implement sensory details into a quick write!

Part I: Planning

Research Theme

By fostering student commitment to success and aptitude in self reflection, we will increase academic safety, writing stamina, and authentic expression through recruitment of student interest, self regulation skills, and student autonomy.

As first-year fourth grade teachers every member of our team has noticed student behavior in writing including task avoidance and frustration. We plan to rethink how we introduce these lessons by playing on our students strengths and providing scaffolds that will build confidence and increase output.

Lesson Goals

Students understand that incorporating new writing techniques, such as sensory details, will support them in their writing growth and can yield confidence in their writing through a short narrative.

Students will take a closer look at their previous writing (blue, goblin, pizza) using revision strips to add sensory details to their writing. Sensory details will include explicit teaching around the 5 senses.

CCSS.ELA-LITERACY.W.4.3.D

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Research Base

Throughout our lesson study planning phase, we did research on: scaffolds in elementary school writing, implementing writing workshop, student self efficacy, low stakes pedagogical practices, and creating a positive writing culture in the classroom. As a lesson study group, we unpacked numerous studies, articles, and methods to implement their main ideas into our research lesson. Check out an annotated bibliography and literature synthesis below for an in depth view of our research base.

Research Informed Lesson Plan

Based on our empathy interviews, student work samples, and PDSA lesson cycles, we implemented the following practices into our research lesson:

Using a low stakes quick write as a student text to edit and revise.
Using a mentor text/read aloud.
Show a video during the launch as a visual and audio modality of learning.
Scaffolds available so that students can access the lesson including drawing ideas in addition to writing.
Teacher modeling
Using interactive post-it notes
Students sharing work to create a positive writing culture
Multiple modalities of data collection

Part II: Lesson Artifacts

Annotated Bibliography

Research Lesson Plan

Memorialization Document

Literature Synthesis

Lesson Slide Deck

Lesson Overview

Launch

Explore

Discuss

Students began by sharing what they remembered from the previous lesson's read aloud, afterwards, students watched a video reminding them of the five senses and examples of what they sound like in writing as sensory details.

Students were given three post-it notes to practice adding sensory details to their previously written quick writes. Students were encouraged to use all of the five senses but it was not required.

Students were invited back to the group to share any sensory details that were added to their quick writes. Afterwards, students logged onto google classroom where they filled out a self efficacy survey.

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Below are student work samples from three focal students. All three students were able to access the lesson content. The original writing on each piece of lined paper is a quick write from PDSA lesson 2. Students were given three words to incorporate into their story: Blue, Pizza, & Goblin. In order to keep the low stakes intention of the lesson, students were not given any additional parameters other than the time constraint of twenty minutes. The additional yellow post-it notes seen on the student work samples below are specific to the research lesson. These post-it notes were custom made by our team to include the five senses. Students were given images of the five senses on each post-it as a UDL strategy.

Part III: Data Analysis & Reflection

Focal Student 1 Observation

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Analysis of Data Collection

Through student work samples, formal observations, and student survey data, our team concluded that the pedagogical practices that were implemented through research were successful in that all students were able to access the lesson and complete the independent work task. From observations, students were seen engaged in the lesson and willing to participate. Focal student I participated in the lesson multiple times, asked questions, and even had a revision of understanding. It was noted on the second page of the observation sheet that the student was confused about the independent work task, they walked to an anchor chart that was completed earlier that week and used it as a tool to remind themselves of some examples of sensory details. As a student who previously had a low writing self efficacy, we were pleased to watch the student problem solve themselves and continue trying in their work. The survey data showed expected results as most students displayed an improved self efficacy post research lesson. The lowest rating on the chart was regarding the statement "I am a writer" where only 65% of the class agreed. This data provides a direction for next steps in self efficacy for students in writing as we can tackle the link between identity, growth mindset, and self efficacy.

Reflection & Next Steps

My vision for writers in a fourth grade classroom is for all students to be engaged and motivated regardless of their skill level. I want students to use writing as a creative outlet, an exploration, and a tool inside of the classroom and out. Students should feel comfortable to make mistakes, foster their growth mindset, and feel academically safe. Creating a positive writing culture in the classroom is key. My biggest takeaway from this lesson study process is the effectiveness of quick writes in the classroom. Low stakes writing practices should be sprinkled in amongst high stakes pedagogical practices so that students have a chance to explore and enjoy their writing thus improving their self efficacy. In addition, students should be celebrated often for their successes and their willingness to participate and challenge themselves. I will hold myself accountable to offering one-on-one conferences so that students can have a private space to be celebrated and ask questions. This lessons study has exposed me to multiple self efficacy practices that I will continue to implement into my classroom to create a classroom community of writers!