1. Leading Innovation 2011: Sanding the Edges - Tuning a Lesson
STRUCTURED LESSON REVIEW
BEGIN

2. STRUCTURED LESSONREVIEW: WHAT IS IT?
The Structured Lesson Review Groupsare an easy and effective way to make teaching practices not
only explicit but also public through collaboration and reflection through critique.
Structured Lesson Review Groups are designed to:

Make teaching practice explicit and public by "talking about teaching"

3. Help people/educators involved to work collaboratively in democratic, reflective communities 4. Establish a foundation for sustained professional development based on a spirit of inquiry 5. Provide a context to understand educators work with students, relationships with peers,and educators thoughts, assumptions, and beliefs about teaching and learning

Help educators help each other turn theories into practice and standards into actual student learning

6. Create a professional learning communityhttp://www.creativechange.net/images/shared/program_icons/teachers_collaborating.jpg
7. STRUCTURED LESSONREVIEW: LOOK AND FEEL
This module is designed to demonstrate the 4 steps of the Structured Lesson Review though
modeling an actual lesson so that you will get an idea of what this structure looks like.
Structured Lesson Review Group:
A group of 4-8 is an ideal size. The whole process takes about 45 to 50 minutes total. It is important that you watch your time for each portion. A "coach" or mediator is suggested to be in charge of watching the clock and keeping the group within the Tuning Protocol structure.
PRESENTATION
CRITIQUE
RESPONSE
QUESTIONS
The lesson we will be demonstrating within this module is a Social Studies lesson on Civil Rights. The Red screens explain the process while the blue screens depict the example.
http://www.skillsconverged.com/Portals/5/CourseMaterial/Team_people.jpg
8. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Educator or Presenting Groupdescribes their product, lesson/unit, standards, phases, etc.Meanwhile,Peer Group will remain silent. They are not allowed to ask clarifying or follow up questions.
They should, however, be taking notes (using Six A rubric, for example) to evaluate the lesson as it is presented.
STEP ONE - PRESENTATION
Introduction (1 min): Presenter briefly introduces protocol goals, norms, and agenda.
Teacher(s) present the project (8 min): Discuss/present topics such as...

What is the current title?

9. Describes the project :(What will the students learn, what will students do, how long will it take? Etc.) 10. Describes the process of the project :(What kinds of support and feedback will the student receive, what are the criteria for success? How will the students exhibit & present their project?)

Provide any models or work samples (if available)

Focus Question (1 min)
Presenter poses question(s) to the participants they would like to be answered or discussed.
Mediator : Watches the time and prompts presenter with the list above if necessary.
11. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Example Module
Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc.Meanwhile,Peer Group will remain silent.
LESSON TITLE: Virtual Civil Rights Museum
Learning Goal: 11.02
Trace major events of the Civil Rights Movement and evaluate its impact.
Task 1: Introduction
Students will create a Civil Rights Movement virtual museum.
In small groups participants will research an event as represented by a physical item (artifact) in
the Civil Rights Movement and determine what people, places, and outcomes are important of the artifact.
Groups will then create an exhibit that may include oral, visual, and written information conveying the significance
of the item/event. Once the exhibits are complete, they will be posted on a collaborative workspace ( a
Civil Rights Virtual Museum wiki).
Task 2: Introduction Video (Day 1)
Students will watch short videos about the Civil Rights Movement. This is meant to activate their knowledge about
this time period and to prepare them for the upcoming activity. I have a Dream Speech by Martin Luther King, Jr.
Images and music from the US civil rights struggle
12. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Example Module
Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc.Meanwhile,Peer Group will remain silent.
LESSON TITLE: Virtual Civil Rights Museum cont.
Task 3: Getting Started (Day 1 and Day 2)
Student s will choose a partner, select an artifact, and collaborate.
A list of artifacts will be provided to students. Once an artifact is selected,
students will complete a Google form document to add their selection to a timeline. Individual group members
can compile their research results by talking with one another and collaborating to enter the information they find.
Task 4: Creating the Exhibit (Day 2 and Day 3)
Students will go to wiki and locate their artifact page. They will begin their research and assemble the exhibit.
Example Exhibit Page
Task 5: Presentation and Assessment (Day 4)
Students will present their exhibit as part of the Civil Rights Museum to the class.
Focus Questions:
What other elements could I add to the Exhibit page?
What are some ways I could more effectively asses the students on the entire
Civil Rights Museum creation made by the class?
Presenter will ask Focus Question:
Presenter poses question(s) to the participants they would like to be answered or discussed.
13. STRUCTURED LESSONREVIEW: STEP TWO - QUESTIONS
Educator or Presenting Grouphas the chance to answer questions withbrief, factual answers.
Peer Group will ask any clarifying questions raised after initial presentation.
STEP TWO - QUESTIONS
Clarifying questions (5 min)
Clarifying questions are asked of presenter . Example: How were the groups chosen for this activity?, etc.
Probing questions
Peer Group asks questions in an effort to understand better the presenters thinking, decisions, and purposes. Probing questions should not be advice in disguise, such as Have you considered? Examples: How did each student demonstrate their understanding by the end of the class? or What evidence did you gather to determine if goals of your lesson were met?
Mediator prompts Peer Group to ask questions.
http://www.theaccidentalsuccessfulcio.com/wp-content/uploads/2009/03/question-mark.jpg
14. STRUCTURED LESSONREVIEW: STEP TWO - QUESTIONS
Example Module
Peer Group will ask any clarifying questions raised after initial presentation.
LESSON TITLE: Virtual Civil Rights Museum
CLARIFYING QUESTIONS
Q:What are the size groups of students you plan on having?
Q: Will the teacher be providing all artifacts for this project, or will students have the option to research and choose their own?
Q:Is the timeline you will be using in class digital or on paper version?
PRESENTER ANSWERS
A: I plan on having 2 students per group.
A: I will be providing the list of artifacts for the project for students to choose from.
A: The timeline is in a digital format using Capzles, a Web 2.0 timeline creator.
Peer Group asks questions in an effort to understand better the presenters thinking, decisions, and purposes. Probing questions should not be advice in disguise.
15. STRUCTURED LESSONREVIEW: STEP THREE - CRITIQUE
Educator or Presenting Groupwill remain silent and are not allowed to respond to the comments but are encouraged to take notes.Peer Group will talk amongst themselves about the project as if the presenters were not in the room .
STEP THREE - CRITIQUE
Discussion (10-25 min)
The Peer group begins with warm feedback (What is good about this project? )+
Then the discussion moves to cool feedback. (What could be improved?)
Lastly the discussion touches on next steps for the educator or presenter and/or the lesson/unit.
The discussion structure of Peer Groups Discussion is as follows, each prompted by Mediator:
I like that/the fact thatI wonder ifA next step might be
16. STRUCTURED LESSONREVIEW: STEP THREE - CRITIQUE
Example Module
The Peer group begins with warm feedback and next steps for the educator or presenter. The Presenter must remain silent.
LESSON TITLE: Virtual Civil Rights Museum
CRITIQUE
I like that/the fact that

Students will be collaborating in teams

17. Students will be creating something with a real world application a museum installation 18. A presentation is the culmination of this projectI wonder if

students could conduct an original interview of someone in the community, or an expert, to expand upon their research

19. students present their finished museum installation to not only the class, but members of the community and guest experts 20. there is a way to share students work on a community level 21. Students could create a video blog of voice thread to talk about their 22. Own personal feelings about the project/the artifact/the Civil Rights MovementThe discussion structure ofDiscussion is as follows:I like that/the fact thatI wonder ifA next step might be
A next step might be

to investigate/contact local experts and community leaders

23. create interview questions for students 24. create database of individuals in the community to use as resources 25. investigate voice thread and blogging applications