A virtual adaptation of the Japanese Lesson Study cycle. A small team of teachers collaboratively plans a research lesson, observes it via video or live stream, analyzes student learning, and revises the lesson together. Grounded in evidence of student thinking rather than teacher performance.
Standards Alignment
Team Launch & Research Question
Establish the team's shared research question: What do we want to understand about student learning? Introduce the lesson to be studied. Share the student learning goal and any prior student data that shaped the lesson design.
Collaborative Lesson Review
Read through the lesson plan together on a shared screen. Each teacher identifies what they expect students to do, say, or struggle with at each key moment. Annotate the shared doc with predictions. This builds a lens for the observation.
Video Observation with Observation Protocol
Watch a recorded lesson or observe live via screen share. Each participant tracks a specific focus: one person tracks student talk, one tracks student work, one tracks moments of confusion or breakthrough. Use a shared observation form. Do NOT comment on teacher performance — keep focus entirely on student learning evidence.
Evidence-Based Debrief
Each observer shares only evidence, not interpretations. Use the protocol: 'I noticed... (evidence)', then 'I wonder... (inference)'. Facilitator captures patterns. Ask: What does this evidence tell us about student understanding? What surprised us?
Lesson Revision Planning
Based on the evidence, what would we change in the lesson? Focus on 1–2 high-leverage revisions, not a total rewrite. Document the revision rationale: what evidence prompted it and what student outcome we expect to see.
Reflection & Next Cycle Planning
What did we learn as a team about student learning in this topic area? How will this inform our individual teaching? Decide on the next lesson study cycle: topic, timeline, and who will teach the research lesson.