Why Lesson Study?
"Knowledge for teaching is embodied in instruction and is spread and refined as teachers watch and discuss practice"
- Lewis & Hurtd, 2011
Lesson study allows teachers to look at student work and discuss teaching practices.
Lesson study begins with a question where content is driven by inquiry and teaching is practice.
"Knowledge for teaching is embodied in instruction and is spread and refined as teachers watch and discuss practice"
- Lewis & Hurtd, 2011
Lesson study allows teachers to look at student work and discuss teaching practices.
Lesson study begins with a question where content is driven by inquiry and teaching is practice.
Our Goals
Research Question:
How can we cultivate students’ confidence in math discussion and group work so that they are willing to share their thinking and support one another
Theory of Action:
If we as teachers provide students with UDL structures such as sentence stems, group work roles, and multiple modes of access to communication (chat, sharing screen, using pictures, and verbal), then students will feel empowered and willing to lead discussions in math, resulting in deeper discussions and more positive math identities.
Content Goals:
Students will be able to connect understanding of parts of a circle, pi, and circumference to describe how they think they could find the area of a circle in their own words.
Students use role of COACH to guide their breakout room discussion, building on practice from previous week.Students will listen to, value, and build off of each other’s mathematical ideas during group work.
Equity Goals:
Students will be able to see each other by turning on camera.Students will be able to build on one another's ideas about circles during breakout room discussions.
Research Question:
How can we cultivate students’ confidence in math discussion and group work so that they are willing to share their thinking and support one another
Theory of Action:
If we as teachers provide students with UDL structures such as sentence stems, group work roles, and multiple modes of access to communication (chat, sharing screen, using pictures, and verbal), then students will feel empowered and willing to lead discussions in math, resulting in deeper discussions and more positive math identities.
Content Goals:
Students will be able to connect understanding of parts of a circle, pi, and circumference to describe how they think they could find the area of a circle in their own words.
Students use role of COACH to guide their breakout room discussion, building on practice from previous week.Students will listen to, value, and build off of each other’s mathematical ideas during group work.
Equity Goals:
Students will be able to see each other by turning on camera.Students will be able to build on one another's ideas about circles during breakout room discussions.
The Stars of the Show: The Focus Students
Focus Student H: Will be notetaker. Has been stepping up in class. Highly engaged. Rarely talks or types in chat unless prompted. However, based on work, knows the answer. A lot of internet issues. Sentence starters, Reading out awesome contributions in the chat, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student X: Rarely engaged. Engages in breakout rooms. EL student (designated on powerschool). Good internet connection.Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student A: Participates via chat whole group, works with group in breakout room. Mastery of math concepts is pretty high. Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student J: Middle engaged. Is there, but will shut down if things get too hard. Has a peer (Audrey) that helps pull him out of his shell. Good internet connection. Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student H: Will be notetaker. Has been stepping up in class. Highly engaged. Rarely talks or types in chat unless prompted. However, based on work, knows the answer. A lot of internet issues. Sentence starters, Reading out awesome contributions in the chat, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student X: Rarely engaged. Engages in breakout rooms. EL student (designated on powerschool). Good internet connection.Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student A: Participates via chat whole group, works with group in breakout room. Mastery of math concepts is pretty high. Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
Focus Student J: Middle engaged. Is there, but will shut down if things get too hard. Has a peer (Audrey) that helps pull him out of his shell. Good internet connection. Sentence starters, Preferred grouping, Visual (drawing pad) + written explanations, Opportunity to activate prior knowledge
The Lesson
STANDARDS
Working toward:
CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Building on:
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
ANTICIPATORY PLANNING
Warm up:
Word bank for activating prior knowledge about parts of a circle
Encourage students to find a way each one could not belong/could belong
Warm up pt. 2:
If it doesn't surface, prompt students to find area of the triangles
Group share out
Practice wait time and think→ share out
Breakout Room work:
Role descriptions and sentence stems built into Desmos screens so they’re accessible to all
Check for understanding before students go to breakout rooms
PROCEDURE
Framing or Launching the lesson:
STANDARDS
Working toward:
CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Building on:
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
ANTICIPATORY PLANNING
Warm up:
Word bank for activating prior knowledge about parts of a circle
Encourage students to find a way each one could not belong/could belong
Warm up pt. 2:
If it doesn't surface, prompt students to find area of the triangles
Group share out
Practice wait time and think→ share out
Breakout Room work:
Role descriptions and sentence stems built into Desmos screens so they’re accessible to all
Check for understanding before students go to breakout rooms
PROCEDURE
Framing or Launching the lesson:
- Warm up: WWDB to activate prior knowledge and give ss a chance to practice using new vocab
- In this lesson, we will use what we’ve learned about the parts of a circle and the relationship between them to learn more about the area of circles.
- Show students Ayaan’s claim: He said the area is between 32 and 64 square units. Why might he think this?
- How did he come up with 32 and 64?
- Where do we see those numbers in this diagram?
- How did he come up with 32 and 64?
- Estimate number of squares it would take to cover a circle. Write down your strategy. In your breakout rooms, share strategies.
- Coach pick sharing order. Scribe write down different estimates and strategies that your group shares out.
- Coach pick sharing order. Scribe write down different estimates and strategies that your group shares out.
- Radius square:
- Why do you think we call it a radius square? Ss take a moment to write, then share out. Share focus students’ answers if possible.
- Why do you think we call it a radius square? Ss take a moment to write, then share out. Share focus students’ answers if possible.
Student Data |
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Focus Student H: Video off in breakout and main room. Although student did not participate with voice, she wrote in chat several times- "who wants to go first", "I just said he put the lines in the midle. middle*", "no", "yes lol no", "I don't know what he means by lines in the middle", and "bye, thank you" during whole group discussion.
Focus Student X: Video off in main and breakout room. Did not participate with voice, however, chatted teacher privately twice. Responded "S" in the chat signaling they were the scrive. Chatted in breakout room after prompting from staff.
Focus Student A: Video off in main and breakout room. Did not participate in the chat or vocally.
Focus Student J: Camera off in main room; turned off when activity started; back on in breakout rooms, back off in main room; back on when teacher shouted out her contribution in the chat. Contributed via chat privately to teacher.
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Types of Data
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Resources Reflection
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Watching a fellow educator map along her journey with her students has been an incredibly enriching experience.
Some of the main take aways from this experience:
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