Transcript Lesson Study in Mathematics

Starting Lesson Study at Your School:
Latest Resources and Experience
from the Field.
Jane Gorman
Education Development Center, Inc. EDC
[email protected]
© 2009 Education Development Center, Inc. Do not copy or distribute without permission.
This work is supported by the National
Science Foundation (ESI-0554527).
EDC Lesson Study Center
Lesson Study Communities in Secondary Mathematics
Supported middle and high school teams through
two years of lesson study. and studied benefits.
Research on nature of benefits for teachers.
Lesson Study Resource Development Project
Lesson Study Course – Introduction for New Teams
Guide to Deepening Lesson Study in Mathematics
Ongoing Lesson Study Coaching, Implementation
Support for Schools, Research.
Session Goals

Learn about lesson study and its
potential benefits.

Learn how teachers developed
one research lesson in algebra.

Think about how to start lesson
study in your school.

Learn about lesson study resources.
What is lesson study?
A simple idea…
• Teachers come together
• Talk about student learning
• Develop a lesson
• Observe and discuss the lesson
• Improve the lesson
• Share what they learned
• Make this part of their regular practice
4
Session 1
The Lesson Study Cycle
Focus,
Study Set
Goals
Develop
the
Lesson
Teach,
Observe,
& Discuss
Reflect
and
Record
The Lesson Study Cycle
Focus,
Study Set
Goals
Develop
the
Lesson
Teach,
Observe,
& Discuss
Reflect
and
Record
Forming a lesson study team.
Teachers start lesson study by forming
a small group of teachers and
spending some time talking about
common teaching challenges and
getting to know each other.
“The students’ actual situation right now
is the starting point for your journey and
the students’ ideal qualities are your
destination. Lesson study is the road that
links the two.”
Yokinobu Okada, Comments at Greenwich Japanese School Open House,
November 13, 2000. Quoted in Lewis, C. (2002). Lesson Study: A Handbook
of Teacher-Led Instructional Change. Philadelphia, PA: Research for
Better
Schools. P.56.
8
Introduce yourself
and your students
What are your students’ current
qualities as mathematics learners,
as students, as people?
What is one quality that you would like
your students to have to improve
their learning?
Focus, Study and Set Goals
•
•
•
•
•
Deepen knowledge about lesson study.
Plan how your team will work together.
Set long term goals for student learning.
Select a topic to focus on.
Topic research: study textbooks, curriculum,
standards to develop theories about how
students learn about the topic.
• Determine your content understanding goals.
10
A saying…
To teach one,
you have to study ten.
Once you’ve studied ten,
you need to focus on one.
•Dr. Akihiko Takahashi, DePaul University, in a
presentation on kyouzai-kenkyuu
Introductory Workshop
Doing the Mathematics
•
•
•
•
What is the important mathematics
in this problem?
Imagine how you might adapt this
problem for your students.
What understanding goal would
you choose?
How would the problem support
students improvement on your
broad goal?
12
The Salary Choice
Plan A: The Boss will pay you $100 for your first
day of work, and give you a $100 raise every
day after that.
Plan B: The Boss will pay you $1 on day one, and
every day thereafter your pay doubles .
Which is a better plan, and why?
Describe patterns of growth you see.
What rules predict pay and earnings under
each plan?
Introductory Workshop
Given team goals, what are the advantages
and disadvantages of comparing on the basis
of daily pay, versus comparing total earnings.
Understanding: learn how linear and exponential
growth patterns differ, (constant additive
growth versus multiplicative growth, see that
the different growth patterns have major
implications in “real-world” applications
(exponential increase has “wow” factor)
Skills: recognize and communicate differences in
growth, based on graphs, tables of values, and
equations.
Broad goals: learn effectively in inclusion
classroom.
Introductory Workshop
Doing the Mathematics
•
•
•
•
What is the important mathematics
in this problem?
Imagine how you might adapt this
problem for your students.
What understanding goal would
you choose?
How would the problem support
students improvement on your
broad goal?
15
The Rumor Problem
Tara wants to ask Billy to the dance. Today, she
tells her 3 best friends her plans. The next day
these friends each tell 3 of their friends. The
rumor continues to spread in this manner. How
fast is the rumor spreading – in terms of the
number of new people who hear it each day?
Model how the rumor spreads for 5 days.
How many new people will hear the rumor
during the 9th day? But, you must predict day 9
without calculating days 6, 7, and 8!
The Lesson Study Cycle
Focus,
Study Set
Goals
Develop
the
Lesson
Teach,
Observe,
& Discuss
Reflect
and
Record
Develop the Research Lesson
•
•
•
•
•
Explore the mathematics.
Study best available lessons and texts.
Make a detailed plan for the lesson.
Anticipate student responses.
Articulate how the lesson addresses your
understanding goals and broad goals for
students.
• Prepare for the observation.
18
“The goal is not only to
produce an effective lesson
but also to understand why
and how the lesson works
to promote understanding
among students.”
The Teaching Gap, Hiebert and Stigler
The Research Lesson Plan
Introductory Workshop
Anticipating student thinking
How would your students think about
the math or respond to the problem?
•Solution methods they might use?
•Common errors or misconceptions to
expect?
•Unusual or advanced approaches
students might pursue?
•Engagement levels you’d expect?
Introductory Workshop
The Lesson Study Cycle
Focus,
Study Set
Goals
Develop
the
Lesson
Teach,
Observe,
& Discuss
Reflect
and
Record
Teach, Observe, and Discuss
the Research Lesson
• Collect concrete data of students’ learning.
• Discuss the data with your colleagues.
• Revise the lesson based on the observation and
post-lesson discussion.
• Consider how lesson supported team goals.
• Plan for second teaching of the lesson.
23
The Lesson Study Cycle
Focus,
Study Set
Goals
Develop
the
Lesson
Teach,
Observe,
& Discuss
Reflect
and
Record
Articulate and Share Findings
•
•
•
•
•
Analyze changes made in the lesson and
reasons for those changes.
Review open questions that you will want to
investigate in the future.
Reflect on what you learned: about
mathematics, student thinking, team goals.
Determine how the research lesson
contributed to your learning.
Reflect on and plan for your next lesson study
cycle.
25
“impact of research
lessons… like rings of water
on a pond….”
Lewis, Swiftly Flowing River
Redefining teacher work to include
collaborative learning and research
•
•
•
•
•
•
•
Discussion of student thinking and learning
Exploration of content with colleagues
Practical research on teaching
Discussing craft of teaching, lesson details
Rethinking what it means to understand
Inviting expertise from peers and beyond
Building knowledge of teaching, through open
evidence-based discussion.
Power
•
•
•
•
•
•
Experimenting with new ideas
The live lesson
Revealing the culture of classroom
and opening it for discussion
Publicness – use of evidence
Depth of discussion
Teacher ownership of ideas and
research focus
Introductory Workshop
Starting Out Simply
Recruit two or three colleagues
Set goals for students and discuss
your common teaching challenges
Learn a bit about the goals and
process of lesson study (readings)
Follow the cycle outline or brief guide
Take time to do the mathematics,
study texts, and summarize learning
Introductory Workshop
web sites
EDC Lesson Study Center
•
http://www.edc.org/lessonstudy
Lesson Study Group at Mills College
•
http://www.lessonresearch.net
Global Education Resources
•
http://www.globaledresources.com
Chicago Lesson Study Group
•
http://www.lessonstudygroup.net
APEC wiki
•
http://hrd.apecwiki.org/index.php/Lesson_Study
courses, readings, and video
EDC Course Materials and Leadership Guide
Introduction to Lesson Study in Mathematics Course
(materials, facilitator guide)
Guide to Deepening Lesson Study Practice in
Mathematics
Catherine Lewis, Lesson Study: A Handbook of Teacher-Led
Instructional Change. www.lessonresearch.net
“A Lesson is like a Swiftly Flowing River”
“A Deeper Look at Lesson Study”
Videos – How Many Seats? Can You Lift 100 kg?
Akihiko Takahashi, Chicago Lesson Study Group and Makoto
Yoshida - Global Education Resources. lesson videos,
lesson plans, articles, translation of Japanese curriculum
materials
www.lessonstudygroup.net www.globaledresources.net
Stigler and Hiebert, The Teaching Gap
NCTM: The Open Lesson, Standards, Lessons, Journal articles
1) What impact would you most hope
to achieve or work towards as a
teacher?
2) Based on your experience in U.S.
schools, what impact might be
most difficult to achieve?