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Lesson Study

Lesson Study. Park City Math Institute 2011. What is Lesson Study?. A collaborative effort to analyze the methodology of designing, implementing, and reflecting about a lesson.

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Lesson Study

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  1. Lesson Study Park City Math Institute 2011

  2. What is Lesson Study? • A collaborative effort to analyze the methodology of designing, implementing, and reflecting about a lesson. • Professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming effective teachers. • Involves planning, teaching, observing, and critiquing the lesson.

  3. What lesson study is not… • A process for coming up with a cool lesson • Easy! • The same experience for every participant

  4. KyozaikenkyuTranslation: Investigation of instructional materials Kyozaikenkyu | Process in which teachers investigate all aspects of the content and instructional materials in the context of how students think about and understand the concepts they are going to learn Helps teachers anticipate how students are thinking and understanding the concepts during the lesson because of the depth of content and the pedagogical knowledge teachers gain from the process.

  5. Planning • Brainstorm lesson ideas on topics teachersfound to be difficult for students • Discussed our personal methods of designing a lesson • Understanding by Design • Forward thinking • Backwards planning • Identified the topic that the students would be studying in class and based our lesson on that topic

  6. Research • Individually studied numerous curricula and presented to the lesson study participants. • Traditional textbooks • Reform textbooks • Middle and High School textbooks • Core Standards • Online resources/online curriculum • Gail’s nSpire-ing presentation

  7. Goals and Standards Mathematical Goals • Students will develop strategies for problems with two unknowns • Students will develop the concept of solution to a system of equations Pedagogical Goal • Ensure individual accountability and productive cooperation while working in pairs

  8. Anticipation of Student Responses • We anticipated several students responses that involved students developing graphs, tables, and equations. • We did not anticipate students not using graphs or tables. • We did not anticipate the difficulties that the students had defining and using variables.

  9. Execution of the Lesson

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