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Lesson Study Cycle 1

As a lesson study group, we wanted to dive into exploring the idea of teaching students using multiple modalities in their problem solving strategies, through discussion and critical thinking.  Specifically, we wanted to first understand our student thinking of how they viewed Math as a subject.  We also wanted to get to know our students by asking them about their unique strategies in solving a problem.  Of course, Math is not about procedure but more about a process and making connections with the content.  We decided to focus on a lesson where students would share and reflect with other students their unique strategies to approach a problem. 

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Teaching Partners:  

Gemma R. - Math/Science - 6th grade

Samantha M. - Math - 10th grade

Sabelle O. - Math - 12th grade

Goals

Part 1:  Planning

Equity Goal:  
How do we prepare students to share and reflect on unique strategies they used to approach a problem with other students in class (either small group or whole class).

Content Goal:  
Students will develop an understanding of linear equations and graphs. Students will be able to define slope from different equations and graph lines.

Research Base

Throughout our lesson study planning phase, we did research on:  the purpose of lesson study, how to create a lesson rich in discussion, the use of multiple modalities within a lesson, and how to create lessons that develop high level thinking.  In order to incorporate our research we also wanted to understand how students thought about math and approaching a problem.  We wanted to understand how our students identified as high school learners and mathematicians.  As a lesson study group, we unpacked each reading, and used the main ideas to inform the planning of our lesson.  
 
For example, in my research, we had students look at real life data and interpret that data in their own unique and creative way.  To understand our student thinking we also conducted a short survey to see what students thought about different modalities and working through a problem.  Check out some student thinking in the dear data activity we did as well as some responses to their survey questions:  

Dear Data

Survey
Student views on different modalities and working through a problem.  

You can read more about how the research informed my thinking in my Literature Synthesis and Annotated Bibliography.

Focal Student's Assets and Needs

Focal Student #1
 

  • Respectful, social, active, and open minded.

  • Loves to meet new people and spend time with friends and family.

  • Values all her school work and likes to be challenged.

  • Needs support with staying on task, finding ways to avoid distraction, and reaching out for help.
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Focal Student #2
 

  • Kind, quiet, and open minded.

  • Enjoys running, singing, and using his phone.

  • Values empathy and is understanding of people's feelings.  

  • Needs support with engaging in social situations and gaining more confidence.
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Lesson Flow

Content Goal: 

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Students will attempt and share multiple ways to explore linear equations (via graphing, tables, or other methods) in order to create a need for the point-slope equation.

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  • I'm thinking of a line....

  • Students are given two points and asked what can you tell me about this line?

  • Students explore individually.

  • Share as pairs/groups.

  • Share different ideas:  slope, pattern, table, graph, etc. 

  • Given a few more set of points (challenging).

  • Share ideas again.

  • Exit Ticket
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Click here to see a more detailed lesson plan!

 

Check out our lesson slide deck below:   

Screen Shot 2022-11-16 at 2.49.22 PM.png

Part 2:  How It Went

Overall, our lesson study went well as most students were actively participating and were inclined to use prior knowledge to figure out an equation. 

Above, you notice students exploring with drawing out graphs, creating tables, using formulas, and writing equations.

Both of our focal students did share their ideas.  We saw students engaged, confident, and a part of a productive struggle as they experienced new routines and made connections.  

 

Reflection

I learned a lot about the lesson study process throughout this cycle.  We got to understand our students needs and a bit more on what they think about math.  We also had the opportunity to build up our student confidence and motivation as we worked on an open ended problem. 

Next time I do a lesson study, I need to make sure to have more routines and questions prepared for my students.  I also need to be considerate of keeping my lesson more ambiguous.  Using certain key phrases or providing specific answers might not allow them to make connections on their own.  

A big takeaway for me is that I need to give myself more credit and understand that sometimes my lessons require more time for student thinking.  I am also reminded that teaching math is always about a process.  Being able to connect with my students through fun routines and being intentional with asking more how and why questions is also something I hope to practice in my future lessons.  Working with 3 other educators in the same subject area has definitely inspired me and allowed me to grow as a teacher.   
 

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