Table of Contents
Page 2How to navigate your DVDPage 3How Many Seats? Excerpts from a U.S. lesson study cyclePage 5The lesson study cycle (flow chart)Page 6Plan to guide learningPage 10Protocol for observation and discussion of a research lessonPage 11Seats problemPage 12Revised lesson notesPage 14 Student questionPage 15 Triangle rule machinePage 16 Lesson plan
1.
PLAY ALL
and
PLAY SEGMENTS
are the same footage with the option to play the complete track from beginning to end –
PLAY ALL,
or the option to play each segment of the track –
PLAYSEGMENTS
.
2.
ADDITIONAL PLANNING SEGMENTS
are extra footage from the planning sessions. 3.
SUPPORTING MATERIALS
allows you to view the student question and worksheet and the lesson study cycle diagram. Each slide will hold on your screen for 10 seconds and then return to the previous menu. You may pause the slide using your DVD player’s pause button. 4.
DVD web link access
. From the main menu of this DVD you can link directly to our web site www.lessonresearch.net, if you are connected to the internet. You can also link directly to a web page (in
SUPPORTING MATERIALS
menu) which is devoted to this DVD and contains documents to download www.lessonresearch.net/howmanyseats.html If you are experiencing difficulties connecting through the web link provided in this DVD, check in your DVD player preferences that the DVD@CCESS link is enabled.
TITLE Total Running Time
PLAY ALL
25:00 minutes
PLAY SEGMENTS
• Planning • First Teaching • First Debrief • Second Teaching • Second Debrief • Final Reflection 5.00 minutes 4:04 minutes 4:09 minutes 3:53 minutes 2:10 minutes 3.44 minutes
ADDITIONAL PLANNING SEGMENTS
• Sticking to the process • What happens if the triangles are not in a straight line? • Be curious
2.02 minutes 2.52 minutes 1.22 minutes
How to navigate your DVD How Many Seats?
How Many Seats? Excerpts from a U.S. lesson study cycle
Note: We strongly recommend that viewers solve and discuss the “seats” problem (Attachment 1)before watching the video. It can be found on the accompanying sheet ‘Seats Problem’.Suggested Uses
1. To provide a brief overview of lesson study2. To explore the elements of the lesson study cycle: Curriculum Study and Planning, ResearchLesson, Debrief, Cycle Reflection.3. To investigate how teachers use lesson study to build their mathematical and pedagogicalknowledge.
Background of the Video
This lesson study cycle occurred during a 10-day summer workshop on lesson study and algebra. Thesix teachers (five elementary, one middle school) are from different schools and have not previouslyworked together as a lesson study group. During the first days of the workshop, teachers solve anddiscuss algebra problems, study state mathematics standards, and identify elementary-grades conceptscritical to students’ subsequent success in algebra. They study several existing lessons and choose oneas the basis for their research lesson, taking it through two cycles of planning, teaching, observation, andreflection. (See Lesson Study Cycle). Although lesson study is sometimes portrayed as a way to “polish”lessons, their work focuses not just on improving the lesson, but on deepening their own understanding of mathematics, of students, and of teaching.They begin to plan the research lesson by comparing several different textbooks, and analyzing variouslessons designed to build students’ mathematical representation of patterns. They choose one textbook’slesson as the basis for their research lesson, modifying it slightly to provide a real-world context for theproblem. They focus their instructional planning on both an immediate goal -- to help students recognizeand mathematically represent patterns -- and a long-term goal--to help students become curious, eager learners.
Use 1: To Provide a Brief Introduction to Lesson Study
Cycle Overview (23:30 min), is designed to provide a brief introduction to lesson study, We suggest thefollowing sequence of activities, within a 30-60 minute overall presentation.1. Explore the mathematics of the “How Many Seats?” problem.2. Introduce the video setting (see above).3. Suggest norms for discussion.4. Frame for viewing the video:
Lesson study focuses on
careful study of students
during research lessons. Record as carefullyas you can student speech/actions during the two lesson segments. Make these the focus of your discussion. What difference does it make to focus on students, rather than on evaluationof teacher moves?
What are the similarities/differences between the work of these teachers and your ownprofessional development experiences?
What might the teachers in the video find valuable about their lesson study work?
Use 2: To Build Understanding of the Elements of Lesson Study
The segments can be used to build understanding of the major elements of lesson study.The lesson study cycle consists of four major activities:1.
Study
: Of curriculum, of goals for student development2.
Planning
: Of the lesson, unit, and data collection.3.
Conducting the research lesson
, with data collection
4. Reflection:
On the data, lesson, and learnings from lesson study.To build knowledge of the elements of lesson study, you will want to prepare questions that helpparticipants study each phase, and documents that support their learning.
1. Study and PlanningSuggested Focus:
How is this segment similar and different from planning familiar to you?
Supporting Document
: After viewing, you may wish to study the Plan to Guide Learning (from LessonStudy: A Handbook, Attachment #2). What is interesting or different about this planning format? Identify
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