2019 Lesson Study Take-Aways
Class Discussions / Structured Exploration
In our study on visualization, I learned that as a teacher I should have a less is more approach. Specifically, teachers should focus on the ideas presented in discussions and not just the answers. We should allow the students to provide details in problem-solving strategies and methods. To promote more visualization, teachers can slow down, ask questions to prompt thinking and allow students the time to discover the answer. Teachers should ask the big questions and provide structure for exploration. Students need time for verbalization of ideas, but without structure, the time is not used effectively.
Carpet time allowed children to move about the room and partner with someone not in their discussion group. Additionally, moving to carpet or floor helped eliminate distractions. Students were then able to reflect on the pages of the textbook, discussing the multiple methods and (if relevant) could then make connections between the textbook and methods discussed in class. Students were able to better visualize the textbook concepts than at desks with base tens and other distractions.
Questions To Prompt Visualization
○ “Can you imagine?”
○ “Is it possible?”
○ “Is there a different way?”
○ “I wonder…
One is my biggest take a way’s from this lesson study was the power of visualization when teaching and exploring mathematical concepts. What does it mean to visual something? How formidable visualizing is in creating and solving problems. Visualization is a powerful cognitive tool in problem-solving and enhancing this process in children is paramount in helping them solve and create. I enjoyed collaborating with the teachers to give the children better tools to visualize numbers concepts.
Our lesson study with Ban Har and Sarah was as valuable as any professional development I’ve ever attended. The ability to plan, create, and revise a lesson with such an experienced group, was beneficial in all subject areas. The small group setting allowed the collaboration to be thorough and specific to the needs of our students.
The in-depth discussions leading up to the lesson planning were worthwhile and relevant. Being able to have different grade levels involved in the planning provided useful information. It was eye-opening for all of us to talk through the skill sets taught in the grade level (2nd) before the intended lesson(3rd) and the grade level after (4th). Being able to see this progression was important.
I found the lesson study to be a more productive form of professional development. Watching the teaching of the lesson gave me such insight into ways to improve my own teaching. Observing the students as they worked through the lesson, showed us ways we could improve for the next session.
The discussions (from our lesson study group) following the first lesson were helpful to dissect everything from student strategies used, journal entries, ways to improve the lesson. Everyone brought unique ideas to the lesson and the collaborative sessions highlighted important information.
Being part of the lesson study is a commitment for the members and requires support from administration (allowing for substitutes/meetings etc. . .); however, it was such a positive experience that provided me valuable insight. The goal is to teach best practices to the students in all subject areas . . . the lesson study project certainly helped me be a better teacher.
I think the lesson study was a great way to examine in depth how to best teach a lesson using strategies to help the children dig deeper and not only solve the problem, but more importantly be able to share and put into words what they learned to see if the concept was truly mastered or if the teachers needed to go a little further. I really liked how the teacher input was very limited in the actual teaching of the lesson. It was by using manipulatives and talking and discussing with their peers and with very strategic open-ended questioning by the teacher that helped the children continue to dig deeper and truly understand the concept.
As we prepared for the 3rd-grade math lesson study, it was noticeably beneficial for the teachers involved to become very familiar with the related previous lessons, which were building blocks for the focus lesson. Just as beneficial was researching the lessons that would follow the target lesson. This helped us more fully understand the future skills and goals for the students. As the lesson was prepared, we also strived for a clear presentation of the lesson, allowance during the lesson for perseverance to explore with concrete materials, multiple methods for problem-solving, and time for students to explore efficient strategies for problem-solving. Along with the goal of the academic unit skill mastery, we strived to promote student discussions leading to a deeper understanding of the skill and visualization.
After the first lesson was observed and we had ample time to share our observations, we planned strategies we believed would help to improve the lesson. These strategies included offering the students a more detailed explanation of the problem to be solved, encouraging verbalization and visualization before manipulatives were provided, and allowing more time for exploration with manipulatives.
After the lesson, we reviewed the students’ journal entries showing specific problems to be solved. This observation step provided even more opportunities for teacher reflection and validation of the success of the lesson.