Japanese Lesson Study Summary
Thursday, July 11, 2002
What we did:
We decided we would teach Don't Fence Me problem to both the geometry group and the algebra II group, with a different teacher for each. We would like to do a "dry run" with each other on Monday.
We started to design our lesson. We adapted the lesson, thanks to David's inspiration, into a more engaging and relevant problem about a student who has 1 hour to get home when he/she is "beeped" by Mom.
A. Goal of the Lesson Study Group:
B. Narrative Overview of Background Information:
Highlights of Discussion
The classes have 5-6 kids; they are making up a class that they did not pass during the year. They are working out of packets at their own pace. We would need to teach our class at their school. Kevin Fife is the instructor; there is an algebra 1, a geometry group, and an algebra II group (he would prefer we do conic sections). We will teach on next Thursday for 1 hour. We could teach the lesson to 2 different classes. We will present to the larger group of teachers for about 15 minutes.
Kris's Big "Aha": In the process of focusing on the details on the lesson, we are REALLY engaging in lesson study. We are seeing how our goals affect the details of the lesson. We are making purposeful choices based on logical reasoning. We acknowledge that goals drive the structure of the lesson; depending on what your goals are you may emphasize different parts of the lesson.
The problem, "Don't Fence Me In" is from
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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.