Japanese Lesson Study Summary
Friday, July 12, 2002
What we did:
- Discussed our class situation
- Made progress in designing the lesson using the 4-column template. Jane will post it on the S-drive.
- We still need to:
- finish lesson
- make materials
- discuss protocols for observations
- dry run & final revisions
- Kris with teach on Thursday (with Melanie); Kathy will teach dry run on Tuesday.
Highlights of Discussion:
- We will only teach 1 class - geometry at 10:30.
- Our goal of problem solving competes with our goal of the content of the geometry. We have decided to go with problem solving (based on our lack of previous knowledge of the students).
- Joe, David, and Lois are thrilled not to be teaching. Kris and Kathy are our heroes!!!
- We're so sorry to lose Crista...she was disappointed not see our lesson (but glad not be teaching it!)
- It is possible to talk how to pose ONE question for a LONG time. We often flipped between two extremes. We really like the problem...so we want it to go well. There are different views: socratically as a whole class, individuals, or groups. Do we present the whole problem FIRST, and simplify it together, or do we pose the simplified version first and then build it (to the whole problem) up together.
- In our own planning, we normally do not "script" our lesson - we rely on our spontaneous responses. So, this process really takes a long time.
- If we were "newer" teachers, we would not be having so much dialogue.
- We have 6 or 7 different views, from different places, at different levels. This makes for a lot of dialogue.
- Kathy shared an example from her district: where teachers first took a VERY structured lesson and developed a trial that was much more open (pose a problem format). Also, just being in others' classrooms gives good ideas for more tangible techniques in the class (organization etc...)
Back to Journal Index
PCMI@MathForum Home || IAS/PCMI Home
© 2001 - 2016 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King
With program support provided by Math for America
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.