Japanese Lesson Study Summary
Tuesday, July 16, 2002
What we did:
- Kathy taught the lesson to us (we were students --- and quite unruly ones at that). We took "notes" about sticky spots for later discussion.
We discussed the lesson's strong and weak points. We discussed possible student solutions and ways to adjust the problem (changing the rates).
- We divided up the tasks for Thursday:
- Melanie will fix map and lesson (with 5th column for notes) & email it to Jane.
- Jane will 3 copies per kid, plus copies of lesson & map for teachers.
Jane will get a HUGE copy of the map for the teacher.
- Kris will make name tents.
- Joe will take care rulers (6), compasses (6), sharpies for teacher, calculators (6), graph paper, easel paper for teachers, tape for teachers
- David will take care of video equipment.
- Ruler with scale for teacher?
- We will meet at 9:40. And, we will walk over together.
- We read over the Lesson Study Protocol from Columbia University.
- We assigned roles for observation:
- Joe will focus on Kid Comments.
- Kathy will focus on Teacher Comments and Questioning.
- Jane will focus on times for each component and general aspects of the lesson.
- Teacher will collect student work (and ask kids what they thought about the lesson)
Highlights of Discussion:
- Again, we revisited the point that the purpose of this process is NOT the lesson (though it is a nice by-product) but rather the process.
- We agreed we should not "interfere" with the lesson (even if it goes awry). We want to study the lesson as it was planned.
Back to Journal Index
PCMI@MathForum Home || IAS/PCMI Home
© 2001 - 2015 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 Grant No. 0314808 and Grant No. ESI-0554309. 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.