Japanese Lesson Study Summary

Thursday, July 18, 2002

What we did:

  • Kris & Melanie taught the lesson at 10:30 to summer school students. Roles we assumed in observing:
    • David - Videotape
    • Joe - Student work/conversation
    • Kathy - Teacher work/conversation/board use
    • Jane - General observations
  • We shared observations:
    • Kris & Melanie reflected on the lesson
    • Each observer shared observations
    • Our dialogue highlighted areas to change the lesson.
  • We planned our 15-minute presentation to the whole group.
  • We planned our final product:
    • Scan student work in
    • Lesson with revised comments
    • The problem

Highlights of Discussion:

  • The process is intended to be more experimental (try it out on kids) than theoretical (discuss it to death). When discussion reaches a point where it goes around in a circle, you should just TRY IT OUT!
  • Common goals for students, within a school, supersede personal philosophy differences
  • It became very clear through our discussion of the observations that we underestimated how far the lesson would progress (how deep into the problem). This is the largest area of change for the lesson.

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IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
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This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
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.