Park City Mathematics Institute
Implementing Lesson Study
Drafts of Project Files (password required)
- If Students Have Learned, Then We Have Accomplished Something
- Brynja Kohler- Coordinator*, Kim Wollard- Assistant, Wendy Chan, Kenneth A. Green, Sameer Shah, Timothy M. Evans, Rina Eliana Martinez, Mark Ryan Spong
- Lesson study is "a collaborative professional development process that involves joint lesson planning under a common goal where teachers engage in planning, implementing, observing, and reflecting on a lesson. The focus of lesson study is on mathematics and on students." Through the experience of learning about and engaging in this process, our group of eight math teachers from various parts of the country has made amazing strides in working and planning collaboratively.
- Our process began with Kim Wollard presenting the main points of lesson study. We had a run through of the lesson template. Kim led us through lesson study examples from New Mexico. We then went through a long process of fairly deciding what our topic should be and decided on IF ... THEN statements. We then addressed the question: What is important for students to know and understand about IF ... THEN statements? This helped us to set the student goals for our lesson. We went through a long process of deciding what tasks to choose that would help us meet our goals.
- We prepared a rough draft to be implemented on a class of our peers. After the debrief we decided that some changes needed to be made to the lesson. We then implemented the revised draft to Debra Alcox's students that were taking a summer course at a nearby school.
- This article describes our experience with the lesson study model and includes the lesson we worked on collaboratively during our three weeks at the Park City Mathematics Institute.
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IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
at the Institute for Advanced Study, 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.
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in this material are those of the author(s) and do not necessarily reflect
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