Lesson Study:
Cycle Three
During this lesson study cycle my team and I looked to answer the question of how we can get students to feel more comfortable participating in math lessons and seeing the value of their peers or more formally, as our equity based research question poses, "How can we explicitly direct students to identify peer contributions/strengths to interrupt status and elevate their academic self-perception in the classroom?"
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Research Base
Description of Inquiry Cycle
In the slideshow below you will find artifacts from this lesson study such as my teams memorialization document, lesson plan, student work and so much more. Click on the buttons on the slides to go to the full documents.
Reflection
This lesson study was probably the most challenging out of the three. Despite knowing what to do for each step of the cycle, as well as the progression of the class, doing this at the end of the school year is tough. The main issues we faced were around scheduling around our busy classrooms and the sliver of our personal lives that remain at this point in the year. Nevertheless, everything was accomplished and we learned much along the way.
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The biggest takeaway I have from this lesson study cycle is the importance of taking time to build classroom culture and routines. I believe that many of the things that we are hoping for our students can be accomplished by creating space for them to show up in the classroom. I know now for next year that I need to spend more time building my classroom community as well as developing routines for participation. This includes more intentional and collaborative norm setting, sentence frames for discussions, and so many other important strategies to help students feel comfortable and heard when in the math classroom.
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I'm so excited to implement everything I learned this year and hope that I was able to implement enough with this years students to have enacted enough change. I feel know that I have a better lens to look at my teaching through and feel comfortable with critique and pushing myself to make each thing I do in the classroom better.