WELCOME BACK TO CAMP!
Agenda
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Warm-Up for statistical and probabilistic thinking
Norms for our PD
Teaching through problem solving
Break
Lesson Study: Introduction, Framework, and Action Plan
Lunch
Exploring Statistics and Probability Content Standards
Standards for Mathematical Practice
Synthesizing from the Day
Closure
Warm-up Activity in Stats and Prob
• The Jumping Frog Warm-Up
http://www.youtube.com/watch?v=pddCghMF5og.
Evolving Norms for this PD
• We will persist with every problem and examine it from multiple
perspectives.
• We will be ready for class and use our class time effectively.
• We will keep our focus on learning and use technology for personal reasons
during breaks.
• We will be respectful of each other’s time and space and work efficiently.
• We will actively participate by (a) listening to each other, (b) giving others
our attention, (c) not speaking when someone else is talking, and (d)
regularly sharing our ideas in class.
• If we disagree with someone or are unclear, we will ask a question about his
or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something. We will
comment on others’ ideas rather than the person.
Expectation for technology use
• Please limit the use of technology for the use
of chatting, phone calls, and texts strictly to
break times as well as before and after class
out of respect for the nature of our
collaboration and thinking together.
Teaching Mathematics
(or Statistics) through
Problem Solving
[TTPS]
Read pp. 31-35, 39-41
Save the Last Word for Me
Break
Lesson Study: An Introduction
Lesson study is a professional development process that Japanese teachers
engage in to systematically examine their practice, with the goal of becoming more
effective. This examination centers on teachers working collaboratively on a small
number of "study lessons". Working on these study lessons involves planning,
teaching, observing, and critiquing the lessons. To provide focus and direction to this
work, the teachers select an overarching goal and related research question that they
want to explore. This research question then serves to guide their work on all the
study lessons.
While working on a study lesson, teachers jointly draw up a detailed plan for the
lesson, which one of the teachers uses to teach the lesson in a real classroom (as other
group members observe the lesson). The group then comes together to discuss their
observations of the lesson. Often, the group revises the lesson, and another teacher
implements it in a second classroom, while group members again look on. The group
will come together again to discuss the observed instruction. Finally, the teachers
produce a report of what their study lessons have taught them, particularly with
respect to their research question.
Lesson Study: Action Plan
• Overarching goal:
• To collaborate in ways that help us improve our mathematics
teaching and learning and reflect upon those actions.
• Immediate goals:
• Each group will design a lesson study goal (i.e., research
question) for a two-year cycle.
• Each group will design, enact, reflect upon, and improve one
mathematics lesson per semester. If possible, this lesson will
be taught twice during one day by the same instructor.
• This is a learning process for everyone: the instructional
team, you, and your lesson study group. Be patient and
flexible.
Lesson Study: Action Plan
• Expectations:
• Lessons should provide outlets for co-teaching and offer rich
learning opportunities for ALL learners. You aren’t the only
teacher who might use this lesson.
• The focal task should be a problem, not an exercise that is
immediately solved with a previously learned strategy. The
problem ought to be complex, open, and have realistic
elements. The goal is to promote problem solving, not
efficiency with a known procedure.
• Ideas for promoting mathematical student-teacher and
student-student discourse should be evident in the lesson.
Questions prompting mathematical discussions, including
eliciting misconceptions, must be present.
Lesson Study: Action Plan
• Expectations:
• A key part of lesson study is a research question. Our shared
research question is: How does this lesson support students’
content learning through engagement in the mathematical
practices?
• Thus, your lesson, observations, and evidence related to the
research question must be squarely focused on this!
• Your group will create a related goal to this research
question. Answering the research question should help
you get closer to your goal and vice versa.
Lesson Study: Action Plan
• Agenda for the instruction on October 17
• An instructor or CAMP staff member will facilitate
discussion in your small group. It will be audiotaped.
Questions like the following will be explored:
• What tools, ideas, or questions did you use to evaluate the
lesson’s success?
• How did the lesson (not teacher) go? What worked? What
didn’t? What evidence supports your belief?
• What will you change in your lesson when re-teaching?
• What statements can you make about our research question?
What evidence supports that statement? (Your group must
concur on this evidence before it’s counted.)
Lesson Study: Action Plan
• Scheduling. We need to know the following
information (time estimates provided):
a.
b.
c.
d.
e.
f.
Who is the instructor(s) that day?
When is the lesson delivered? (Need 1 hour)
When will you meet in small-group to debrief? (Need 1 hour)
When will you revise your lesson? (Need 1 hour)
When will you teach your revised lesson? (Need 1 hour)
When will you meet again in your small group to debrief?
(Need 1 hour)
g. Note: Meetings will take place in the community room. You
will have internet access so bring a laptop or tablet.
Lesson Study: Action Plan
1. Independently familiarize yourself with the FAQs.
2. Work on the “Lesson study group goal selection”.
3. Explore the “Tool for Planning and Describing Study
Lesson” and example.
4. Begin to frame your lesson using the “tool for
planning…” and keep the research question in
mind:
“How does this lesson support students’ content learning through engagement in
the mathematical practices? “
Note: Your final lesson must be uploaded to the website by
11:59pm on Monday, October 6. You will receive feedback that
week.
LUNCH
Stats and Prob Exploration
• Jumping Frog Activity
Synthesizing from the Day
1. Describe the SMPs that you engaged in during
Jumping Frog.
2. What is teaching through problem solving? What
will it look like?
3. What are your group’s next steps for lesson study?
Take Care
• Next meeting is 10/17 @ Glenwood MS. Work
with your lesson study group. (Email needing
responses will come next week.)
• Please post at least one question to Dr. Stats
and/or Dr. Math if you haven’t done so.
• Most importantly, keep in touch!