how many seats? (dvd supporting material)

8/13/2019 How Many Seats? (DVD Supporting Material)

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Table of Contents

Page 2 How to navigate your DVD

Page 3 How Many Seats? Excerpts from a U.S. lessonstudy cycle

Page 5 The lesson study cycle (flow chart)

Page 6 Plan to guide learning

Page 10 Protocol for observation and discussion of aresearch lesson

Page 11 Seats problem

Page 12 Revised lesson notes

Page 14 Student question

Page 15 Triangle rule machine

Page 16 Lesson plan


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1. PLAY ALL and PLAY SEGMENTS are the same footage with the option to play the completetrack from beginning to end PLAY ALL, or the option to play each segment of the track PLAYSEGMENTS.

2. ADDITIONAL PLANNING SEGMENTS are extra footage from the planning sessions.

3. SUPPORTING MATERIALS allows you to view the student question and worksheet and thelesson study cycle diagram. Each slide will hold on your screen for 10 seconds and then returnto the previous menu. You may pause the slide using your DVD players pause button.

4. DVD web link access. From the main menu of this DVD you can link directly to our web sitewww.lessonresearch.net, if you are connected to the internet. You can also link directly to a webpage (in SUPPORTING MATERIALSmenu) which is devoted to this DVD and containsdocuments to download www.lessonresearch.net/howmanyseats.html

If you are experiencing difficulties connecting through the web link provided in this DVD, checkin your DVD player preferences that the DVD@CCESS link is enabled.

TITLE Total Running Time

PLAY ALL 25:00 minutes

PLAY SEGMENTS

Planning First Teaching First Debrief Second Teaching Second Debrief Final Reflection

5.00 minutes

4:04 minutes4:09 minutes3:53 minutes2:10 minutes3.44 minutes

ADDITIONAL PLANNING SEGMENTS Sticking to the process What happens if the triangles are not in a straight line? Be curious

2.02 minutes2.52 minutes1.22 minutes

How to navigate your DVD

How Many Seats?


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How Many Seats? Excerpts from a U.S. lesson study cycleNote: We strongly recommend that viewers solve and discuss the seats problem (Attachment 1)before watching the video. It can be found on the accompanying sheet Seats Problem.

Suggested Uses1. To provide a brief overview of lesson study2. To explore the elements of the lesson study cycle: Curriculum Study and Planning, Research

Lesson, Debrief, Cycle Reflection.

3. To investigate how teachers use lesson study to build their mathematical and pedagogicalknowledge.

Background of the VideoThis lesson study cycle occurred during a 10-day summer workshop on lesson study and algebra. Thesix teachers (five elementary, one middle school) are from different schools and have not previouslyworked together as a lesson study group. During the first days of the workshop, teachers solve anddiscuss algebra problems, study state mathematics standards, and identify elementary-grades conceptscritical to students subsequent success in algebra. They study several existing lessons and choose oneas the basis for their research lesson, taking it through two cycles of planning, teaching, observation, andreflection. (See Lesson Study Cycle). Although lesson study is sometimes portrayed as a way to polishlessons, their work focuses not just on improving the lesson, but on deepening their own understanding ofmathematics, of students, and of teaching.

They begin to plan the research lesson by comparing several different textbooks, and analyzing variouslessons designed to build students mathematical representation of patterns. They choose one textbookslesson as the basis for their research lesson, modifying it slightly to provide a real-world context for theproblem. They focus their instructional planning on both an immediate goal -- to help students recognizeand mathematically represent patterns -- and a long-term goal--to help students become curious, eagerlearners.

Use 1: To Provide a Brief Introduction to Lesson StudyCycle Overview (23:30 min), is designed to provide a brief introduction to lesson study, We suggest thefollowing sequence of activities, within a 30-60 minute overall presentation.

1. Explore the mathematics of the How Many Seats? problem.2. Introduce the video setting (see above).

3. Suggest norms for discussion.4. Frame for viewing the video: Lesson study focuses on careful study of studentsduring research lessons. Record as carefullyas you can student speech/actions during the two lesson segments. Make these the focus ofyour discussion. What difference does it make to focus on students, rather than on evaluationof teacher moves?What are the similarities/differences between the work of these teachers and your ownprofessional development experiences?What might the teachers in the video find valuable about their lesson study work?

Use 2: To Build Understanding of the Elements of Lesson StudyThe segments can be used to build understanding of the major elements of lesson study.The lesson study cycle consists of four major activities:

1. Study: Of curriculum, of goals for student development

2. Planning: Of the lesson, unit, and data collection.3. Conducting the research lesson, with data collection4. Reflection: On the data, lesson, and learnings from lesson study.

To build knowledge of the elements of lesson study, you will want to prepare questions that helpparticipants study each phase, and documents that support their learning.1. Study and PlanningSuggested Focus:How is this segment similar and different from planning familiar to you?Supporting Document: After viewing, you may wish to study the Plan to Guide Learning (from LessonStudy: A Handbook, Attachment #2). What is interesting or different about this planning format? Identify


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how it might help teachers connect practice to long-term goals, anticipate student thinking, and focus datacollection.

2. Research LessonSuggested Focus:Write down as carefully as you can everything students say and do during thislesson. Watch this segment a second time and try again. What might be the different effects of focusingon students, rather than teacher?Supporting Document:After viewing, read the observation protocol for a research lesson (p.69, Lesson

Study: A Handbook, top items only, or see more detailed observation protocols at websites of TeachersCollege Lesson Study Research Group, Global Education Resources, or Research for Better Schools)

3. Debrief of Research LessonSuggested Focus: You are an anthropologist; your job is to describe the structure of this meeting. Whatis the agenda? What are the rules? What is the culture?Supporting Document:After viewing, read the agenda for discussion of a research lesson (from LessonStudy: A Handbook, Attachment # 3) or see more detailed debrief protocols at websites of TeachersCollege Lesson Study Research Group http://www.tc.edu/lessonstudy/, Global Education Resourceshttp://www.globaledresources.com, or Research for Better Schools http://www.rbs.org/lesson-study/)

4. Reflection on Lesson Study CycleSuggested Focus: How might this lesson study cycle have been useful to teachers? What supports for

their learning did you see within this video segment or earlier segments?

Use 3: To Explore How Teachers Use Lesson Study to Build Mathematical and PedagogicalKnowledge

For this use of the video, you will want to have participants go through experiences similar to those of thelesson study group in the video

1. Study and PlanningBefore watching this segment, study the curriculum materials and standards the teachers are studying.

Assume your group has chosen the seats problem for the research lesson. What would you wantstudents to learn by doing this problem? What student thinking and misconceptions would you expect?

2. Research Lesson 1Suggested Viewing Focus:Write down as carefully as you can everything students say and do duringthis lesson. Watch this segment a second time and try again. What evidence do you have about studentlearning?

3. Debrief of Research Lesson 1Suggested Viewing Focus: What kinds of lesson observations did team members and audience shareduring the debrief? How did the discussion agenda, rules, norms, etc. support learning?Discussion after segment:Imagine you are a member of the lesson study team. What changes in thelesson might you make before the second teaching?

4. Research Lesson 2Suggested Viewing Focus:Write down as carefully as you can everything students say and do duringthis lesson. If you have time, watch this segment a second time and try again. What evidence do you

have about student learning?

5. Debrief of Research Lesson 2Suggested Viewing Focus: What kinds of lesson observations did team members and audience shareduring the debrief? How did the discussion agenda, rules, norms, etc. support learning?

4. Reflection on Lesson Study Cycle

Suggested Focus: How might this lesson study cycle have been useful to teachers? What supports fortheir learning did you see within this video segment or earlier segments?


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What patterns do you see?________________________________________________________

We have a long skinny room and triangle tables that we need toarrange in a row with their edges touching, as shown. Each side

can hold one seat, shown with a circle. Can patterns help us

find an easy to answer the question: How many seats can fit

around a row of triangle tables?


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INPUT

Number ofTriangle

Tables

OUTPUT

Number ofSeats

1 3

2 4

34

5

6

Triangle Rule Machine Name __________________

INPUT Rule OUTPUT

Number of ! _______ ? Seats __________ tables ?

What patterns do you see?_______________________________________________________

____________________________________________________________________________


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how many seats? (dvd supporting material)

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