lesson study
DESCRIPTION
Lesson Study. Day 1 Summer 2012 Workshop. History. FIMSS 1967 SIMS 1980 TIMSS1995 Math Results of 4 th and 8 th graders International average 529, 513 US 545, 500 Singapore 625, 643 Japan 597, 605. History continued. TIMSS-R 1999 Math Results of 8 th graders - PowerPoint PPT PresentationTRANSCRIPT
History
FIMSS 1967
SIMS 1980
TIMSS 1995
Math Results of 4th and 8th graders International
average 529, 513
US 545, 500
Singapore 625, 643
Japan 597, 605
History continued
TIMSS-R 1999
Math Results of 8th graders
international average 487
US 502
Singapore 604
TIMSS Released Items
Science: The weathering of rocks can be caused by both physical and chemical processes. Write down one physical process and one chemical process. Explain how each can cause the weathering of rocks.
Science: Look at the list of organisms (plants and animals) below. They all live in the Neritic Zone of the ocean. [Six organisms are listed with a short description of each]
Complete the food web on the chart below to include all the organisms listed in the table.
TIMSS Released Items
Math: [A 2cm x 8cm rectangle is shown.] On the grid provided, draw a rectangle whose length is three-fourths the length of the rectangle given, and whose width is two and one-half times the width of the rectangle given. Label the length and width of the new rectangle in cm on the figure.
TIMSS VIDEOTAPE STUDY
U.S., Japan, and Germany
CLIPS
www.TIMSSvideo.com
What did you observe about the US lesson? the Japanese lesson?
How might these differences translate to higher levels of student achievement?
PRIMARY FINDINGS of the TIMSS Videotape Study
Recorded by the researchers in the book The Teaching Gap, James Stigler & James Hiebert, 1999
“…American mathematics teaching is extremely limited, focused…on a very narrow band of procedural skills” Other nations “teach mathematics in a deeper way, teaching for conceptual understanding.”
PRIMARY FINDINGS of the TIMSS Videotape Study continued
The U.S. lacks a comprehensive plan for delivering quality professional development for teachers
There is “[no] coherent system of professional development for teachers of mathematics.” - Barbara Reys
TIMSS Quotes“Less emphasis is needed on computation, because
of the advent of calculators and an the need for an emphasis on strong understanding.”
“The United States seems to either have way too much focus on…test prep, [and ] not enough focus on… thinking.”
“Japanese teachers think that learning the process of thinking is the most important thing to learn in the classroom.”
“US classrooms are more focused on the right answers and whether or not a student can take a specific formula, apply the formula to a problem, and find the correct answer. The focus in [other some other countries] is most importantly how to find that answer.”
Liping Ma
Comparison of Chinese vs. U.S. teachers
Problem #3: 1 ¾ ÷ ½
perform computation and write story
Approx. 1/3 of U.S. teachers performed the calculation correctly; all Chinese teachers did
No U.S. teachers could give a story; most Chinese teachers could
PISA PISA assesses Mathematical Literacy:
Mathematics literacy is the capacity to identify, understand and engage in mathematics, and to make well-founded judgments about the role that mathematics plays in an individual's current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen. (OECD – PISA) Students need to bring to bear
mathematical skills in situations which are not presented in mathematical terms.
2009 PISA Results
2009 Math Results
international average 496
US 487
Shanghai China 600
Korea 546
Japan 529
PISA Sample Problem
To complete one set of bookshelves a carpenter needs the following components:4 long wooden panels,6 short wooden panels,12 small clips,2 large clips and14 screws.The carpenter has in stock 26 long wooden panels, 33 short wooden panels, 200 small clips, 20 large clips and 510 screws. How many sets of bookshelves can the carpenter make?
Note:
Shift in what matters:
SkillsProblem-solving
Procedures Critical thinking
Communication
Application
Promoting Higher-order Skills
Challenge students withVisual problems
NAEP Question:
Sally walks 5 blocks north, turns left and walks 2 blocks west. She turns left, what direction is she facing?
Promoting Higher-order skills
Challenge students with
Open-ended problems
John has 34 marbles, Bill has 27 marbles and Sue has 23 marbles. How many marbles do they have altogether?
vs.
John has 34 marbles, Bill has 27 marbles and Sue has 23 marbles. Write and solve as many problems as you can using this information.
Promoting Higher-order skills
Challenge students with
Critical Thinking problems
A snail is at the bottom of a 10-foot well. Every day he crawls up 3 feet but at night slips down 2 feet. How many days will it take for him to get out of the well?
What can assist us in making this shift:
SkillsProblem-solving
Procedures Critical thinking
Communication
Application
Japanese-Style Lesson Study
Lesson Study is a form of classroom-embedded professional development.
collaboration + action research = LS
Emphasis on developing higher-order skills to improve achievement
For years, has been a respected form of PD on east and west coasts in the U.S.
Loras was a pioneer in its use in the Midwest
A sample Lesson Plan
http://www.lessonresearch.net/Seatlessonplan.pdf
What data?
Focus is on the students
their connections, observations
their misconceptions
What changes to the lesson might improve student understanding?
Activities to Improve Instruction
Rank the four activities below according to how often you engage in them.
1 = most often, 2 = next most often, etc
Plan lessons collaboratively
Plan lessons alone
Watch other teachers teach and discuss your observations
Curricular activities: write or choose curriculum, align with standards
Lesson Study as a model for PD
Traditional PD
• Delivered by experts
• Research of “others” informs practice
• Hierarchical structure
Lesson Study
• Participant-centered
• Practicing teachers are DOING the research
• Cooperative structure
How Many Seats?
We have a long skinny room and triangle tables that we need to arrange 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?
How Many Seats?
Pretend you are one of your students.
Your challenge: How many seats can fit around a row of triangle tables?
How Many Seats?
There are two patterns to be observed:
+1 pattern going vertically
+2 pattern going horizontally
Which is more apparent?
Which is more useful?