05+Math

__** Lesson Study: 2005 Math **__

// As the first KSTF Mathematics cohort, our version of "lesson study" has been unconventional, to say the least. From slope to logarithms to proportional reasoning to differentiated instruction, our path was not always straight, but the main goals of lesson study came front and center at various points throughout our work: Lesson Study vs. Lesson Planning; Identifying Lesson and Unit Goals; and Analyzing Student Work. //

=== Artifacts from our various endeavors can be found by clicking on the links in this table. We have also attempted to explain the most valuable successes (and failures!) that helped to shape our thinking as we grappled with Lesson Study. ===


 * == Topics == || == Lesson Study ==

Lesson Planning
|| == Backward ==

Design
|| == Analyzing ==

Work
||
 * == Slope == || We did too much planning because we kept changing our minds about little details. || We didn't have the big picture of what we wanted students to get out of our unit. || We saw anticipated responses in video of students discussing steepness of ramps. ||
 * == Logarithms == || The timeline activity was neat, but did we learn much about our students or our practice from it? || We focused too much on a fun activity and tried to make other things fit into it. || We had no rubric / protocol to use, so instead of analyzing student work, we collected it and just looked at it. ||
 * == Proportional ==

Reasoning
|| We spent a good amount of time preparing to plan our lesson instead of jumping in to Day 1, Day 2, Day 3. || We read research and carefully developed a preassessment to analyze misconceptions. || We analyzed student responses to gain insight into common misconceptions that needed to be addressed. ||
 * == Differentiated ==

Instruction
|| We weren't just trying to make fun activities; we were helping students understand through different avenues. || We used the KUD model: All versions of our task needed to be linked to the same big idea. || We analyzed preassessments to group students by readiness. ||


 * There were times when we felt that we might want to take our lesson study group on a different route. Although these ideas are clearly not lesson study they might work as a backdrop for PLCs with colleagues: **



2005 Math Cohort Emily Kennedy, Sujata Ganpule, Derek Pope, Ashleigh Lewis, Arielle Pool, Andrew Lee