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The “Sandwich” Approach to Professional Development: Knowledge Creation Though Lesson Study

The “Sandwich” Approach to Professional Development: Knowledge Creation Though Lesson Study Rebecca Perry, Catherine Lewis, Aki Murata, Lesson Study Group Members Lesson Study Group at Mills College Oakland, California rperry@mills.edu http://www.lessonresearch.net.

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The “Sandwich” Approach to Professional Development: Knowledge Creation Though Lesson Study

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  1. The “Sandwich” Approach to Professional Development: Knowledge Creation Though Lesson Study Rebecca Perry, Catherine Lewis, Aki Murata, Lesson Study Group Members Lesson Study Group at Mills College Oakland, California rperry@mills.edu http://www.lessonresearch.net This research is supported by the National Science Foundation under Grant No. REC-0207259.

  2. Lesson Study Planning Research Lesson Post-Lesson Activities

  3. Lesson Study Planning • Collaborative • Discuss long-term & content goals • Study available units & lessons on a particular topic • Revise an existing lesson

  4. Lesson Study Planning Research Lesson • Designed to bring to life a particulargoal/ vision of education • 1 teacher teaches; others observe/ collect data • Recorded - video, audio, student work, observation notes

  5. LessonStudy Planning Research Lesson Post-Lesson Activities • Formally debrief • Discuss how lesson brought goals to life • Reflect on learning • Revise and re-teach, if desired

  6. Knowledge Creation Process Planning Phase Research Lesson Post-Lesson Activities Phase-specific collaborative activities * Other professional experiences Human & material resources * Knowledge created by: a) encountering new ideas, b) making connections/ contrasting ideas with existing knowledge, c) self-monitoring learning (e.g., asking questions or seeking clarification), and d) drawing on motivation and efficacy.

  7. Important Knowledge for Teaching (NRC, 2001)

  8. Stage I - Characterizing Instruction • Videotaped, transcribed lesson • Coded for math content, instructional strategies to identify themes • Reviewed individual written student work with video support to capture mathematical thinking

  9. (NCTM, 2002)

  10. Stage II - Impact of Planning on Instruction • Transcribed planning sessions, coded for: • Instructional elements (content, instruction, s. thinking) • Evidence of knowledge creation (new idea, compare/ contrast idea, question/ clarify) • Supports • Identified themes overlapping with lesson and traced evolution of ideas • Today detailing evolution of unit rate concept

  11. Ideas From Planning • Unit rate (value of a ratio) relates equivalent fractions; • Relates to measurement; • Requires division; • Units (e.g., of 1) can be grouped to form larger units (e.g., of 5) (Lo, Watanabe, & Cai, 2004)

  12. Ideas From Planning • Height Height • in buttons in paper clips • Mr. Short 4 6 • Mr. Tall 10 X • Mr. Short 4 10 • Mr. Tall 12 X • (Cramer, Post, & Currier, 1993) “Unit rate” (multiplicative) and “factor of change” (additive) methods are alternative ways of solving proportional reasoning problems.

  13. Ideas From Planning • These methods differ from the standard cross-multiply and divide algorithm (McDougall Littell, 2004)

  14. Ideas From Planning • Students’ solutions to caterpillar problem demonstrated the use of different rates (1:2.5, 2:5, 4:10).

  15. Stage III - Post-Lesson Reflection • Transcribed debriefing, planning sessions, coded as in stage II • Interviewed teachers and collected concept maps • Gathered artifacts re: continued reflection

  16. Ideas from Post-Lesson Activities • Double number line can summarize methods

  17. Ideas from Post-Lesson Activities • Double number line can summarize methods

  18. Ideas from Post-Lesson Activities • Double number line can summarize methods

  19. `

  20. Implications for Professional Development • Organize in “sandwich” configurations • Draw on materials that specify important mathematical ideas • Consult with “knowledgeable others” • Actively engage teachers in mathematics • Compare adult and student thinking

  21. Implications for Research • More research to clearly define mathematical concepts (borrowing from other countries) • Collect/use student work (pre-post) as window into teacher thinking • Collect/ use reflection tools like concept maps or journals

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