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Las Cruces High School

Las Cruces High School. Lesson Study. Participating Teachers. The Honorable Mary Andrews The Respectable Connie Jaramillo The Incorrigible Douglas Lutz The Delightful Sandy Nesbitt. Outline. Introduction: Sandy Nesbitt Goal: Connie Jaramillo Lesson: Mary Andrews Evaluation: Douglas Lutz.

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Las Cruces High School

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  1. Las Cruces High School Lesson Study

  2. Participating Teachers • The Honorable Mary Andrews • The Respectable Connie Jaramillo • The Incorrigible Douglas Lutz • The Delightful Sandy Nesbitt

  3. Outline Introduction: Sandy Nesbitt Goal: Connie Jaramillo Lesson: Mary Andrews Evaluation: Douglas Lutz

  4. What’s Your Line?Who’s Line Is It Anyway? By Mary Andrews Connie Jaramillo Doug Lutz Sandra Peterson Nesbitt

  5. Area of Focus Statement The purpose of this lesson study was to help students connect math with real life using graphing activities.

  6. Research Questions • How can students use graphs to recognize, visualize and understand change? • How can this be accomplished using constructivist principles?

  7. The California Hot Tub

  8. Related Literature • Even students who are capable of demonstrating success, who pass tests with high marks and obtain “honors” diplomas, frequently don’t connect the information they receive in school to interpretations of the world around them (Brooks & Brooks, 2001). • Math teachers who are interested in creating reformed classrooms can look to constructivist theories of learning and content-area literacy theories and methods to provide the structure needed to make reform happen in their classrooms (Draper, 2002).

  9. Related Literature (cont.) • Curriculum redesign is one way of improving students’ confidence and competence in their math abilities (Morgan, 2003). • The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge (Ishii, 2003). • D. Johnson explains the importance of using inquiry-based, discovery learning approaches and lots of higher-level questions in justification and discussion of problems (Johnson, 2000).

  10. Data Collection • Observations • Questionnaire • Videotape • Artifacts

  11. Artifacts

  12. Artifacts

  13. Data Analysis/Interpretation Students: • learned a lot about graphing. • could solve the word problems even though they were real difficult. • liked working in groups. They felt they probably could not have solved their problems on their own

  14. The Lesson Drawbacks • Some complained that group members did not work. • Some felt embarrassed standing in front of their class even though they were allowed to present as a group.

  15. Questions?

  16. Goal • What student’s need to learn • Prior knowledge • Focus • Hypothesis of lesson

  17. Lesson • Around the World in 90 Minutes • Our hook • Quality –vs- quantity • 2 lessons? • Lesson script and time factors • Meeting our goal?

  18. Evaluation • Mise en Place • More than one lesson? • Graphing calculators and disconnection • Making connections to the equations [video] • Key moments / missed opportunities [video] • Guiding discussion [video] • Narrowing goals • Challenges: quality –vs- quantity • Closing [video]

  19. Comments and questions? • Connie/reflection • Open discussion and questions

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