July 15, 2011
Practice Lesson Debrief

Participants review "Lesson Study Guidelines for Observations"
Mary: Teacher was not clear about how well she stated the goa at the begininning of the lesson. The questions that tied the different parts together could be written and stated better in order to assist the students in understanding. Did the lesson achieve its goal: Students left with an understanding of what does it mean for a set of points to be a solution. "Do you have questions that came up from this experience?" Nothing comes to mind.

Gail: The lesson had very nice pieces that connected well together. 3 things about the calculators: 1) Dangerous to put the calculators on the table before the particular part of the lesson that requires calculators. 2) Be careful with the directions about holding the point. "Hold the point down until the hand closes. 3) Unfortunately I was not able to get the undo button to work with this lesson. Students might have to turn off and turn it back up and start up. Dave: "Some of the participants were able to move the points by using the arrows on the calculators". We did a good job with goal a) but not sure if we achieved b), it was not clear if the students were able to develop the concept of a solution to a system of equation. Two other central things. Agrees with Mary's assessment about formulating the questions that tied the different pieces together. Add a "Set the stage" question. 2) there was a little fuzziness about the directions, students were not clear on what particular part of the activity they were supposed to be working on. Two conceptual things about the lesson. 1) Not clear where the multiple representation came from. Use multiple representation to link it to prior knowledge. 2) There was a great deal of vocabulary that the adults knew but that students might not know (i.e. Contraint, linearity). I think it would help to anticipate ahead of time where the students would post their posters. Problems and materials were good, the ideas where valued and well integrated into the lesson. Really liked the jigsaw pairing. "Any thoughts about the selection of tasks" The pairing of the groups were good, there is always the sinkhole of producing their computations on their own papers and then reproducing it on their posters.

  • "Is it possible for the students to write on the white boards instead of writing on the posters in order for the students to be able to erase and rewrite their work"
  • Tying things together at the end.
  • All but one did the equal values method in order to solve the system of equations.
  • Possible opening
  • Clarifying Jigsaw directions
    • The students need to have clear directions about their interaction in pairs.
    • Maybe have directions posted somewhere in the room

Bentul: Concerned about timing, the lesson lasted 1 1/2 with the participants but the students are more likely to take longer. As a suggestion, shorten the calculator exercise in order to save time. At the beginning of the lesson it might be a good idea to engage the students by posting a opening question or story to relate to the lesson. Instead of discussing each group individually, it might be a better idea to wait until the end to discuss the groups findings at the end as a whole class discussion.

Bill: At the beginning of the lesson there wasn't a clear goal for this lesson. It might be a good idea to state to the students to be patient as the teacher identifies what the students know. There wasn't a clear way of choosing who came up to the front of the class to present their findings. We might want to implement a random method of selecting the student that comes to board. "I dont' know if we were too purposely about including formative assessment into our lesson." It might be a good idea to encourage the students to utilize the multiple ways of representing their solutions.

Brynja: Observed the teacher really valuing the work of the student without judging their work, which fostered creativity. Concerned: at the end of the TI activity, James was completely done while others were still working. Where is the extending for students who need more. Didn't see them discussing the equivalence of the different representations.

Vicky: Really liked the discussion about constraints. It the projector was being turned on before the students read the questions in order for it to warmed up. When the students are done using the calculators have directions to put them away in order for the students to join the discussion. Better directions for the observers to have in order not to distract the students or obstruct the camera.

Jocelyn: It was a good practice for the students to write their names on the poster board.

Karen: During the TI activity, the student didn't get a chance to express why they got "20 solution". Have each student get a different color marker in order to know who did which part of the poster.

Bushra: From afar it was hard to read the posters. For the groups that were quiet it might be a good idea to provide questions where they have to discuss. Agree about having both students come up to the board in order to present their findings. At the beginning of the inspire activity it might be a good idea to show why a particular point works. Emphasize the reason why a particular point works. Suggestion: Integrating the activity where it doesn't cover that many pages.

Dave: It is a good idea to emphasize the fact that we both the teacher and students are going to learn from this experience.

Tom: C: If we let them know that one of them is going to be chosen at random it will have the same effect as having both students come up to the board to present.