In this session we will describe the effect that Lesson Study cycles have had on our middle school math classroom. Looking at our school-wide learning goals as articulated in our research theme, we designed and studied units and lessons intended to:
Teach scholars to make sense of problems and persevere in solving them by teaching math through problem-solving.
Teach scholars to construct viable arguments and critique the reasoning of others through note-taking, board work, and students’ discourse. Promote student discourse through the implementation of engagement strategies. Come and learn how to use Lesson Study as a professional learning structure to explore professional teaching and learning problems with a group of fellow educators. In this session, we will share how we have used continuous cycles of lesson design, peer observation and data collection, and post-lesson conversations to deepen our understanding of teaching, while cultivating a school culture that supports inquisitive teachers working together on teaching and learning solutions in our school. We’ll share what we have done, what we have learned, and where we’re going next with Lesson Study to drive continual improvement. While our lesson content and research themes have been centered around mathematics instruction through problem-solving, the Lesson Study process can be applied to any content area or grade level; Lesson Study can be the catalyst for improved learning for students in any classroom where teachers want to be better teachers!
