Our third class is comprised of three segments:
- Task 1. I’ll be showing you a sample lesson I created as an interactive iBook. “Progress and Poverty in Industrial America.” Free at iTunes. I want to demonstrate how I used the lesson study to plan the book and introduce you to what you can create with iBooks author. (I have a cart of iPads coming in).
- Task 2: Give you time to use your lesson study to offer each other feedback on an upcoming lesson you will teach in your placement. See Lesson Study Assignment (41 KB pdf) given out at Class 2
- Task 3. Get you set up on WordPress – your assignment this week takes the form of a blog post.
To see students’ reflections on Lesson Study click Lesson Study 1 Category
Here’s a sample “Lesson Study” based on my iBook “Progress and Poverty in Industrial America.”
Content – I have three goals for this iBook lesson:
- To study the industrial era of late 19th century US Use an essential question (EQ) that is still relevant to students: “How do we evaluate the social costs and benefits of technological innovations?”
- I want students to think about the impact of contemporary technological changes on peoples’ lives.
- Guide students through the historian’s process with Common Core style prompts
Process – I begin by posing the essential question (then to make the question relevant to students) I offer a brief examination of the impact of 21st c technologies / global economy on progress and poverty in contemporary America. I’ve gathered a short collection of historic documents – some text, but also photographs, posters and an early Edison film. Instead of explaining the documents to the students, I have minimal explanation, with short guiding questions to help the students think about the documents and ultimately the essential question.
Product – I left this rather open ended since I published it on iTunes and I don’t intend to be there to deliver the lesson. But in the introduction, I do include a series of possible activities that teachers might utilize.
Evaluation – I did not include a formal assessment in this iBook. (If used by a teacher, I’ll let them figure it out). But at the reader level I do have a series of reflective questions for students related to content goals (the late 19th c industrialization, essential question, and process of historical thinking.)
What kinds of thinking will students need to do to participate in the lesson? For the most part its all higher level thinking (analysis and evaluation) I have many documents with opposing viewpoints on the impact of industrialization. The guiding questions ask student to compare (analysis) and evaluate.
To what extent do students have options or choices regarding these lesson components? I choose all the content. No student choice there. While I offer suggestions for how to look at the documents, there is no specific process or product. So there is a chance for student input. The material lends itself to a debate format, though students might simply use the content to form their own opinions about the EQ. That’s their own personal “evaluation “ of the question.
… the way history teachers teach history,
then art students would sit quietly in rows and watch their teacher paint.
I introduced a modified lesson study model. As I noted:
The goal of this assignment is two-fold. First to offer supportive feedback on your lesson development through a peer review process. Second to offer some “lenses to look through” that help you easily see the essentials of a lesson. It is not a substitute for the School of Education lesson plan format. Think of it as a pre-lesson plan planning guide. This is not some exercise for the benefit of your instructor. This should be a process that works for you. So feel free to modify to meet your particulars. Use a scale that works for you – focus on just a small segment of a larger unit, or look at the entire unit. Don’t like Bloom? Use another schema to discuss the kinds of thinking that your students will need to successfully complete the assignment. Assignment here. (41 KB pdf)
Next I used a presentation and LearningCatalytics questions to lead the students through a series of activities as participant / observers. I wanted them to look at the lesson from the students’ perspective with a focus on the four components of a lesson. I also wanted them to use Bloom’s Taxonomy to see if they could identify what level of thinking they were using. We monitored the extent the decisions about of content, process, product and evaluation were being made by me (the teacher) or by the students. Slide deck here. (6.4 MB pdf)
When I asked them to summarize what they thought my goal was for the class, one student replied “You wanted to get us to think about thinking by having to think.”
Our class got off to a good start on August 26th. It’s great bunch of students – four undergrads and eight in the MAT program. All of them are just beginning their student teaching this fall term.
As an ice breaker I handed them a copy of my 1971 student teaching evaluation (2 page pdf) Quite a relic – I’m surprised I still have it. I noted that it’s a historic document and asked them to examine it with a critical eye considering a number of questions: Who created it and why? Historic context? Point-of-view? What could we learn from it? What other sources might we need to collaborate? A great discussion followed ranging from how historians look at documents to how pitiful this evaluation was as an feedback tool for the student teacher (me!)
Next I gave them an activity to design a great history teacher. I applied a variation of “Tool 13: Brainstorm, Group, Label” from my Literacy Strategies Tool Kit (free PDF)
- Asked them to brainstorm all the words or phrases they can associate with “a great history teacher.”
- Gave them Post-Its and asked them to write one associated word or phrase on each sheet.
- Put them in groups and asked them to share their Post-its and thinking. Then design an illustration that captured their collective thinking. And be prepared to share that with the class.
- Working in fours they synthesized their individual brainstorming into a collective vision on large paper, then took turns sharing and responding to questions.
What followed was a lively Q and A session as we explored the attributes they thought went into an exemplary teacher.
Finally, I logged them into their new LearningCatalytics SRS accounts and gave them a series of questions to help me get to know them better. On the tech side I was interested in their devices, digital skills, social media profile, and some of the programs they were comfortable using. From an instructional perspective I asked them to describe their goals for the course.
I learned a lot this first class – foremost that I’m fortunate to have such a thoughtful, well-spoken and clever group of people to work with. From a class design perspective I found out that many the elements I want to include in the course are well-aligned with their learning goals.