Class 8 / 9: Lesson Study 2

Lesson study is a form of classroom inquiry in which several teachers collaboratively plan, teach, observe, revise and share the results of a single class lesson.  (Learn more about the “formal” process here)

We are modifying that formal process into a simple one. Each student in the class will “teach” a 25-30 minute lesson. The rest of the class will act as participate / observers – serving as “students” during the lesson and afterwards, giving feedback to the “teacher.”

Assignment 5 – lesson Study II / blog post

Class 8 (10/22). Nicole  |  Nick K  |  Gabe
Class 9 (10/29). Jana  |  Nick C  |  Jordan

“Teachers” have prepared a lesson and written an anticipatory blog post following guidelines outlined here.

Participate / observers will use the following prompts to guide their feedback  immediately following the lesson.

  1. Content: as a student, what were you learning – facts, skills, insights?
  2. Process: what did you see the teacher do to set up and deliver the lesson?
  3. Product: what were you, as a student, tasked to “do / produce” to demonstrate your learning?
  4. Assessment: as an observer, how did the lesson go? Insights on content, delivery, workflow. Suggestions?
Assignment 6 | Completed reflections here

“Teachers” will write a blog post that reflects on how your intent was realized in your delivery. Possible prompts: Did you accomplish your goals? What worked well? What didn’t?  How about your timing, delivery and workflow? What did you learn from the experience?

Assignment 7

Students will begin planning their historical thinking lesson plan for inclusion in our final showcase publication. At our Nov 5 class, you should be ready to  give an 3 min “elevator pitch” on your lesson idea.

This lesson should be designed for direct use by students and include:

  1. Introduction of the lesson with brief historic context as needed.
  2. Essential / generative  question
  3. About 5 – 8 related documents (image, text, video, audio) that will assist the students in answering the generative question
  4. Clear statement of what students will be asked to do
  5. Close reading scaffolding question for each document to assist the student in examining the documents

For inspiration for turning historical documents into a lesson see:
How did Americans change their lives to support the war effort?  (894KB pdf) and Re-Defining the Role of Women in Industrial America (492KB pdf)

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