Las Cruces High SchoolLas Cruces High School

Lesson StudyLesson Study

Participating TeachersParticipating Teachers

• The Honorable Mary Andrews

• The Respectable Connie Jaramillo

• The Incorrigible Douglas Lutz

• The Delightful Sandy Nesbitt

OutlineOutline

Introduction: Sandy NesbittGoal: Connie JaramilloLesson: Mary AndrewsEvaluation: Douglas Lutz

What’s Your Line?What’s Your Line?Who’s Line Is It Anyway?Who’s Line Is It Anyway?

ByByMary AndrewsMary Andrews

Connie JaramilloConnie JaramilloDoug Lutz Doug Lutz

Sandra Peterson NesbittSandra Peterson Nesbitt

Area of Focus Area of Focus StatementStatement

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

Research Research QuestionsQuestions

• How can students use graphs to recognize, visualize and understand change?

• How can this be accomplished using constructivist principles?

The California Hot TubThe California Hot Tub

Related LiteratureRelated 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).

Related Literature Related Literature (cont.)(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).

Data CollectionData Collection

• Observations

• Questionnaire

• Videotape

• Artifacts

ArtifactsArtifacts

ArtifactsArtifacts

Data Analysis/InterpretationData Analysis/InterpretationStudents:

– 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

The Lesson DrawbacksThe 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.

Questions?Questions?

GoalGoal

• What student’s need to learn

• Prior knowledge

• Focus

• Hypothesis of lesson

LessonLesson

• Around the World in 90 Minutes

• Our hook

• Quality –vs- quantity

• 2 lessons?

• Lesson script and time factors

• Meeting our goal?

EvaluationEvaluation• 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]

Comments and questions?Comments and questions?

• Connie/reflection

• Open discussion and questions