Recent Changes

June 9-10: Public Power Point Presentation on Lesson Study and Findings. NMSU and MC2.
{http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png} DTE & Sunrise Lesson Study Power Point Presentation.ppt
June 14: Desert Trail Elementary & Sunrise Elementary PCMI Collaborative Report
Lesson Study Teacher Survey Findings
{Desert Trail Elementary & Sunrise PCMI Collaborative Report.docx}
Resources:
{http://www.wikispaces.com/i/mime/32/application/x-zip.png} DTE & SE RESEARCH LESSON PROTOCAL.docx

Public Lesson Plan Draft
{Mathematics Lesson Plan for 6th Grade-Public Lesson.doc}
Public Lesson:
{http://www.wikispaces.com/i/mime/32/application/msword.png} Mathematics Lesson Plan for 6th Grade-Public Lesson.doc
5/6/10: Public Lesson
Desert Trail Elementary: 310 E. Lisa Drive, Chaparral, NM
12:30 – 12:40PM Room 414 Introductions/Sign in
12:40 -2:10 PM DT/Sunrise ES Public Lesson
2:25 – 3:25 PM Room TBA DT/S Debrief
3:30 – 3:45 PM Survey and sign out
5/6/10-5/17/10 Lesson Development and Final Lessson Draft.
{http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png} Final Lessson Study Draft-DTE & Sunrise.docx
June 4th: Final Report Submittal
{http://www.wikispaces.com/i/mime/32/application/msword.png} New Mexico Elementary Lesson Study Final Report.doc
June 9-10: Public Power Point Presentation on Lesson Study and Findings. NMSU and MC2.
{http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png} DTE & Sunrise Lesson Study Power Point Presentation.ppt
Resources:
{http://www.wikispaces.com/i/mime/32/application/x-zip.png} DTE & SE RESEARCH LESSON PROTOCAL.docx

5/4/10 Comments from Blake
I am sorry that I haven't responded before now but even though I had been checking the wiki, I missed the updated lesson plans. I have looked over you lesson plan and I really don't have anything to offer. You have done a really nice job of anticipating student thinking and incorporating that thinking into the discussion part of the lesson. I am looking forward to seeing this lesson in action.
Dougs Reflection: {lesson study refection.docx}

3. In the conclusion/discussion of the lesson, do you plan on using the student thinking to bring out the ideas that you have identified? You have some good questions in the "summing up" part of the lesson but will this just be a teacher led discussion? It seems as though you have set things up to where you could ask students to share their methods to respond to the "summing up" questions. Before the lesson, you should try to list the anticipated student thinking and once you have done this, you can think about the sequence in which you would like to have that thinking shared in the discussion and the points you would like to emphasize in the discussion.
4. In summary, it seems as if you need to more clearly articulate how you will use student thinking in the class discussion so that the students can arrive at the main conclusions by learning from each other.
Blake & Susanna,
We have made changes to our lesson and hopefully addressed some of the suggestions you and Sussana offered. Yes, the summary is to bring out ideas and the thinking of the students, but thinking and ideas offered by the student is not limited to the summary. There are about three class discussions within the lesson to adress misconceptions and reinforce understanding. We have fixed the transition areas so that the lesson flows together and make sense. We have also removed some components due to much fluff and because the sequence changed when we listed the aticipated thinking.
Public Lesson Plan Draft
{Mathematics Lesson Plan for 6th Grade-Public Lesson.doc}
Resources:
{http://www.wikispaces.com/i/mime/32/application/x-zip.png} DTE & SE RESEARCH LESSON PROTOCAL.docx

Blake-Our team was wondering what you meant about changing our goal. I can't remember exactly what I might have been thinking when I said this previously but I just read the most recent lesson plan and have made several comments on it relative to the goal. Here are a couple of the general ideas. The current goal is basically "two linear equations can be shown to be equivalent by checking more than one value." I am concerned about this goal because it is only true when you are looking at linear equations and I think students might overgeneralize this. An alternative to this is mentioned when considering tables and graphs of equivalent equations namely "all of the inputs and outputs will be the same in equivalent equations." This goal would have students plugging in several values into pairs of equations to see if they are equivalent. Since many of the students had troubles when they had to evaluate the expressions by plugging in values, this different goal might address their weaknesses better. I also have several other comments along these lines in the file itself which I have attached below. My comments are highlighted in blue.
{CMS research lesson + BP comments.doc}
Comments by Susana. I also had added some comments to your last draft. Some I think are solved by Blake's. But here it is anyway.
{research lesson 050410.rtf}