Lesson Study Cycle I Change Ideas and Student Samples

Research, Implementation and Data in the Classroom

In preparation to design a lesson for our host classroom, each of us implemented strategies in our own classrooms aligned with our goal of improving student feedback. During this process we selected three focal students. Below are their descriptions and three pieces of work from each of them.

The change ideas depicted here originated in an effort to scaffold student work. Change Idea 1 was to further scaffold student feedback through a checklist. This was utilized prior to a presentation, so the checklist in the first column includes all materials to be shown in their slideshow. The second column includes space for student comments. This section was scaffolded by the sentence starters from the first sample. The students always have access to them via a half-sheet that students keep in their folders to utilize during peer review sessions.

Change Idea 2 was to add specific words that students might select from. It also continues the use of checklist-styled questions and the space for open-ended comments. Students used this these tools to give one another feedback following socratic seminar. Together, both change ideas were intended to scaffold feedback delivery as much as possible while still highlighting original thinking through free response.

To read more about specific sources used in our research, click here!

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Focal Student 1

FS1 is an energetic twelve year old. He is curious about many different topics, but has very specific interests in mythology, anthropology, and coding. He enjoys playing with his baby brother, video games and used to play soccer. He really values time with his friends, with his three boxers, Vader, Cocoa, and Shelby, and going fishing with his dad.

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Focal Student 2

FS2 is a thoughtful and creative student. She enjoys animation, drawing and spending time with her family. She often plays video games with her older brothers. FS2 also sings in a youth church group that she has been a part of since she was born. She is new to the school this year and has been slowly branching out while making new friends.

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Focal Student 3

FS3 is a bright and social student. She is a strong writer and hopes to pursue creative writing more as she gets older. At home she enjoys playing with her many siblings of all different ages. She is passionate about soccer and loves spending her weekends with her team competing in tournaments.

Focal Student 1 - Sample One

FS1 did not provide feedback at all in this baseline activity.

Focal Student 2 - Sample One

FS2 offered feedback that was empathetic, although still a bit too broad.

Focal Student 3 - Sample One

FS3 provided high quality feedback that was both clear and specific.

Focal Student 1 - Sample Two

FS1 completed the checklist of the student's presentation did not provide open-ended feedback. This is still more than last time, suggesting the checklist offers an accessible way to give feedback.

Focal Student 2 - Sample Two

FS2 gave feedback via the checklist and comments. It appears as though the comments are specific to slide show appearance, but as though the checklist was not completed. (This might have been due to a time crunch as the student arrived to school late that morning).

Focal Student 3 - Sample Two

Here the feedback is broad, but the checklist is completed. This suggested that perhaps typing is a preferred method for this student as those comments were so much more thorough and this has happened with other assignments outside of the lesson study.