Lesson Study Cycle II: 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 use an exit ticket to evaluate our focal students sense of safety regarding sharing in class. The questions varied from team member to team member based on their grade level, but all helped us understand our students a little bit more. I asked my students: how do you feel presenting in front of other people? How do you feel sharing in class? Why do you feel this way? Their responses are pictured below.
Change Idea 2 was to implement a strategy of either “warming-up” students in one-on-one/small group settings, before a larger share out or of using “yes and-” in a discussion activity to encourage building on one another’s ideas. While there is no visual representation of this data, the warm-up was effective in the amount that students shared out based on my informal assessment of their partner talks and discussion. We later decided to incorporate this strategy into our research lesson.
To read more about specific sources used in our research, click here!
Focal Student 1
FS1 is the oldest daughter in a family of her two parents, and two younger brothers. She is a bright and social thirteen year old. She describes herself as independent and a hard worker. She joined High Tech in sixth grade and says she's found it more engaging than her previous schools, and she's still getting used to not having regular tests. She acknowledges most things come easily to her, but is proud of the way she pays attention to detail. FS1 has many friends, and on her happiest days is spending her time at Disneyland with them and her family, or with her dogs.
Focal Student 2
FS2 is a funny and creative twelve year old. He has a brother in ninth grade and one sister in fifth grade. He is passionate about sports, and can often be found playing soccer at the park close to his house. FS2 perceives himself as the "class clown" and takes pride in that because he likes to make his friends laugh. He feels comfortable in this role, but he is happy to share with the class in an academic sense because he sees value in learning other perspectives.
Focal Student 3
FS3 is a thoughtful and creative twelve year old. He is the younger sibling to an older sister in ninth grade. He loves drawing, music and video games. His grandmother recently passed away and he missed a lot of school while she was sick and in the wake of her passing. He is normally quiet in larger group settings and very social and active with his circle of friends. He has displayed both of these behaviors to extremes during this time period. He feels nervous to share out in class because he is, in his own words, "just really shy." He does however, feel confident in his own thoughts and sharing them one on one with teachers verbally.
Focal Student 1 - Sample One
FS1 appears to feel pressure surrounding presentations or speaking in front of others which leads to feelings of embarrassment, stress and fear.
Focal Student 2 - Sample One
FS2 appears to feel comfortable in front of our class, but gets more nervous in front of other people.
Focal Student 3 - Sample One
FS3 appears not to have a sense of safety in speaking with others nor being in front of a group.