Cassie Koja

Gabe Mizunaka
Annaliz Panida
ITE 325
Written Lesson Study Report
Observation notes and adjustments/revisions after the first implementation
Notes:

Waipahu Elementary: 6th grade

Teacher Candidate: Annaliz

Most students left for ELL

o 10 students in classroom
Boxes pre-measured?
Preset groups
o Minimum distractions
Can hear students using prior knowledge, reasoning, etc.
o Referred to prior lesson on volume
Like how Annaliz told students, Everyone needs to know what is going on.
Should every group or every student receive a paper?
How should groups be expected to present?
o Exploration vs. demonstration?
o Maybe not every group needs to present if other groups were similar
Interesting:
o One group used ruler
o One group recognized a squares properties
I know
o Students explanations were solid in HOW it was written
Approximately 20 minutes to complete part one
Good idea to go over worksheet using the Elmo

Adjustments/Revisions:

Different introduction
o Instruct students to estimate dimensions of the box by looking at it
Sharing
o Selected groups to share findings (not every group)
o No Elmo for sharing (oral sharing)
Optional problem solving worksheet (Volume in the Real World)
o Students chose at least 2 problems to solve
o Some problems were too complex for them

Cassie Koja
Gabe Mizunaka
Annaliz Panida
ITE 325
Observation notes and adjustments/revisions after the second implementation
Notes:

Kainalu Elementary: 5th grade

Teacher Candidate: Gabe

Without measuring, estimate the length, width, and height of your box in inches.
o Gives students chance to explore
o Students getting motivated/excited
Not all students participated
o Some students watched classmates do the work
Like how Gabe used blocks to show students how blocks fill the entire box
o Explained how it matches L x W x H
o Students making connections
Interesting:
o Members in one group completely disagreed with each other on how to find the
volume
o Gabe addressed both sides well
Didnt say youre wrong or youre right
o Asked group to model strategy and if class agreed/disagreed
Ran out of time to do extension worksheet
o Took home for homework
o Students have choice for problems
Need to re-label boxes with post-its

Adjustments/Revisions:

Different introduction
o Introduced lesson as volume
o Discussion of what they know
Explanation of vocabulary terms
o What does length, width, and height mean?
o Difference between area and volume
Sharing
o Volunteered and selected groups to share findings (not every group)
Modified box worksheet
o Students draw pictures to support written explanations
o Remind student label units
Modified problem solving worksheet (Volume in the Real World)

Cassie Koja
Gabe Mizunaka
Annaliz Panida
ITE 325

o Used fractions instead of decimals

o Changed some questions
Prepare extension worksheet for those who finish early

Observation notes and adjustments/revisions after the final implementation

Notes: See attached

Kaelepulu Elementary: 5th Grade

Teacher Candidate: Cassie

Adjustments/Revisions:

Challenge students
o Different boxes
o Different shapes
o Centimeter cubes
o Construct their own box with a given volume
Be more aware of time