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How to navigate your DVD How Many Seats? Excerpts from a U.S. lesson study cycle The lesson study cycle (ow chart) Plan to guide learning Protocol for observation and discussion of a research lesson Seats problem Revised lesson notes Student question Triangle rule machine Lesson plan

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How to navigate your DVD How Many Seats?

1. PLAY ALL and PLAY SEGMENTS are the same footage with the option to play the complete track from beginning to end PLAY ALL, or the option to play each segment of the track PLAYSEGMENTS. 2. ADDITIONAL PLANNING SEGMENTS are extra footage from the planning sessions. 3. SUPPORTING MATERIALS allows you to view the student question and worksheet and the lesson study cycle diagram. Each slide will hold on your screen for 10 seconds and then return to the previous menu. You may pause the slide using your DVD players pause button. 4. DVD web link access. From the main menu of this DVD you can link directly to our web site www.lessonresearch.net, if you are connected to the internet. You can also link directly to a web page (in SUPPORTING MATERIALS menu) which is devoted to this DVD and contains documents to download www.lessonresearch.net/howmanyseats.html If you are experiencing difficulties connecting through the web link provided in this DVD, check in your DVD player preferences that the DVD@CCESS link is enabled.

TITLE
PLAY ALL

Total Running Time

25:00 minutes

PLAY SEGMENTS Planning First Teaching First Debrief Second Teaching Second Debrief Final Reflection

5.00 minutes 4:04 minutes 4:09 minutes 3:53 minutes 2:10 minutes 3.44 minutes

ADDITIONAL PLANNING SEGMENTS Sticking to the process What happens if the triangles are not in a straight line? Be curious

2.02 minutes 2.52 minutes 1.22 minutes

How Many Seats? Excerpts from a U.S. lesson study cycle

Note: We strongly recommend that viewers solve and discuss the seats problem (Attachment 1) before watching the video. It can be found on the accompanying sheet Seats Problem. Suggested Uses 1. To provide a brief overview of lesson study 2. To explore the elements of the lesson study cycle: Curriculum Study and Planning, Research Lesson, Debrief, Cycle Reflection. 3. To investigate how teachers use lesson study to build their mathematical and pedagogical knowledge. Background of the Video This lesson study cycle occurred during a 10-day summer workshop on lesson study and algebra. The six teachers (five elementary, one middle school) are from different schools and have not previously worked together as a lesson study group. During the first days of the workshop, teachers solve and discuss algebra problems, study state mathematics standards, and identify elementary-grades concepts critical to students subsequent success in algebra. They study several existing lessons and choose one as the basis for their research lesson, taking it through two cycles of planning, teaching, observation, and reflection. (See Lesson Study Cycle). Although lesson study is sometimes portrayed as a way to polish lessons, their work focuses not just on improving the lesson, but on deepening their own understanding of mathematics, of students, and of teaching. They begin to plan the research lesson by comparing several different textbooks, and analyzing various lessons designed to build students mathematical representation of patterns. They choose one textbooks lesson as the basis for their research lesson, modifying it slightly to provide a real-world context for the problem. They focus their instructional planning on both an immediate goal -- to help students recognize and mathematically represent patterns -- and a long-term goal--to help students become curious, eager learners. Use 1: To Provide a Brief Introduction to Lesson Study Cycle Overview (23:30 min), is designed to provide a brief introduction to lesson study, We suggest the following sequence of activities, within a 30-60 minute overall presentation. 1. Explore the mathematics of the How Many Seats? problem. 2. Introduce the video setting (see above). 3. Suggest norms for discussion. 4. Frame for viewing the video: ! Lesson study focuses on careful study of students during research lessons. Record as carefully as you can student speech/actions during the two lesson segments. Make these the focus of your discussion. What difference does it make to focus on students, rather than on evaluation of teacher moves? ! What are the similarities/differences between the work of these teachers and your own professional development experiences? ! What might the teachers in the video find valuable about their lesson study work? Use 2: To Build Understanding of the Elements of Lesson Study The segments can be used to build understanding of the major elements of lesson study. The lesson study cycle consists of four major activities: 1. Study: Of curriculum, of goals for student development 2. Planning: Of the lesson, unit, and data collection. 3. Conducting the research lesson, with data collection 4. Reflection: On the data, lesson, and learnings from lesson study. To build knowledge of the elements of lesson study, you will want to prepare questions that help participants study each phase, and documents that support their learning. 1. Study and Planning Suggested Focus: How is this segment similar and different from planning familiar to you? Supporting Document: After viewing, you may wish to study the Plan to Guide Learning (from Lesson Study: A Handbook, Attachment #2). What is interesting or different about this planning format? Identify

how it might help teachers connect practice to long-term goals, anticipate student thinking, and focus data collection. 2. Research Lesson Suggested Focus: Write down as carefully as you can everything students say and do during this lesson. Watch this segment a second time and try again. What might be the different effects of focusing on students, rather than teacher? Supporting Document: After viewing, read the observation protocol for a research lesson (p.69, Lesson Study: A Handbook, top items only, or see more detailed observation protocols at websites of Teachers College Lesson Study Research Group, Global Education Resources, or Research for Better Schools) 3. Debrief of Research Lesson Suggested Focus: You are an anthropologist; your job is to describe the structure of this meeting. What is the agenda? What are the rules? What is the culture? Supporting Document: After viewing, read the agenda for discussion of a research lesson (from Lesson Study: A Handbook, Attachment # 3) or see more detailed debrief protocols at websites of Teachers College Lesson Study Research Group http://www.tc.edu/lessonstudy/, Global Education Resources http://www.globaledresources.com, or Research for Better Schools http://www.rbs.org/lesson-study/) 4. Reflection on Lesson Study Cycle Suggested Focus: How might this lesson study cycle have been useful to teachers? What supports for their learning did you see within this video segment or earlier segments? Use 3: To Explore How Teachers Use Lesson Study to Build Mathematical and Pedagogical Knowledge For this use of the video, you will want to have participants go through experiences similar to those of the lesson study group in the video 1. Study and Planning Before watching this segment, study the curriculum materials and standards the teachers are studying. Assume your group has chosen the seats problem for the research lesson. What would you want students to learn by doing this problem? What student thinking and misconceptions would you expect? 2. Research Lesson 1 Suggested Viewing Focus: Write down as carefully as you can everything students say and do during this lesson. Watch this segment a second time and try again. What evidence do you have about student learning? 3. Debrief of Research Lesson 1 Suggested Viewing Focus: What kinds of lesson observations did team members and audience share during the debrief? How did the discussion agenda, rules, norms, etc. support learning? Discussion after segment: Imagine you are a member of the lesson study team. What changes in the lesson might you make before the second teaching? 4. Research Lesson 2 Suggested Viewing Focus: Write down as carefully as you can everything students say and do during this lesson. If you have time, watch this segment a second time and try again. What evidence do you have about student learning? 5. Debrief of Research Lesson 2 Suggested Viewing Focus: What kinds of lesson observations did team members and audience share during the debrief? How did the discussion agenda, rules, norms, etc. support learning? 4. Reflection on Lesson Study Cycle Suggested Focus: How might this lesson study cycle have been useful to teachers? What supports for their learning did you see within this video segment or earlier segments?

We have a long skinny room and triangle tables that we need to arrange in a row with their edges touching, as shown. Each side can hold one seat, shown with a circle. Can patterns help us find an easy to answer the question: How many seats can fit around a row of triangle tables?

What patterns do you see?________________________________________________________

____________________________________________________________________________

Triangle Rule Machine

INPUT Number of ! _______ tables Rule ?

Name __________________
OUTPUT Seats __________

INPUT Number of Triangle Tables

OUTPUT Number of Seats

1 2 3 4 5 6

3 4

What patterns do you see?_______________________________________________________ ____________________________________________________________________________ _