I have recently become obsessed with lesson study. I think it came from the NY Times article Why Do Americans Stink at Math by Elizabeth Green and a few follow up articles that were shared with me via Twitter. I'd read about lesson study and been interested in it before, so this really just resparked my interest.
I was tweeting and thinking about it and found this resource from UK Lesson Study: Lesson Study Handbook. It gave me a basic idea of how a lesson study works. After reading through the basic points of lesson study, I am not surprised that it is successful, as it really allows teachers to collaborate and support each other in a way that I have been strongly needing ever since I started teaching.
So I've been thinking about lesson study. I think I'm going to have to put it out of my mind for a bit as the beginning of the year is coming, but I would really like to do some sort of lesson study this year. It looks like as long as I could get two other people to do it with me it would be productive. So the big question is, do I need admin support too (if the other two need to be in my district)? Or could it be almost exclusively completed via technology? Would watching a video of the lesson be equivalent to being there when the lesson was taught?
Those are the things I'm grappling with right now. What are your thoughts on lesson study? Would you be willing to try it? Do you think an online version would work?
-Kathryn
Showing posts with label philosophy. Show all posts
Showing posts with label philosophy. Show all posts
Friday, August 8, 2014
Tuesday, August 5, 2014
This Is Not A Test
When my colleague Sarah Martin posted about reading This is Not a Test by Jose Vilson, I saw an opportunity for a bonus read this summer. I had spent all my allotted book money already, but she loaned me the book! (Read her reflection here.)
I feel as though Vilson is calling all of us to use our experiences and knowledge to speak out for better things for education in the United States. He asks us to speak out for our students and to our students. Relate to them and do our best to show them how things could be better. He asks us to speak out for our profession. To elevate things for teachers and for students in the eyes of the public. He also asks us to speak for equality in general. Work against the innate structure of our society to provide privileges to some students rather than others.
It is more an inspiration call than a practical call in that there are not specific suggestions for how to do this. But rather we must each find our own way to speak out and we must find our own things to speak for. It feels like a big challenge, how can I live up to it?
-Kathryn
I feel as though Vilson is calling all of us to use our experiences and knowledge to speak out for better things for education in the United States. He asks us to speak out for our students and to our students. Relate to them and do our best to show them how things could be better. He asks us to speak out for our profession. To elevate things for teachers and for students in the eyes of the public. He also asks us to speak for equality in general. Work against the innate structure of our society to provide privileges to some students rather than others.
It is more an inspiration call than a practical call in that there are not specific suggestions for how to do this. But rather we must each find our own way to speak out and we must find our own things to speak for. It feels like a big challenge, how can I live up to it?
-Kathryn
Tuesday, May 13, 2014
Body Image
I blame Anne and her post here for this post. A previous post of hers about being a role model for her students in regards to body image make me think. I agree that as a young, female teacher that is a good role to play. I thought about the the ways I am a role model for my students and called it good. I liked the challenge. And I tried the challenge, but when it got hard I decided to stop. I didn't show that I valued it.
Today I decided I need to post. I got to thinking about my body image. I'm pretty much in the same place as Anne. I don't have body image issues. But I don't always love my body. As I was thinking through it, I started to wonder about the "love your body" mantra that is supposed to help girls feel beautiful no matter what our bodies look like. And I started to wonder if it helps promote a positive body image, or if rather it creates more negative body image for girls who don't love their bodies.
Isn't accepting what is better than trying to sugar-coat? Is stating the truth better than saying everything is perfect no matter what? I find the most rewarding conversations about weight to be ones that are based in honesty and fact rather than acting like things are great when they are not.
I had one of those conversations at lunch today. I walked away feeling supported and connected to those who were involved.
What do you think? Do you think promoting "love your body" is valuable for building body image? What makes you feel the most positive about your body? Or at least the most OK about your body?
-Kathryn
#MTBoS30
16/30
Today I decided I need to post. I got to thinking about my body image. I'm pretty much in the same place as Anne. I don't have body image issues. But I don't always love my body. As I was thinking through it, I started to wonder about the "love your body" mantra that is supposed to help girls feel beautiful no matter what our bodies look like. And I started to wonder if it helps promote a positive body image, or if rather it creates more negative body image for girls who don't love their bodies.
Isn't accepting what is better than trying to sugar-coat? Is stating the truth better than saying everything is perfect no matter what? I find the most rewarding conversations about weight to be ones that are based in honesty and fact rather than acting like things are great when they are not.
I had one of those conversations at lunch today. I walked away feeling supported and connected to those who were involved.
What do you think? Do you think promoting "love your body" is valuable for building body image? What makes you feel the most positive about your body? Or at least the most OK about your body?
-Kathryn
#MTBoS30
16/30
Friday, May 9, 2014
Reflections on RtI
We spent a major part of our year studying RtI at my school, and we were asked to do a reflection. I am sharing part of my reflection for my post today.
Identify next steps
needed in your district or school to prepare for use of this approach.
There
are two things I would like to see done to help facilitate effective RtI at the
high school. One of them
is a real effort to identify root causes.
As was emphasized in the webinars, when students are not being successful
it is important to identify the root causes so that we can try to address those
rather than the side effects of the root causes. This can be a very challenging task, and
likely we will not succeed every time.
Currently
I feel as though we often address behavior issues with academic
interventions. These attempts to
intervene do not get at the root cause and therefore do not actually help solve
the problem. So even though it will be
challenging to identify the root causes, and even more challenging to provide
interventions, it gives more hope of success than what we currently have in
place.
The
other thing I would like to see happen in order to facilitate effective RtI at
the high school is implementing an enrichment/intervention period during our
day. I can see many ways of making this
work, but all of them would be a challenge to set up and implement. All staff would need to be involved to make
it successful and all would need to be committed to making it valuable for
students. The enrichment opportunities
would have to be things that students would be interested and willing to dig in
to that are more than and outside of what they get in the classroom. The intervention classes would have to be
additional instruction for the students, not study hall.
I
believe implementation of these two things could have a drastic effect on the
success of many students at our school.
They would both take a lot of work, but they would show that our focus
is on the students and creating a system that supports them as learners.
What changes would you make if you could to help implement appropriate response to intervention?
-Kathryn
#MTBoS30
12/30
Sunday, April 27, 2014
More Money is NOT the Answer, Well Sort-Of
Yes, I believe teachers are underpaid. No, I don't want more money. I make enough that my husband and I can pay off our loans and support a family. It is easy, no. Is it possible, yes.
What I think would make my job better is less expectations. No, I don't want teachers to be able to get away with things they shouldn't do. I want us (culturally) to understand what it really takes to plan a valuable lesson. Then I want enough time in my day to reflect on what I've taught, assess my students and give them feedback, and then plan new lessons. I also want time to collaborate with my peers; both those in my building and/or district and those who are a part of the math twitter blogosphere. Then I need time to communicate with parents and the community about the things going on in my classroom. Sometimes this is email or a phone call, but this also might involve updating my website. The fifty minutes of prep time I get in no way allows for those things.
I want to be clear: I am not upset with my school. The amount of prep time I get is standard across the US. We have unions across the nation that advocate for higher teacher pay, but do they advocate for more planning and prep time?
That is is what I think we should push for, so that we can lead balanced lives and find passion outside of the classroom. Yes, I realize that overall this would cost more money, but this is how I would invest the money if it were up to me.
-Kathryn
#MTBoS30
2/30
What I think would make my job better is less expectations. No, I don't want teachers to be able to get away with things they shouldn't do. I want us (culturally) to understand what it really takes to plan a valuable lesson. Then I want enough time in my day to reflect on what I've taught, assess my students and give them feedback, and then plan new lessons. I also want time to collaborate with my peers; both those in my building and/or district and those who are a part of the math twitter blogosphere. Then I need time to communicate with parents and the community about the things going on in my classroom. Sometimes this is email or a phone call, but this also might involve updating my website. The fifty minutes of prep time I get in no way allows for those things.
I want to be clear: I am not upset with my school. The amount of prep time I get is standard across the US. We have unions across the nation that advocate for higher teacher pay, but do they advocate for more planning and prep time?
That is is what I think we should push for, so that we can lead balanced lives and find passion outside of the classroom. Yes, I realize that overall this would cost more money, but this is how I would invest the money if it were up to me.
-Kathryn
#MTBoS30
2/30
Sunday, March 2, 2014
Class-to-Class Adjustments
The other day I was working on substitution with my students and I wanted them to try three problems that were similar to what we had been working on, but one had no solution, one had infinite solutions, and one had one solution. They had seen these ideas when solving graphically and numerically, but this was the first time with substitution.
Thinking back at the end of the day, I realized that although I had taught the same lesson three times, I had made slight adjustments each period. I thought it was interesting, so I wanted to summarize it here.
In my 4th period, my first Algebra 1 class of the day, I only have 14 students and generally 2-3 of them are absent. So I split the students into 3 groups and had each group focus on one question. Then after 5 minutes, I had each group share out with the class. I think it might have been a little better if I had made the groups jigsaw to share at the end, but I guess I'll save that idea for next time.
In 5th period there are 22 students. Some of the students are very quick learners, others are slow learners, and others are "I don't want to learn" learners. So I gave them some time to work independently or in partners on the three problems, then I went over each one with the class.
In 6th period there are 18 students who are generally slow learners and easily distracted. They are all capable, but not very many of them are used to seeing success in the classroom. I decided for some reason (this was not pre-planned) to get three students to each be a "professional" on one of the problems. I focused my attention getting them on the right track, and then encouraged the other students to ask them for help. After 10 minutes or so, the three students presented their solutions to the class.
I can't say that I preferred one method over the other, but I'm going to side note on one of my classes now...
I have struggled a lot to keep the students focused on learning this semester, but this past week was the best yet. The day about included.
I had begun to realize these students are all very dependent on me as the source of information, processes, and answers. A few of them like to work together, but they tend to get off task and lead each other astray when problem solving. I need to get them to think, problem solve, discuss, justify, share, and ask questions.
I think in order for them to do this they need more of an opportunity to be in charge, so I am going to continue to try to provide that for them little bits at a time. Including by having students present the solutions to bellwork...why did I never think of this before? That was a student-suggested thing we tried this week that worked really well. I think we will continue with it this week...
-Kathryn
Thinking back at the end of the day, I realized that although I had taught the same lesson three times, I had made slight adjustments each period. I thought it was interesting, so I wanted to summarize it here.
In my 4th period, my first Algebra 1 class of the day, I only have 14 students and generally 2-3 of them are absent. So I split the students into 3 groups and had each group focus on one question. Then after 5 minutes, I had each group share out with the class. I think it might have been a little better if I had made the groups jigsaw to share at the end, but I guess I'll save that idea for next time.
In 5th period there are 22 students. Some of the students are very quick learners, others are slow learners, and others are "I don't want to learn" learners. So I gave them some time to work independently or in partners on the three problems, then I went over each one with the class.
In 6th period there are 18 students who are generally slow learners and easily distracted. They are all capable, but not very many of them are used to seeing success in the classroom. I decided for some reason (this was not pre-planned) to get three students to each be a "professional" on one of the problems. I focused my attention getting them on the right track, and then encouraged the other students to ask them for help. After 10 minutes or so, the three students presented their solutions to the class.
I can't say that I preferred one method over the other, but I'm going to side note on one of my classes now...
I have struggled a lot to keep the students focused on learning this semester, but this past week was the best yet. The day about included.
I had begun to realize these students are all very dependent on me as the source of information, processes, and answers. A few of them like to work together, but they tend to get off task and lead each other astray when problem solving. I need to get them to think, problem solve, discuss, justify, share, and ask questions.
I think in order for them to do this they need more of an opportunity to be in charge, so I am going to continue to try to provide that for them little bits at a time. Including by having students present the solutions to bellwork...why did I never think of this before? That was a student-suggested thing we tried this week that worked really well. I think we will continue with it this week...
-Kathryn
Tuesday, February 4, 2014
Homework, Oh Homework
(Note #1: The title of this post is inspired by this poem by Jack Prelutsky my sister had to memorize in second grade)
(Note #2: This is my fiftieth post and it is coming exactly one year after I started blogging :)
Homework is a big deal. It is something I have a lot of thoughts about. It is also something I have trouble organizing in my head...so this may be an unorganized post :)
I give almost no homework. Rarely (like maybe twice this year) I have asked a specific period to complete ONE thing outside of class. Also once this year I gave all students a "project". I gave lots of class time, but it may have been necessary to do work outside of class as well.
I am often asked why I don't assign homework. Actually I was recently asked, "How can you not assign homework in math class?" My answer to this question is multi-dimensional.
What is the Purpose?
(Man, this issue is so complicated. I have put it off for a year, and I'm considering just deleting this post right now...)
I guess this right here is the critical issue. All the other stuff doesn't matter. What is the purpose of homework? Traditionally, homework in mathematics was used as additional practice. I prefer to do practice in class so that:
Who Will Do It?
When I first started in my district, I assigned maybe 5 additional problems a night. Maybe 10% of my students completed them. MAYBE. Which students were they? The students who did not need additional practice. The students who needed more practice chose not to do it.
How Will It Get Done?
Previously, in a different district, I assigned homework almost nightly. Ranging closer to 10 to 15 problems a night. I would say my completion rate was closer to 80% there, but by completion I mean students who had the work written out on their own paper by the time class came. What was happening right before school? Massive copying sessions in the halls.
I do not want to put my students in a situation where they are going to want to copy. I want them to see the value in what they are doing (one reason why I think they copy) and I want them to believe that they are capable of doing it themselves (another reason why I think they copy).
What is the Consequence?
If students choose not to complete homework, what is an appropriate consequence? I firmly believe that it should not affect their grade directly. That is something I am not willing to compromise on. So what other options do I have? Without an entire school-wise system, the only option I can think of is to assign a detention. What happens then? I spend extra time (and a lot of if) for several days tracking down students who need to serve a detention to get their work done. And what if they refuse to serve it?
Do They Have Time?
I am so grateful for all of the time that I get to spend with my students. I see them and interact with them for 51 minutes each school day. I think that is more than what some parents get to spend with their children. High school students can get so involved. I think some of them stretch themselves too thinly, but I do think it is good for them to be involved. So if I get more time with my students than their parents, who I am to take away some of the time they might actually get?
Societal Views
Initially I wanted to tackle some of the views society has about homework (including the one exhibited by the poem linked at the beginning of the post), but I'm too worn out right now. Perhaps another time.
Please feel free to comment away. I would be happy to hear both your agreements and disagreements.
-Kathryn
(Note #2: This is my fiftieth post and it is coming exactly one year after I started blogging :)
Homework is a big deal. It is something I have a lot of thoughts about. It is also something I have trouble organizing in my head...so this may be an unorganized post :)
I give almost no homework. Rarely (like maybe twice this year) I have asked a specific period to complete ONE thing outside of class. Also once this year I gave all students a "project". I gave lots of class time, but it may have been necessary to do work outside of class as well.
I am often asked why I don't assign homework. Actually I was recently asked, "How can you not assign homework in math class?" My answer to this question is multi-dimensional.
What is the Purpose?
(Man, this issue is so complicated. I have put it off for a year, and I'm considering just deleting this post right now...)
I guess this right here is the critical issue. All the other stuff doesn't matter. What is the purpose of homework? Traditionally, homework in mathematics was used as additional practice. I prefer to do practice in class so that:
- I can ensure it is getting done
- I can ensure students are doing their own work
- I can ensure it is getting done correctly
- I can question and guide when necessary
- Students can have conversations about what they are learning
So I'm going to discuss the other issues as well, but I do think this is the biggest. What do you see the as the purpose of homework? (Please leave comments, because I truly am curious.)
Who Will Do It?
When I first started in my district, I assigned maybe 5 additional problems a night. Maybe 10% of my students completed them. MAYBE. Which students were they? The students who did not need additional practice. The students who needed more practice chose not to do it.
How Will It Get Done?
Previously, in a different district, I assigned homework almost nightly. Ranging closer to 10 to 15 problems a night. I would say my completion rate was closer to 80% there, but by completion I mean students who had the work written out on their own paper by the time class came. What was happening right before school? Massive copying sessions in the halls.
I do not want to put my students in a situation where they are going to want to copy. I want them to see the value in what they are doing (one reason why I think they copy) and I want them to believe that they are capable of doing it themselves (another reason why I think they copy).
What is the Consequence?
If students choose not to complete homework, what is an appropriate consequence? I firmly believe that it should not affect their grade directly. That is something I am not willing to compromise on. So what other options do I have? Without an entire school-wise system, the only option I can think of is to assign a detention. What happens then? I spend extra time (and a lot of if) for several days tracking down students who need to serve a detention to get their work done. And what if they refuse to serve it?
Do They Have Time?
I am so grateful for all of the time that I get to spend with my students. I see them and interact with them for 51 minutes each school day. I think that is more than what some parents get to spend with their children. High school students can get so involved. I think some of them stretch themselves too thinly, but I do think it is good for them to be involved. So if I get more time with my students than their parents, who I am to take away some of the time they might actually get?
Societal Views
Initially I wanted to tackle some of the views society has about homework (including the one exhibited by the poem linked at the beginning of the post), but I'm too worn out right now. Perhaps another time.
Please feel free to comment away. I would be happy to hear both your agreements and disagreements.
-Kathryn
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