This paper examines the first year of a lesson study project and focuses on the individual and institutional affordances and constraints that affected the process of the lesson study cycle as well as the results of two cycles of lesson study from the perspectives of lesson study team members, affiliated engineering and physics faculty, and importantly, student learners. The context for the study is two gateway STEM courses taught at a large public university with a designation of Hispanic Serving and a student body of more than 50% minority and often bilingual students. The challenges associated with developing sustainable student learning focused pedagogical change is examined through a comparison of two newly formed lesson study groups, one focused on engineering coursework, the second focused on physics coursework.
KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBER WayneRavi
This study was conducted to determine the effect of keywords approach on solving word problems involving addition of whole numbers with sums up to 99,999 including money following the steps in problem solving. Results revealed that the pre test score was low; the post test score was high. There was a significant difference on the pre test and post test scores of keywords approach. Further, the keywords approach has large effect on the solving word problems involving addition of whole number.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
Data analysis & Course design for ESP studentsSuhail jamali
In this research based article, researcher introduced basics of Course design & Data analysis of ESP students to detect their needs and design a research based syllabus for them.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBER WayneRavi
This study was conducted to determine the effect of keywords approach on solving word problems involving addition of whole numbers with sums up to 99,999 including money following the steps in problem solving. Results revealed that the pre test score was low; the post test score was high. There was a significant difference on the pre test and post test scores of keywords approach. Further, the keywords approach has large effect on the solving word problems involving addition of whole number.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
Data analysis & Course design for ESP studentsSuhail jamali
In this research based article, researcher introduced basics of Course design & Data analysis of ESP students to detect their needs and design a research based syllabus for them.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
The presentation will highlight changing demands (from a sharp focus on access to concerns about throughput) and responses related to admission to higher education, and the research underpinning such responses. Beginning in the late 1980s, the paper traces the development of assessment procedures n the ‘dynamic’ testing tradition (responding to the need to test for ‘potential’ and widen access). The paper ends with a discussion of the National Benchmark Tests Project (responding the need to places students in appropriate curricula and improve throughput), focusing on the research and approaches underlying these tests as well as the findings and some implications both for schooling and higher education.
Presented by A/Prof. Nan Yeld & Robert Prince
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxgilbertkpeters11344
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Alasia Davis
Grade Level:
4th Grade
Date:
3/18/20
Unit/Subject:
Geometry
Instructional Plan Title:
Angles
Lesson Summary and Focus:
The central focus of this lesson is angles. Students will learn the three types of angles; obtuse, acute, and right angle. They will also learn how to measure angles to classify them in the three categories.
Classroom and Student Factors/Grouping:
Several factors need to be taken into consideration; there are ELL students who may have a challenge learning at the same pace with the rest of the class due to English proficiency issues. The class also has special students who may need accommodations to be included in the class. Some students have below grade level math proficiency and this will affect their level of learning for this lesson.
National/State Learning Standards:
National: CCSS.Math.Content.4.G.A.1
Students should be able to draw lines, rays, and angles and identify them in two dimensional figures.
State: NY: 4.G.A.1
Students should identify and draw lines and angles (acute, right, and obtuse).
Specific Learning Target(s)/Objectives:
Students should be able to identify and draw a right angle, acute angle, and obtuse angle.
Academic Language
· Angles
· Acute
· Obtuse
· Right
Resources, Materials, Equipment, and Technology:
Writing materials
Different shaped 2D cardboard triangles
Section 2: Instructional Planning
Anticipatory Set
· I will engage the students in what they know about angles.
· I will ask the students to describe what they think is an angle on objects in the classroom.
Time Needed
Multiple Means of Representation
· I will use diagrams of angles to teach students different types of angles.
· I will use the cardboard 2D figures to show the students the parts of angles that are learned.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
The use of the cardboards will create a non-verbal teaching method to enhance learning for ELL students.
· Students with special needs:
Ask for immediate feedback to ensure that special students are at par with the rest of the classroom.
· Students with gifted abilities:
Break in between tasks to keep the gifted students interested.
· Early finishers (those students who finish early and may need additional resources/support):
Allow early finishers to review the work learned as the rest of the class continues to learn.
Time Needed
Multiple Means of Engagement
· I will explain and draw different angles on the white board
· I will ask students to raise their hands and name the types of triangle I point on the board.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
Use more gestures to keep the ELL students following in the classroom ideas.
· Students with special needs:
Specifically point the spe.
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
WALS 2019 presentation
1. Building Student Success: Engaging in STEM
Lesson Study at the Tertiary Level
Juliet Langman, Jorge Solís, Harry Millwater, John
Joseph, Lina Martin-Corredor, and Nguyen Dao
The University of Texas at San Antonio
2. Project Overview
5 year-study project funded by National Science
Foundation
Goal: To improve undergraduate student persistence
from lower-division to upper-division courses, a team of
UTSA faculty members from science, engineering, and
education and human development will implement six
strategies, building on the Language, Literacy and STEM
(LA-STEM) Framework.
https://www.utsa.edu/today/2018/09/story/STEMgrant.html
3. LA-STEM Framework
Lesson Study Approach
Faculty collaboratively plan, teach, &
observe target lessons, with the goal of
improving student learning (Wood &
Cajkler, 2017).
LA-STEM Framework
Rooted in belief that literacy skills support
success across all academic disciplines and
are a necessity for students learning STEM
concepts.
Academic Literacy
The language of schooling required to
develop and display expertise in particular
disciplines
4. UTSA Context – Hispanic Serving Institution
UTSA designated Hispanic-Serving Institution aiming to
become a Hispanic-Thriving Institution. Over 50% of
students Hispanic. Challenge: Passing rates STEM
students in gateway courses low overall with Hispanic
students lagging behind non-Hispanic peers.Engineering Science/Math
Hispanic & Low-income 56.9% 55.9%
Non-Hispanic 61.1% 61.9%
Difference -4.2% -6.0%
5. Aim of this paper
● Examine individual and institutional affordances and
constraints that affect the lesson study cycle
● Reflect on LA-STEM Framework
6. Research Questions
1) How are organizational routines for lesson study
accomplished in university STEM contexts?
2) To what extent can lesson study activity establish a
routine focus on academic literacy, pedagogical practice
and students learning?
3) How can we determine students’ perceptions of their
learning and connection to pedagogical activities in large
lecture contexts?
8. Language Background of Student. ( n=501)
(N=501) Language and Education Survey
33.9%
•I was born outside of the U.S.
•I attended one or more years of K-12 school outside of the U.S.
41% •I speak a language other than English
39.4%
•When I grew up, I spoke Spanish the home
•When I grew up, I spoke another language in the home
9. Data: Lesson Study
Data Source Year 1
Engineering Physics
Lesson study faculty and classes 2 1
Lesson Study cycles 2 2
Lesson Study Meetings 10
(roughly weekly)
4
(every 2-3 weeks)
Lesson Study Lesson 1 Translating word problems Interpreting visual
representations
Lesson Study Lesson 2 Unit step function Outlining steps in problem
solving: Elastic & inelastic
collisions
Faculty Reflections 4 4
10. LS Participants – Year 1
Engineering Physics
Students 199 94
Student Interviews 22 21
Student Group Activity
Samples
69
46
N/A
Comparison groups 2 /172 students 3 /286 students
Student Surveys Pre-survey
(n=501/749)
Post-survey
(n=387/749)
12. Multiple levels of organization require a high level of coordination
Faculty LS
EGR PHY
13. Engineering LS Physics LS
Team members of roughly equal status Team members of differential status (faculty
and TA)
Team members met regularly outside LS
planned meetings
Team members often missed regular meetings
Team members completed two full rounds of
LS and incorporated pedagogical practices in
additional activities
Team member completed 1 partial round of LS
with TA engaging in delivery of
Team members engaged in full –scale
redesign of syllabus and integration of lecture
with recitation.
Department leadership transition resulted in no
support for LS
College level engagement led to design of TA
training in LS and appointment of lead TA for
TA sections
Year 2 LS will continue with overlap of
participants and common
Year 2 LS to begin with no overlap of
participants.
14. Engineering trajectory
Constraints
● Shifting faculty
assignments
○ multiple
departments
● Late appointment of TA
● Sustaining attention
over time
Redesigned
Syllabus & tight
connection
between Lecture
and Recitation
Planned
semester long
TA training –
assignment of
lead TA
1 new faculty + 1
continuing faculty
participating in LS
15. Physics Trajectory
● Lessons learned
○ Work with at least two faculty
● New Beginnings
○ New Dean
○ New Department Chair
○ 2 new LS faculty participants
16. Initial Findings
Q2:To what extent can lesson study activity
establish a routine focus on academic
literacy, pedagogical practice and student
learning?
17. Academic Literacy
Lesson Planning and Linguistic Features
Linguistic features (N=27), including text structures
(N=15) and vocabulary (N=12) were most highly
emphasized in the lesson planning stage in
comparison to the other LS stages.
Academic
Literacy
Linguistic
Features
Visual
Representations
Derivations
Notations
Vocabulary
Example:
JL: Yeah. Would you like me to insert the word “differential” appear? Because.. at one level, this is true
for all equations.
HM: Yeah, what we're talking about doesn't have to be differential. It is because the word "rate" is in
there, but if maybe there's plenty of other ones that aren't… (2019SpringEGRMeeting01_24)
Plan a Lesson
19. Academic Literacy shared focus
Equitable participation and knowledge production related to
academic literacy
❏ Lens on what counts as academic literacy varied by discipline, but
not the understanding of the importance of conceptual and
academic literacy connections.
Idea Initiator/Authoring Connect to New Practices
- Authoring
Academic
Literacy
EDU EGR EDU EGR
12 12 12 9
Total= 24 Total= 21
20. Academic Literacy and Framing the lesson
Example 1:
❏ EDU1: Yeah. So you might even have something like an intro slide for each lesson
that says, you know, “today we're covering differential equations”, you know, it's
connected to test one, learning goals, you know, yeah, one and two.
(2019SpringEGRMeeting01_17)
Example 2:
❏ EDU1: So one of the things that I was going to propose is, you know, coming up
with a time to sit down and sort of talk through not so much the content, but the
framing of the syllabus, in terms of readability. And- and, you know, based on my
experience, trying to read the syllabus as a person from outside
(2019SpringEGRMeeting05_09)
21. Academic Literacy
Planning Materials, Modeling and
Scaffolding Academic Literacy
occurred often (N=28) during the
stage of lesson planning.
Academic
Literacy
Teaching
Practices:
Related to
AL
Modeling &
ScaffoldingMaterials
Example:
JL: Exactly. You could even add a little bit more context. As an engineer, imagine
that you're working on a water level? Because this example is about I mean, I
don't know if water level is the right way to put it but..
JJ: Yeah, “physical reality of a water level” or something. Yeah, I can work on that.
I could change it to “fluid level” and make it more this kind of civil engineering
fluid, maybe more mechanical, broaden it up a little (but make it specific)
(2019SpringEGRMeeting01_17)
22. Academic Literacy – Outlining problems
Example 3:
❏ EGR1: Yeah, and the best way around is, well, it's kinda like the word problems. In the section
2.7 here, they're all just have time, so they don't even think about that ODE's. Some just put
the formula down, because they already know what it looks like, and they don't even write
down the ODE and go to solve it ,so for us, I think the way to emphasize that ODE writing, that
writing the ODE is important is to have problems where that's the only thing you do, these
problems, you just write the ODE.
EDU2: Yeah. (2019SpringEGRMeeting01_17)
Example 4:
❏ EGR1: I think you're right. But that's why I'm saying if we make and put in numbers for the argument, to make
it crystallized "Oh, it's minus two" then use =
❏ EGR2: = Yeah that's what I did on that worksheet, not just integers, but also like negative three powered by
two, 1.6 times and negative 14 all that (2019SpringEGRMeeting05_09).
23. Initial Findings
Q3: How can we determine students’
perceptions of their learning and connection
to pedagogical activities in large lecture
contexts?
24. Interview Data: Can you tell me what the key concept(s) in this class were?
Example:
“How the graph is affected by the function, how can you plot them.”
Course A Course B Both Courses
• Graphing unit step functions (N=3)
• Learning T-Shifts (N=2)
• Graphing
• Purpose of U function and how to
plot them
• Inverses
•Graphing unit step functions (N=3)
•Cosine functions
•T-transform
•Graphing (N=2)
• Graphing unit step
functions (N=6)
• T-
shifts/transformations
(N=2)
• Graphing (N=3)
25. Can you give an example of what the concept is good for?
Course A Course B Both Courses
•Businesses
•Income and outcome
•Performance rate for cars
•Changing differential
equations
•Electronics/Circuits
•Turning something on/off
•Circuits (N=2)
•Heating/cooling systems
•Fluid tanks
•I don't know
Circuits (N=3)
Examples:
“Get a ordinary differential equation into a form that is easier to manipulate”
“Usually when you have different variables, you try to accommodate into
one graph. It helps to show how affects it and so you can see how another
thing affects the system.”
“Useful in representing heating/cooling systems, fluid tanks and describing
the amount of power they take up and on/off switches”
26. Can you compare your level of understanding typically, with your level of
understanding during this lesson?
Course A Course B Both Courses
•Graph helps visualization
•Not typically go over every
question
•Better understanding during this
lesson (N=3)
•Same
•Better understanding during this
lesson (N=3)
•Changes in teaching style
•Graphs and examples were helpful
•Both are good
More understanding in the target
lesson (N=6)
Same/Both are good (N=2)
Changes in teaching style
Graphs/examples are helpful (N=2)
Not typically go over every question
“Typically a 6 (level of understanding) modified lesson plan was an 8.”
“I think at the end of the semester it was better because our professor was teaching more
calmly like step-by-step... he always tries to make us learn..”
“I think the group work is good. It's slower and it kinda simplified the problems. But sometimes
since you're like going at a slower pace you seem like you may not be able to learn as much.
It's hard to say. I think they're both useful. I think this is good coz you definitely do what you
learn coz you have to be engaged during the groupwork. You can't just like zone out or
whatever, sometimes it happens when you take notes.
27. Lesson Study : Emerging Theme 1: Syllabus and Learning Goals
Discussions initially began with the planning and teaching of the target
lessons with regard to a specific focus, i.e., “translating word problems into
equations” for Cycle I and “Unit Step function” for Cycle II,
At the end of Cycle II (6/19/2019) shifted back to the initial discussions at the
beginning of Cycle I (1/17/2019), which centered on the overall redesign of
materials
(I) the course syllabus
(II) the reorganization of the learning goals.
Those were later incorporated along with
(I) the birth of the recitation syllabus,
(II) the integration of TA training (with a new position of a TA coordinator)
starting from Fall 2019.
28. Examples
JJ: Yeah, there's a thing with listing learning goals, they’re kind of, it gets really
messy ... they come back and like, there's some overlap so you end up, then
the student sees more and more like, what they would call clutter. I don't
know. There's solving initial value problems were that’s covered earlier in the
course. But it's related, it contributes to this I don't know, I would have to think
about that one. (John Joseph, LS meeting on 1/17/2019)
VM: Well we basically just made it more visually appealing. Well, we've turned
it into kind of table format. We renamed the goals to be like test one goal one,
test one goal two.. I would have organized them chronologically just to show
which goals they should be learning first, and we added a “builds upon
column” that shows ‘Hey, you need to know this before you start working on
this other goal’.
(Victor Mendes, TA coordinator, LS meeting on 6/19/2019)
29. Example
HM: Changing the whole culture of the TAs could affect everyone
JL: So if we're going to do that, then we probably need a couple of pre
meetings to figure out you know, we can figure out the pedagogical stuff that
we need…. for this Engineering class, the thing where we're going to have, in a
sense, the biggest bang for the buck is if we do a really good job of thinking
through what happens in the recitation.
....
HM: You know, that's a great comment to me, because that would have a
large impact if, if we're able to re-constitute the recitation and what happens
in here and make it consistent.
(Harry Millwater and Juliet Langman, LS meeting on 5/9/2019)
30. Lesson Study Emerging Theme 2: Pedagogical Practice Internalization
The second finding suggests that although the potential challenges (i.e.,
translating word problems and unit step functions) may not be incorporated
into the next LS cycles (Cycle III and IV for the academic year 2019-2020),
- the Lesson Study process has enabled the STEM Faculty to get
accustomed to and internalize critical pedagogical practices, i.e., lesson
planning, connecting classroom activities with learning goals, using
academic literacy as a resource, incorporating group work to
facilitate problem solving and explaining
(e.g., Debates frequently occurred between STEM faculty members over
proper vocabulary choice and text structures when creating the materials
for the target lessons).
31. Example
JL: and so the words you’re pinpointing are ‘rate’, ‘proportional’
JJ & HM: proportional
HM: and ‘radius’
JL: ‘radius’ and ‘area’, so those are the only key words right?=
JJ: = but it's true that ‘rate of change’ and ‘proportional’ are almost universal?..
they are all-throughout all the translations you have a rate of change cuz you
want the differential equations, then the ‘rate of change’, then there's the
‘proportionality’..
(Juliet Langman, Harry Millwater, and John Joseph, LS meeting on 1/10/2019)