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Cycle #1 Lens: Equity and Culturally Responsive Teaching
Cycle #1 Lens: Equity and Culturally Responsive Teaching
"Culturally Relevant Pedagogy provides an avenue in which educators can use a student’s culture and experience as a tool for students to understand the world and empower students to become active citizens." Delpit
Meet The Lesson Study Team
Meet The Lesson Study Team
Host:
David Garcia
Crew:
Katelyn Livingston
Crew:
Jen Rivera
Crew:
Mo Sias
OUR GROUP’S ASPIRATIONS & AGREEMENTS:
Take pauses and breaks to process
If something is up, say it (call me in for a learning moment)
We will build relationships with one another
Aspire to be brave and embrace the struggle, fail forward
Acknowledge biases
Make space to revisit our aspirations and reassess when needed
Share the air/ step-up step back
We Wonder...
We Wonder...
In a virtual setting how do we cultivate belonging or engagement
How is student brilliance captured/shared/explored in a classroom?
Within the context of disrupting perceived status in the mathematics classroom
Three Habits of Effective Lesson Study Groups
Resource from: Mills College
A Learning Stance
Lesson Study rests on the assumption that everyone can learn. Every group member—even people who are coaches or “experts”—should bring genuine questions (not just answers) to the group’s work. Lesson Study differs from mentoring or coaching in its emphasis on inquiry conducted by equals, and it provides an opportunity for even experts to pose and pursue questions about teaching and learning.
Commitment to Collective Growth
In their work together, team members should come to feel that the research lesson is “our” lesson and that students are “our” students, not “your” students or “my” students. The point of Lesson Study is not to polish the skills of a few star teachers but to help all teachers grow, and to create the interpersonal relationships, school culture, and personal and collective habits of inquiry that support continuing growth every day. Members view every participant as having something valuable to contribute to the group.
Emphasis on Study of Students, Not Evaluation of Teachers
Lesson Study focuses on student learning and development. It provides a rare and valuable chance for teachers to be in a classroom solely to investigate student learning, unencumbered by the need to manage students or provide instruction. A first-year U.S. teacher from Mills College pointed out that Lesson Study differs from the lesson observation familiar to U.S. teachers: “In the U.S., if you are being observed, it’s a critique of you. Lesson Study focuses on student learning, on student “aha’s.” It takes what we’re doing to a more professional level.”
Our Research Question
Our Research Question
Research Goal: How can we support students in recognizing their own and one another’s mathematical brilliance in order to disrupt status in the math classroom?
Our Equity Goal
Our Equity Goal
Students will be provided tools and/or strategies, such as rapid fire questions, and sentence starters, in order to disrupt status in the classroom.
Our Theory of Action
Our Theory of Action
Theory of Action: If we implement routines and teach strategies within our math classroom designed to help students notice brilliance and status in themselves and others
then they will be empowered to call each other in, appreciate, and utilize each others’ ideas
resulting in the disruption of the status differential and students seeing themselves as mathematicians.
Data Collection
Data Collection
Focus Student #1:
-Camera on
Had camera on for the entire lesson
-Used non-verbals (emojis, sign-language) to communicate and respond to peers
Shared her thinking and wonderings confidently.
Shared thinking out loud as they worked with their group. “So there are three so that must mean...”
Focus Student #2:
Had camera on for the entire lesson
Raised hand to volunteer & read the slide right away
Typed out group members thoughts
Didn't ask questions of group mates
Focus Student #3:
Had camera off for the entire lesson
Did not volunteer to speak but shared when called upon
responded to prompts in unique way
Had a difficult time connecting with peers in breakout room
The Lesson
The Lesson
Content Goal: Students will be able to analyze two different sets of data to determine which of the two cities, San Diego or Alpine, has better air quality. For this particular activity, students will determine which measure of center, mean or median, is best to support their final
Vocabulary-allowed for access point to the lesson and shared mathematical language
Air Quality in San Diego/ Alpine Launch-allowed for multiple means of representation of lesson
Meaty question-allowed multiple means of presentation so students could grapple with the problem
Mean, Median, Mode, Range Air Quality Data Set-allowed students to practice and apply their mathematical knowledge.
Group Work Norms-allowed for students to demonstrate brilliance and acknowledge the brilliance of others to ultimately disrupt status
Beginning of the Lesson
Beginning of the Lesson
Students were able to share what they noticed and what they wondered on a shared Jamboard. Students read and responded to peers' notices and wonderings.
Middle of the Lesson
Middle of the Lesson
Students were given the opportunity to grapple with the meaty question "who has better air quality San Diego or Alpine?"
End of the Lesson
End of the Lesson
Students were provided an opportunity to share who their brilliance and reflect on the brilliance of their classmates.
Lesson Tables and Charts
Evidence of Student Work
Take-Aways
Final Reflection: Something I really appreciated about this lesson study cycle was the focus on culturally responsive teaching. We launched this lesson study cycle with the abolitionist teaching movement. We examined the work of Dr. Bettina Love and Dr. Gholdy Muhammad. I feel this in and of itself is a huge celebration. I'm grateful for the changing times and look forward to what's to come.
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