Lesson Study: Cycle 3

Javier Durazo - Read 1 - Ask 1 - Reflect

Read 1 - Ask 1 - Reflect

For this RAR I take a look at the idea of oral history, with an emphasis on spotlighting marginalized groups. Through the use of an source, as well as an interview with veteran teacher (Matthew Chapman), I further develop my understanding of the importance of oral history, as well as how to better use it in a classroom.

Javier Durazo - EDU 580 AB

Annotated Bibliography

This annotated bibliography provides a summary for the sources I used in my writing during the third cycle of lesson study.

Shadow Wizard Money Gang Memorialization Document

Cycle 3 Memorialization Document

In this document you will be able to find more detailed information on the following:

Equity Based Research Theme
Theory of Action
Content Understanding Goal
Lesson Plan

PDSA Cycle 1

In the image to the left you can see my lesson study team's PDSA cycle 1. Our initial problem was "Students feel disconnected from diverse perspectives." To address this issue, we planned to use interviews of marginalized and diverse people as a primary source.

PDSA Cycle 2

In the image to the left you can see my lesson study team's PDSA cycle 2. For the following cycle, we continued with the same problem "Students feel disconnected from diverse perspectives." For more information on how this PDSA Cycle went, please look at the image to the left.

Welcome to Elli-Topia!.pdf

Lesson Plan

In our lesson we decided to put students through a a simulation in which they would experience being oppressed. The goal was to have students come up with a successful rebellion, while not being caught in the act. Take a look at the slides on the left to better picture the lesson.

Introducing the task

Here you can see Kamal, who hosted the lesson, introducing the task to his students. For more specific information on the task students had, please check out the slides for the lesson above.

Rules for "Elli-Topia"

At this time, Kamal explained to students what was and was not allowed for his Utopian society. For specific information, please look at the lesson slides above.

Student Work Sample

Students staged their revolution by refusing to work on their task

Student Work Sample

Some students took it as far to directly attempt to defy the "king" or leader of the Utopia, Kamal.

Reflections

Lesson study:

This was quite possibly the best round of lesson study in my opinion. Being that we have been through two previous lesson study cycles, this felt like the best output in from my group. I was very proud of the lesson our group was able to create to teach students valuable information about revolutions, discrimination and oppression in an out of the box way. Students were put through a simulation in which they were forced into labor for our "utopia." 2-4 students were strategically selected to be the revolutionary leaders, and had the task of overthrowing the unjust government. Putting students through a shared experience of oppression and discrimination allowed us to teach them to develop their empathy for diverse perspectives, without "othering" those perspectives.

Takeaways:

The biggest takeaway for me during this lesson study cycle is the importance of not "othering" the diverse voices and perspectives we use in our classrooms. It is so easy to fall into "othering" a historically discriminated group by looking at the discrimination they have faced. This is due to the fact that although students may be learning about the discrimination or marginalization, they may not feel a connection which then affects the empathy they are able to give.

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