Lesson Study
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Lesson Study
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Focal Student
Assets and Needs:
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Lesson Observations:
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Reflection and Conclusion:
Our team learned that the ideas behind how to differentiate lessons for students were many, but the outstanding notions of the research was that students needed to be able to see themselves in the work, whether they be students of color, or whether they be neurodiverse students. The research also taught us that our goal of differentiation in the lesson could have two entry points, learning deeply about the kids and their interest or giving students the ability to enter into the lesson study through multiple means of engagement, which we accomplished with the use of our gallery walk and our station rotations as a means of engagement. We learned that students in high school didn’t necessarily respond to the idea of choosing their entry point, if they knew that they would make their way to all 3 stations regardless of their choice, however, what we did note through our exit ticket was the idea that most of the students engaged both visually and kinesthetically with the work through creating their own drawing design and that this was largely the most helpful exercise to them. Lastly, we asked students to share their thoughts on which station helped them feel most prepared to begin their embroidery activism project, and 69% of students found that the drawing station was the most effective with the article station 3 coming in at a 17% effectiveness rate, and station 2 with a 13% effectiveness rate for getting students feeling prepared. |
Gallery of Exit Ticket Feedback |