Poster #31 - Lesson Study to Focus on Student Thinking Through Board Writing, Journaling, and Classroom Discourse

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-5 - New Insights Through Lesson Study: Poster Session

Abstract

This study analyzes the relationship between board writing, journaling, and classroom discourse across 11 science and mathematics elementary research lessons. Building from a five practices framework for supporting discussions in science and mathematics, the data gathering and analysis processes documented teachers’ work in the lesson study cycles and the instructional routines they leveraged to make students’ thinking visible. Analysis revealed a complex interplay across board writing, journaling, and classroom discourse, with each structure providing support for the others. Given the array of grade levels and content topics, our student learning analysis looked for the types of student thinking revealed in the lesson, we determine how these routines revealed students’ initial ideas, comparing ideas, and building connections between concepts.

Authors

• Sharon Dotger, Syracuse University

• Shelley Friedkin, Mills College