My Bansho Versus Your Bansho: Decisions About Board-Writing Contribute to Equity in the Classroom

• In Event: Innovative Approaches to Lesson Study With Teachers Across Diverse Contexts

Abstract

This study reports on conversations members of a lesson study team had about board-writing (bansho) and the contributions those discussions had to equity in the classroom. The authors were members of a lesson study team that completed a cycle in elementary science and taught a virtual live research lesson. Recordings of team meetings and cycle artifacts were analyzed using the framework for lesson study impact proposed by Lewis et al, 2019. Results indicate teachers utilize the board for different purposes during the lesson study cycle, and the conditions under which they engage in board writing reveal bansho to be an increasingly complex phenomenon. Implications arise for lesson study facilitators concerned with focusing on board writing in a lesson study cycle.

Authors

• Jennifer Heckathorn, Syracuse University

• Sharon Dotger, Syracuse University

• Christy Allen, Burton Street Elementary School

• BethAnn Kempf, Burton Street Elementary School

• Julie Kielbasinski, Burton Street Elementary School

• Stephanie Lints, Burton Street Elementary School

• Elizabeth Shepard, Boliver Road Elementary School