Meeting #6

Thursday, May 2, 2019

Lesson Study Launch
Setting Goals
Develop 5E Research Plan
Anticipating Student Responses & Finalizing Research Lesson
Full Day Observation of Science Lesson
The Process of Student Sense Making

Meeting #6: The Process of Student Sense making


  • Analyze student work, taking a close look at English Learner progress
  • Provide constructive feedback on the lesson’s impact on student learning.
  • Reflect on our English Learner Case Study students

Agenda (2.5 hours)

  1. Meeting Introduction (10 minutes)
  2. Analyze Student Work: (1 hour 45 minutes)
  3. Case Study Student Reflection (25 minutes)
  4. Reflections and Next Steps (10 minutes)

1. Meeting Introduction (10 minutes)

  1. Facilitator reminds all members about meeting roles.
  2. All team members are able to get online and find the necessary documents
  3. Review outcomes and timing for meeting.

2. Analyze Student Work (ASW) (1:45 minutes)

  1. Section of Student Work to Evaluate (5 minutes)
    • Presenting teacher (teacher whose student work samples you will be reviewing) describes context and goals.
      • Review the Student Learning Goal:
      • Element of the Science and Engineering Practice
      • Element of the Disciplinary Core Idea
      • Element of the Cross Cutting Concept
    • This will form the lens for evaluating this student work.
    • Describe which portion of the work samples should be evaluated against the lesson goal. For example, you may choose to evaluate only the conclusion section of a lab report.
    • Take note of the teacher's case study students
  2. Review student work samples (25 minutes)
    • Divide student work samples from the class into stacks for each teacher.
      • Read the relevant section of each student work sample.
      • Each teacher should read around 15 work samples.
    • As you read, make a sticky note describing what you notice about how the student is thinking.
      • What conceptions underlie the work product you are looking at? Remember that not all trends will be inaccuracies- some students may have conceptions that agree with current science!
      • When you notice a work sample with similar thinking already noted on a sticky, add that student’s name or number to the sticky.
      • Note student names or number of particularly good examples of each trend on the sticky note.
        • Make a special notation for case study students.
    • Shift stacks to next reviewer. Continue identifying student conceptions.
    • After each teacher has reviewed at least 15 samples, place all work samples in the middle of the table.
  3. Complete Table 1: Trends in Student Understanding on your “Analysis of Student Work” Google Document (10 minutes)
    • Discuss the trends in the student work samples.
      • Trends should be relevant to the goal defined in step 1.
    • To ensure equity of voice, ask each team member to share one (and only one!) trend and write each idea on chart paper. Continue around circle until all ideas have been shared.
    • Identify 3-5 trends that reflect a majority of the student work samples. There may be a few that don’t fit into the categories you choose, but attempt to choose categories that are inclusive of the range of student ideas. Some work samples may fit in 2 or more categories.
    • Each group member chooses one category and finds a piece of student work that is representative of that category. Make sure at least one person is looking for an example of each category.
  4. Complete Table 2: Describe Individual Work Samples (30 minutes)
    • In pairs or as individuals, review one sample per category. Write the number of the category(ies) that describe this work and answer the following questions on Table 2: Individual Work Samples Sheet:
      • How does this student understand the big ideas and/or processes related to our goal?
      • What questions would you ask the students about their work if you had the opportunity?
      • What feedback and instructional scaffolds would you provide to the student to help shift his conception toward the lesson goal?
      • Repeat the process for the case study students (if they have not been represented above).
  5. Debrief your analysis (15 minutes)
    • How would you change the assignment to make it more useful to you as a teacher for the purpose of uncovering student ideas?
    • How would you modify the assignment to meet the needs of your case study students?
    • What was easy/hard/useful about describing how our students understand these concepts?
    • What did our work reveal about students and how they learn these particular concepts?
  6. Key Findings (10 minutes)
  • As a group discuss this question and record in your "Analysis of Observation Form":
    • What are the key findings from the evidence collected and analyzed today (observation and student work?

7. Next Steps (10 minutes)

  • Discuss possible next steps, which could include:
    • One team member compiles the group’s data into charts for analysis
    • Evaluate how well the assessment measured the student gains
    • Identify possible ways to differentiate the lesson
    • Identify potential challenges in the next classroom to use the lesson and developing ways to meet those challenges
    • Identify the key areas for revision
    • Modify your team's ESP 5E Lesson Plan

3. English Learner Case Study Student Reflection (25 minutes)

  1. Each team member opens their document Consider Your Context EL Case Study Students.
  2. EACH team member will then all make a copy of the English Learner Case Study Student Reflection document.
  3. Assumptions: List all of the assumptions that are carried or have been carried throughout your students' schooling.
    • Note down all of the assumptions on the left hand column.
  4. Evidence: Using evidence from your lesson study process, how can you dispel any or all of those listed assumptions?
    • Use evidence from your observation notes, student work analysis, overall classroom experiences.
  5. Science Instruction: How did your science instruction engage your student(s) throughout the course of the year?

4. Reflection and Next Steps (10 minutes)

At the end of each meeting, you will record your individual reflections on your Meeting Minutes/Reflections shared Google document.

Next Steps:

  • Revise and add to your Consider Your Context EL Case Study Students document and add any pertinent information that you discover.
  • Communicate your findings to your peers