LS+notes

=__NOTES ON LESSON STUDY Day 6: Question: how do we assess evidence of student learning?__= = =
 * //of understanding inductive vs. deductive reasoning: //
 * examples where inductive reasoning leads to one conclusion: do we know this conclusion is true in every case?
 * Look at vignettes: identify


 * Summary of day 5 (Monday):** Starting phases of writing the lesson. Many thanks to Blake for helping the group progress in lesson goals.

Groups: For lesson planning Group: Introduction / Writing of the task Adam Lalit Group: Topic Creating the BRIDGE between IND and DED reasoning Amelia Marty Group: Topic Making the distinction between IND and DED reasoning explicit: Traci Stacey Group: Logistics /materials Gema Kim Anticipated responses / concerns streaming: (Later?) Lalit Ana
 * Big question: explore which regular polygons tile the plane without waste, and determine, with proof, the only regular polygons that tile the plane …. And WHY. **

Notes, Day 5:

The Lesson Study group started the week by looking at a general timeline for our work: On Monday, we agreed on group norms and brainstormed lesson topics we believe are difficult and/or important for geometry students. Tuesday we used our work from Monday to write lesson goals and objectives. We asked for more information about the high-school class that we will be working with. On Thursday, Gail was able to take a bit of time from her duties with the International Program to come and talk with us about our learning objectives and to report on additional information she had obtained from the h.s. teacher. It appears that on our scheduled teaching date, the students will be in the early stages of their learning about inductive and deductive reasoning and proofs. Based on that information, we began considering whether we should adjust our lesson to align better with what the students will be doing at that point in the course. On Friday we decided to increase our emphasis on strengthening the students' reasoning skills and their awareness of the reasoning process. We began re-tooling the lesson plan with these objectives in mind, and by the end of the day a revised lesson had begun to emerge.
 * Summary of Week 1:**
 * Roughing out a lesson plan the first week
 * Refining, practice teaching (to PCMI participants), and debriefing in Week 2
 * Revising and re-teaching in Week 3, this time to an actual high-school geometry class here in Park City


 * Here are some notes from our discussions :**