Lesson Study Cycle 3
Equity-Based Research Theme: Students will be able to use evidence in self-facilitated discussions that empower all learners to engage equitably.
Content Understanding Goal: Debating policies that limit homelessness in our community. Students will learn about Federal Minimum Wage/living costs, mental healthcare/addiction, and homelessness and discuss their learnings in a debate seminar. The goal of the unit is to see if they share their views, utilize meaningful evidence, participate in the seminar, and if they engage equitably.
PDSA Cycle 1:
Lesson Goal: To measure if students share their views, utilize meaningful evidence, participate in the debate seminar, and if they engage equitably.
Task: Debate Seminar with fun/spicy debatable questions
PDSA Cycle 2:
Lesson Goal: To measure if students share their views, utilize meaningful evidence, participate in the seminar, did they engage equitably.
Task: Debate Seminar about the American Revolution
Money was the main cause of the American Revolution and The American Revolution was a mistake.
PDSA Cycles: From the PDSA Cycles we saw different things that led to our lesson hypothesis. From Cycle 1 we realized that it would be difficult for students to back up their points with evidence and they also struggled to share the air. We decided to do a more serious topic and one that they could bring evidence from. This led to our Cycle 2 where some students did a better job at backing up their claims but this time I had less students participating. Something had to be done to have students understand the process and the content a bit better.
Lesson Study Memorialization Document:
https://docs.google.com/document/d/1LkNw6bMgJEvU9Mn-vkQxKvTFZ1KRg4HfyhfyIZ8v_nM/edit?usp=sharing
Annotated Bibliography: https://docs.google.com/document/d/1un7F88PGIGHyt409Kywoqus_wqj_BvclG6r91vi9YNI/edit?usp=sharing
RRR and RAR:
https://docs.google.com/document/d/1nNO-X8ObJzW2Xu7FFchGcyuru2n2AYix0pAbbIispQI/edit?usp=sharing
https://docs.google.com/document/d/1CYII4_aUpogWmaSYnsx1S17kbTb8i5jsCKUWxKlRm1o/edit?usp=sharing
Lesson Plan
1) PDSA Cycle 1
2) PDSA Cycle 2
3) Create a "presidential portrait" of a U.S. President
4)federal minimum wage debate prep packet/debate seminar
5)mental healthcare/addiction prep packet/debate seminar
6)Lesson Study week:
A) Students will start by reading and annotating a few articles that introduce the topic of Homelessness
B) Students will conduct their own research in order to find articles/evidence that backs up their assertions.
C)Lesson Study Day:
Students will get together in a Debate Seminar in order to discuss their findings and work together to find the best plan to solve homelessness in San Diego.https://docs.google.com/document/d/1aqlWxdNk9wfWr7nZJSjwOAT7BzjxAf53Laj0deMTpvA/edit?usp=sharing
7) Run Political campaigns with students running on different issues we have covered. This will lead to an election night/exhibition.
8) Election Results and Celebration
Focus Student #1
PDSA #1: In This pdsa, this focus student did a great job annotating the assigned articles. when it came to the seminar she scored a 3/4 meaning she did not speak as much in this seminar. During the empathy interview i learned that this student struggled with public speaking. It was definitely a goal of ours to improve in public speaking.
PDSA #2: in the second PDSA this student went above and beyond. The annotations continued being amazing and during the debate seminar she earned a 4/4 with extra credit for leading their team to victory.
Focus Student #2
PDSA Cycle #1: This student did a well done job when it came to annotating the required articles. It is not as colorful but he got the job done. Even though he is pretty shy and struggles with public speaking, he ended up participating during the debate seminar and receiving a 4/4.
PDSA Cycle #2:This was probably focus student #2 worse debate seminar. They did an okay job annotating but during their seminar they only scored a 2/4 because they only spoke once and did not back up his point with evidence. this seminar had many students struggling with finding evidence. It was a good thing we learned about this early on and we were able to implement a plan to support these students.
Focus Student #3
PDSA Cycle #1: This student struggles with grammar and organization. Nevertheless, they did a good job in connecting with the articles and writing their wonderings. Furthermore, they scored a 4/4 during the debate seminar.
PDSA Cycle #2:Focus student #3 continued performing well during the debate seminar. They earned a 4/4 because they do really well when it comes to public speaking. They did need to share the air a bit more though. A goal that came from this cycle was to invite others to speak.
Lesson Study:
This data shows that students met the content understanding goal of understanding policies to address homelessness in San Diego and evaluate them using evidence and reasoning to be presented through a socratic discussion. All the students gave an assertion with reasoning. 92% of the students supported their points with at least one piece of evidence and Only 30% of them gave more than one evidence.
Since all the students shared, with only one student not sharing an evidence, I believe we met our equity theme goal that Students will be able to use evidence in self-facilitated discussions that empower all learners to engage equitably.
I believe our team's theory of action was successfully done. We wanted our students to be able to share their view point and back it up with textual evidence. We did this by Establishing norms for equitable participation, Teaching students how to extract meaningful evidence, Encourage and support equitable participation: Provide opportunities for all students to participate in class discussions, provide support to students who may be hesitant to participate.
One thing that could have helped us is to change the seminar question from How would you solve the homelessness problem in san diego? to you are allotted x amount of money to complete one project or implement one policy that will lower the amount of homelessness in San Diego. Where are you allotting this money and why? This could of brought a more richer discussion.
Evidence of Focal Student Thinking:
comparing my data with the students' data, the students accurately described how much they talked during the seminar. Maybe one of them should be a 4 instead of a 5 but still pretty accurate. They also did a good job on reflecting on how much they backed up their argument with one of them being part of the 30% of students that gave more than one evidence and the other two being part of the 92% that used at least one piece of evidence. They also did a great job on sharing the air with one of them actually inviting others to speak. Overall, they did a pretty fair job accessing themselves.
Reflection
I want to start this reflection by thanking my group (Alia, Daniel, and Victoria). I also want to thank Dr. Battle and our of course our professors. This was a long year but I feel proud of myself and every single person in this program.
We have officially completed 3 cycles of work during this time and I can honestly say that I improved each time. Cycle 1 was difficult because everything was new to me. I was the host teacher during cycle 1 but I felt like I could have done more with it. Nevertheless, I brought what I learned from cycle 1 into cycle 2 and I felt like I was able to support our team a bit more. Not only that, the assignments we did in class felt much easier doing it a second time. Even my research skills got better. I also feel that I grew a lot during this cycle because I was able to interview people that had tons of project-based learning experience such as Juliet Mohnkern, Corey Clark, and during cycle 3 Matt Gottilla. They also care deeply about me and I feel truly blessed to have them mentoring me. I did not host during this cycle but I was able to further see what was needed to be done in order to have a successful lesson plan. Finally, I decided to host one more time for the third cycle, and I am happy that I received a second chance to do research in my class. I was able to finish all my assignments on time and I felt like each assignment was better than the last ones. I also felt calm during the process, and felt more of an expert on this. I am proud of my growth during these three cycles and I honestly feel that I have so much more to bring to my class and to my colleagues. I am extremely grateful for this experience.