Lesson Study
Scheduling Distance Learning
TK/Kindergarten
In a series of lessons, students will practice executive functioning skills by co-creating personalized learning schedules for the week.
In a series of 4 lessons, students will consider and shape the flow of their day as they learn from home. After a trial week with their personal learning schedules, students will report their experience to the class and decide if their schedules feel like a good fit.
This lesson is 3rd in a sequence of 4 total lessons.
All over the world, we are experiencing a shared sense of grief, uncertainty, and trauma. During this time of mandated social distancing, teachers have had to completely redesign our methods for connecting with our students. I have felt challenged to rethink my beliefs around what I thought teaching and learning were about. In particular, I have noticed a shift in how I think about personalization and differentiation with my students. I used to think it was important for students to have complete choice in their learning, and that was what made good teaching instruction. As a teacher (facilitator of the shared learning experience), it is essential to provide frameworks for thinking and problem-solving so that students can make more conscious, empowered choices when approaching their learning.
Overview
Universal Design for Learning (UDL)
How can we support students of various levels in developing intrinsic motivation?
Research Question
Theory of Action
For this Lesson Study, our Research Team's work was guided by UDL. UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The core principles of UDL were designed to engage a wide spectrum of learners—through multiple means of engagement (why), multiple means of representation (what), and multiple means of action and expression (how).
If we as teachers model executive functioning skills and agency, then students will develop an increased sense of agency, resulting in increased intrinsic motivation.
Planning
Lesson Goals
For this cycle of Lesson Study, our research team met to address the following planning items:
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Hopes and Dreams For Students
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Identify Student Strengths and Funds of Knowledge
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Determine a Research Question and Theory of Action
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Choosing a Research Lesson Topic
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Determining Equity and Content Goals
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Mock Lesson
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Lesson Study Prebrief and Debrief
CONTENT GOAL: ENGLISH LANGUAGE ARTS
Students will be able to ” pronounce, identify, put words in sentences, change into passive, compare, answer, use, match, …. etc ” or any verbs that can be observable and measurable in the classroom.
EQUITY GOAL
Students will create a personalized schedule for distance learning activities that supports their home environment.
Lesson Plan
Accessing Student Thinking
FOCUS STUDENT #1
ASSETS
Positive attitude towards learning. Demonstrates consistent development of age-appropriate work habits; ex. listening and following verbal instructions to complete tasks, perseverance around tasks she finds difficult (letter formation, sounding out initial letter sounds). Benefits from visual cues.
BACKGROUND
Highly emotive student; demonstrates the ability to identify and verbally articulate emotions when prompted. While this student can demonstrate high levels of empathy for peers, she can also become anxious when presented with an experience that is new. Recently experienced an intense health incident. Prefers a calm, quiet, environment.
HOPES AND GOALS
We would like to focus on supporting this student's confidence and self-efficacy in the classroom. Other areas of focus include improved handwriting and problem-solving techniques (with a focus on mathematical reasoning).
FOCUS STUDENT #2
FOCUS STUDENT #3
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ASSETS
Quickly masters grade-level concepts. Demonstrates consistent development of age-appropriate work habits; ex. independent completion of academic tasks. Strong fine motor skills. Amazing artist! She is able to use an image and transfer it onto her own paper.
BACKGROUND
Diagnosed autism; high-functioning (tested out of IEP). Access to wellness resources outside of school; mother is a psychiatrist, private speech therapy. This student enjoys physical closeness with others, exhibits a happy, compassionate disposition. Loves horseback riding and music. Highly social and loves to help out around the classroom.
HOPES AND GOALS
We would like to focus on supporting this student's executive functioning skills (time management) and social thinking skills (physical boundaries).
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ASSETS
A highly social student who enjoys interacting with peers. Consistently volunteers to help out in the classroom. Strong fine motor skills (handwriting and arts/crafts). Demonstrates strong reading ability; able to sound out letter sounds independent.
BACKGROUND
Diagnosed ADHD (504 Plan). This student has an accurate memory and is able to transfer information across contexts. Benefits from kinesthetic learning environments.
HOPES AND GOALS
We would like to focus on supporting this student's development of self-regulation strategies so that he is better equipped to approach tasks more independently.
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FOCUS STUDENT #1
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First student to enter the main room; smiling and giggling upon entry
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Engaging with morning message activity; appeared to be using Zoom annotation tool
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Immediate response to checks for understanding; use of nonverbal signals (thumbs up)
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Positive response to being asked to share; demonstrated enthusiasm (holding up her work to the camera before being asked, using a clear speaking voice) to share out her draft of her personal learning schedule and thoughts on how it went
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High level of engagement during the scavenger hunt; quickly grabbed items and was showing emotive facial expressions
FOCUS STUDENT #3
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Returned back to screen to be greeted, shares his favorite ice cream is “sherbert”
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Turned his screen to a stuffed animal
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Playing with his camera, covering the camera
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Back to the cat
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Back on his face for a few seconds he appears focused, eyes on screen
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Mom is back behind him; he was hesitant to share
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Mom gave him the option not to share
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Host teacher echoed mom with a hint of encouragement “you don’t need to but I would love to see what you came up with”
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Have you practiced that this week? No
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How did you come up with your plan?
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“I don't know we didn’t make anything up we just did it.”
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Eager to participate in the scavenger hunt. He grabbed his object and sat attentively
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He followed instructions
Observations and Data
FOCUS STUDENT #2
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Starts annotating on morning message
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She has headphones on and seems focused; counts along with class during calendar, even puts up 6 fingers;
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Shares about her fish and dog; mentions that dog died;
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Changes screen background while waiting during individual check-ins
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Very excited to share her schedule (continues to place in front of camera).
EQUITY COMMENTATOR NOTES
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Appreciate the warm welcome in the morning for students.
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Love the visual sticky note (mute) for instructions.
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You were able to give each student think time before sharing out their favorite ice cream.
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Good job on going back to students who needed more think time (holding him accountable to participate).
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Is there a method you could use to select students randomly to share
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What does Kindergarten-level participation look like on Zoom?
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We were able to hear some consistent voices, how can we get others to share?
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