Lesson Study Data Dump

Progressivism: Where will you put your million dollars?

Teacher

Academic Goal Data

Social Goal Data

Eric

+On task writing and reading,

responding to questions. Excellent use
of graphic organizers.

Group worked quietly with not much

collaboration. Respectful to each
other.

John

+Most students that shared their

arguments at the end explained how the
problem they chose was more important
than the other social problems.

Students taking turns reading the

documents. I heard kids bouncing
ideas off each other when answering
the questions in .

Katie

+Students did a good job of citing

evidence and backing up their $600,000
choice
-Some bucketing confusion

Kids did a good job taking turns. One

group rushed through everything
(check done). They all seemed to
handle the challenge very well, not too
goofy.

Pam

+presenters had good support

modeling really helped with analysis
(they all contributed, referenced text)
using prior knowledge
thoughtful conclusions
-reasoning issues high taxes takes care
of income gap between rich and poor
- did not connect the documents to the
question
--did not seem to understand prioritizing
of the other issues beside the biggest
one (600,000)
--unclear about expectations for
bucketing

good participation, lots of different

students involved, on task, picked up
on social cues

+Intro - Students worked together to

create a list of problems in
contemporary America + overall
compilation of answers on board all
looked good
+One student late opening packet on
The Hook
+3 min. in and one student was not
working, looking confused as to what to
do but eventually started

The Hook - Students looked around

seemingly confused, maybe to work
together on this

Richard

some students working ahead of

group
copying without thinking

+One student did not all work on the

provided work, instead did own think to
the side
+Reading Text students were able to
answer analytical question of the
assignment
+Successfully reworded the question
+Good solid group feedback when
asked to do the last bucket - almost
entire class responded correctly
Essay/Doccument
+Students read silently and did a good
job
+Mentioned answer to one another iin
group
+Discussed questions, possible
answers, referred to titles of documents
and dates
+paced together nicely
+Looked at explaining extra details from
pictures
+Recalled information from class
together
+Mentioned current issues that tie in dolphin safe tuna
Post Bucketing
+All students closed fairly quick, gave
good explanations for choices
-Some did not look back at pre-buckets
Todd

+Students read the question and

connected it with what the money could
be used for
-chewing pen and not focused on the
same parts of the lesson with
classmates

+One seemed to be a leader and help

facilitate information to the shy
students
-Got hung up on the food document
and the graphic details

Teresa

+
Hook - helped students understand how
prioritizing one problem could help solve
others.
Demonstrated understanding of
documents through discussion in
groups.
Able to pull information from background
essay.
- Werent able to articulate why their
choice was a priority.

Brainstorm and hook - engaging for

kids. Could relate to their own
experiences and modern world.
Great group dynamics. One facilitator
that didnt dominate. Others
participated.

- Didnt take into account multiple

documents, or how they could be
combined.

Next Steps:
Continue Modeling and Think Alouds - Ask students what they observed and
what groupwork expectations are
Model bucketing
Revisit the question with the students - what is the task? Students need to
understand the question
Physically sort the document titles - refer to the buckets as a sort
Mini Q Set up - Some kids liked reading the texts and seeing pictures with it, but
others didnt necessarily find pictures helpful
Add a question at the bottom of the documents about how spending their money
with that particular issue would impact Progressivism
In the Spring, look at the writing process