Lesson Study Cycle 2
As a lesson study group, we wanted to dive into the topic of differentiation in order to grow as teachers of inclusive classrooms. We all work with students who have varying skill levels in our subjects and are interested in exploring how we can design lessons to engage and support each student in accessing the content in a way that feels engaging to them.
We conducted this lesson study in Ms. Chelsea Smith's 12th Grade Art class at High Tech High Chula Vista. The lesson we designed was a launch to their Craftivism Project, which is focused on how art can be used as a form of activism.
Part 1: Planning
Goals |
Equity Goal:
How can we launch new projects to engage all learners and provide differentiated means of engagement? Content Goal: Students will be able to understand how art has been used as a vehicle for change and how to apply those connections to their own creative processes. By the end of this lesson, students will begin the design process with their new knowledge of design principles and activism. |
Research Base |
Throughout our lesson study planning phase, we did research on: culturally relevant pedagogy, methods for planning differentiation, UDL, and what differentiation looks like in an art class. As a lesson study group, we unpacked each reading, and used the main ideas to inform the planning of our lesson.
Synthesizing our learning from the research, we designed our lesson with UDL principles at the center. For example:
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You can read more about how the research informed my thinking in my Literature Synthesis and Annotated Bibliography
Lesson Flow
- Warm up (sketchbook drawing) - Students choose principle of design from to portray in their sketchbook [10 min]
- Gallery Walk/chalk talk- Students circulate the room, look at examples of art as activism, and engage in a written discussion about meanings and principles of design[10 min]
- Stations - 10 min each [30 min total]
- Station 1: Creating (art challenge to convey message through using design principles)
- Station 2: Research an activist artist (artists’ background, education, messages in their art, how they use the principles of design effectively)
- Station 3: Jigsaw reading on embroidery and activism or art and activism. Three article options (mild, medium, and spicy)
- Students share out thinking from each station
- Quick Project Overview
- Brainstorm their own ideas for what social cause they want to choose
- Students try creating their own art piece using the design principles
- Reflection: share out and exit ticket
Click here to see a more detailed lesson plan!
Check out our slide deck that we used for our lesson:
Part 2: How It Went
Overall, our lesson went really well!
From my perspective as an observer, it seemed that students were really engaged throughout the lesson, which was a main goal of ours. Student responses on the exit ticket confirmed this assumption. Check it out:
From my perspective as an observer, it seemed that students were really engaged throughout the lesson, which was a main goal of ours. Student responses on the exit ticket confirmed this assumption. Check it out:
The exit ticket responses also informed our understanding of if students met the content understanding goal, which was: students will be able to understand how art has been used as a vehicle for change and how to apply those connections to their own creative processes. It appears that many students made those connections and met the goal. Here are some snapshots of the exit ticket responses:
Focal Student's Assets & Needs: |
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Observation of Focal Student During the Lesson: |
As a teacher, I'm used to managing big groups and minding to the general flow of the class. It was really interesting for me to observe just one student during this lesson study.
I noticed that the student socialized often and wandered out of class multiple times. At one point, though, he did get super into his artwork. At station 1, the focal student began drawing to illustrate the message 'water is life'. Even after switching stations, he continued to work on his drawing. As teachers, we know that not every student is going to dig every activity we plan. The goal of our lesson study was to differentiate enough so that every student could engage in some way, at some point. And I got to see that in the observation of my focal student. Though he wasn't engaged in the entire lesson, there was at least one part that he was able to get really into. That feels like success for now! |
Reflection |
My vision of an ideal inclusive classroom is one where all students are welcome, feel a sense of belonging, and are able to engage in the class in a way that feels meaningful and engaging to them. My biggest takeaway from this lesson study cycle is really the importance of an asset-based approach to education, as it is the theoretical basis that informs the design of this ideal inclusive classroom. An asset-based approach requires the teacher to get to know their students, and leads to many positive outcomes. Getting to know students is important for building relationships and fostering a positive classroom environment where every student feels like they matter. Planning instruction based on students’ specific assets and needs is an effective way to make sure students of all skill levels are having a meaningful and engaging experience in the classroom. Going forwards in my educational career, I plan to hold this asset-based approach as a strong value that is foundational to my teaching practice.
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