Upload
catherinevincent
View
1
Download
0
Tags:
Embed Size (px)
DESCRIPTION
english
Citation preview
Developing Effective Use Developing Effective Use of the Blackboard and of the Blackboard and
Student Note Taking Skills Student Note Taking Skills Through Lesson StudyThrough Lesson Study
Developing Effective Use Developing Effective Use of the Blackboard and of the Blackboard and
Student Note Taking Skills Student Note Taking Skills Through Lesson StudyThrough Lesson Study
Makoto Yoshida, Global Education ResourcesMakoto Yoshida, Global Education Resources
Percentage of Use of Chalkboard and Overhead Projector in Classrooms
93100
67
24
6
58
0
10
20
30
40
50
60
70
80
90
100
Germany Japan United States
Chalkboard
Overhead
Source: U.S. Department of Education, National Center for Education Statistics. Third International Mathematics and Science Study, Videotape Classroom Study, 1994-95.
Percentage of Tasks, Situations, and PPDs (Principles/properties/definitions) Written on the Chalkboard that were
Erased or Remained on the Chalkboard at the End of the Lesson
39.1
17.1
51.9
60.9
82.9
48.1
0
10
20
30
40
50
60
70
80
90
100
Germany Japan United States
Erased
Remained
Source: U.S. Department of Education, National Center for Education Statistics. Third International Mathematics and Science Study, Videotape Classroom Study, 1994-95.
Typical Use of OHP and Blackboard in US classrooms
• To focus students’ attention
• To display information in written or graphic form
Source: Stigler & Hiebert (1999) The Teaching Gap
Typical Use of OHP and Blackboard in Japanese
Classrooms
• Provide a record of the problems, solution methods, and principles that are discussed during the lesson
Source: Stigler & Hiebert (1999) The Teaching Gap
• Japanese teachers rarely erase what they write on the blackboard. Everything they choose to record has a meaning and purpose, as it has been carefully planned in advance.
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development
One Japanese teacher described the importance Japanese teachers place on using the blackboard:
“My senior teachers told me ‘you should not erase what you write if you write on the blackboard and you should not write on the board if you are going to erase it.’”
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development
Another Japanese teacher described it like this:
“I try to organize the blackboard in such a way that my students and I can see and understand how the lesson progressed and what was talked about during the lesson and at the end of the lesson.”
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development
Lesson Coherence
The connectedness or relatedness of the mathematics across the lesson•Well-Formed Stories:
– A sequence of events that fit together to reach the final conclusion.
– Easier to comprehend
•Lesson Coherence:– Helps students make sense of what is going on
Source: Stigler & Hiebert (1999) The Teaching Gap
Typical Lessons: Japan and U.S.
American Lesson
• Teacher poses rich problem
• Students struggle with problem on their own
• Students present their ideas and discuss them
• Teacher concludes lesson
• Teacher instructs students about concept or skill and demonstrates how to solve example problems
• Students practice on their own while teacher helps individuals
Japanese Lesson
The Four-Part Organization of Chinese Poetry
起承転結 (Ki-sho-ten-ketsu)
The course of an Event:• Introduction• Development • Turn• Conclusion
Lesson Process in a Japanese Lesson Plan
1. Introduction to the Problem
2. Understanding the Problem and Solving the Problem
3. Development• Presenting Solutions• Comparing and Discussing
4. Conclusion/Summary
5. Extension (Optional)
Using the Blackboard to Tell the Well-formed Story
• The blackboard is often used to show the flow of the lesson process described in the lesson plan
• The blackboard is also a tool used to connect parts of the lesson coherently together in order to build student understanding
Use or Organization of Blackboard
板書 (Bansho) (Board-Writing)
• A technical term created by Japanese teachers
• Considered an important teaching skill• Considered one of the necessary tools for
child-centered discovery-oriented lessons
Lesson Study and Organization of Blackboard
• Organization of blackboard is often discussed during Lesson Study as a part of planning lessons
• Some groups of teachers actually done Lesson Study on effective use of blackboard, OHP, and other medias
• There are some books available on effective use of blackboard which are developed through Lesson Study
How Do Japanese Teachers Use the Blackboard?
1. Keep a Record of the Lesson• Problem• Questions• Student voices, opinion, things noticed• Student solutions• Student discussions• Important mathematical ideas
3. Help students see the connections of different parts of lesson and the progression of the lesson• Summary of the entire lesson• Coherent flow of the lesson (how we reached the
conclusion)• How student ideas were discussed and evolved in
order to reach the conclusion
4. A Place to Contrast and Discuss ideas students presented (Collective Think-Pad #1)• Recording various ideas• Discussing similarities and differences in ideas• Discussing merits of certain methods• Discovering/developing new ideas and questions
5. A Place to help organize student thinking and discover new ideas (Collective Think-Pad #2)• Manipulating (sorting, lining up, categorizing,
moving directions, etc.) objects on the board and thinking about or discovering mathematical ideas.
Planning Organization of the Blackboard
板書計画 (Bansho-keikaku) (Board-Writing-Planning)
• Logical and coherent organization• Easy to understand the connections• Clear goal and task• Incorporate student ideas and strategies to build
understanding
How Japanese Teachers Learn to be Better at Organizing the
Board?• Observing other teachers’ lessons
– Stealing good ideas– Try out what is learned and evaluate
• Participating in Lesson Study• Continuously thinking about making
connections and building up to the lesson conclusion during the lesson.
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development