This Chalk Was Made for Talking
Creating Opportunities for Equitable Participation in Mathematics This lesson study implemented the “Let the Chalk Do the Talk” structure in two eighth grade Algebra classrooms at Owosso Middle School. We initially studied student language in written and verbal discussions, but shifted our focus to the impact of written communication on the distribution of student participation. We found that participation was more equitably distributed among students in the post-lesson discussion when compared with baseline lessons. |
Lesson StudyA project in which I partner with fellow teacher interns to collaboratively develop a high cognitive demand lesson over the course of a year. We implemented our lesson in multiple grade levels at Owosso Middle School and Grand Blanc East High School. Archives
April 2016
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