SPRING 2021 LESSON STUDY
Using Complex Instruction to improve the development of students' metacognitive and self-reflective capacities
Students will apply prior understanding of the slope-intercept form to represent and interpret a complex instruction graphing performance task. Students will be able to interpret a scenario and provide an accurate linear equation and represent it graphically. Then they will answer the following:
What does the slope mean in this scenario?
What does the y-intercept mean in this scenario?
THEORY OF ACTION
If we employ collaborative and reflective assessments while students are making sense of linear equations then students will improve the development of their metacognitive and self-reflective capacities as evidenced by students feeling more open to sharing their thinking and listening to others.
EQUITY THEME AND RATIONALE
How can we support students in recognizing the importance of being a part of the learning process (their own and others) as more important than the right answer or their grade?
Ideas we are grappling with:
Getting students to value the process of learning and not the end goal of a grade or “the only right” answer.
How could we support students in clarifying and extending their own thinking?
How do we build kind, empathetic, and resilient critical thinkers who are comfortable with mathematical risk-taking?
How will students notice and appreciate the learning process, their own and that of others, rather than the final outcome on an assessment?
REFLECTING ON THE LESSON STUDY PROCESS
I want to incorporate more Complex Instruction techniques by building in more group work and discussion time. This has been so difficult to do through distance learning. I am looking forward to being in person next year so I can provide more opportunities for students to authentically engage with each other.