Lesson Study Cycle 2
Equity-Based Research Theme: How can we support student dignity in co-constructed knowledge (student-led learning) and self-assessment?
Artifacts
Through the PDSA cycle, we identified that lessons focused on elements of peer-review (Kind, Specific, and Helpful feedback) increased student capacity for co-construction knowledge.
We chose the format of peer review session with the content understanding goal of: students will understand the Claim, Evidence, and Reasoning structure and will be able to use it when giving Kind, Specific, and Helpful (KSH) feedback on a peer’s SLC progress report.
Student Work
We collected student exit tickets for our formal assessment, specifically looking at whether students felt comfortable giving feedback and understood the importance of feedback in improving work.
Insights and Analysis
This lesson cycle has shifted my focus from self-directed learning and towards co-constructed learning. Upon revisiting research around self-direction, which impressed me in the previous cycle, I’ve come to wonder whether a Humanities classroom could ever really be competency-based. Literacy is not learned in a vacuum, and the thought of developing a fixed list of coursework for students to independently develop a sociopolitical consciousness seems laughable now. In my practice, student empowerment has replaced self-direction: how can I show up every day in a way where students feel dignified and empowered to tackle some of our world’s most pressing issues like globalization, citizenship, and knowing how to express complex ideas verbally and in writing? I believe that my classroom could benefit from more culturally affirming work, as well as opportunities to simply be curious and practice intellectualism. This is my next challenge, and I am eager to explore this more in my final lesson cycle.
Further analysis can be found in the documents below: