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LESSON STUDY CYCLE 2

In this second lesson study cycle, my research team decided to focus our attention on student voice. Specifically, we hoped to find a way to help students understand the significance of exercising their agency and stepping forward in group discussions, while also having the awareness to share the space with other students. This cycle was conducted in February 2023 in a seventh grade classroom at High Tech Middle Chula Vista. 

The Research

Over the course of this research cycle we worked to identify ways to increase student voice and participation in class discussions. Our hope was to find a way to help students understand the significance of exercising their agency and stepping forward in group discussions, while also having the awareness to share the space with other students.

 

Problem of Practice: Students who experience a lack of self awareness, lack of social and emotional connection, or fear giving an "incorrect" response are less likely to communicate their thinking in classroom discussions.

Research Theme: How do we include and balance all voices in the classroom, while empowering students to exercise their agency? 

Equity Goal: Students will understand the significance of exercising their agency and stepping forward in group discussions, while also having the awareness to share the space with other students.

Goal of the Unit: Students will be able to verbally communicate their understandings of food justice while reflecting on the connection between food and culture, food origins, food sovereignty and hard histories.

knowing your students

These Focal Student summaries come from one on one Empathy Interviews conducted by the host teacher, as well as observations made during the implementation of the Research Lesson

Focal Student "D1"

FS D1  is a bright and social thirteen year old. She describes herself as independent and a hard worker. She joined High Tech in sixth grade and says she’s found it more engaging than her previous schools. She is proud of the her attention to detail. This was also clear while she was in the outer circle. She was diligently providing feedback to her partner.

Focal Student "N"

FS N is a thoughtful and creative twelve year old. He loves drawing, music and video games. He is normally quiet in larger group settings and very social and active with his circle of friends. He feels nervous to share out in class because he is, in his own words, “just really shy.” He does however, feel confident in his own thoughts and sharing them one on one with teachers verbally. 

Focal Student "D2"

FS D2 is  a funny and creative twelve year old. He is passionate about sports, and enjoys playing soccer. FS D2 is a bit of a “class clown” and this was clear during the Socratic Seminar. As he was make his friends laugh while in the outer circle. However, he is confident in sharing with the class in an academic sense. He was actively listening and contributing to the conversation when in the inner circle.  

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Reflections

This PDSA Research Cycle was different from the last, because it gave me the opportunity to observe other teachers practice, rather than being the host teacher.  I was better able to examine how others approach student voice in their own classrooms. As a group we all worked to find ways to better our own practice with help and input from other knowledgeable educators. Even pushing each other to try protocols that were new to us, but familiar for others. Through out this cycle of research I grew as a facilitator thanks to the chance I had to observe another teachers style and approach in the classroom.  

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