Culminating Performance Assessment

ED 411/518 Teaching Children Mathematics

Fall 2005

CULMINATING PERFORMANCE ASSESSMENT

Lesson Analysis Conference

Overview and Purpose

Teachers use their knowledge of mathematics and of students to plan and enact lessons that develop students’ mathematical understandings, skills, and dispositions. When planning lessons, they consider whether the tasks and examples appropriately represent and engage students in the central mathematical ideas of the lesson. They also think about what students will need to know in order to do the work, anticipate likely misconceptions or confusions, and figure out ways to support or scaffold student learning. They predict what solution methods students are likely to generate and how to best use these methods to support the goals of the lesson. They consider whether the specific features of the lesson, such as the context or language, are accessible to and support the mathematics learning of all students.

Throughout the term, you have been developing skills and techniques for analyzing and improving mathematics lessons. This assessment is designed to give you an opportunity to demonstrate your skill with specific practices in this domain. You will show evidence of your ability to analyze the mathematical content and purpose of a textbook lesson and to consider students as learners of this content. You will also show how you have learned evaluate and improve specific features of a lesson in light of your mathematical goals and with attention to the learning of all of your students.

To complete this assessment, you will need to analyze the mathematics lesson that you will be teaching and then meet with your math methods instructor to discuss your lesson analysis and plans for teaching.

Directions for Completing the Assessment

Make preparations

Make arrangements with your cooperating teacher to teach a complete mathematics lesson (between November 28 and the end of the term). This should be the same lesson that you intend to use for the whole class discussion performance assessment for this course. Send an email with the date you selected as soon as possible.

Once you know the date of your lesson, schedule a 20-minute meeting with your math methods instructor to discuss your analysis of the lesson. The date you choose should be at least one day before you will teach the lesson.

Analyze your lesson

Carefully analyze the textbook lesson that you will be teaching. Explore the curriculum materials to gain a sense of how the lesson builds upon prior lessons and sets the stage for lessons that follow it. Then analyze the lesson itself, attending to the elements in our textbook lesson analysis table. Determine the mathematical content and goals of the lesson and think about students as learners of this content. Then consider the specific content and features of the lesson such as context, examples, language, task progression, and/or representations and tools in light of the integrity of the mathematics and concern for the learning of all students. Document your insights on the textbook lesson analysis table. If your analysis indicates that you need to modify the lesson, document your modifications on a copy of the lesson, on a separate sheet, or in a draft of the lesson plan you will use.

Submit a copy of the textbook lesson and any pages your students will use, along with your completed textbook analysis table and any documents showing the modifications you have decided to make. This collection of documents should be submitted at least 48 hours prior to your scheduled meeting.

Meet with your instructor

Come at your scheduled time and be prepared to:

Share a brief overview of your classroom setting (including details like grade level and how your lesson fits with what students have been and will be learning).
Discuss your analysis of the mathematics of the lesson and students as learners of this content.
Share your principled consideration of specific lesson content and features. In addition, be prepared to discuss:
what modifications you decided to make or why you decided not to alter the lesson
why you attended to particular features of the lesson and not others

Learning from and Improving Practice

Write a brief email sharing your insights into lesson analysis and/or ideas for improving your lesson based on our meeting.

The following items (#4) are due at least 48 hours before your meeting:

a copy of the textbook lesson and any pages your students will use
a completed textbook analysis table
any notes on modifications you have decided to make.

Your email is due the day after your lesson analysis conference.

Mathematics Methods Planning GroupPage 1 of 2

University of Michigan