Register Today -- 2012 Eleventh Annual Lesson Study Conference
2012 Eleventh Annual Lesson Study Conference
Using Level 3 teaching to cultivate the mathematical practices
of the Common Core State Standards
Thursday – Friday, May 3 & 4, 2012
Prieto Math and Science Academy,
2231 N. Central, Chicago, IL
CPDUs will be available for Illinois teachers
At the 2011 Chicago Lesson Study Conference, we presented the concept of Level 3 teaching, in which the teacher creates circumstances that lead students to discover important ideas for themselves. This kind of teaching naturally cultivates many of the mathematical practices called for in the Common Core State Standards. But what does that kind of teaching look like, and how can lesson study help teachers progress towards it?
This year’s Chicago Lesson Study Conference will feature speakers and, of course, live research lessons to foster discussion among participants around the challenge of implementing the Mathematical Practices of the Common Core State Standards.
New: CPS' Office of Literacy will pay for substitutes.
- Chicago Lesson Study Group
- Lesson Study Alliance
- Prieto Math and Science Academy
- Chicago Teachers Union
- Cultivating Mathematical Practices in a Community of All Mathematics Teachers
Sybilla Beckmann, Josiah Meigs Distinguished Teaching Professor of Mathematics, University of Georgia; member of the mathematics writing team for the Common Core State Standards for Mathematics
- Differences in how level 1, level 2, and level 3 teachers use a textbook
Akihiko Takahashi, Department of Teacher Education, DePaul University
- Bansho—Using the blackboard effectively to support the mathematical practices
Makoto Yoshida, Director of the Center for Lesson Study, William Paterson University, New Jersey
- Using Lesson Study to Cultivate and Spread Mathematical Practices
Catherine Lewis, School of Education, Mills College
- Lesson study and Race to the Top: Report from Florida
Lance King, Learning Systems Institute, Florida State University, Florida
- Research Lessons: There will be 2 sets of concurrent research lessons—one pair on Thursday, one on Friday.
- Akihiko Takahashi, Department of Teacher Education, DePaul University, Illinois
- Tad Watanabe, Department of Mathematics, Kennesaw State University, Georgia
- Makoto Yoshida, Director of the Center for Lesson Study, William Paterson University, New Jersey
- Toshiakira Fujii, Tokyo Gakkugei University
- Thomas McDougal, Lesson Study Alliance
A tentative agenda may be viewed here.
Lesson study is a collaborative process, so we encourage registration of teams of at least 3 persons.
Special rate for CTU members! The Chicago Teachers Union is subsidizing teams of 3 or more CTU members at 50%!
Register by clicking here.
Early bird (before April 1):
- $280 per person
- $250 per person for teams of 3 or more
- $125 for CTU members, in teams of 3 or more
April 1 – 24:
- $310 per person
- $280 per person for teams of 3 or more
- $140 for CTU members, in teams of 3 or more
The cost includes breakfast, lunch, and refreshments both days.
All registrations must be received by April 24. There will be no on-site registration.
Refunds of 85% will be issued for cancellations received before April 24. No refunds can be issued for cancellations after April 24.
A block of rooms has been reserved at The Holiday Inn O'Hare. The cost is $99+tax per night for a room with 2 queen beds. Reservations should be made by April 14 by phone at 1-800-465-4329 (mention the group name "Chicago Lesson Study Conference") or online. Bus service between the hotel and Prieto Math and Science Academy will be provided.
Holiday Inn Chicago is three (3) miles to O’Hare Airport with complimentary 24-hour airport transportation. It is also walking distance from the CTA Blue Line, which provides easy access to downtown. Guestrooms include a refrigerator, microwave oven, complimentary high speed wireless. Other amenities include an outdoor pool, fitness center, business center, gift shop, valet, guest laundry.
What is Lesson Study?
Lesson study is the primary engine of educational improvement in Japan, shaping classroom practice and informing national policy. When a new national curriculum is released, lesson study helps teachers understand it and enables them to bring the new standards to life in their own lessons.
In lesson study, teachers work together to:
- formulate long-term goals for student learning and development;
- plan, conduct, and observe a ‘research lesson’ designed to bring these long-term goals to life as well as to teach a particular academic content;
- carefully observe student learning, engagement, and behavior during the lesson; and
- discuss and revise the lesson and the approach to instruction based on these observations.
The research lesson is taught with students, and participants observe as the lesson unfolds in the actual teaching-learning context. Discussion following the lesson is developed around the student-learning data collected during the observation. Through the process, teachers are given opportunities to reflect on their teaching and student learning.
Lesson study has become increasingly visible in state, national, and international conferences, open houses, high-profile policy reports, and special journal issues in recent years in the United States.
Chicago Lesson Study Group
The Chicago Lesson Study Group was launched in November of 2002 with several volunteer teachers in Chicago area. Since its inception, this informal study group has met regularly to discuss issues in mathematics teaching and learning and to develop research lesson plans. As part of the lesson study cycle, the group hosts this annual lesson study conference with public research lessons.
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