A large Public Lesson at Muir provides a window into the school’s vision of asset-based, ambitious mathematics for all students. Teaching Through Problem-solving (TTP), provided tools to achieve this vision.
Inspired by the vision of passionate, independent learners in Zaretta Hammond’s Culturally Responsive Teaching, Muir teachers regularly share and discuss artifacts from their classroom work on principles such as “gamify” and “make it social.”
Dip into a pre-lesson discussion by Muir teachers for a glimpse of the teacher-led inquiry that supports school-wide lesson study.
The video clip below from a post-lesson discussion illustrates how joint observation of research lessons by the whole Muir faculty allows effective teaching strategies (such as presenting an answer statement and providing question prompts) to spread within the school. The clip also illustrates how the post-lesson discussion allows the faculty to refine a shared understanding of their research theme — “confident learners” — by recognizing that confidence sometimes manifests in the willingness to make oneself vulnerable. At the end of the clip, the research lesson instructor asks for ideas about a problem of practice he struggled with during the lesson — how to keep a discussion moving when some students are not yet convinced.