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Appendixes Appendix A: Workshop Agenda Appendix B: Participant List Appendix C: Steering Committee Biographical Information Appendix D: A Plan for the Lesson on Division by a Two-Digit Number Appendix E: A Demonstration Lesson: Function Thinking at Sixth Grade Appendix F: A Study Lesson: Large Numbers at Fourth Grade Appendix G: Records of Instruction: Reasoning About Three Coins et third Grade Appendix H: Transcript of Excerpts from Small Group Discussions Appendix I: A Written Case: Pattern Trains at Sixth Grade Appendix I: To Become a Mathematics Teacher Appendix K: Glossary Appendix L: Workshop Reading List Appendix M: References
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.r~ A The Stucly of Teaching Practice as a Meclium for Professional Development U.S. - Japan Teacher Preparation Workshop Makuhari, Japan August 6-8, 2000 Sunclay, August 6 4:00-5:00 p.m. Registration and Informal Reception 5:00-5:15 p.m. Welcome and Overview Hiroshi Fujita, Tokai University Hyman Bass, University of Michigan Fargo Ishigaki, Waseda University 5:15-7:15 p.m. Background Context for Teacher Preparation in the United States and in Japan Moderator: Daniel Goroff, Harvard University Elementary Mathematics Education in the United States Deborah Schifter, Education Development Center Secondary Mathematics Education in the United States Zalman ~ Usiskin, University of Chicago A Study of Teacher Change Through Inserv~ce Mathematics Education Programs in Graduate School Keiichi Shigematsu, Nara University of Education Keiko Hino, Nara University of Education
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Recurrent Education in Japan Mamoru Takezawa, Kanagawa Prefectural Education Center Toru Handa, Waseda University Honjo Senior High School 7:15-~:30 p.m. Reception Presider: Hyman Bass, University of Michigan Remarks: Lee ~ Stiff, North Carolina State University Yoshishige Sugiyama, Waseda University Monclay, August 7 Lesson Stucly as Professional Development 9:00-10:00 a.m. Introduction to the Focus of the workshop Presider: Toshiakira Fujii, Tokyo Gak~gei University Setting the Stage · What can be learned from using practice as a means of developing teachers' knowledge of mathematical content and how to teach that mathematics? · What questions should frame our thinking? Deborah Loewenherg Ball, University of Michigan What Is Lesson Study? · How does lesson study work and what is its role in developing teachers' content knowledge and understanding of how to teach? Yoshinori Shimiz~, Tokyo Gak~gei University 10:00-~:00 a.m. Consideration of Lesson Study Framing Lesson Study for U.S. Participants Makoto Yoshida, Columbia University-Teachers College Japanese Study Group Fourth-Grade Lesson and Rationale Hiroshi Nakano, Tokyo Gak~gei University Elementary School Il:00-~:15 a.m. Break Il:15 a.m.- 12:30 p.m. 12:30-~:30 p.m. Fourth-Grade Lesson Observation Video of Fourth-Grade Lesson on Large Numbers Lunch A P P E N D I X A
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1:30-2:30 p.m. Group Discussion of Fourth-Grade Lesson Facilitator: Akihiko Takahashi, University of Illinois at Urbana Champaign · What was the role of lesson study in enabling the teachers to learn how to teach the lesson? · What observations about the lesson seem important? · What potential adjustments might be made in the design of the lesson? 2:30-3:15 p.m. Video of Study Group Discussion of Sixth-Grade Lesson 3:15-3:30 p.m. Break 3:30-4:30 p.m. Small Group Discussion: Objectives and Effectiveness of Lesson Study Groups as a Resource for Professional Development · What are the advantages of using lesson study and lesson study groups as a resource for professional development for teachers? · What are the limitations? · Does this approach raise any research issues that should be co nsi(l ere (l ? · How does this approach address issues of teacher content knowledge? · How does this process create effective teachers in relation to content knowle(lge, pedagogy, and the role for research in continuing the discussion? 4:30-5:30 p.m. Reflections on the Two Lessons: Fourth and Sixth Grade · How do the two lessons compare? · What are the (lifferences and the similarities? · What was the mathematical content and how did the lessons develop student understanding? Moderator: Keiichi Shigematsu, Nara University of Education Panelists: Jacqueline Goodioe, Burrville Elementary School ferry Becker, Southern Illinois University ·chiei Hirahayashi, Horoshima University Keiichi Shigematsu, Nara University of Education 5:30 p.m. Homework A P P E N D I X A
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Tuesday, August 8 Professional Development Through the Use of RecorcIs of Practice 9:00-10:30 a.m. Professional Development Through Records of Instruction · How do observations of what teachers do in the act of teaching enable teachers to learn mathematics? · How do such observations enable teachers to learn how to teach the mathematics they need to teach? Presider: Zalman ~ Usiskin, University of Chicago Dehorah Loewenherg Ball, University of Michigan Hyman Bass, University of Michigan 10:30-10:45 a.m. Break 10:45 a.m.- Professional Development Through Written Cases 12:00 p.m. · How can cases designed to investigate teaching and learning be a site for learning about teaching? · What does it mean for teachers to use the study of others' practice to learn mathematics and about teaching mathematics? Presider: Judith Mumme, Program Director, Mathematics Renaissance Margaret Smith, University of Pittsburgh 12:00-~:00 p.m. Lunch 1:00-2:00 p.m. Small Group Discussion: Professional Development Through Records of Practice · What are the advantages and disadvantages of each approach to delivering professional development? 2:00-3:00 p.m. Panel: Mathematical Knowledge of Teachers · What are the mathematical resources that teachers need to teach well? · How can teachers learn the mathematics they need to teach well? Moderator: Dehorah Loewenherg Ball, University of Michigan Panelists: Dehorah Schifter, Education Development Center , Fargo Ishigaki, Waseda University Miho Ueno, Tokyo Gak~gei University Senior High School Oiz~mi Campus Zalman ~ Usiskin, University of Chicago A P P E N D I X A
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3:00-4:00 p.m. Reflections on Relation to Professional Development Small Group Discussion · Based on the workshop and on the nature of professional development, what offers promise and why? · What does not offer promise and why not? · What areas call for further research and what are possible strategies to use in framing that research? 4:00- 4:30 p.m. Conclusions Deborah Loewenherg Ball, University of Michigan Toshiakira Fujii, Tokyo Gak~gei University Closing Remarks Hyman Bass, University of Michigan Marco Ishigaki, Waseda University The U.S.- Japan Teacher Preparation Workshop is sponsored by the National Science Foundation, The Spencer Foundation, and the MCT WorIdCom Foundation. A P P E N D I X A
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