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Lesson Study #1: Cultural Interconnectedness

What is Lesson Study?

Lesson Study is an opportunity for educators to take a close look around a specific concept deeply. By stepping back to listen and observe, we are able to examine different forms of thinking in different learning environments. Lesson Study allows for a group of colleagues to come together and inquire and reflect on a specific lens to help grow in our profession. 

Our Research Question

How might we effectively encourage students to collaborate and analyze how public art demonstrates the connectedness of communities across time while in distance learning?

Equity Goal

  • Students will listen to, value, and build off of each other’s ideas

  • Students will have opportunities to share about representation in their communities

  • Breakout rooms and small group discussions as well as whole class discussions will be used to share knowledge

Content Goal

  • Students will use critical thinking to investigate the history of the Maya and make connections to other communities in the past and the present

Theory Of Action

If we create opportunities for students to share their ideas and build on each other’s ideas in small group and whole group settings


Then we give students the chance to discuss and debate in a variety of ways 

Resulting in greater feelings of security in sharing ideas and building upon each other’s ideas so that we can make connections in what we are learning about different communities and highlight that all students have funds of knowledge.

Data Collection

*For focus student #1 it is important to note that 16 out of 22 times this student posted in the chat and 3 out of 19 times this student spoke, it was distracting.

Qualitative Observation Data:

Dylan observed Focus Student 1- a lot of students had the camera on all the time, a bit distracting at times.  React towards the content but then at times he had other facial reactions.  Often would comment towards the content but also things that didn’t relate to the content.  Spoke over 20 times including in the breakout room, in general a very engaged student.  


Zak Focus Student 2- No video on, answered once in the chat about access to the nearpod.  Emily posted on the nearpod, was difficult to track someone with the camera off.  Zak was surprised about how many students had the camera off.  


Armando Focus Student 3- Had the camera on the whole time, disconnected one time but quickly turned the camera on.  Also had many reactions, hands up with the reaction button and sometimes without the button.  Often had facial reactions or high energy reactions where he would mouth “pick me”.  Would also jump around in the background and during the breakout 


Vie Acosta was the Equity Commentator- Lesson provided a lot of useful models, talking students through situations and following along.  Also modeled talking Ms. Nikki through an adult situation, and provided a lot of avenues and amplified voices for students in the classroom.

Teacher Reflection

What went well: Participation on Nearpod (adding information) contingency plan was to write in the chat. Disruption of artistic representation comment was that one stone carving was “more advanced” than the other. 

What didn’t’: Some technical difficulties, accessibility between both classes. 

Questions: How to get participation without using punitive measures, in a more effective way. 

Wonderings: feedback from the team about how the lesson went.

Key Takeaways

New insights: Having more time built in to the lessons (intentionally). 

Next steps: Collaboration more with academic coaches and ed specialists when crafting lessons because it benefits teachers in distribution of knowledge and helpful for all students.  


Accountability and participation is something that Michelle has been pushing for with the students. 


Maintaining the balance between students who need to share the air and student voices that need to be heard. 

How this will impact my classroom:

  • Using nearpod and other ways to have students interact with each

  • Pushing my students to have their cameras on

    • I could see the difference in class interaction

  • Finding ways to connect ancient world history to students current identities

  • Continue to work on navigating tricky situations when students use racist language they didn’t realize was racist

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