{"id":1896,"date":"2023-09-12T15:31:32","date_gmt":"2023-09-12T22:31:32","guid":{"rendered":"https:\/\/theothermath.com\/?p=1896"},"modified":"2024-05-03T07:45:54","modified_gmt":"2024-05-03T14:45:54","slug":"planning-a-bansho-lesson","status":"publish","type":"post","link":"https:\/\/theothermath.com\/index.php\/2023\/09\/12\/planning-a-bansho-lesson\/","title":{"rendered":"Planning a Bansho Lesson"},"content":{"rendered":"<p class=\"c4\"><span class=\"c2\">In my <strong><a href=\"https:\/\/theothermath.com\/index.php\/2023\/09\/05\/a-formula-for-inquiry-and-direct-instruction\/\">last blog post<\/a><\/strong>, I shared my mental model for how to teach a lesson that incorporates both student-centered inquiry and direct instruction.<\/span><\/p>\n<p class=\"c4\"><img title=\"\" src=\"https:\/\/lh5.googleusercontent.com\/2ILClYP3snravQAWcQ4YSFmk6W-_msbWzRGLbgkTu_h3BfW3qj5g0UboNS8dJyciMspLoZu_xLZVTMiaLZPnSGmQ16j1YTQOOmr0vUfXTWORBA5IkfE-ElR0MA4jaAD2hM-8jd5b1MqaNNNKZkUPS0w\" alt=\"\" \/><\/p>\n<p class=\"c4\"><span class=\"c2\">There are eight steps in this instructional model, but it really is three main phases: introduction, inquiry, and direct instruction.<\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">This lesson structure is very similar to the 5 Practices for Orchestrating Productive Conversations that is popular in the United States: anticipate, monitor, select, sequence, connect.<\/span><\/p>\n<p class=\"c4\">It \u00a0is also based on a Japanese lesson structure called <em><strong>bansho<\/strong><\/em><span class=\"c2\">. Bansho is a method of teaching developed in Japan that focuses on teaching math through problem solving. \u00a0It allows students to see connections and progressions of the thinking involved when developing strategies to solve a problem. <\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">Preparing to implement a math lesson with Bansho (board writing)<\/span><\/p>\n<ul class=\"c6 lst-kix_u846l01soiq1-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">Choose a problem: <em><strong>&#8220;Getting Started&#8221;<\/strong><\/em><\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"c6 lst-kix_u846l01soiq1-1 start\">\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Choose a good word problem that aligns with the learning goal for the lesson.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Ensure the problem has multiple access points and allows students to solve the problem in a variety of ways.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Determine how you will introduce the problem to students. Three Read protocol? <\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"c6 lst-kix_u846l01soiq1-0\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">Anticipate student responses: <em><strong>&#8220;Working on it&#8221;<\/strong><\/em><\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"c6 lst-kix_u846l01soiq1-1 start\">\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Solve the problem in a variety of ways: concrete manipulatives, pictorial representations, alternate strategies and algorithms, standard algorithm, etc.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Identify two or three anticipated solution methods that you plan to highlight during the student discussion portion of the lesson. <\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Sequence the highlighted strategies to guide the class towards the lesson&#8217;s learning goal.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Anticipate incorrect solutions and guiding questions you might use to support students<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"c6 lst-kix_u846l01soiq1-0\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">Plan how you will use the whiteboard<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"c6 lst-kix_u846l01soiq1-1 start\">\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Visualize how much of the board pace will be used for the different parts of the lesson: introduction, inquiry, direct instruction<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Prepare problem stem and question stem. If you are planning to introduce the problem via the Three-Read Protocol, then you will also need board space to record the quantities and questions proposed by students.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Use a different colored whiteboard marker for annotating student solutions that will be shared.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"c6 lst-kix_u846l01soiq1-0\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">Prepare for the Discussion and Application: <em><strong>&#8220;Wrapping it up&#8221;<\/strong><\/em><\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"c6 lst-kix_u846l01soiq1-1 start\">\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Anticipate how will you knit together the various methods students share with the lesson learning goal.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Prepare how you might annotate the anticipated student solutions to connect that thinking to the lesson learning goal.<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Choose a second problem students will solve to practice the lesson&#8217;s learning goal.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"c6 lst-kix_u846l01soiq1-0\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">Independent practice or go through the cycle a second time.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"c6 lst-kix_u846l01soiq1-1 start\">\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Select one or two similar problems that students will either solve independently or they will work on the problems through the <em><strong>bansho<\/strong><\/em> cycle again<\/span><\/li>\n<li class=\"c0 li-bullet-0\"><span class=\"c2\">Solve the problems. You will post the answers while students are independently working on the one or two problems.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"c4\">I record my thoughts in <span class=\"c5\"><a class=\"c7\" href=\"https:\/\/www.google.com\/url?q=http:\/\/bit.ly\/BanshoLessonTemplate&amp;sa=D&amp;source=editors&amp;ust=1694560673078200&amp;usg=AOvVaw27qoUXumnCPeXT28I8m_47\">this template<\/a><\/span><span class=\"c2\">\u00a0that is formatted to look like how I want the whiteboard to look by the end of the lesson.<\/span><\/p>\n<p class=\"c4\"><img title=\"\" src=\"https:\/\/lh3.googleusercontent.com\/wXa98WAI3InpM41SFnEn9mKF450-jGcR8J3NrCEDyxDRYpacFh02w7qi17h7jKs6du7he2IFtSKF6_MOUeODAhhBPymE8mrTqaboPpNBXvYwMLeGcpQRhuAXNiFWuvr3cBCK50hQRaO3PwObVYL-eVI\" alt=\"\" \/><\/p>\n<p class=\"c4\"><span class=\"c2\">Here is a completed lesson plan\u2026<\/span><\/p>\n<p class=\"c4\"><img title=\"\" src=\"https:\/\/lh3.googleusercontent.com\/CyqIVA_Z0ZmV05-GYCc6mZque-ds9lbEE1U04UJQJ03nzWuUWZiCtPKQ68BMi6J1Klm1YT63JU1JKednNlFfZBk6LVJPR91DFS3QpjExaJqguNN91W5M2qYLROavWgEH7ERH052ETBNPfZwzyLbPtEM\" alt=\"\" \/><\/p>\n<p class=\"c4\"><span class=\"c2\">In this lesson plan, I noticed that I forgot to identify which of the six anticipated student responses I would highlight and use in the class discussion portion.<\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">Here is an 8th grade example\u2026<\/span><\/p>\n<p class=\"c4\"><img title=\"\" src=\"https:\/\/lh3.googleusercontent.com\/cCJudWpnludc95RylQ1gTx2OrCDSQMttkKTqErJaGwQ-1Ejmzw1_YBm5WWMj85FCTYidt48TtBmvjFfJ0ckNhZyf3frql_nuZY4d-8S1s2cn69XuWGcJpzKKjG_V0mEO9tUkBBp43_vC2uthgXdf6d4\" alt=\"\" \/><\/p>\n<p class=\"c4\"><span class=\"c2\">It takes perhaps 10 minutes to complete a lesson plan. <\/span><span class=\"c2\">Then I do the lesson with my students the next day. As students are working, I try to make the whiteboard look just like I planned it.<\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">My goal is to complete the lesson without having to erase anything from the whiteboard. Keeping everything on the whiteboard allows students to see connections and progressions of the thinking involved when developing strategies to solve a problem. It also allows students to compare and contrast the various methods shared.<\/span><\/p>\n<p>Here is a way to imagine the flow of the lesson that you are preparing. You might anticipate that you will go through this cycle two or three times during your lesson.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone \" src=\"https:\/\/docs.google.com\/drawings\/d\/e\/2PACX-1vRwWoass-lrMsI__sNOPHtGrYe7mXfYoTE78S799JqPDdsM4cMaH4sJopJLsGqdtgR5dXrJd9KIIehY\/pub?w=1442&amp;h=1008\" alt=\"\" width=\"890\" height=\"623\" \/><\/p>\n<p class=\"c4\"><em><strong><span class=\"c8\">In conclusion\u2026Why Bansho?<\/span><\/strong><\/em><\/p>\n<p class=\"c4\"><span class=\"c2\">Bansho is an instructional strategy that captures the development of students&#8217; individual and collective thinking. Bansho allows students to: <\/span><\/p>\n<ul class=\"c6 lst-kix_cswtuj8oozxa-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">solve problems in ways that make sense to them <\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">build understanding of tools, strategies, and concepts by listening to, discussing, and reflecting on their peers&#8217; solutions<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c2\">build understanding of concepts through explicit connection-making facilitated by the teacher&#8217;s board writing <\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c2\">.<\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">.<\/span><\/p>\n<p class=\"c4\"><span class=\"c2\">.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In my last blog post, I shared my mental model for how to teach a lesson that incorporates both student-centered inquiry and direct instruction. There are eight steps in this instructional model, but it really is three main phases: introduction, inquiry, and direct instruction. This lesson structure is very similar to the 5 Practices for [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1898,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[4],"tags":[82,87,86,46],"_links":{"self":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/1896"}],"collection":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/comments?post=1896"}],"version-history":[{"count":5,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/1896\/revisions"}],"predecessor-version":[{"id":2249,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/1896\/revisions\/2249"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/media\/1898"}],"wp:attachment":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/media?parent=1896"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/categories?post=1896"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/tags?post=1896"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}