Search results for: Lesson Study
Page 1/2 15 items
This study focused on how elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors. The study also examined how they described the impact the program had on their teaching of mathematics. The results indicated that the participants valued the collaboration within the community of learners. The sharing of ideas, planning lessons together, and reflecting on teaching and student learning in a supportive environment appears to have been critical to teacher growth. The authors conclude that the findings indicate that while involvement in professional development to deepen teachers’ understanding of mathematics and their knowledge of how to teach mathematics is important.
Updated: Feb. 18, 2018
This study explores questions of how educators learned about mathematics through lesson study but also how they were socialized into lesson study (LS) as a collaborative, routine practice. Specifically, the author compared the participation of educators who were new to lesson study (“LS novices”) with lesson study with those who had more experience with the practice (“LS experienced practitioners”). The author discovered a few key differences illustrate possible elements in the developmental progression of lesson study. Teachers who are newer to lesson study tend to focus on learning how to teach through problem solving, and seeing the collaborative work as a way to combine efforts to teach a better lesson. LS experienced practitioners, in contrast, were comfortable with the routine and can see their role as developing problems that elicit student thinking.
Updated: Sep. 21, 2016
Design Based Research to Develop the Teaching of Pupils with Moderate Learning Difficulties (MLD): Evaluating Lesson Study in terms of Pupil, Teacher and School Outcomes
The purpose of this article was to show the use of a design-based research approach to refine the use of Lesson Study methods to develop the teaching and learning of pupils identified as having moderate learning difficulties (MLD) in secondary schools. The findings suggest beneficial outcomes for pupils and teachers. The findings about pupil demonstrate of positive pupil learning outcomes in a particular context and use of Lesson Study. In addition, teacher level evaluation data found largely similar and very positive outcomes for the teachers concerned.
Updated: Feb. 09, 2015
A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning
This article focuses on a micro-political discussion related to everyday stakeholder interactions that are endemic to the lesson study process. The authors aim to investigate issues pertaining to power relations that exist between teachers and their students, teachers and their peers, and teachers and external consultants. Their approach is conceptual in nature; simultaneously, we present several detailed examples revealing key issues related to lesson study implementation in Asian countries such as Singapore, Vietnam, and Indonesia. The authors have demonstrated that a post-structural theoretical perspective can illuminate the complex nature of lesson study, in relation to key concepts of power, identity, and discourse that need to be reflected upon by practitioners, school leaders, and consultants alike.
Updated: Dec. 08, 2014
The purpose of this study was to examine the learning outcomes emerging from semi-structured lesson study as a central task in a methods course and determine the factors that facilitate or inhibit the use of lesson study in a teacher education methods course. Two cases of lesson study are examined as the central task in an adolescent mathematics methods course for teachers in grades 7 through 12. The article presents the outcomes and factors essential to productive outcomes on lesson studies.
Updated: Jan. 20, 2014
This article outlines how lesson study can inform the use of teaching standards to shift the focus to centre on learning rather than teaching to richly inform national and international views on the use of teaching standards.
Updated: Mar. 24, 2013
In this study, the authors were interested to understand how lesson study (LS) protocols were adapted to suit local school conditions and contexts and the kinds of problems and constraints the schools faced in the implementation process. The Sixty-four schools responded to three survey questionnaires. The findings reveal that 56 schools implemented LS. Twenty-nine schools indicated that they would definitely continue implementing LS. The results show that in 22 schools LS was initiated by school leaders such as principals and vice-principals.
Updated: Jan. 21, 2013
Process Reflection during Japanese Lesson Study Experiences by Prospective Secondary Mathematics Teachers
In this article, the author examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas.
Updated: Oct. 17, 2012
Zen and the Art of Neriage: Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.
Updated: Aug. 21, 2012
In this article, the authors examine the impact of video‐based professional development on elementary teachers' thinking and practice. The results show that the majority of teachers believed that their ability to question their students and probe their thinking was extended as a result of the sessions. The teachers who were observed were also able to alter their practice in ways that supported student thinking.
Updated: Jul. 26, 2011