Search results for: Lesson Study
Page 2/3 21 items
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
Participatory Action Research and the Reconstruction of Teachers' Practical Thinking: Lesson Studies and Core Reflection. An Experience in Spain
In this article, the authors would like to present the theoretical relationship between lesson studies, action research and practical knowledge in teacher education. In particular, the authors analyse the possibilities of lesson studies as an action research model in which observation, action, reflection and cooperation between participants should help to reconstruct the theories in use that teachers count on in their school practice.
Updated: Jun. 23, 2010
Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were aspects of MLS revealed as centrally important for prospective teacher learning through MLS.
Updated: May. 25, 2010
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The model suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to explore the “auditable trail” of data from a North American lesson study case. The authors argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan.
Updated: Oct. 14, 2009
This paper examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools.
Updated: Jun. 10, 2009