Lesson Study in Inclusive Educational Settings

Lesson Study for inclusive teaching in various settingsInclusive educationInclusive teaching: Initial teacher education and continuing professional developmentLesson StudyLesson Study for inclusive teachingWhat is to be covered in the bookConcluding commentsReferencesLesson Study as a teacher professional development method to foster differentiation in an inclusive setting in the NetherlandsLesson StudyDifferentiated instructionCase studyLesson Study cycle and the principles of differentiationAssessment mindsetDifferentiating content and learning goalsDifferentiating in process and productsTeacher as coachPhilosophy of differentiationConclusion and discussionNotesReferencesThe implementation of Lesson Study in primary education in the NetherlandsLesson StudyLesson Study in JapanLesson Study outside JapanLesson Study as a professional development approach in the NetherlandsConditions influencing the process of implementing professional development activitiesOrganisation-wide learningCommunicationLeadership and shared visionParticipationSchool organisation and school cultureThe Dutch educational contextCase study: Description of the Lesson Study contextThe Lesson Study cycle in the research schoolsPhase 1: Goal-setting and collaborative planningPhase 2: Teaching, filming and observing research lessonPhase 3: The post-lesson discussion and revisionPhase 4: Teaching the revised version of the lesson, filming (observing) and discussing the revised lesson (optional)Phase 5: Evaluating the cycle and consolidating the learning resultResearch questions for the studyMethodSampleMeasuresResultsFollow up: Lesson Study in 2015-17LimitationsConclusion and adviceNoteReferencesLesson Study in secondary education: Students' educational needs of sense-making of Mathematics and teacher professional developmentTeacher professional developmentThe context of the Lesson Study projectImprovement of Mathematics education by Lesson Study focussed on students' educational needsDutch curriculum in secondary schoolsParticipantsTopicsShort overview of five years of Dutch Lesson StudyStudents' needs of sense-making of MathematicsStudents' needs of sense-making of the derivative using ICTStudents' needs of sense-making of the derivative stimulating thinkable concepts using iconsClass enactment with regard to the derivative using ICTClass enactment with regard to the derivative using the development of iconsTeacher professional developmentProfessional development with regard to sense making of the derivative in the first project yearProfessional development with regard to the derivative using ICT in the second project yearProfessional development with regard to the derivative using the development of icons in the third yearStudents' needs of sense making of combinatorial reasoning problemsClass enactment with regard to combinatorial reasoning problemsProfessional development with regard to combinatorial reasoning problemsReflectionChallengesThe contribution of Lesson Study to teaching and assessing pupils with learning difficulties: Recent UK developmentsContext and backgroundThe background of the Lesson Study model used in these studiesFeatures of the UK Lesson Study model that are in common with Japanese Lesson StudyDistinctive elements of the UK Lesson Study modelWhat the term 'learning difficulties' means in the UK context and what Lesson Study offers the field of special needs educationThe MLD Lesson Study projectThe MLD Lesson Study project designProject schools and pupilsModifications to the project's Lesson Study designSystematic qualitative analysis of variations in Lesson Study practices and outcomes in terms of contexts and processesThe use of Lesson Study for dynamic assessment purposesLSfA trialConclusions and future prospectsNotesReferencesDeveloping the methodology of Lesson Study to enhance the spiritual, moral, social and cultural development of pupils with moderate learning difficulties in a UK special school settingIntroduction and contextThe school contextThe context of spiritual, moral, social and cultural development in the United KingdomLearning Study or Lesson Study?: Special education practitioners as phenomenographic explorersDevelopment or decoration? Designing a methodology which was responsive to the priorities for the spiritual, moral, and social development of pupils with SENDResearch findings and analysisNegotiating 'practitioner puzzles': How did the research activity build professional capacity to address the holistic needs of SEND learners?Learning about Learning Study: How did this research shape practitioners' thinking about joint practice development in special school settings?Future considerations for Learning Study in special settingsLearning Study for assessment and learner voice: Engagement profilingThe role of teaching assistants in a Lesson/Learning StudyReferencesSupporting Lesson Study in special education schools in SingaporeKey considerations in developing a model for the adoption of Lesson Study as continuing professional development for SPED teachersStrengthening the theory-practice nexusTeacher learning communitiesCollective teacher efficacyAdvancing SPED teacher competenciesProfessional development of SPED teachers through Lesson StudyLesson Study for school improvementChanges observed in teaching practice of participating schoolsConclusionNoteReferencesImplementing Lesson Study for special education professionals: Potential challenges and solutionsIntroductionWhy Lesson Study?Potential challenges in implementationPotential solutionsEight Steps to Transforming Your Organisation ()ReferencesLesson Study for the enhancement of the use of assistive technology in teaching and learningAssistive technologyLesson StudyLesson Study and assistive technologySteps in Lesson StudyFormulating learning goalsUser dimensionExamples of assistive technologyLearning dimensionDesigning the research lessonDesigning the studyTeaching and observing the research lessonAnalysing the evidenceRepeating the processDocumenting Lesson StudyConclusionReferencesThe use of Learning Study to enhance theoretically-based instruction for students with high functioning autism spectrum disorderLearning and HFA/ASInstruction based on variation theoryThe steps in a Learning StudyThe object of learning related to students' understandingDesign of learning opportunities—to create patterns of variationEvaluationThe Swedish educational system for students with HFASDMaterial and methodsParticipantsProcedureMeasures of participants' academic difficultiesThe screeningData analysisFindingsThe design of the lessonsThe students' learning outcomesLesson ALesson BThe teachers' professional developmentDiscussionLimitationsAcknowledgementsReferences
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