Stepping up Lesson Study: An Educator’s Guide to Deeper Learning


Lesson study as research: relating lesson goals, activities and data collectionAn example of a Grade 4 lesson study on area and perimeter (mathematics)Before the lessonPlanning research lessonThe research lessonLesson debriefYes, they did learn somethingWhat could the lesson study team have done differently?Lesson study as researchStep 1: choosing a topicStep 2: setting a lesson goal and planning a lessonStep 3: planning data collectionStep 4: debrief discussionsSummary and conclusionAdditional readingsHow case pupils, pupil interviews and sequenced research lessons can strengthen teacher insights in how to improve learning for all pupilsWho are case pupils?Stage 1: initial meeting of the RLS groupStage 2: studying the curriculum, teaching materials and researchStage 3: joint planning of the first lessonStage 4: teach and observe the first research lessonStage 5: conducting pupil interviewsStage 6: post lesson discussionSequenced research lessonsConclusionAdditional readingsTeacher learning through seeing students’ mistakes during inclusive mathematics lesson studyIntroductionInclusive mathematical activity: context of the studyTeacher learning and understanding about the nature of the activityCase one - Group 3: BWON strategy, coordinating the solution stepsSupporting teacher learning: what did students’ mistakes tell the teachers?Instructional implicationsCase two - Group 4: DTO strategy, right answer but w rong use of the manipulativesSupporting teacher learning: what did students’ mistakes tell the teachers?Instructional implicationsConclusionsAcknowledgement to teachers and studentsAdditional readingsStudents’ conceptions of multi-digit numbers and operationsGoing deeper into lesson study through kyouzai kenkyuuKyouzai kenkyuu: an often neglected aspect of lesson studyWhat is kyouzai kenkyuu?A snapshot of primary science teachers engaging in kyouzai kenkyuuImproving kyouzai kenkyuu: « hat can teachers do?Use key guiding questionsUse good curriculum materialsInvolve a knowledgeable otherSnapshot of kyouzai kenkyuu: an example from a Singapore classroomSnapshot: a discussion on the gradient of straight-line graphsUse of guiding questions and good instructional materialsInclude a knowledgeable otherPotential challenges in kyouzai kenkyuuConcluding remarksAdditional materialsRefining the research lesson’s instructional approach during lesson study: mock-up lessonsCase one: progression of students’ conceptual understanding of areaStudent’s prior knowledgeSeeing the mathematicsCase two: developing a problem-solving lesson to understand equivalent fractionsTasks that engage students in problem-solvingCore mathematics: proving equivalencyConclusionAcknowledgementNoteAdditional readingsStrengthening knowledge development in teachers’ conversations in lesson studyIntroductionThe role of knowledge in teachingExploring and challenging pedagogical practices by assessing the nature of the taskProtocols for improving teachers’ conversationsEngaging in critical conversations about pedagogical practiceApplying more knowledge resources in teachers’ conversationsKnowledge resources from theory and researchKnowledge resources from systematic data collectionConclusionAdditional readingsScaffolding student teachers’ professional noticing when using lesson studyIntroductionIntroducing kyouzai kenkyuu record sheet - a case from physical education (PE)Before practicianDuring practicianAfter practicianThe use of prompts during the LS cycle in EFLBefore practicianDuring practicumConclusionAdditional readingsFacilitators’ roles in lesson study: from leading the group to doing with the groupThe facilitator’s rolesThe facilitator as a convenorThe facilitator as a teacher trainerThe facilitator as a researcherThe facilitator as a group memberTraining facilitatorsWhat have we learnt from our experience?ConclusionNoteAdditional readingsFacilitating a lesson study team to adopt an inquiry stanceIntroductionConversations in the lesson study teamChallenges in adopting an inquiiy stanceThe lesson study facilitator: two roles to develop an inquiry stanceCreating a safe climateBuilding mutual trustProvide information about the nature of lesson studyMake communication itself the subject of conversationTake resistance seriouslyGuiding participants through the processPay explicit attention to the purpose of lesson study and its stagesCheck whether explicit attention should be paid to research skillsHelp to formulate the research questionMake explicit underlying assumptionsStimulate depth by modelling exploratory talkRedirect deficit thinking by conversational movesStimulate reflection and consolidationDevelop the team’s self-relianceConclusionAdditional readingsLearner-centered facilitation in lesson study groupsLearner-centered facilitationBackground of the case: development of learner-centered facilitationGeneral guidelines for learner-centered facilitationLearner-centered facilitation in actionLearner-centered facilitation impact on future classroom practiceConclusions and recommendationsAdditional readings
 
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