concept of lesson study and establishing system for the proposed lesson study activities

8/8/2019 Concept of Lesson Study and Establishing System for the Proposed Lesson Study Activities

1/36

CONCEPT OF LESSON STUDY

AND ESTABLISHING SYSTEM FOR THE PROPOSED LESSON STUDY ACTIVITIES

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 i

Table of Contents

Table of Contents ............................................................................................................... i

Introduction ....................................................................................................................... 1

What is Lesson Study?...................................................................................................... 2

Why Lesson Study?........................................................................................................... 4

How Do We Implement Lesson Study? .......................................................................... 6

Establishing System for the Proposed Lesson Study Activities .................................... 9

Description of the Program Activities ........................................................................... 12

Conclusion ....................................................................................................................... 16

References ........................................................................................................................ 17


2/36



SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010ii


3/36



SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 1

Introduction

Lesson study was primarily introduced at a junior secondary school in Fuji City, Japan.

At the begining, the quality of students at that school was very bad. Masaaki Sato, the principal

of the school, tried seriously to improve the quality of the students by changing the teaching and

learning process at his school. He implemented lesson study at his school. In a very short time,

after implementing lesson study several years, the quality of instructional process and result

increased rapidly. This result does not only influence very much to the instructional

development and innovation but also improve the competences and the professionalism of

teachers in Japan.

Based on the result mentioned above, lesson study has been chosen and applied by

several developed countries, for example The United States of America and Australia. These twocountries have taken and adapted the concept of lesson study as an effort to enhance the quality

of instructional process and result in each country. The quality improvement of instructional

process and result was reached by examining or studying the teaching practice and students

thinking as well as students behavior while implementing lesson study.

In general we can say that the quality of instructional process and result in mathematics

education for Southeast Asia countries is not so good. It means that we have to find out the ways

to overcome that condition. One of the ways that can be done is implementing lesson study in

our mathematics instruction.

There are five objectives of writing this document. After completing this training,

participants are able to (1) understand the definition of lesson study, (2) explain why is lesson

study powerful for teachers, (3) describe the procedure of implementing lesson study, (4)

implement lesson study in mathematics instruction, and (5) understand the system needed in

conducting lesson study program.

In achieving the above objectives, this document will cover: (1) what lesson study is, (2)

why lesson study, (3) how we implement lesson study, and (4) establishing system for the

proposed lesson study program or activities. The answer of the first question is related to the

definition of lesson study and some ellaboration of the definition. The second question will

correspond to the reasons of choosing lesson study in mathematics instruction. The answer of

the third question is connected to the process or the steps of implementing lesson study in

mathematics instruction. Establishing system means determining the system in doing lesson

study program.


4/36



SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 20102

What is Lesson Study?

There are some definitions of lesson study. Here are some of them. Fernandez and

Yoshida (2004:7) state, Lesson study is a direct translation for the Japanese term jugyokenkyu,

which is composed of two words:jugyo, which means lesson, and kenkyu, which means study or

research. As denoted by this term, lesson study consists of the study or the examination of

teaching practice. How do Japanese teachers examine their teaching through lesson study? They

engage in a well-defined process that involves discussing lessons that they have first planned

and observed together. These lessons are called kenkyujugyo, which is simply a reversal of the

term jugyokenkyu and thus literally means study or research lessons, or more specifically

lessons that are the object of ones study. Study lessons are studied by carrying out the steps

described next in an attempt to explore a research goal that the teachers have chosen to work

on (e.g., understanding how to encourage students to be autonomous learners).

Lewis (2002:1) defines, Lesson study is a cycle in which teachers work together to

consider their long-term goals for students, bring those goals to life in actual research lessons,

and collaboratively observe, discuss, and refine the lessons. Besides, Lewis (2002:1-2)

describes, Lesson study is a simple idea. If you want to improve instruction, what could be

more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons?

While it may be a simple idea, lesson study is a complex process, supported by collaborative

goal-setting, careful data collection on student learning, and protocols that enable productivediscussion of difficult issues.

Furthermore, Lewis (2002:1-2) states, Research lessons are the centerpiece of lesson study, a

teacher-led instructional improvement cycle pictured in Figure 1. In lesson study, teachers

work together to:

Formulate goals for student learning and long-term development. Collaboratively plan a research lesson designed to bring to life these goals. Conduct the lesson, with one team member teaching and the others gathering evidence on

student learning and development

Discuss the evidence gathered during the lesson, and use it to improve the lesson, the unit,and instruction more generally.

Teach the revised lesson in another classroom, if desired, and study and improve it again.Wang-Iverson and Yoshida, in Appendix A:Glossary of Lesson Study Terms, (2005:151-

154) defines, A research lesson (kenkyujugyo), also commonly referred to as a study lesson, is

the lesson that is team-written, taught in the presence of observing colleagues, discussed during

the discussion session, revised, re-taught, and reported.

The cycles of instructional development of lesson study has three basic components, i.e.

PLAN, DO, and SEE. Plan is related to the activity of planning and goal-setting. Teaching,


5/36




observing, and revising the research lesson are covered in do component of the cycle. See

consists of observing, discussing, and reflecting the research lesson.

Figure 1

Lesson Study Cycle

1. Goal-Setting and

Planning

Identify goals for

student learning and

long-term

development.

Collaboratively plan

instruction designed to

bring to life these

goals, including aresearch lesson that

will be observed.

2. Research Lesson

One planning team

member teaches

classroom lesson while

other team members

collect data on

students thinking,

learning, engagement,behavior, etc.

3. Lesson Discussion

Share and analyze data

collected at research

lesson.

What is the evidence that

goals for student learning

and development were

fostered?

What improvements to the

lesson and to instructionmore generally should be

considered?

4. Consolidation of

Learning

If desired, refine and re-

teach the lesson and study

it again. Write report thatincludes lesson plan,

student data, and

reflections on what was

learned.


6/36




Wang-Iverson and Yoshida (2005:5) state that two things related to lesson study, namely:

Lesson study is:

teacher-led, ongoing professional learning. conducted with a common overarching goal. focused on subject content in the context of student thinking. informed by outside expertise (through knowledgeable others).Lesson study is not:

teacher training. about creating a perfect lesson. done in isolation. doing just one lesson study cycle.

Wang-Iverson and Yoshida (2005:23) also point out several main ideas of lesson study.

First, Lesson study (jugyokenkyu) is a form of long-term teacher-led professional learning,

developed in Japan, in which teachers systematically and collaboratively conduct research on

teaching and learning in classroom in order to enrich students learning experiences and

improve their own teaching. Second, a lesson study cycle generally involves a team of teachers

planning collaboratively based upon a research theme, implementing the lesson in the

classroom, collecting observation data, reflecting upon and discussing the data, and developing

a record of their activity. Third, lesson study is more than a studying instructional materials and

developing useful lessons. It also explores ideas for improved teaching that bring out students

thinking and thinking processes, helps students to develop mental images for solving problemsand understanding the topic, and expands those skills and abilities. Fourth, lesson study is a

comprehensive approach to professional learning that helps teachers develop ways of:

(1) thinking about learning and teaching in the classroom, (2) planning lessons, (3) observing

how the students think, learn and take the appropriate actions, (4) reflecting on and discussing

teaching, and (5) identifying and recognizing knowledge and skills necessary to improve their

practice and seek new solutions. Finally, lesson study supports teachers in becoming lifelong

learners about how to develop and improve teaching and learning in the classroom.

Why Lesson Study?

Lesson study has been chosen and implemented because of the following reasons.

Firstly, lesson study can improve the quality of teaching and learning process as well as lesson

in a classroom. This is understandable because (1) lesson study is an effective way to improve

teaching and learning process through development of a shared professional knowledge among

lesson study group members that is based on a real teaching practice, (2) the basic idea of

lesson study is every student achieves his or her highest quality of learning, (3) the objectives of

a lesson become a main focus of a classroom instruction, (4) based on the real experience in


7/36




classroom, lesson study can be able to become foundation of instructional development, and (5)

lesson study makes teachers role as instructional researchers.

Secondly, a well-designed lesson study will produce professional and innovative

teachers. By doing lesson study, teachers can (1) effectively determine instructional objectives

of a particular lesson, unit, and subject-matter area; (2) study and improve lessons that are

useful and suitable for students; (3) deepen their subject-matter knowledge they deliver; (4)

determine the long-term objectives that will be achieved by their students; (5) plan

collaboratively their lessons; (6) study accurately student learning and behavior; (7) develop

their best instructional knowledge; and (8) reflect their teaching process based on students and

colleagues perspective or opinion.

Thirdly, Wang-Iverson and Yoshida (2005:13) state that lesson study has some

advantages or benefits as follow:

to reduce teacher isolation. to help teachers learning to observe and criticize. to deepen teachers understanding of content and curricular scope and sequence. to allow teachers to focus on helping all students learning. to create shared expectations for and understand of student thinking and learning. to increase collaboration and respect for each other.

Finally, Wang-Iverson and Yoshida (2005:16) stated also that lesson study is unique

because of the following reasons:

It is teacher-led, long-term professional learning. It is plan collaboratively over a period of time through intensive study of materials,

standards, and students (in a practical called kyozaikenkyu).

It supports a collaborative focus on students thinking through observation of classroompractice in real time with outside guests.

It offers a process that makes concrete in an actual lesson and it is good for learning (e.g.,enhancing student motivation for learning).

It provides new and outsiders perspectives of teaching and learning. It fosters shared reflection based on classroom evidence. It makes concrete what reflection means, what problem solving looks like, and what thinking

entails.

It involves long-term participation of knowledgeable others.


8/36




How Do We Implement Lesson Study?

Lewis (2002:51-72) stated that there are six basic steps as a guide in implementing

lesson study. The steps are (1) Form a Lesson Study Group, (2) Focus the Lesson Study, (3) Plan

the Research Lesson, (4) Teach and Observe the Research Lesson, (5) Discuss and Analyze the

Research Lesson, and (6) Reflect on Your Lesson Study and Plan the Next Steps.

Step 1. Form a Lesson Study Group

There are at least four activities that we need in forming a lesson study group. The

activities are (1) recruitment of the group members, (2) commitment to provide a specific time,

(3) arranging a schedule for meetings, and (4) commitment to obey the rules of the group.

Members of a lesson study group can be recruited from teachers, lecturers, educationpersonnel, and/or other people who are interested in education. The most important thing is

every member should have highly commitment, interest, and willing to improve the quality of

mathematics instruction. Members of the group will usually have daily, weekly, monthly, or

yearly meetings and they have to present at those meetings. At the meeting, members of the

group will prepare everything related to lesson study activities that will be conducted. A

member of the group sometimes will be assigned to be a model that will teach a research lesson.

As noted above, the group members will arrange an agenda and a schedule. The agenda

and schedule will be very useful for every member of the group. Tasks as well as job description

of each member should be clearly defined.

Step 2. Focus the Lesson Study

This step consists of three main elements. The elements are (1) to determine the

research theme, the main aim, the research focus, or the main objective of lesson study; (2) to

choose subject-matter; and (3) to select a topic or a unit and lessons.

There are three things that should be considered in determining the research theme of

lesson study. First, what is the actual quality of our students right now? Second, what ideal

quality of students will we expect at the end of lesson study activities? Finally, is there any gap

between the ideal and the actual quality of our students? The gap (if any) will be used to choose

the research theme of lesson study.

Subject-matter area can be selected from a series of subject-matters offered at a school.

The subject-matters can be science, chemistry, physics, biology, mathematics, language, or social

studies. In selecting the subject-matter, we have to consider the following three main questions.

What subject-matter is the most difficult for students? What subject-matter do the teachers find

as the most difficult to be taught? What subject-matters in a new curriculum do teachers want to

understand and master? In our case, of course, the subject-matter will be mathematics.


9/36




After selecting research theme and subject-matter, the next activity will be choosing a

topic and lesson. We choose a topic that is (1) a prerequisite for the subsequent topics, (2) very

difficult for students or the one that students hate, (3) difficult to teach or the one that teachers

dislike, (4) new in a new curriculum. After choosing a topic, we formulate the objectives of the

topic and then determine the number of lessons related to the topic and its objectives. Suppose,

for example, we choose inequality as our topic. The lessons may consist of the concept of

inequality, linear inequality, linear inequality that involve absolute values, quadratic inequality,

the relationship between quadratic inequality and quadratic function, fractional inequality,

graphical method for solving linear inequility, and inequality in two variables.

Step 3. Plan the Research Lesson

Planning has a very important role in every activity, especially in educational research. A

plan can be a guide for researcher. A good plan will help researcher to solve the research

problem or the research question. In planning a research lesson, we need to develop aplan to

guide learning. This plan will be very useful to guide us in teaching, observing, and discussing

the research lesson. There are some versions of format that can be used. It depends on the

characteristics of subject-matter and the agreement of the users. Each country has its own

format. Every expert has his or her own format. Which format shall we choose and use in our

research lesson? This is a problem of choice. So, we can choose a format that is fit to our need.

The most important thing to be kept in mind is that the plan should be a complete document. In

other word, the plan should be a stand alone document or a self-contained document.In research lesson, there are three kinds of plan, namely (1) general or comprehensive

plan, (2) unit or topic plan, and (3) (research) lesson plan. Comprehensive plan is related to the

research theme and the long-term goal for students. This plan may relate to one semester

planning and it will consist of several topics. Unit or topic plan will cover several research

lessons. In other words, unit plan will consist of some lessons. In our example above, the topic

will be inequality and the lessons will be the concept of inequality, linear inequality, linear

inequality that involve absolute values, quadratic inequality, the relationship between quadratic

inequality and quadratic function, fractional inequality, graphical method for solving linear

inequility, and inequality in two variables.

Research lesson plan is the core of plan related to research lesson we propose. This plan

will answer the question What changes in student thinking will occur during the lesson, and

what will provoke them. (Lewis, 2002:64). Template of plan to guide learning propose by

Lewis (2002:127-130) can be examined in theAppendix 5 below. Of course, we do not have to

use this template. We can compare this template to our format that we usually use in each

country.


10/36




For Indonesian people, we have a lesson plan called Rencana Pelaksanaan

Pembelajaran (RPP) or Instructional Implementation Planning. For the time being we can use

the format of RPP. Please ask your colleagues from Indonesia to show their RPP.

Collecting data is an important activity to be considered and included in a plan to guide

learning. We need an instrument that fits our objectives. Instrument that we usually use in

implementing lesson study is observation guideline, observation sheet, or observation form.

Observation form contains three main questions, namely (1) when does a student begin to

concentrate on the lesson?, (2) when does a student end their concentration on the lesson?, and

(3) what lesson learned can be taken from the lesson implemented?

Step 4. Teach and Observe the Research Lesson

The research lesson that has been prepared can be implemented and observed. One of

the group members that has been assigned by the group will teach the research lesson. During

the implementation of the research lesson, other members of the group observe the lesson.

Other participants, teachers, lecturers, or even anybody who is interested in mathematics

education can also observe the lesson. Observer will collect data related to students thinking,

learning, motivation, and/or behavior. This activity is usually called open lesson.

Recording and documenting the research lesson can be done by using audiotape,

videotape, handycam, camera, student work, worksheet, and/or narative observation notes. The

main thing to be remembered is that the record should contain facts and real events that found

during the lesson and should not contain the opinions of the observer. The facts documentedwill be very useful and needed at discussion and reflection step.

Observers role during the lesson is to collect data and it is not to help students. Students

should be reminded that if they need some help, they can ask their teacher to help them. They

are prohibited to ask some help from other people in their classroom.

Step 5. Discuss and Analyze the Research Lesson

Research lesson that has been implemented need to be discussed and analyzed. This is

necesary to be done because the results of analysis and discussion can be used to revise or

refine the research lesson. We hope that the revising research lesson will be more complete,

effective, and effcient.

Before conducting discussion and analysis, it will be better to prepare a discussion

manual and agenda. The contents of the manual may cover the following items. First, the

member of the group who teaches the lesson will be the first speaker in the discussion activity.

He or she will have chances to deliver or express all of his or her difficulties in teaching the

lesson. Second, as a rule of the game, the lesson belongs to the members of the group.

Consequently, the lesson is our lesson and it is not my lesson. The members of the group

have responsibility to explain everything related to the lesson. Third, discussion should be


11/36




focused on the data collected during the lesson by the observers. Fourth, discussion and analysis

of the research lesson should be done directly at the same day and right after the lesson

implemented. This is reasonable, because the results of the discussion and analysis will be used

to revise the lesson. Finally, the role of a moderator should be clearly stated and implemented in

order to get an effective and efficient discussion.

Step 6. Reflect on Your Lesson Study and Plan the Next Steps

In reflection session, there are some questions that should be answered. What parts of

the lesson have been practiced well? Is there any progress by doing the research lesson? What

parts of the lesson need to be improved? What are the benefits of the lesson study efforts? What

we would like to change in the next cycle? Is lesson study enriching our knowledge? Is lesson

study helping student learning? Is lesson study helping student development? Who will re-teach

the revised lesson. Of course, there must be many more questions that can be raised.

Establishing System for the Proposed LessonStudy Activities

In implementing lesson study program, of course, we need to establish a system. The system

will at least consist of three main components, namely (1) organizational structure for the

program implementation, (2) measures to be taken by each parties, and (3) sustainability of the

program.

1. Organizational Structure for the Program ImplementationSuppose that the lesson study program will be implemented from national to district

level. It is understandable that the organizational structure of the program implementation will

include national, provincial, and district parties. For national level (central government), the

parties can be the Ministry of National Education (MONE), Directorate General of Higher

Education (DGHE), Directorate General for Quality Improvement of Teachers and Educational

Personnel (DGQITEP), Directorate General for Management of Primary and SecondaryEducation (DGMPSE), Ministry of Religious Affairs (MORA), and the related directorate general

in MORA. In the provincial level, the participated parties can consist of Provincial Education

Office, Provincial Religious Office, LPMP, and P4TK. District Government, District Education

Office, Subject-matter Teachers Association/Forum (MGMP), and State University. Lets examine

the Organizational Structure of SISTTEMS (Strengthening In-Service Teacher Training of

Mathematics and Science Education at Junior Secondary Level) as an example.

Strengthening In-service Teacher Training of Mathematics and Science

Education at Junior Secondary Level


12/36




Program Image

Annex 3

Counterparts Partners

District DINAS has responsibilities for

planning, organizing, coordinating and

monitoring Lesson Study and other

related activities.

Technical Support

Program

Process

MORA DGQITEP DGPSE JICA DGHE

LPMP

Experts Team

Inception Meeting Socialization Meeting

MGMP Facilitator Training School ManagementTraining for Principals

Introduced the program to

those concerned such as

MONE, MORA and

Provincial/District DINAS for

facilitating and promoting the

Program activity

MGMP Activities at

Kecamatan/Wilayah

Level

(Mathematics/Science)

Entire-school Lesson Study at

each pilot school per district

Select a pilot school in each

district and conduct lesson

Study with participation of

all the teachers in the

schools.

All teachers in Mathematics and Science of the target schools

join the Lesson Study in MGMP at Kecamatan/Wilayah level AMGMP unit consists of approximately 30 teachers from 10

schools

MORA

Provincial

Office

MORA

Office

Provincial DINAS

UM

DISTRICT DINAS


13/36




2. Measures to Be Taken by Each PartiesIn implementing a lesson study program, each side will take the specific measures in

accordance with its roles, tasks and functions. In the following part of this paper, it will be

described some roles of several parties. At national level, the person who is in charge will have

responsibility for planning, organizing, coordinating, and monitoring lesson study and other

related activities. Inception meeting, socialization meeting, MGMP facilitator training, school

management training for principals and supervisors, monitoring and evaluation workshop on

lesson study, and MGMP forum are examples of activities that can be done or conducted at

national level.

At provincial level, provincial education officers can select and assign necessary numberof qualified staffs as liaisons to the lesson study program (hereinafter referred to as Provincial

Liaison Team Members). These team members will have responsibilities to (1) monitor and

learn from the lesson study program, (2) promote application of the lesson learned of the lesson

study program to other districts in the province, and (3) liaise between the program target of

district and the central government level.

At district level, the roles of district government officers could be (1) selecting and

assigning number of qualified staffs as counterparts of the lesson study program (hereinafter

referred to as District Implementation Team Members), (2) providing appropriate and special

office space and facilities to implement the lesson study program, (3) preparing budget to cover

the cost for conducting the lesson study program, (4) planning, organizing, coordinating,

monitoring, and evaluating the implementation of the program, and (5) taking necessary

measures to implement and sustain the in-service teacher training.

The assigned state university will have responsibilityies to (1) provide resource persons

for planning, organizing, coordinating, monitoring, and evaluating the implementation of the

lesson study program, and (2) participate in every activity of the Implementing Committee.

Furthermore, state university together with district government/education - even with central

government/education - officers can conduct all activities that have been stated at national

Evaluation Workshop on

Lesson Study

MGMP Forum at

District Level

Evaluate impact of Lesson Study at the end

of each semester and feedback results of the

evaluation to further MGMP activities.

Disseminate the experience of the

MGMP activities to the related

personnel.

Duration of this program: 2 years and 6

months (May 2006 Oct 2008).


14/36




level. The activities are inception meeting, socialization meeting, MGMP facilitator training,

school management training for principals and supervisors, monitoring and evaluation

workshop on lesson study, and MGMP forum. Seminar, discussion, and exchange experience on

lesson study are activities that can be done at this level.

In preparing lesson study activities, we also have to establish some other important

measures. The measures can be (1) master plan, (2) list of experts, (3) list of machinery and

equipment, (4) list of counterpart and administrative personnel, (5) list of land, building, and

facilities, (6) joint coordinating committee and implementation committee, (7) project design

matrix, (8) plan of operations, and (9) description of the program activities. To enrich our

knowledge of a lesson study program, please examine the attachment at the end of this

document. I quote an example taken from the record of discussions related to the description

of the program activities of SISTTEMS (Annex IX) as follows.

Description of the Program Activitiesa. National Inception Meeting

(1) Time: At the beginning of the Program(2) Participants: DGQITEP, DGHE, DGPSE, MORA, BAPPENAS, MOF, Provincial DINAS,

district DINAS, the universities Observer, LPMP

(3) Activities: To confirm and share the understanding of the Program activities(4) Management: DGQITEP(5) Duration: 1 day (AM: Inception Meeting, PM: Preparatory meeting among stakeholders)(6) Budget JICA: Transportation and accommodation fee for the participants from provincial

and district DINAS

Indonesian side: transportation fee, accommodation fee, per diem for the participants,

refreshment and stationery

b. District Inception Meeting(1) Time: Late July early August 2006(2) Participants: Provincial and district DINAS, the universities, MGMP representatives,

MKKS/KKKS representatives, DGQITEP,

(3) Activities: To confirm and share the understanding of the Program activities(4) Management: District DINAS(5) Venue: District DINAS(6) Duration: 1 day (AM: Inception Meeting, PM: Preparatory meeting among stakeholders)(7) Budget JICA: Transportation fee for the participants

Indonesian side: Transportation fee, accommodation fee, per diem for the participants,



15/36




c. MGMP Facilitator Training(1) Frequency: 2 times/semester(2) Participants: MGMP core teachers, principals, subject supervisors from district DINAS

Observers: MONE, provincial DINAS and LPMP

Trainers: The university faculty members

(3) Activities: In-depth case studies of lesson practices(4) Management: district DINAS(5) Duration: 2 days/training(6) Venue: District DINAS or schools(7) Budget JICA: Transportation fee for the MGMP core teachers and principals

Indonesian side: Transportation and accommodation fee for others, per diem,


d. School Management Training(1) Frequency: 2 times/year (the beginning of every school semester)(2) Participants: Principals of target schools


Observer: LPMP

(3) Activities: For principals to gain knowledge and skills of school improvement includingLesson Study

(4) Management: District DINAS(5) Duration: 1 day/training(6) Venue: District DINAS or schools(7) Budget JICA: Transportation fee for principals



e. MGMP Activities at Kecamatan/Wilayah Level(1) Frequency: in principle 2 times/month (one time: preparation for lesson, one time: open

lesson and reflection)

(2) Participants:Lesson plan preparation: all the teachers in mathematics and science in the target

district and the university faculty members

Open lesson: Provincial DINAS, district DINAS, Principals and subject supervisor

Observer: LPMP

(3) Activities: lesson Study (Preparation of lesson plan, lesson observation and reflection)


16/36




(4) Management: MGMP and district DINAS (with support from MKKS/KKKS and theuniversities)

(5) Venue: Schools in the target districts(6) Duration: 1 day/activity(7) Budget: Indonesian side: transportation fee, accommodation fee and per diem for

participants, honoraria for the university, refreshment and stationery

f. Entire-School Lesson Study in some schools on a pilot basis(1) Frequency: 2 times/month(2) Participants: all the teachers in the schools, the university faculty members and other

interested parties

Observer: LPMP

(3) Activities: To conduct Lesson Study with participation of all the teachers in the schools(4) Management: Principals in the schools(5) Duration: 1 day/activity(6) Budget: Indonesian side: Transportation fee for the university faculty members

g. Evaluation Workshop on Lesson Study(1)Frequency: 2 times/month(2)Participants: MONE, provincial DINAS, district DINAS, MGMP core teachers, principals

and the university faculty members

Observer: LPMP

(3)Activities: To present and compare the impact of Lesson Study, and feedback the resultto the further MGMP

(4)Management: District DINAS(5)Duration: 1 day/workshop(6)Venue: District DINAS or schools(7)Budget JICA: Transportation fee for the teachers and principals

Indonesian side: Transportation and accommodation fee for other, per diem,


h. MGMP Forum at District Level(1) Frequency: 2 times/year (the end of school semester)(2) Participants: MONE, provincial DINAS, district DINAS, principals and teachers from

neighboring districts

Presenters: District DINAS and the university faculty members

Observer: LPMP


17/36




(3) Activities: To disseminate the experiences of the MGMP activities to the participantsfrom neighboring districts

(4) Management: District DINAS(5) Duration: 1 day/forum(6) Budget JICA: Transportation fee and per diem for the participants from the neighboring

districts



3. Sustainability of the ProgramSustainability is an important thing in doing a pilot project like the lesson study

program. Some good practices of the lesson study program should be continuously

implemented and developed as a part of the district, provincial, and even national in-service

teacher training system through MGMP activities.


18/36




Conclusion

Lesson study is a cycle in which teachers work together to consider their long-term

goals for students, bring those goals to life in actual research lessons, and collaboratively

observe, discuss, and refine the lessons (Lewis, 2002).

There are two reasons why do we choose and implement lesson study. Firstly, lesson

study can improve the quality of teaching and learning process as well as lesson in a classroom.

Secondly, lesson study that is well designed will produce professional and innovative teachers.

Lewis (2002) states that there are six basic steps as a guide in implementing lesson

study. The steps are (1) Form a Lesson Study Group, (2) Focus the Lesson Study, (3) Plan the

Research Lesson, (4) Teach and Observe the Research Lesson, (5) Discuss and Analyze the

Research Lesson, and (6) Reflect on Your Lesson Study and Plan the Next Steps.

What, why, and how of lesson study should be understood well by teachers. Lesson

study has many advantages. Therefore, it would be better for us if we implement it in our

classroom. It is understandable, because the implementation of lesson study can enhance the

quality of student thinking and learning as well as promote professional development of

teachers.


19/36




References

Fernandez, Clea and Yoshida, Makoto. 2004. Lesson Study: A Japanese Approach to ImprovingMathematics Teaching and Learning. Mahmah, New Jersey: Lawrence Erlbaum

Associates, Publishers.

http://www.uwlax.edu/sotl/lsp/intro.htm. Lesson Study for College Teachers: An Online Guide.

Accessed on July 27, 2009.

Hurd, Jacqueline and Licciardo-Musso, Lori. 2005. Lesson Study: Teacher-Led Professional

Development in Literacy Instruction. Language Arts; May 2005; Vol. 82; No. 5; pg. 388-

395; Research Library.

Isoda, Masami; Stephens, Max; Ohara, Yutaka; and Miyakawa, Takeshi. 2007. Japanese Lesson

Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement.

Hackensack, NJ: World Scientific Publishing Co. Pte. Ltd.

Lewis, Catherine C. 2002. Lesson Study: A Handbook of Teacher-Led Instructional

Change. Philadelphia, PA: Research for Better Schools, Inc.

Lewis, Catherine; Perry, Rebecca; Hurd, Jacqueline; and OConnell, Mary Pat. 2006. Lesson Study

Comes of Age in North America. Bloomington, Indiana: Phi Delta Kappa International, Inc.

- Phi Delta Kappan, Vol. 88, No. 04, December 2006, pp. 273-281.

Department of National Education of The Republic of Indonesia. 2006. Minutes of Meeting on

Japanese Technical Cooperation for SISTTEMS among JICA and The District Government

of Pasuruan and State University of Malang.

Department of National Education of The Republic of Indonesia. 2006. Record of Discussions

Between JICA and Authorities Concerned of the Government of The Republic of

Indonesia on Japanese Technical Cooperation for SISTTEMS

Takahashi, Akihiko and Yoshida, Makoto. 2004. Ides for Establishing Lesson-Study Communities.

Reston, Virginia: NCTM-The National Council of Teachers of Mathematics, Inc.; Teaching

Children Mathematics; May 2004.

Wang-Iverson, Patsy and Yoshida, Makoto (Editors). 2005. Building Our Understanding of LessonStudy. Philadelphia, PA: Research for Better Schools.


20/36




APPENDIX 5

Plan to Guide Learning (Template)

Date:

Grade:

Subject:

School:

Instructor:

Planning Group:

1. Unit Name2. Unit Objectives3. Research Theme (or Main Aim) of Lesson Study4. Current Characteristics of Students5. Learning Plan for Unit:

Unit Goals or Outcomes (Connections to Standards and Prior and Subsequent Learning,if appropriate)

Sequence of Lesson in the Unit (The chart below may continue for several pages.)

Number of

LessonsContent Points to Notice

and EvaluateMaterials, Strategies

Explanation of Unit Flow That Will Enable Students to Move from CurrentUnderstanding, Motivation, and Skills to Desired Outcomes

6. Plan for Research Lesson (The chart below may continue for several pages.)Teacher

Activity

Anticipated Student

Thinking and

Activities

Points to Notice

and Evaluate Materials, Strategies


21/36




a. Aim of the Lessonb. Learning Process for the Lesson (What Drama of Activities and Experiences Will Help

Students Move from Their Initial Understanding to the Desired Aims)

c. Evaluation of This Lesson (Major Points To Be Evaluated)d. Copies of Lesson Materials (e.g., Blackboard Plan, Student Handouts, Visual Aids)

7. Background Information and Data Collection Forms for Observers (e.g., Seating Chart, PriorStudent Work, Note-taking Forms, Information on Particular Students to Be Observed)


22/36




Attachment

ANNEX I MASTER PLAN

1. Title of the ProgramThe Program for Strengthening In-service Teacher Training of Mathematics and Science

Education at Junior Secondary Level

2. Objective of the Program2-1. Overall Goal

1. The model of in-service teacher training primarily through MGMP activities1applying Lesson Study2 is disseminated in the target provinces as a form of

continuing teacher professional development.

2. The level of student learning ability in mathematics and science is improved in thetarget districts.

2-2. Program Purpose

The model of MGMP activities applying Lesson Study for quality improvement of

mathematics and science teachers is developed in the target districts.

3. Outputs of the Program1. Education officers in the central government and target districts recognize the

effectiveness of the MGMP activities applying Lesson Study and take necessary financialand administrative measures to sustain them.

2. Effective MGMP activities applying Lesson Study are regularly conducted in the targetdistricts.

(2-1) MGMP facilitators are trained in the target districts.

(2-2) Principals of the target schools recognize the effectiveness of the MGMP activities

applying Lesson Study and take necessary measures to sustain them.

(2-3) Mathematics and Science teachers improve practical teaching competency through

the MGMP activities applying Lesson Study.

3. The monitoring and evaluation mechanism of the MGMP activities applying LessonStudy is developed

4.Activities of the Program (corresponding to the above expected Outputs)1-1 Hold and inception and socialization meeting1

In this Master Plan, MGMP activities means in-service teacher training through MGMP while in the

general usage, MGMP usually means / is used as subject based teacher groups.2 Lesson Study: A cycle of a teacher planning a lesson, implementing the lesson (in the classroom) with

observation by peer teachers, and reviewing the lesson with feedback and learning by the peer teachers. Rotation

of the teacher who plans and conducts the lesson, allows teachers in the peer group to experience bothobservating (and providing feedback) and being observed (and getting feedback). This reinforces mutual growth

and support among teachers, and improves the teaching-learning process.


23/36




1-2 Hold MGMP forums for dissemination to neighboring districts1-3 Develop dissemination strategies of MGMP activities applying Lesson Study2-1 Analyze the situation of current MGMP activities2-2 Design a detailed plan of the MGMP activities applying Lesson Study2-3 Conduct facilitator trainings2-4 Conduct school management trainings for principals2-5 Practice Lesson Study in the MGMP activities2-6 Practice Entire-school Lesson Study3 in some schools on a pilot basis2-7 Compile the experiences into guideline and materials of the MGMP activities applying

Lesson Study

3-1 Develop monitoring and evaluation methods and tools of the MGMP activities applyingLesson Study

3-2 Conduct monitoring and evaluation on the MGMP activities applying Lesson Study3-3 Hold evaluation workshops3-4 Compile the experiences of monitoring and evaluation into guidelines

3 Entire-school Lesson Study: in this activity, the principal initiates Lesson Study as a vehicle to enhance

learning of teachers from each other within schools, and to let teachers invite their colleagues to observe their

lessons, irrespective of their subjects. This enable teachers to pay attention to how students learn, not onlyspecified subject matters. Furthermore, this activity strengthens the collegiality among the teachers throughout

the schools, by sharing insights and experiences on students learning and teaching practices.


24/36




ANNEX II LIST OF JAPANESE EXPERTS

(1) Chief Advisor(2) Lesson Study Specialist(3) School Management Specialist(4) Mathematics Education Specialist(5) Science Education Specialist(6) Educational Planning and Evaluation Specialist(7) Other Experts will be assigning when necessary for smooth and effective implementation

of the Programs

ANNEX III LIST OF MACHINERY AND EQUIPMENT

1. Necessary machinery and equipment for the transfer technology by the Japanese expertswill be provided.

2. Other materials and equipment mutually agreed upon as necessary will be provided.Notes:

The contents, specifications and quantity of the above-mentioned equipment to be provided

each year will be discussed in principle every year between the Japanese experts and the

Indonesian counterpart personnel based on the annual plan of the Program, within theallocated budget of the Japanese fiscal year.

ANNEX IV LIST OF INDONESIAN COUNTERPART AND

ADMINISTRATIVE PERSONNEL

(National Level)*

Director General, Directorate General for Quality Improvement of Teachers and Education

Personnel, MONE (Program Director)

Director General, Directorate General for Higher Education, MONE

Director General, Directorate general for Management of Primary and Secondary Education,

MONE

Director General of Islamic Institutions, Ministry of Religious Affairs (MORA), Directorate

General for Islamic Institutions, MORA

(Provincial Level)*

Provincial Liaison Officer, Education and Culture Office of West Java Province

Provincial Liaison Officer, Education and Culture Office of East Java Province


25/36




Provincial Liaison Officer, Education and Culture Office of Yogyakarta Special Province

(District Level)*

Head, Education and Culture Office of Sumedang District, West Java

Head, Education and Culture Office of Pasuruan District, East Java

Head, Education and Culture Office of Bantul District, Yogyakarta Special Province

Supervisors and other District Education Officers of the above district/municipality in the above

provinces

(University Level)*

Rector of Indonesia University of Education

Rector of Malang State University

Rector of Yogyakarta State University

Dean of Faculty of Mathematics and Science Education, Indonesia University of Education

Dean of Faculty of Mathematics and Science Education, Malang State University

Dean of Faculty of Mathematics and Science Education, Yogyakarta State University

N.B. At all levels, there will be a collaboration with the relevant representative of Ministry of

Religious Affairs (MORA).

ANNEX V LIST OF BUILDINGS AND FACILITIES

1. Program office and facilities at MONE, at target districts and at three universities.2. Other facilities mutually agreed upon as necessary for the implementation of the Program.

ANNEX VI JOINT COORDINATING COMMITTEE AND

IMPLEMENTATION COMMITTEE

1. Joint Coordinating CommitteeThe Joint Coordinating Committee, which consists of both the Japanese and the Indonesian

sides, will be established for the smooth and effective implementation of the Program.

(1)FunctionsThe Joint Coordinating Committee will meet at least once a year or whenever the necessity

arises, in order to fulfill following functions:

1-1: To formulate the Annual Plan of Operation of the Program;

1-2: To review the overall progress and achievement of the Program; and

1-3: To exchange views on major issues arising from or in connection with implementation

of the Program.

(2)Composition


26/36




(2)-1 Chairperson

Director General, Directorate General for Quality Improvement of Teachers and

Education Personnel, Ministry of National education (MONE)

(2)-2 Co-chairperson

Leader of Japanese experts of the Program

(2)-3 Members

- Indonesian Side

Director General for Quality Improvement of Teachers and Education Personnel, MONE Director General for Higher Education, MONE Director general for Management of Primary and Secondary Education, MONE Director General of Islamic Institutions, Ministry of Religious Affairs (MORA), Representative from BAPPENAS Head of the Education Office of the three provinces Rectors of the three universities

- Japanese Side

Resident Representative, JICA Indonesia Office Japanese experts of the Program JICA Experts on Primary and Secondary Education Planning Members from JICA HDQ, to be dispatched when necessary

Note:

Official(s) of the Embassy of Japan in Indonesia may attend the Joint Coordination Committee as

observers.

2. Implementation Committee

This committee will be organized at the district level in each district and meet monthly

(and if needed) to formulate the Annual Work Plan, to coordinate the activities and monitor the

progress. The members will be as follows:

- Head of the district education office (Chairperson)- Head of junior secondary education division of the district education office- Dean of Science and Mathematics Education of partner university- Representative of provincial education office- Representative of district MORA office- Representative of regional Development Planning Bureau (BAPPEDA)- Representative of principals association- JICA Experts


27/36

SEAMEOREGIONALCENTREFORQITEPINM

ATHEMATICS2010

25

Program Design Matrix (PDM)

4In this PDM, MGMP activities means in-service teacher training through MGMP while in the general usage, MGMP usual

groups.

Project Summary Objectively Verifiable Indicators Means of Verification Impo

Overall Goal

1. The model of in-serviceteacher training primarily

through MGMP activities4

applying Lesson Study is

disseminated in the target

provinces as a form of

continuing teachers

professional development.

2. The level of student learningability in mathematics and

science is improved in the

target districts.

1. Number of districts and schoolspracticing the model of MGMP

activities in the target provinces

2. Degree of students interest inand satisfaction toward

mathematics and science learning

3. Academic achievements ofstudents in mathematics and

science

1. Records of MGMP activities in thetarget provinces

2. Questionnaires to students

3. Examinations

The c

the po

MGM

Program Purpose

The model of MGMP activities

applying Lesson Study for quality

improvement of mathematics andscience teachers is developed in

the target districts.

1.Scale of the MGMP activities(frequency of meetings, number of

participants, cost, etc.)

2.Content of the MGMP activities(facilitators, topics, materials, etc.)

3.Teachers satisfaction toward

1. Records of the MGMP activities

2.

Records of the MGMP activities

3. Questionnaires to teachers

The ta

chang

on MG


28/36


29/36


ATHEMATICS2010

27

effectiveness of the MGMP

activities applying Lesson

Study and take necessary

measures to sustain them.

2-3Mathematics and scienceteachers improve the

practical teaching

competency through the

MGMP activities applying

Lesson Study.

3. The monitoring and evaluationmechanism of the MGMP


Study is developed.

management trainings

2-2-2. Number of teachers

participating with their

principals support in the

MGMP activities and frequency

of entire school trainings

2-3-1. Number of participants

(teachers) in the MGMP

activities

2-3-2. Number of teachers who have

opened their lessons to their

colleagues and related people

for observation and reflection

3. Frequency of monitoring and

evaluation conducted by using

developed methods and tools

2-2-2. Records of the MGMP activities

and interview with principals

2-3. Records of the MGMP activities

3. Records of monitoring and

evaluation

Activities

1-1 Hold an inception andsocialization meeting

Inputs

Inputs

- Tc


30/36

SEAMEO

REGIO

NALCENTREFORQITEPINMATHEMATICS2010

28

1-2 Hold MGMP forums fordissemination to neighboring

districts

1-3 Develop disseminationstrategies of MGMP activities

applying Lesson Study

2-1 Analyze the situation of

current MGMP activities

2-2 Design a detailed plan of the

MGMP activities applying

Lesson Study

2-3 Conduct facilitator trainings

2-4 Conduct school management

trainings for principals

2-5 Practice Lesson Study in the

MGMP activities

2-6 Practice entire school Lesson

Study in some schools on a

pilot basis

2-7 Compile the experiences into

guidelines and materials of

the MGMP activities applying

Lesson Study

- Central Government:

Counterpart personnel

Counterpart budget (for workshop,

transportation, etc.)

Office space for Japanese experts (in

MONE)

Expenses of university resources

persons (DG of Higher Education)

- University (UPI, UNY and UM)

Resource persons from each

university

Office space for Japanese experts in

each university

- District Government (to be

selected):

Counterpart personnel

Office space in each target District

Dinas

Expenses of the MGMP activities (for

workshop, transportation, etc.)

N.B.: The above inputs are an

elaboration of III Measures to be

Experts

- Chief Advisor- Lesson Study- Mathematics Education- Science Education- School Management- Educational Planning and

Evaluation

Counterpart training in Japan:

Approximately 10 people per annum

Equipment: audio visual equipment

Necessary expenses

t

o

- Mw

Pre-c

- T(

th

a

- Tw

s

b

t


31/36


ATHEMATICS2010

29

3-1 Develop monitoring and

evaluation methods and tools

of the MGMP activities

applying Lesson Study

3-2 Conduct monitoring and

evaluation on the MGMP


Study

3-3 Hold evaluation workshops

3-4 Compile the experience of

monitoring and evaluation

into guidelines

taken by the Government of

Indonesia;6 in the Record of

Discussions. Therefore, note that (4),

(5) under this article, referring to

shouldering of expenses for

accommodation and official

transport and travel of Japanese

experts, is not relevant to this

particular Program.


32/36

SEAMEO

REGIO

NALCENTREFORQITEPINMATHEMATICS2010

30

ANNEX VIIIThe Technical Cooperation for Strengthening In-service Teacher Training of Mathematics and Science Education at Junior S

PLAN OF OPERATIONS

Expected duration for the Program: May 2006 October 2008

2006 2007

5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

1. National Inception Meeting v

2. Situation analysis on current in-

service Teacher Training

v v

3. Detailed Design of MGMP Activities v

4. Baseline Survey v v

5. District Inception Meeting v

6. MGMP Facilitator Training v v v v v v

7. School Management Training for

Principals

v v v

8. MGMP Activities at

Kecamatan/Wilayah Level

v v v v v v v v v v v v v v v v v

9. Entire School Lesson Study v v v v v v v v v v v v v v v v v

10. Evaluation Workshop v v v

11. MGMP Forum at Kabupaten Level v v v

12. Joint Coordination Committee = = = = = = = = = = = = = = = = = = = =

13. Implementation Committee - - - - - - - - - - - - - - - - - - - -


33/36



Education Personnel Directorate

In Collaboration With

Centre For Development And Empowerment Of Mathematics Teacher And Education Personnel

31

ANNEX IX

The Technical Cooperation for Strengthening In-service Teacher Training of Mathematics

and Science Education at Junior Secondary Level

DESCRIPTION OF THE PROGRAM ACTIVITIES

i. National Inception Meeting(1) Time: At the beginning of the Program(2) Participants: DGQITEP, DGHE, DGPSE, MORA, BAPPENAS, MOF, Provincial DINAS,

district DINAS, the universities Observer, LPMP

(3) Activities: To confirm and share the understanding of the Program activities(4) Management: DGQITEP(5) Duration: 1 day (AM: Inception Meeting, PM: Preparatory meeting among stakeholders)(6) Budget JICA: Transportation and accommodation fee for the participants from provincial

and district DINAS

Indonesian side: transportation fee, accommodation fee, per diem for the participants,


j. District Inception Meeting(1) Time: Late July early August 2006(2) Participants: Provincial and district DINAS, the universities, MGMP representatives,

MKKS/KKKS representatives, DGQITEP,

(3) Activities: To confirm and share the understanding of the Program activities(4) Management: District DINAS(5) Venue: District DINAS(6) Duration: 1 day (AM: Inception Meeting, PM: Preparatory meeting among stakeholders)(7) Budget JICA: Transportation fee for the participants

Indonesian side: Transportation fee, accommodation fee, per diem for the participants,


k. MGMP Facilitator Training(1) Frequency: 2 times/semester(2) Participants: MGMP core teachers, principals, subject supervisors from district DINAS

Observers: MONE, provincial DINAS and LPMP


(3) Activities: In-depth case studies of lesson practices


34/36




(4) Management: district DINAS(5) Duration: 2 days/training(6) Venue: District DINAS or schools(7) Budget JICA: Transportation fee for the MGMP core teachers and principals



l. School Management Training(1) Frequency: 2 times/year (the beginning of every school semester)(2) Participants: Principals of target schools


Observer: LPMP

(3) Activities: For principals to gain knowledge and skills of school improvement includingLesson Study

(4) Management: District DINAS(5) Duration: 1 day/training(6) Venue: District DINAS or schools(7) Budget JICA: Transportation fee for principals



m.MGMP Activities at Kecamatan/Wilayah Level(1) Frequency: in principle 2 times/month (one time: preparation for lesson, one time: open

lesson and reflection)

(2) Participants:Lesson plan preparation: all the teachers in mathematics and science in the target

district and the university faculty members

Open lesson: Provincial DINAS, district DINAS, Principals and subject supervisor

Observer: LPMP

(3) Activities: lesson Study (Preparation of lesson plan, lesson observation and reflection)(4) Management: MGMP and district DINAS (with support from MKKS/KKKS and the

universities)

(5) Venue: Schools in the target districts(6) Duration: 1 day/activity(7) Budget: Indonesian side: transportation fee, accommodation fee and per diem for

participants, honoraria for the university, refreshment and stationery

n. Entire-School Lesson Study in some schools on a pilot basis


35/36



Education Personnel Directorate

In Collaboration With

Centre For Development And Empowerment Of Mathematics Teacher And Education Personnel

33

(1) Frequency: 2 times/month(2) Participants: all the teachers in the schools, the university faculty members and other

interested parties

Observer: LPMP

(3) Activities: To conduct Lesson Study with participation of all the teachers in the schools(4) Management: Principals in the schools(5) Duration: 1 day/activity(6) Budget: Indonesian side: Transportation fee for the university faculty members

o. Evaluation Workshop on Lesson Study(1)Frequency: 2 times/month(2)Participants: MONE, provincial DINAS, district DINAS, MGMP core teachers, principals

and the university faculty members

Observer: LPMP

(3)Activities: To present and compare the impact of Lesson Study, and feedback the resultto the further MGMP

(4)Management: District DINAS(5)Duration: 1 day/workshop(6)Venue: District DINAS or schools(7)Budget JICA: Transportation fee for the teachers and principals

Indonesian side: Transportation and accommodation fee for other, per diem,refreshment and stationery

p. MGMP Forum at District Level(1) Frequency: 2 times/year (the end of school semester)(2) Participants: MONE, provincial DINAS, district DINAS, principals and teachers from

neighboring districts

Presenters: District DINAS and the university faculty members

Observer: LPMP

(3) Activities: To disseminate the experiences of the MGMP activities to the participantsfrom neighboring districts

(4) Management: District DINAS(5) Duration: 1 day/forum(6) Budget JICA: Transportation fee and per diem for the participants from the neighboring

districts




36/36



concept of lesson study and establishing system for the proposed lesson study activities

Documents