LESSON STUDY

PA RT I I

T H E P R O C E S S O F L E S S O N S T U D Y

L E S S O N S T U DY C O N S I S T S O F P R E PA R AT I O N , A C T U A L C L A S S A N D C L A S S R E V I E W S E S S I O N S I N J A PA N E S E “ K YO Z A IK E N K Y U ” , “ KO U K A I / K E N K Y UJ Y U G YO ” A N D “ J Y U G YOK E N TO U K A I ” .

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3Catherine Lewis, 2012, Introduction to Lesson Study

✘Fujii (2014)

✘“the consideration of educational values is always tied to, influenced by, and reflected in, the key features of lesson study”

Pyramid model of lesson study taken from Fujii (2013).

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What questions to ask in lesson planning?

What questions to ask during lesson observation?

What questions to ask in lesson evaluation?

6Catherine Lewis, 2012, Introduction to Lesson Study

Knowledge about teaching and

learning

WHAT DID YOU OBSERVE?

✘ Let’s go to menti.com

CORE FEATURES OF PROFESSIONAL DEVELOPMENT

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Ref: Educational Researcher, Vol. 38, No. 3, pp. 181–199 DOI: 10.3102/0013189X08331140

CORE FEATURES OF LESSON STUDY CYCLE

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Ref: Lewis & Perry, 2002

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Reflections on lesson study

✘ Based on long-term continuous model✘ Maintains a constant focus on student learning✘ Direct improvement of teaching in context✘ Collaborative✘ Contributes to development of teachers’ knowledge on teaching as well as

professional development

Reference: Stigler & Hiebert (1999) The Teaching Gap.

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GROUP TASK✘ Go to your previous group on planning for “Recycling” lesson

✘ Revisit the learning activity you have produced

✘ Amend it collaboratively [30 minutes]○ From 15 minutes learning activity to a 1 hour lesson○ Design it with 21CTL dimension of collaboration skills to be developed

for your students [determine the coding for your learning activity and keep it a secret]

○ By referring to the learning activity rubrics, plan observable students’responses and actions in alignment with each code.

✘ Paste your work for Gallery Walk exhibition. [20 minutes]○ Other teacher candidates post feedback as reflection○ Figure out the coding on collaboration for the learning activity.

REFLECTIONS✘ Brookfield's four lenses: Becoming a Critically Reflective

Teacher○ The autobiographical - self reflection○ The students' eyes - student's learning experiences○ Our colleagues' experience - look to peers for mentoring,

advice and feedback○ The theoretical literature - scholarly research publications

Brookfield's, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.

REFLECTION

✘ Hatton and Smith (1995) four levels of reflective writing.○ Descriptive writing - writing reports or describes events, actions, or

situations, without making any attempt to provide justification.○ Descriptive reflection - addresses "how" but not "why". Personal

judgement as an attempt for justification.○ Dialogic reflection - consideration of views from others, explores

alternative explanations from different perspectives.○ Critical reflection - individual giving reasons for events which take into

account broader historical, social, cultural and/or political context.Hatton, N. & Smith, D. (1995). Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 11(1),33-49.