lesson study - instructure
TRANSCRIPT
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LESSON STUDY
PA RT I I
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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
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✘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?
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6Catherine Lewis, 2012, Introduction to Lesson Study
Knowledge about teaching and
learning
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WHAT DID YOU OBSERVE?
✘ Let’s go to menti.com
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CORE FEATURES OF PROFESSIONAL DEVELOPMENT
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Ref: Educational Researcher, Vol. 38, No. 3, pp. 181–199 DOI: 10.3102/0013189X08331140
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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.
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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.
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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.