Group J Lesson Study Presentation

LESSON STUDY‘Jugyou

Kenkyu’Group J

Hjh Ianthi Binti Hj Ismail (11M8081)Siti Maznah Binti Musa (11M8147)Mark Addy Yong (11M 8149)Nurkara’en Binti Hj Tuneh (11M8145)Haryani Binti Hj Mohammad (11M8146)Mohd Santra Bin Hj Bolhasan (11M8148)

What is ‘Lesson Study’?Process of Lesson StudyDiscussion on Research Articles

OVERVIEW

Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice (also called Research lessons)

Involves a small team of instructors working together (collaboration) to design, teach, study, and refine a single class lesson.

The goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students.

WHAT IS LESSON STUDY?

Products of lesson study:A detailed, usable lesson planAn in-depth study of the lesson

Investigates teaching and learning interactions how students responded to instructions how instructions might be further modified.

The focus of lesson study is how students learn, not what students learn (Cerbin & Kopp, 2006)

WHAT IS LESSON STUDY?

1. Research and preparation: The teachers jointly draw up a detailed plan for the study lesson.

2. Implementation: A teacher teaches the study lesson in a real classroom while other group members look on.

3. Reflection and improvement: The group comes together to discuss their observations of the lesson.

PROCESS OF LESSON STUDY

© 2001, Lesson Study Research Group ([email protected]).

4. Second implementation and reflection: (optional but recommended)

Another teacher teaches the study lesson in a second classroom while group members look on; this is followed by the group coming together again to discuss the observed instruction.

Lesson Study Open-HouseThe open house allows a school to share its lesson study work with other schools. The purpose is to share the schools lessons study achievement with other schools and to hold discussions with invited guests and learn from them.

PROCESS OF LESSON STUDY

© 2001, Lesson Study Research Group ([email protected]).

PROCESS OF LESSON STUDY

(Research & Preparation)

(Implementation)

(Implementation)

(Reflection & Improvement)

(Reflection & Filing of Records)

Group Meetings

Study Lesson (1)

Study Lesson (2)

Group Meetings

Group Meetings

(Optional)

DISCUSSIONS ON RESEARCH ARTICLES

Research 1:Lesson Study as a Model for Building Pedagogical

Knowledge and Improving Teaching.

Research 2:Exploring “lesson study” in teacher preparation

Research 3:Learning from Japanese approaches to professional

development : The case of lesson study

Research 4:The impact of Learning Study as school based professional

development on the performance of Brunei teachers.

RESEARCH TITLES

Research 5: How Should Research Contribute to Instructional

Improvement? The Case of Lesson Study

Research 6: Lesson Study with a Twist: Researching Lesson Design by

Studying Classroom Implementation

RESEARCH TITLES

Research 1: To propose a model of lesson study for college classroom &

explore how college teachers can improve their practice .

Research 2:To investigate the professional development of prospective

teachers by using micro-teaching lesson study

Research 3:To highlight challenges in practicing lesson study in U.S.

RESEARCH PURPOSES

Research 4:Teachers learn to identify the object of learning and the

crit ical aspects related to the object of learning. Teachers to design lessons incorporating variation theory to help learners differentiate the crit ical aspects of the object of learning.

Research 5:To investigate ways in which research can contribute to

instructional improvement in lesson study.

Research 6:To investigate the design of a lesson which aimed to access

some of the pedagogical affordances of new technology .

RESEARCH PURPOSES

Research 1:40 teams, 150 instructors in 25 disciplines on 10 campuses

in the University of Wisconsin System.

Research 2:18 prospective teachers

Research 3:5 teachers

SAMPLES

Research 4:Teachers

Research 5:Teachers

Research 6:Two Australian schools volunteered for the LS.Year 10 students, 5 Year 10 teachers, the research team, an

international visitor.

SAMPLES

Research 1: Observe on how students respond to lessons (videotaped),

record field notes, use rubrics or checklist.

Research 2:Observations, group documentation, video tapes of lessons

and surveys

Research 3:Videotape all the meeting and lesson, field notes,

interviewing,artefacts (e.g. lesson plan produced)

DATA COLLECTION

Research 4: Observations, videotape, results of pre and post-test were analyzed,

self-ref lection journal by teacher.

Research 5: Classroom observation Lesson video recordings Meeting transcripts

Research 6: Lesson was observed, video and audio-recorded Observation notes were collected Digital photos were taken of students’ work Teachers presenting the lessons were interviewed Students were given survey on the lesson

DATA COLLECTION

Research 1:Debriefing meetings, examine, reflection, no standardized

process for data analysis, discuss possible answers.

Research 2:Videotape of lessons, written lesson plans, observation

notes and responses were coded Emerging themes developed were confirmed or disconfirmed

through data triangulation

Research 3:Data are gathered and interpreted with the purpose of

generalizing findings to everyday teaching contexts.

DATA ANALYSIS

Research 4: Teachers commented on the following concerning lesson

study: Teachers may not realize that..the things may be very simple for us

but still the students concept is not clear at the stage so he is not able to apply it

It gives opportunity for exposure to the learning difficulties of students

Teachers become more aware of their short comings and also that they have much more they can contribute, forces people to rethink. That i think is positive thing about learning as a group.

DATA ANALYSIS

DATA ANALYSIS

Research 5:Lesson of video recordings Meeting transcripts in which further discussions was held

among teachers

Research 6:Focus group discussions - Teachers and researchers

discussed the data gathered and audio-recorded it, then transcribed.

Redesign of lesson - Thematic analysis was done through reading, re-reading studying of digital images and further discussions among research team.

Research 1Collaborative involvements foster mutual understanding of

goals, teaching practices and student learning.Building pedagogical knowledge and make student thinking

visible.

Research 2Most of the lessons improved as the groups progressed

through MLS cycles

Research 3 A systematic approach to lesson study will allow create a

rich learning environment to support teachers in acquiring the research skills needed to carry out powerful lesson study

FINDINGS

Research 5 Improved broader knowledge-based on lesson study.Effective teaching and learning outcomes.

Research 6Effective professional development did occur. Teachers

learnt about teaching with technology by observing each other and sharing ideas.

Intensive collection of data in LS provides sufficient information to progress the improvement of a lesson through a design cycle process.

FINDINGS

Research 1:Cerbin, W & Kopp, B. (2006). Lesson Study as a Model for

Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education. 18(3), 250-257. Available at http://www.isetl.org/ijtlhe/

Research 2:Fernandez, M. L. (2005). Exploring “lesson study” in

Teacher preparation. In Chick, H. L. & Vincent J. L. (Eds.) Proceedings of the 29 t h Conference of the International Group for the Psychology of Mathematic Education , Vol 2, 305-312. Available at http://www.emis.ams.org

REFERENCES

REFERENCES

Research 3Fernandez, C. (2002). Learning from Japanese approaches

to professional development : The case of lesson study. Journal of Teacher Education. 53 (5),393-405. Available at http://jte.sagepub.com/content/53/5/393

Research 4Andrew, V (2010) The impact of Learning Study as school

based professional development on the performance of Brunei teachers. Paper presented at the Bruneian Postgraduate Symposium. London

Research 5: Lewis, C. & Perry, R. & Aki Murata (2006). How Should

Research Contribute to Instructional Improvement? The Case of Lesson Study. Available at

http://edr.sagepub.com/content/35/3/3

Research 6: Pierce, R. & Stacey, K. (2009). Lesson Study with a Twist:

Researching Lesson Desigh by Studying Classroom Implementation. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.) Proceedings of the 33 r d Conference of the International Group for the Psychology of Mathematic Education , Vol 1. Available at http://128.250.151.11/sme/research/PierceStacey-lessonstudy.pdf

REFERENCES

CONCLUSIONS

Continued research on lesson study could help us specify productive ways of asking questions about teaching and of looking in classrooms for answers to these questions. This knowledge could also be used for others trying to understand how to help teachers from their practice in contexts other than lesson study.

By focusing on an object of learning and the variation in learners, ways of experiencing it and asking what is critical for all learners, teachers will have taken a giant step in learning what it takes to improve teaching and their student learning.

Please go to the following link

http://intro2research.wordpress.com/

(Group J Blog)

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