Group J Lesson Study PresentationPresentation Transcript
Group JHjh 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)
OVERVIEWWhat is ‘Lesson Study’?Process of Lesson StudyDiscussion on Research Articles
WHAT IS LESSON STUDY? 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 plan An 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)
PROCESS OF LESSON STUDY1. 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.
RESEARCH TITLESResearch 1: Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching .Research 2: Exploring “lesson study” in teacher preparationResearch 3: Learning from Japanese approaches to professional development : The case of lesson studyResearch 4: The impact of Learning Study as school based professional development on the performance of Brunei teachers.
RESEARCH TITLESResearch 5: How Should Research Contribute to Instructional Improvement? The Case of Lesson StudyResearch 6: Lesson Study with a Twist: Researching Lesson Design by Studying Classroom Implementation
RESEARCH PURPOSESResearch 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 studyResearch 3: To highlight challenges in practicing lesson study in U.S .
RESEARCH PURPOSESResearch 4: Teachers learn to identify the object of learning and the critical aspects related to the object of learning. Teachers to design lessons incorporating variation theory to help learners differentiate the critical 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 .
SAMPLESResearch 1: 40 teams, 150 instructors in 25 disciplines on 10 campuses in the University of Wisconsin System.Research 2: 18 prospective teachersResearch 3: 5 teachers
SAMPLESResearch 4: TeachersResearch 5: TeachersResearch 6: Two Australian schools volunteered for the LS. Year 10 students, 5 Year 10 teachers, the research team, an international visitor.
DATA COLLECTIONResearch 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 surveysResearch 3: Videotape all the meeting and lesson, field notes, interviewing,artefacts (e.g. lesson plan produced)
DATA COLLECTIONResearch 4: Observations, videotape, results of pre and post -test were analyzed, self-reflection journal by teacher.Research 5: Classroom observation Lesson video recordings Meeting transcriptsResearch 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 ANALYSISResearch 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 triangulationResearch 3: Data are gathered and interpreted with the purpose of generalizing findings to everyday teaching contexts.
DATA ANALYSISResearch 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 ANALYSISResearch 5: Lesson of video recordings Meeting transcripts in which further discussions was held among teachersResearch 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.
FINDINGSResearch 1 Collaborative involvements foster mutual understanding of goals, teaching practices and student learning. Building pedagogical knowledge and make student thinking visible.Research 2 Most of the lessons improved as the groups progressed through MLS cyclesResearch 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
FINDINGSResearch 5 Improved broader knowledge-based on lesson study. Effective teaching and learning outcomes.Research 6 Effective 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.
REFERENCESResearch 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 th Conference of the International Group for the Psychology of Mathematic Education , Vol 2, 305-312. Available at http://www.emis.ams.org
REFERENCESResearch 3 Fernandez, 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/53/5/393Research 4 Andrew, 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
REFERENCESResearch 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/35/3/3Research 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 rd Conference of the International Group for the Psychology of Mathematic Education, Vol 1. Available at http://18.104.22.168/sme/research/PierceStacey - lessonstudy.pdf
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.
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