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- 1. Lesson Study<br />in action workshop<br />Academy of Singapore Teachers<br />Northbrooks Secondary School<br />www.singaporelessonstudy.blogspot.com<br />Facilitator: Yeap Ban Har<br />
- 2. This one-day course is a suitable for schools that want to provide their teachers with an overview of lesson study. The unique features of this course is that participants see for themselves what is involved in lesson planning meeting, research lessons and post-lesson discussion. It also include a brief introduction and a concluding forum to discuss implementation issues.<br />Contact GeraldynSng@sg.marshallcavendish.com<br />Lesson Study<br />in action workshop<br />
- 3. Part I<br />Overview of <br />Lesson Study<br />Research Lesson in an In-service Course on Problem-Solving Heuristics <br />Photo: Princess Elizabeth Primary School <br />
- 4. lesson study<br />learning<br />professional<br />community<br />
- 5. A good education system depends on high quality teachers who constantly seek to improve their practice, supported by school leaders and administrators, and resources from departments and agencies within MOE. <br />Photo: Northlight School<br />Minister of Education (Singapore) 2009<br />
- 6. Photo: Fuchun Primary School<br />We need to build capacity for teachers themselves to take the lead in professional upgrading. <br />Minister of Education (Singapore) 2009<br />
- 7. lesson study<br />around the world<br />
- 8. Large-Scale Public Research Lesson in Chile<br />School-Based Research Lesson in Inonesia<br />lesson study<br />around the world<br />Bina Bangsa School, Jakarta, Indonesia<br />Public School in Santiago, Chile<br />
- 9. Keys Grade School, Manila<br />lesson study<br />around the world<br />Middle School Attached to Tsukuba University, Japan<br />http://hrd.apecwiki.org/index.php/Lesson_Study<br />
- 10. Junior High School Attached to Tsukuba University, Japan<br />lesson study<br />around the world<br />http://hrd.apecwiki.org/index.php/Lesson_Study<br />
- 11. Junior High School Attached to Tsukuba University, Japan<br />http://www.wals2011.com<br />
- 12. what is<br />lesson study<br />
- 13. As a professional development tool, lesson study is a study of lessons to construct professional knowledge. <br />Photo: Sembawang Secondary School <br />
- 14. Edgewood Elementary School, New York, USA<br />It involves a study of a lesson as it is implemented.<br />lesson study<br />around the world<br />It involves a study of a lesson as it is being planned.<br />Scarsdale Teachers Institute, New York, USA<br />
- 15. Stages in Lesson Study<br />Lesson Study adapted for Micro-Teaching in Pre-service Course <br />Photo: National Institute of Education<br />
- 16. Identify Professional Learning Goal<br />Plan Lesson<br />Research Lesson<br />Lesson Plan Revision<br />Post-Lesson Discussion<br />
- 17. Reading<br />There is an article on the first things about lesson study at this website. <br />www.academyofsingaporeteachers.moe.gov.sg<br />
- 18. Setting Professional Learning Goal<br /><ul><li>School’s Goals
- 19. Subject’s Goals
- 20. Ideal Students’ Outcomes
- 21. Actual Students’ Outcomes
- 22. Identify the Gaps
- 23. Identify Professional Learning Goal to Close the Gaps </li></li></ul><li>
- 24. Professional Learning Goal<br />Example: <br />To engage pupils in the learning of mathematics<br />broad but specific<br />
- 25. History<br />To stimulate interest in the learning of history in such as way that it translates into learning<br />Examples<br />Junyuan Secondary School<br />Biology<br />To develop the ability to articulate thoughts in written form<br />
- 26. Part II<br />Lesson Planning<br />In Action<br />Lesson Planning Meeting in Progress<br />Photo: Fuchun Primary School <br />
- 27. Mathematics<br />The lesson is on simplifying algebraic fractions.<br />Example<br />Northbrooks Secondary School<br />Professional Learning Goal<br />To help students develop correct conceptions or to correct misconceptions<br />
- 28. Lesson Planning in Action<br />The meeting is one that is rather advanced in lesson planning stage. The team already has a draft of the lesson plan and the meeting is one that is just before the research lesson is conducted.<br />In the first part of the meeting the facilitator will attempt to draw out from the lesson planning team<br /><ul><li>A statement of the team’s professional learning goal
- 29. A description of the lesson</li></ul>Example<br />Northbrooks Secondary School<br />
- 30. This will end with the facilitator restating the team’s professional learning goal clearly.<br />The facilitator should constantly relate subsequent discussion to this goal.<br />Example<br />Northbrooks Secondary School<br />
- 31. The facilitator should also be able to segment the lesson in distinct parts.<br />In the example used during the workshop at Northbrooks Secondary School, the four lesson segments are:<br /><ul><li>Teacher uses 12+14 to help students simplify 12𝑥+14𝑥.
- 32. Teacher gives students five common mistakes for students to discuss in groups.
- 33. Students present their findings.
- 34. Teacher recalls the common mistakes.</li></ul> <br />
- 35. Subsequently, the facilitator gets the team to examine parts of the lesson that has potential to help students develop correct conception. During the discussion the facilitator also helps team members anticipate what will happen and what they may see during the research lessons.<br />Example:<br />Teacher uses 12+14 to help students simplify 12𝑥+14𝑥.<br />The discussion ended with the conclusion that the choice of the arithmetic example is so that students can make the natural leap to the algebraic case without the teaching having to say anything. Main learning point – making correct links to develop correct conception.<br /> <br />
- 36. Example:<br />Teacher uses 12+14 to help students simplify 12𝑥+14𝑥.<br />One team member also mentioned the numerical example being able to help students have the correct starting point – having the same ‘unit’ or denominator.<br />These are just examples of the type of professional learning that takes place during lesson planning meeting and the facilitator’s role.<br />The course participants would have been able to see for themselves what is meant by professional learning during lesson planning meeting and the role of the facilitator. <br /> <br />
- 37. Other<br />Lesson Planning Meeting<br /><ul><li>Select a unit
- 38. Select a lesson or more within the unit
- 39. Study textbooks
- 40. Study other resources
- 41. Discuss how the lesson(s) is to be taught</li></li></ul><li>
- 42. Part III<br />Research Lesson in Action<br />Research Lesson in Progress<br />Photo: Northbrooks Secondary School <br />
- 43. Professional Learning Goal<br />How to engage teenage learners?<br />Lesson Plan<br />Introduction<br />
- 44. Lesson Plan<br />Introduction<br />
- 45. Lesson Plan<br />Development<br />
- 46. Lesson Plan<br />Development<br />a<br />a<br />
- 47. Lesson Plan<br />Development<br />a<br />a<br />
- 48. Lesson Plan<br />Consolidation<br />Students should be able to apply what they have just proven as this is the obvious case.<br />Help students see that x is also angle at circumference. Use GSP if necessary.<br />Even though students are not taught angles in the same segment, they should be able to figure this out using the proven results.<br />
- 49. Some students will say that x is angle at circumference hence is half of 110.<br />Teacher will defer explanation, telling students that we will leave this problem for a while unless someone is ready to solve it.<br />This is the case that students often make mistakes in.<br />
- 50. Even though students are not taught angles semicircle, they should be able to figure this out using the proven results.<br />Ask if the know the value of the indicated angle.<br />Ask why it is a right angle. Because it looks like one?<br />
- 51. Students may not used the proven results to solve this one.<br />Encouraged them to.<br />Method 1<br />Equilateral triangle hence 60.<br />Angles on a straight line hence 30.<br />Isosceles triangle hence x.<br />Method 2<br />Equilateral triangle hence 60 which is angle at centre.<br />Angles at circumference is x.<br />Method 3<br />Angles in semicircle is 90.<br />Equilateral triangle hence 60.<br />Thus 30.<br />Isosceles triangle hence x = 30.<br />
- 52. Lesson Plan<br />Conclusion<br />Use this for students to check their understanding.<br />Assign this as homework.<br />Use this for self-assessment.<br />If you can do this then you have understood today’s lesson.<br />Conclude the lesson by pointing out what have been covered by referring to the textbooks -.read the examples and do all tasks up to Task 3.<br />
- 53. <ul><li>Maintain a Group File
- 54. Take turns to write meeting notes
- 55. Lesson Plan Drafts
- 56. Individual Reflections
- 57. Individual Observation Notes: Summary
- 58. Student Data related to Professional Learning Goal</li></ul>Lesson Study Data<br />
- 59. <ul><li>Maintain a Group File
- 60. Take turns to write meeting notes
- 61. Lesson Plan Drafts
- 62. Individual Reflections
- 63. Individual Observation Notes Summary
- 64. Student Data related to Professional Learning Goal</li></ul>Lesson Study Data<br />Example<br />I realized that ……… when one of my colleagues …… <br />One Thing I Learnt Today and What Was The Source<br />
- 65. <ul><li>Maintain a Group File
- 66. Take turns to write meeting notes
- 67. Lesson Plan Drafts
- 68. Individual Reflections
- 69. Individual Observation Notes: Summary
- 70. Student Data related to Professional Learning Goal</li></ul>Lesson Study Data<br />
- 71. <ul><li>Maintain a Group File
- 72. Take turns to write meeting notes
- 73. Lesson Plan Drafts
- 74. Individual Reflections
- 75. Individual Observation Notes: Summary
- 76. Student Data related to Professional Learning Goal</li></ul>Lesson Study Data<br />
- 77. <ul><li>Maintain a Group File
- 78. Take turns to write meeting notes
- 79. Lesson Plan Drafts
- 80. Individual Reflections
- 81. Individual Observation Notes: Summary
- 82. Student Data related to Professional Learning Goal</li></ul>Lesson Study Data<br />

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