Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)
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Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)

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    Lesson Study (No Pic) Benefits And Misconceptions (25 2 10) Lesson Study (No Pic) Benefits And Misconceptions (25 2 10) Presentation Transcript

    •  
    • What is Lesson study ?
      • A popular process of teacher professional development in Japan
      • Derived from two Japanese word s : jugyokenkyu (授业研究 )
      • Jugyo = lesson ; kenkyu = study/research
        • Lesson study (by Makato Yoshida, 1999)
        • Research lesson (by Catherine C. Lewis, 1997)
      • Aims to improve the quality of teaching and learning experience that teachers provide to their students.
      • Practiced by Japanese teachers for more than 40 years
      • It is practised in
      • government in-service training,
      • special interest group,
      • teachers’ club or
      • school-based in-service training /
      • “ konaikenshu” 校内研修
    • Procedure to set up Lesson Study
      • Step 1: Form a group
      • Step 2: Focus on the goal
      • Step 3: Plan the research lesson
      • Step 4: Teach and observe the lesson
      • Step 5: Discuss and analyze the lesson
      • Step 6: Reflect and plan for the next steps
    • Lesson Study Cycle
      • 3. TEACH AND OBSERVE
      • Conduct research lesson
      • Collect data
      • 1. SET GOAL
      • Consider long term goals for student learning and development
      • Study curriculum and standards
      • 2. PLAN
      • Select or revise research lesson
      • Anticipate student responses
      • Plan data collection and lesson
      • 4. REFLECT
      • Share data
      • What is learned about students learning, lesson design, th e content?
      • What are implications for this lesson and instruction more broadly?
    • Benefits of Lesson Study
      • reduces teacher isolation
      • helps teachers learn to observe & critique
      • Deepens teachers’ understanding of content and curricular scope and sequence
      • Allows teachers to focus on helping all students learn
      • Increases collaboration and respect for each other
    • SOME MISCONCEPTIONS ABOUT LESSON STUDY
    • Misconceptions about Lesson Study
      • 1. LS is lesson planning
      • 2. LS means writing lessons from scratch
      • 3. LS means writing a rigid “script”
      • 4. LS is writing the “perfect” lesson to be spread to others
      • 5. The research lesson is a demonstration lesson or expert lesson
      • 6. LS is basic research
    • 1. LS is lesson planning?
      • Lesson planning is just a small part of LS
      • LS is a process involves formulating long term goals, studying student responses to actual lesson and revising the approach to instruction.
      • Teachers formulate questions and activities that will move students to improve their current understanding to the desired understanding of the subject matter.
      • The actual student reactions are used to revamp the lesson plan, and the instructional approach more generally.
      • It is about research and watching students learn.
    • 2. LS is writing lessons from scratch?
      • Not necessary, you may search out good available lessons on the topic.
      • Refine or modify to adapt to your setting
      • (so that you have more time to observe the students’ learning)
      • Spend more time on anticipate student responses, study student work, and refine the lesson.
      • The focus is on improvement, not creation
    • 3. LS means writing a rigid “script”?
      • No, the research lesson plan is NOT a script because
        • Every problem or question is chosen carefully so as to promote student thinking
        • Every step/activity is planned carefully so that the experience that students gain will help them to understand the lesson better.
        • “ forget about the details, teach them by looking at their faces…”
      • Need to be flexible and change when necessary
    • 4. LS is writing the “perfect” lesson to be spread to others
      • There is no perfect lesson. The world is diverse and constantly changing, there is no guarantee that
        • a particular lesson is right for all students in all schools, or
        • it will continue to work well with future students
      • LS provides a mean for teachers to continue to refine lesson so that they can respond effectively to the students in their class today (not yesterday).
      • Students’ lives are changing, so lesson study never ends.
    • 5. Research lesson is a demo lesson/ expert lesson?
      • Every teacher has something important to contribute
      • An effective LS should consists of both expert and novice teachers - to be open and learn from each other.
      • All group members take responsibility to develop the approach and for collection and analysis of data on the students.
    • 6. LS is a basic research?
      • It is different from most educational research or even action research
      • 2 main differences:
        • a) the primary goal of Lesson Study is NOT to generate new knowledge. It is to improve instruction for students in one’s own purview.
        • (research methodology & statistical analysis do not come into play)
        • b) LS examines an active improvement effort, NOT just an idea or question.
        • The point of LS is not to study certain effect individually but to practice all the qualities thought to comprise good teaching.
    • Benefits of Lesson Study
      • Enhance content and pedagogical knowledge
      • Encourage collegial collaboration
      • Value teachers
    • Enhance content and pedagogical knowledge I feel that Lesson Study is very important for teachers to get new ideas. When we discuss, we share a lot and I have gained many new ideas. I also feel that Lesson Study will be helpful for me to prepare a lesson because after the discussion, we have a different perspective on teaching certain lessons . . . it is really interesting to know how others teach the same topic. (Journal of a lady mathematics teacher , 19-07-04)
    • Enhance content and pedagogical knowledge cont… I learn a lot because there are a lot of things that I don’t think [never thought of] but other teachers do. So, when we share them, we are getting new ideas . . . just for the lesson plan about integers, I have never heard about using the colored-chips at all and I have never even thought about it. (Interview of a lady mathematics teacher, 10-08-04)
    • Encourage collegial collaboration
      • a change in the nature of the staff-room discourse
        • greater focus on the study lessons and alternative teaching strategies,
        • a lot more sharing of ideas.
      • greater support among the colleagues.
    • Value teachers LS recognizes the central importance and difficulty of teaching - of actually bringing to life standards , frameworks and best practices in the classroom. Lesson Study invests time and resources in planning , studying and refining what actually happens in classroom. It is a system of research and development in which teachers advance theory and practice through the careful study of their own classrooms, constantly testing and improving on “best practice”.
    • Contrasting views of professional development (courtesy of Lynn Liptak) Traditional Lesson Study
      • Begins with answer
      • Driven by outside “expert”
      • Communication flow:
      • Trainer  teachers
      • Hierarchical relations between trainer & learners
      • Research informs practice
      • Begins with questions
      • Driven by participants
      • Communication flow:
      • Among teachers
      • Reciprocal relations among learners
      • Practice is research
    • Ask yourself . . .
      • “ How can teachers improve their teaching without lesson study?”
      • Akihiko Takahashi, De Paul University
    • Let’s work through misconceptions and build a robust version of Lesson Study in our school . . .
      • We can only improve our teaching in depth collaboratively in a supporting setting!
    • Thank You