OVERVIEW OF PRESENTATION Introduction Project Procedure Project Experience Reminders for Future Lesson Study Projects
The APEC-SEAMEO (RELC) International Seminar Language Applications in Lesson Study Track SEAMEO Regional Language Centre, Singapore 19 – 21 April 2010 Teaching Comparative Adjectives (Year 3 English) in a Malaysian classroom: Lesson Study Project Dr. Chin Mei Chin Curriculum Development Division Ministry of Education, Malaysia Ms Kwa Jin Nee Taman Putra Perdana National Primary School Selangor, Malaysia
Introduction LESSON STUDY•A process – a small group of teacherscollaboratively plans, teaches, observes, revisesand reports results on a single class lesson.•A teaching improvement activity•Addresses one or more student learning goals•The lesson plan describes not only what theteacher might say or do, but also how studentsare likely to respond to the lesson activities.
In lesson study, teachers: design a lesson plan based on their ideas about how students learn observe student learning when the lesson is taught analyze observations of student learning after the lesson is taught use information about student learning to revise the lesson
APEC-RELC 2010 Lesson Study Project: Malaysia • Teaching Comparative Adjectives (English Language) • SK Taman Putra Perdana, Puchong, Selangor • 1 researcher (MOE) and 3 English language teachers • Feb - March 2010 • Research Sample: Three Year 3 Classes (age 9) - 3 Merak & 3 Merpati: Ms Kwa Jin Nee - 3 Kelicap: Ms Norazian Mat • Methodology: Anuar - Group Discussion - Classroom Observation - Document Review • Instrument: LP - Classroom Observation Form - Reflection Notes Guide INS
Project Procedure 3 Teachers Researcher 25 Feb 2010Discussion on the lesson study project and lesson plan for the project 26 – 28 Feb 2010Write lesson plan (LP1) and prepare teachingand learning materials - Ms Kwa Jin Nee
2 Mac 2010- Use the lesson plan (LP1) for Class 3 Merak- Observe lesson using a classroom observation form- Analysis and discussion of lesson- Revision of lesson plan and materials- Write reflection
3 Mac 2010- Use revised lesson plan (LP2) for Class 3 Merpati- Observe lesson using revised observation form- Analysis and discussion of lesson- Revision of lesson plan and materials- Write reflection notes
4 Mac 2010- Use revised lesson plan (LP3) for Class 3 Kelicap- Observe lesson using revised observation form- Analysis and discussion of lesson- Write reflection notes- Share lesson plan (LP3) with other teachers
Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’ ii. to understand the concept of comparative adjectives iii. to perform a simple chantLOs: 1.4.2 Listen to and follow simple instructions to do something or make something 2.1.5 Chant rhymes and sing songs pronouncing words clearly 2.4.3 Recite simple poems and sing songs with expression and appropriate gestures 3.2.1 Recognise and read out whole words 3.6.4 Pick out words that show comparison
Set InductionGROW!i. 4 pupils are asked to blow balloonsii. Comment on the activity using comparative adjectives [e.g. size of the balloons]
Presentation [Activity 1]Vocabulary exercisei. Some pupils will be given picture cards which they have seen in previous lessonsii. Each of them will take turns to show their picture cards to their classmates and name the sea creatures on each card
Presentation [Activity 2]I Am…..i. Narrate a dialogue between two sea creatures using figurines. Pupils listen.ii. Question and answer session pertaining to comparative phrases.
Presentation [Activity 3]Comparative Adjectivesi. Put up sentence patterns containing comparative adjectives.ii. Explain concept: - adding ‘-er than’ - doubling last letter and adding ‘-er than’
ProductionChant: I Am…..i. Put up chant. Recite and pupils follow.ii. Divide pupils into two groups. Groups to chant the dialogue.
ClosureComic Strip: I Am…..i. Pupils complete the comic strip of the dialogue ‘I Am….’
Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’ ii. understand the concept of comparative adjectives to know different forms of comparative adjectives iii. to perform a simple chantLOs: 1.4.2 Listen to and follow simple instructions to do something or make something 2.1.5 Chant rhymes and sing songs pronouncing words clearly 2.4.3 Recite simple poems and sing songs with expression and appropriate gestures 3.2.1 Recognise and read out whole words 3.6.4 4.3.2 Pick out words that show comparison Complete missing words in simple texts such as instructions, directions, descriptions, rhymes, stories and other texts [with guidance in the form of words and pictures]
Presentation [Activity 3]Comparative Adjectivesi. Put up sentence patterns containing comparative adjectives.ii. Explain concept: forms of comparative adjectives: Introduce different - adding ‘-er than’ - doubling last letter and adding ‘-er than’ - replacing last letter ‘y’ with ‘-ier than’
Teaching Material Sentence CardsSize of sentence Size of improvedcards used in the sentence cards in first lesson subsequent lessons
Ms Kwa (conducted LP1 & LP2 and observed LP3) It was very useful to have input from theobservers [my colleagues and theresearcher] to better improve my lessonplan. This lesson study project could saveteachers’ time as the prepared teachingaids and worksheet can be shared. I alsodiscover that this Lesson Study method hasafforded me an opportunity to think deeperabout my own teaching strategy andmethodology. In the course of discussingwith my colleagues, I was able to come upwith ideas to improve on my classinstruction, strategy, etc. In a way, lessonstudy provides professional upgrading for
Ms Norazian (conducted LP3 and observed LP1, LP2)I am very happy and delighted to be involved inthis lesson study project. I learnt new teachingstrategies and skills during the first and secondobservations. The group discussions help me toadapt and produce new ideas in teaching tomake the lesson more interesting. It is alsogood input for teachers as they can sit togetherand discuss better solutions for teachingdifficult topics.
Ms Nor Azura (observed LP1, LP2 & LP3)Frankly, I had significant reservations as the process began. Wewere three teachers who had never worked together in terms ofteaching. I thought it unlikely that we would be able to create and workeffectively toward a common goal. I also questioned whether we wouldhave enough of a common frame of reference to offer useful feedbackto each other. We began with a rather fitful attempt at goal-setting. Atfirst, this activity felt hopeless but in retrospect, it was in fact theperfect way for us to begin. As we talked of our dreams for our pupilsand the gaps that prevented their fulfillment, we were getting to knoweach other. This discussion allowed each of us to share our visions andfrustrations, and it became apparent that despite our differences wehad a great deal in common. What seemed like something of anaimless, philosophical discussion actually created the beginnings of thecommon ground from which we could work together. We also created apretty good goal - one that each of us found worthwhile and that wewere willing to extend ourselves to achieve. Clearly, the value of lessonstudy is primarily in the process, the creating, the professional dialogue,and in looking at a broader picture of what we do as teachers.
• One standard lesson plan may not be workable for all classes. A teacher would still need to adopt and adapt activities in the lesson to suit the needs of the pupils in the class.• Lesson Study is a continuous learning process as it gives an opportunity to participating teachers to emulate each other’s strong/good qualities in teaching.• The Lesson Study method affords flexibility in using the lesson plan.