Transcript What is lesson study? - Universitas Pendidikan Indonesia

What is lesson study?
Lesson study is a professional
development process that Japanese
teachers engage in to systematically
examine their practice, with the goal of
becoming more effective.
 This examination centers on teachers
working collaboratively on a small number
of "study lessons".
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What is lesson study?

Lesson study is a teaching improvement
activity in which instructors jointly
develop, teach, observe, analyze and
revise lessons for their courses. Lesson
study teams build knowledge about how
students learn in their discipline, produce
a lesson that can be used by others, and
create manuscripts for possible
publication, presentation, and inclusion in
teaching portfolios.
What is a lesson study?

Lesson study merupakan kegiatan peningkatan
kualitas pembelajaran dalam suasana
kesejawatan (kolegalitas). Dalam lesson study,
sejumlah guru bidang studi dan pakar
pendidikan bersama-sama meneliti aktivitas
pembelajaran yang sedang berlangsung di suatu
kelas. Kegiatan ini terdiri dari tiga tahap utama,
yaitu perencanaan (planning), pelaksanaan
(do/action) dan evaluasi (see/reflection).
Process of Lesson Study

Working on these study lessons involves
planning, teaching, observing, and
critiquing the lessons. To provide focus
and direction to this work, the teachers
select an overarching goal and related
research question that they want to
explore. This research question then
serves to guide their work on all the study
lessons.
Process of Lesson Study
While working on a study lesson, teachers jointly draw
up a detailed plan for the lesson, which one of the
teachers uses to teach the lesson in a real classroom (as
other group members observe the lesson).
 The group then comes together to discuss their
observations of the lesson. Often, the group revises the
lesson, and another teacher implements it in a second
classroom, while group members again look on. The
group will come together again to discuss the observed
instruction.
 Finally, the teachers produce a report of what their study
lessons have taught them, particularly with respect to
their research question.
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lesson study goals

Teachers choose lesson study goals that focus
on skills or dispositions that they want to foster
in all students, across all grades, and in a
particular content area (e.g., fostering
autonomous thinking in students when they do
mathematics). Teachers then generate research
questions, which have to do with exploring how
to develop these skills or dispositions in children.
In addition, specific content goals are also
articulated for each study lesson.
Implementation of lesson study

Lesson study is practiced in every content
area from language arts, to math, and
even gym. Lesson study provides a
process for teachers to examine their
practice in order to answer questions
about how they can serve their students
more effectively, and this can be done in
all subject and grade levels.
Participants in Lesson Study

Lesson study is practiced as a school-based
activity as well as in groups that come together
across schools. Teachers from different schools
learn about each other's lesson study activities
through attending lesson study open houses or
by procuring published lesson study materials.
In a single school, lesson study often brings
together teachers from all grade levels and
different areas of interest. This diversity of
participants is seen as providing a rich
perspective to lesson study activities.
Length of a Given Study Lesson

The exact amount of time devoted per study
lesson varies significantly from group to group.
On average, a group will devote a 2-4 week
period to working on a standard study lesson.
Groups of 4 to 6 teachers will work on an
average of 2-3 lessons a year. Often, each of
these lessons will be taught twice in the process
of being developed. In most schools, there will
be at least a few subgroups that work on study
lessons, which yields many opportunities for
teachers to teach, observe, and discuss publicly
taught lessons.
Nonteacher participants

Generally, the principal and vice principal
remain well informed about a school's
lesson study activities; they also often
participate in lesson study. An "outside
advisor" is often invited to come observe
the study lessons and provide insights for
a group's lesson study process.
1. Tahap perencanaan.

Pada tahap ini dilakukan identifikasi masalah
yang ada pada proses pembelajaran dan
menentukan alternatif solusi pemecahannya.
Fokus permasalahan berkaitan dengan
karakteristik pokok bahasan, jadwal pelajaran,
karakteristik siswa dan suasana kelas,
metode/pendekatan pembelajaran, media, alat
peraga, serta evaluasi proses dan hasil belajar.
Solusi yang telah dipilih selanjutnya diaplikasikan
ke dalam suatu perangkat pembelajaran yang
terdiri dari:
Perangkat Pembelajaran
a. Skenario pembelajaran
 b. Rencana pelajaran
 c. Petunjuk mengajar guru
 d. Lembar kerja siswa
 e. Media atau alat peraga pembelajaran
 f. Lembar penilaian proses dan hasil
pembelajaran

2. Tahap implementasi dan observasi

Pada tahap ini seorang guru
mengimplementasikan rencana pembelajaran
yang telah disusun guru itu sendiri dan atau oleh
tim pengajar mata pelajaran sejenis. Ketika
implementasi berlangsung, para guru lain,
kepala sekolah, dan pakar pembelajaran meneliti
proses pembelajaran melalui observasi. Selain
diobservasi, aktivitas pembelajaran juga direkam
melalui perekam video, gunanya agar guru
pelaksana pembelajaran bersama-sama kepala
sekolah dan guru lain dapat menilai proses
pembelajaran yang telah berlangsung.
3. Tahap refleksi

Pada tahap ini guru yang telah melakukan pembelajaran
diberi kesempatan untuk menyatakan kesan-kesannya
selama melaksanakan pembelajaran, baik terhadap
dirinya maupun terhadap para siswa yang dihadapinya.
Selanjutnya para observer (guru lain dan pakar)
menyampaikan komentar, saran dan pertanyaan menyangkut semua aspek kegiatan pembelajaran yang
telah berlangsung. Pada tahap ini kepala sekolah dan
pakar pembelajaran memberikan penghargaan (reward)
dan masukan-masukan kepada guru. Hal yang penting
pada tahap ini adalah guru pelaksana pembelajaran
mendapatkan masukan-masukan untuk perbaikan
pembelajaran berikutnya. Sedangkan guru yang menjadi
observer dapat mencobakan model pembelajaran yang
telah dicontohkan oleh guru pelaksana pembelajaran.
Keberhasilan Lesson Study

Kegiatan lesson study ini akan berhasil
meningkatkan kualitas pembelajaran
apabila didukung oleh berbagai pihak
terkait, terutama kepala sekolah dan
organisasi profesi yaitu MGMP, baik di
tingkat sekolah maupun di tingkat wilayah
dan kota/kabupaten. Melalui lesson study
dapat diciptakan budaya mutu dalam
konteks pembelajaran melalui aktivitas
kesejawatan.
Variation of lesson study

Lesson Study - New Mexico Style
incorporates the principles of Japanese
Lesson Study, a form of professional
development that breaks a tradition of
isolation in education to bring teachers
together as a professional community to
improve teacher practice.
New Mexico Style
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It's based on...
Maintaining a constant focus on student learning goals where the
goal of improving teaching is to improve student learning.
Reflecting on the practice of teaching as a community of
professionals with the belief that long-term improvement of
teaching depends on the development of effective teaching
methods.
Encouraging teachers to keep track of changes in practice so that
their learning can be shared with the broader teaching community.
Providing support within the context of school because
improvements in teaching will be most successful if they are
developed in classrooms where teachers teach and students learn.
Valuing teachers as the driving force behind school improvement
because teachers are the only ones who can ensure that students'
learning improves in the classroom.