Transcript Lesson Study: A Japanese Approach to Improve Teaching

Lesson Study:
A Japanese Approach to Improving
the Teaching and Learning of
Mathematics
Makoto Yoshida, Ph.D.
Global Education Resources
(www.globaledresources.com)
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What Is Lesson Study?
Lesson study is a process Japanese teachers
engage in to continually improve the quality of
the learning experiences they provide to their
students.
授業 研究
Lesson Study
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Three Main Activities
Lesson study involves teachers coming
together to work on three main activities:
1.Identifying a Lesson Study goal
2.Conducting a small number of “Study
Lessons (or Research Lessons)” that
explore this goal
3.Reflecting on the process (including
producing written reports)
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Identify and Establish Lesson
Study Goal
1. What kind of students do we have and
what kind of students do we want to
foster
2. How do we get there?
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An Example of Lesson Study Goal
1. Paterson Public School No.2
(Paterson, NJ)
a. School Goal: “Creating a community of
responsible learners”
b. Lesson Study Goal: “To encourage,
record, and share student thinking”
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Working on a “Study Lesson”
Research and Preparation:
The teachers jointly draw up a detailed plan
for the Study Lesson.
Implementation:
A teacher teaches the “Study Lesson” in a real
classroom while other group members
observe.
Reflection and Improvement:
The group comes together to discuss the
instruction witnessed and what it taught them
about the goal they set out to explore.
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Working on a “Study Lesson”
(2)
Second Implementation and Reflection
(optional):
A second teacher teaches the “Study
Lesson” in a real classroom while the other
group members observe.
The second implementation is followed by a
group discussion on the instruction
witnessed.
Filing Records:
The teachers produce a report of their work
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A Lesson Study Cycle
A Typical Lesson Study Cycle
Group Meetings
(Rese arch & Preparation)
Study Lesson (1)
(Impl ementation)
Group Meetings
Study Lesson (2)
Group Meetings
(Reflection & Im provement)
(Impl ementation)
(Reflection & Filing of Records)
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1. Planning a Research Lesson
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2a. Implementing the Research
Lesson
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2b. Observing the Research
Lesson
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3. Reflecting on the Research
Lesson
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4. Re-Implementing the Research
Lesson
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5. Reflecting on the Research
Lesson
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Producing Lesson
Plan
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A Year-Long Schedule for Lesson
Study
1st Trimester
April
Groundwork
Lower-Grade Level Lesson Study
May
Middle-Grade Level Lesson Study
June
Upper-Grade Level Lesson Study
July
August
(Summer Vacation)
2nd Trimester
September
Group Meetings
Study Lesson (1)
Group Meetings
Study Lesson (2)
October
November
December
3rd Trimester
January
February
Group Meetings
March
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Reflecting on the Lesson Study
Process
1. Reflect on and discuss the Lesson
Study process at the end of year.
2. Produce a report
3. Develop a plan for the next year
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Research Report Booklet
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Publications by Teachers
Education Book Section at Large Bookstores
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Different Ways to Conduct
Lesson Study in Japan
•
School-Based (In-School)
Whole school (all subjects)
Content area study groups
•
Inter-school
Regionally organized
Part of mandated beginning teacher education
Voluntarily organized clubs and circles
Organized by educational associations and
institutions
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Example of
Lesson Study
Groups
Description
Maine Purpose
In-School Lesson
Study
 Usually all teachers from a school
participate
 Establish a school lesson study goal
 Form several sub-groups that engage
in a lesson study cycle
 Achieving systematic and consistent
instructional and learning improvement
in the school as a whole
 Develop a common vision of
education at the school through teacher
collaboration
District-Wide
Lesson Study
 Organized as an intra-school lesson
study group
 Usually subject oriented groups (e.g.,
math teachers from each school in the
district gather to conduct lesson study)
 Meet once or twice a month
 Developing communication among the
schools in the district.
 Exchanging ideas between the
schools.
 Improving instruction and learning in
the district as a whole
Study-Group
Lesson Study
(Nation-wide)
 Usually a voluntarily organized group
 Group of enthusiastic practitioners
with purpose of improving teaching and
learning or curriculum in a certain
subject
 Meet once or twice after school on offschool days
 Developing new ideas for teaching
chosen topics.
 Investigating curriculum sequences
and contents.
 Developing curriculum
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The Lesson Study Cycle
Lesson Study Group
Research Lesson Participants
Other Sub Groups’ Members
Teachers from the other schools
in the same district
Teachers from
school districts
Developing a lesson plan
Lesson Planning
Group
the
other
Research Lesson
Kenkyu Jugyo
Debriefing
Kenkyu Kyogikai
Revising the lesson plan
and examine in own
classroom
Reexamine the lesson in own
classroom using the lesson
plan
Revising the lesson plan
New Idea for Teaching and
Learning
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Characteristics of Lesson Study (1)
1.
Lesson study keeps students at the heart of the
process
a.
b.
2.
Lesson study helps teachers see classroom
practice (teaching and learning) in a concrete form
a.
b.
3.
Classroom teaching & learning (Become visible)
Understanding learning process
Helps teachers understand new teaching ideas
Helps teachers develop a clear image of what good teaching
practice entails
Lesson study is a form of research
a.
b.
Practice is research & teacher as researcher
Testing hypotheses in the classroom, collecting student data,
reflecting/analyzing
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Characteristics of Lesson Study
(2)
1.
Lesson study can provide a form of systematic and
sustained professional development
a.
b.
2.
Driven by teachers >> Continuous PD
Teacher collaboration creates common understanding of
instruction, curriculum, goals of education, etc. >> consistent
learning conditions for students
“Lesson” study is not just about the lesson
a.
b.
Opportunities for the teachers to partake in intensively
thinking deeply about instruction, learning, curriculum,
education, etc. “Becoming a life-long learner”
Producing a perfect lesson is not the goal (Good lessons are
byproduct of lesson study process)
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“Lesson Study: An
Introduction”
Produced by Makoto Yoshida & Clea
Fernandez
(20 min. video on CD-ROM)
To Order visit:
www.globaledresources.com
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Useful Lesson Study
Websites
1. Global Education Resources:
www.globaledresources
2. Lesson Study Research Group:
www.tc.edu/lessonstudy
3. Lesson Study in Japan:
www.lessonresearch.net
4. Northwest regional Educational Laboratory:
www.nwrel.org/msec
5. Research for Better Schools: www.rbs.org
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Lesson Study Videos
1. “Lesson study: An Introduction”, Global
Education Resources:
www.globaledresources.com
2. “Japanese lesson study: Ideas for improving
mathematics teaching” (Spring, 2001),
NCTM: www.nctm.org
3. “Can you lift 100kg?” and “The secret of
trapezes”, Lesson Study in Japan:
www.lessonresearch.net
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Topics Discussed During an
Effective Lesson Study (1)
1.
Relationship of Unit to the Research Lesson:
a. What is taught & how a textbook teaches a unit
b. How other textbooks or materials teach the unit
differently
c. Relationship of the unit to the curriculum
d. Students’ previously learned knowledge & state
of learning
e. Goals and important mathematical concepts in
the unit
f. How the Research lesson fits into the unit
g. Goal of the research lesson
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Topics Discussed During an
Effective Lesson Study (2)
1. Research Lesson:
a.
b.
c.
d.
Problem the lesson will focus on
How to start the lesson (engagement & interest)
Main question that promotes student thinking
Students’ anticipated solutions and teacher’s
response to those
e. Instructional tools & manipulatives
f. Handouts & note taking
g. Blackboard organization & media use
h. Progression, flow and coherence of the lesson
i. How and where to end the lesson
j. How
to©2003,
evaluate
theResources,
lesson
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Topics Discussed During an
Effective Lesson Study (3)
1. Other issues:
a. Handling individual differences
b. Fostering various student skills to solve
mathematical problems (e.g., drawing diagrams,
tables, and graphs; ordering and categorizing)
c. Fostering other student skills besides knowledge
about mathematics (e.g., Student listening skills
and presentation skills)
d. Type of learning experiences that help students
engage, be interested in, and want to further
investigate
e. Abstract issuse about mathematics education
(e.g.,
What do we teach students by teaching
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the subject of mathematics?)