N LESSON study, teachers collaboratively plan, observe, and analyze actual classroom lessons, drawing out implications both for the design of specific lessons and for teaching and learning more broadly. Long the dominant form of professional development in Japan, lesson study has spread rapidly in the United States since 1999. Previous Kappan articles have praised lesson study's potential for improving instruction but questioned whether it might become one more short-lived fad. 1 Since 2000, we have followed the development of lesson study at Highlands Elementary School, one of the first U.S. schools to adopt the practice. Serving just over 400 K-5 students in an urban/suburban district in the western U.S., Highlands School provides both an "existence proof " that U.S. teachers can use lesson study to improve instruction and a window into the conditions needed for its success. 2
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