A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning

Saito, Eisuke; Atencio, Matthew

doi:10.1016/j.tate.2013.01.001

Cited by 70 publications

(47 citation statements)

References 32 publications

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“…They found that the LS can be successfully sustained in schools where the school leaders provide strong support, and teachers are convinced of its effectiveness. Saito and Atencio (2013) argued "to promote a more inclusive and meaningful learning community underpinned by regular lesson observations, school leaders must attempt to move away from evaluative and disciplinary identities constituted by their practices of surveillance" (p. 93). Finally, they propose that there is potential for both external consultants and teachers to overcome the dichotomous 'observed versus observing' nature of their working relationship; this relationship could be reframed to minimize teacher resistance and support a more equitable distribution of power.…”

Section: Macro Level Conditionsmentioning

confidence: 99%

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Huang

Shimizu

2016

ZDM Mathematics Education

113

103

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Section: Macro Level Conditionsmentioning

confidence: 99%

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Huang

Shimizu

2016

ZDM Mathematics Education

113

103

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“…Lesson study is a collaborative activity of educators to develop learning. Lesson study has been implemented as a viable approach to support teachers' professional development (Saito and Atencio, 2013). The teachers eventually implemented these plans in the classroom and then reflected on the lessons together (Saito and Atencio, 2013).…”

Section: Discussion Instructional Management Based Lesson Studymentioning

confidence: 99%

“…Lesson study has been implemented as a viable approach to support teachers' professional development (Saito and Atencio, 2013). The teachers eventually implemented these plans in the classroom and then reflected on the lessons together (Saito and Atencio, 2013). The process of lesson study is: (1) defining the problem; (2) planning the lesson; (3) teaching the lesson; (4) evaluating the lesson and reflecting on its effect; and (5) revising the lesson (Norwich and Ylonen, 2013;Nesusin, et al, 2014;Murata, 2011).…”

Section: Discussion Instructional Management Based Lesson Studymentioning

confidence: 99%

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Gunawan¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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Abstract:The purpose of this study is: (1) to describe the process of instructional management based lesson study; and (2) improving of student achievement by applying instructional management based lesson study. The research method used is a classroom action research, which is implemented with two cycles, namely Cycle I and Cycle II. The research instrument is the observation sheet of lesson study and test. Data analysis is the analysis of variance paired-samples t test formula with the SPSS PASW Statistics 18. Subjects of the study were 31 students of the Class Management course. The result of the research shows that: (1) the process of instructional management based on lesson study is cyclical i.e. lesson plan, learning implementation (do, open class), and learning evaluation (see); and (2) there is improvement of student achievement by applying instructional management based lesson study.

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“…Both methods consider lesson planning a fundamental step that needs to be carefully executed, once a lesson has to assure a number of conditions in order to facilitate students' learning (KELLER, 1968;SIMS;WALSH, 2009;SAITO;ATENCIO, 2013) ATENCIO, 2013;DEMIRBULAK, 2011;DUDLEY, 2013, ISODA, 2010. However, due to their different theoretical backgrounds, they have a different understanding of the way goals should be described.…”

Section: Lesson Planningmentioning

confidence: 99%

Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods

Médici

Carmo

2018

Sc. Knowl. Focus

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Educational researchers are concerned with the investigation and improvement of teaching methods, and data obtained this study evidences their efficacy. The Personalized System of Instruction (PSI) and Lesson Study (LS) are two evidence-based effective teaching methods applied in varied disciplines in several countries with different theoretical backgrounds, procedures and evaluation strategies. In general, PSI research focuses on student development, lesson planning relies on an instructor, instructions are written, evaluation based on experimental manipulation, and shortcomings involve issues like student procrastination, excessive preparation and supervisor training time. LS research focuses on teacher and student development, instructions are varied, the assessment is based on a performance of the student, and teacher perception and shortcomings include excessive meeting time. This article suggests that both PSI and LS can benefit from the investigating implementation of each other's features. Keywords: Teaching and Learning, Personalized System of Instruction, Lesson Study, Comparative Analysis. RESUMO:Os pesquisadores educacionais estão preocupados com a investigação e aperfeiçoamento dos métodos de ensino e os dados obtidos evidenciam a sua eficácia. O Personalized System of Instruction (PSI) e Lesson Study (LS) são dois métodos de ensino efetivos baseados em evidências aplicados em disciplinas variadas em países com diferentes contextos teóricos, procedimentos e estratégias de avaliação. Em geral, a pesquisa do PSI concentra-se no desenvolvimento do aluno, o planejamento de lições depende de um instrutor, as instruções são escritas, a avaliação baseia-se em manipulação experimental e as deficiências envolvem problemas como a procrastinação dos alunos, a preparação excessiva e o tempo de treinamento do supervisor. A pesquisa do LS concentra-se no desenvolvimento do professor e do aluno, as instruções são variadas, a avaliação é baseada no desempenho do aluno e na percepção do professor e as deficiências incluem o excessivo tempo de reunião. Este artigo sugere que tanto PSI quanto LS, podem se beneficiar com a implementação investigativa dos recursos uns dos outros. Palavras-chave: Ensino e aprendizagem, Sistema Personalizado de Instrução, Estudo de Lição, Análise Comparativa.

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A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning

Cited by 70 publications

References 32 publications

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods

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