Fusing Lesson Study and Authentic Achievement: A Model for Teacher Collaboration

Abstract

Schmoker called into question the effectiveness of many of the major reform efforts of the past two decades. In particular he made the case that strategic planning efforts and whole-school reform efforts have been mostly ineffective because planning cycles are too long and implementation is too complex and cumbersome, leading to "fragmentation and overload." To solve these problems and to make schools work better for students, he recommended that small groups of teachers work collaboratively on relatively short-term goals. He wrote, "We must replace complex, long-term plans with simple plans that focus on actual teaching lessons and units created in true 'learning communities' that promote team-based, short-term thought and action." 1 As we read Schmoker's article, we nodded our heads in agreement; we had experienced exactly what he described and had arrived at similar conclusions. Over

Model Pelatihan Guru Ilmu Pengetahuan Sosial Di SMP Muhammadiyah Kartasura

“…2) Validation praktik. Hal ini sejalan dengan hasil penelitian Stewart (2005), yang berjudul: A Model for Teacher Collaboration, bahwa penelitian ini saling melengkapi dan ada kesesuaian. Hasil penelitian Stewart menunjukkan bahwa cara yang terbaik untuk menyempurnakan perbaikan yang sifatnya positif di setiap tingkatan kelas pada suatu sekolah adalah dengan mengadopsi suatu model pembelajaran yang teruji (validasi).…”

Instructional Learning Teams: A Case Study

“…Improved practices can be achieved through a collaborative environment focusing on the instruction, curricular materials and student work (Newmann & Associates, 1996). A professional development model: Instructional Learning Teams (ILTs) promote school improvement by providing a process through which teachers collaborate with other professionals using rubrics to guide reflective discourse regarding tasks, instruction, and student work while engaging in short cycles of informal action research (Newmann, Secada, & Wehlage, 1995;Stewart & Brendefur, 2005b). For over a century, U.S. teachers have been disenfranchised as passive receivers of university-based research.…”

“…One way to do this is to structure the conversations around objective measures, such as the task, the instruction, and students' work. Teachers will share in the collaborative process of building the lessons and reflecting on the pedagogical process leading up to student performance (Fullan, 1993;Rogoff, Turkanis, & Bartlett, 2001;Stewart & Brendefur, 2005a). Fullan (2001) stated that "most strategies for reform focus on structures, formal requirements, and event-based activities [that] do not struggle directly with existing cultures and which new values and practices may be required" (p. 34).…”

“…Four elements of professional learning communities were used to frame the findings from qualitative research methodologies employed to begin answering these questions. Additionally, rubrics developed by Newmann, Secada, and Wehlage (1995) and modified by Stewart and Brendefur (2005a) were used to frame discussions and analyze instruction.…”

“…Three rubrics from Stewart and Brendefur (Stewart & Brendefur, 2005b) were used to score (1) the combined major tasks in the lesson plan, (2) classroom instruction, and (3) student work. All meetings and instructional sessions were videotaped.…”