How teachers learn to maintain the cognitive demand of tasks through Lesson Study

Estrella, Soledad; Zakaryan, Diana; Olfos, Raimundo; Espinoza, Gonzalo

doi:10.1007/s10857-018-09423-y

Cited by 34 publications

(26 citation statements)

References 16 publications

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“…Prior research has identified that the lesson revision process is a key aspect of lesson study. Estrella et al (2020) found that in-service teachers engaged in lesson study had developed strategies for maintaining the cognitive demand of tasks through the lesson revision process. Skultety et al (2017) identified that the lesson revision was a crucial step for solidifying the knowledge generated in the postlesson discussions of student thinking.…”

Section: Discussionmentioning

confidence: 99%

Leveraging prospective teachers’ knowledge through their participation in lesson study

González

Cepeda

Hernández-Rodríguez

2021

J Math Teacher Educ

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This study focuses on a lesson study adaptation for bridging prospective teachers' experiences in a methods course and their field experiences in a teacher education program in Puerto Rico. We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons. Using the theoretical framework for lesson study by Lewis and colleagues, we analyzed video recordings of the teams' discussions. The results show learning opportunities in the three dimensions of the framework: teachers' knowledge and beliefs, the creation of a professional community, and the development of teaching-learning artifacts. The mentors leveraged prospective teachers' knowledge, built on topics discussed in the methods course, and created a professional learning community. Three resources introduced in the methods course supported the creation of a hybrid space connecting academic and practitioner knowledge: shared language about teaching moves for using technology in math instruction, the mathematical proficiency framework, and a lesson plan template. The mentors drew upon their subject matter and pedagogical knowledge during their facilitation of lesson study. The intervention exemplifies a lesson study adaptation that is feasible in the context of a teacher education program.

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Section: Discussionmentioning

confidence: 99%

Leveraging prospective teachers’ knowledge through their participation in lesson study

González

Cepeda

Hernández-Rodríguez

2021

J Math Teacher Educ

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“…Lesson Study. One study examined the impact of Lesson Study on primary teachers' ability to maintain the cognitive demand of mathematics tasks (Estrella et al, 2020). The Lesson Study spanned eight weeks, and the participants-three researchers and four primary school teachers-met for two hours weekly.…”

Section: Professional Developmentmentioning

confidence: 99%

“…The lesson plan was implemented following the fourth and fifth Lesson Study sessions; the sessions following each implementation were used to reflect and analyze the implemented lesson. The first implementation of the plan included multiple instances where the cognitive demand of the task declined, namely as challenging aspects of the task became routinized by the teacher (Estrella et al, 2020). During reflection and analysis of this first lesson, changes were considered prior to the second implementation, such as creating and providing a scaffolding document to the students.…”

Section: Professional Developmentmentioning

confidence: 99%

“…In the second implementation, the cognitive demand was maintained and attributed to appropriate scaffolding, a consistent press for student justification, a means for students to monitor their own progress, and the modeling of high-level performance. Although the Lesson Study participants sought to plan a lesson that made use of cognitively demanding tasks, it was not until the participants had an opportunity to reflect on an initial implementation of their lesson that changes were made in a manner that allowed for the cognitive demand of the task to then be maintained (Estrella et al, 2020).…”

Section: Professional Developmentmentioning

confidence: 99%

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Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

Parrish

Bryd

2022

INT ELECT J MATH ED

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A clear relationship exists between the consistent selection and implementation of cognitively demanding tasks and students' conceptual understanding of mathematics. However, mathematics teachers often struggle to maintain the cognitive demand of implemented tasks, with a number of factors identified as contributing to this decline. As many students have limited opportunity to engage with cognitively demanding tasks, the percentage of students proficient in mathematics remains low and unchanged. Given that the consistent opportunity to engage with cognitively demanding tasks is key to increasing the percentage of students proficient in mathematics, understanding the role of tasks in the mathematics classroom is of essence to both mathematics students and the field of mathematics education. As such, the purpose of this paper is to describe the role of cognitively demanding tasks in the mathematics classroom, the barriers to task implementation, and the supports for students and teachers related to either their engagement with or implementation of cognitively demanding tasks.

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“…En América Latina esta metodología ha comenzado a expandirse gracias a los convenios establecidos con la Agencia de Cooperación internacional de Japón (JICA) (Isoda et al, 2007). En Chile, se han realizado estudios enfocados principalmente al área de matemáticas (Estrella et al, 2020;Garay, 2018;Montoya, 2016;Olfos et al, 2015) y otras recientes exploraciones en el área de la diversidad (Duk & Hernández, 2020).…”

Section: Introductionunclassified

Estudio de Clases y sus efectos en las conversaciones pedagógicas docentes

Aguayo¹,

Bravo²,

Torres³

et al. 2021

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Con el propósito de contribuir a la comprensión de los procesos de conversación que se despliegan en el desarrollo de una metodología de desarrollo profesional docente; este estudio describe las modalidades de conversación que emergen en los procesos de planificación colaborativa de dos clases de lenguaje en nivel primario, en el contexto de la implementación de Estudios de Clase. A partir del análisis cualitativo de los turnos completos de palabra en los intercambios docentes y utilizando el modelo de Mercer de análisis de modalidades de conversación (1991), se observa que los docentes participantes transitan desde una modalidad disputativa y acumulativa, hacia una modalidad exploratoria, basada en la colaboración y análisis crítico.

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How teachers learn to maintain the cognitive demand of tasks through Lesson Study

Cited by 34 publications

References 16 publications

Leveraging prospective teachers’ knowledge through their participation in lesson study

Leveraging prospective teachers’ knowledge through their participation in lesson study

Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

Estudio de Clases y sus efectos en las conversaciones pedagógicas docentes

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