Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared

Abstract

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory-the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting.

Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material

“…One overall purpose with the learning study approach is "to generate data that enable us to establish the relationship between teaching and learning" (Pang & Ling, 2012), i.e. "to help teachers to help students learn the object of learning" (Ling & Marton, 2012 p. 8).…”

“…The chosen objects of learning was also a result of the teachers' earlier experiences of pupils' difficulties in building solid constructions in general, and with 4Dframe in particular. Pang and Ling (2012) emphasise two important elements in the learning study approach. The first is the distinct focus on the object of learning, and the second is variation theory as a tool in the learning study process.…”

Implementing Learning Study in Developing Countries: Inhibiting Factors

“…Collaboratively, teachers develop a lesson plan, teach and observe the lesson, collect data on student learning, and use their observations to refine their lesson (Marton and Pang, 2006;Pang, 2006;Stepanek et al, 2007). An effective Learning Study improves students learning by promoting high quality teachers" professional development (Pang & Ling, 2012;Runesson, 2015), among others.…”

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

“…These projects' results have indicated that such models are useful for: 1) developing learning about and understanding of a concept or phenomenon (Lo, Pakey, & Pang, 2006;Wernberg, 2009); 2) reducing the gap between high and low achievers (Lo, 2012;Lo & Marton, 2012); and 3) improving teaching practice and teachers' professional development (Cheng & Lo, 2013;Pang, 2006;Pang & Lo, 2011) and student teachers' (Brante, Holmqvist Olander, Holmquist, & Palla, 2014;Davies & Dunnill, 2008) knowledge of teaching and learning. Knowledge of how the LS model can be tailored to ECE practice is under development.…”