Methodological Understandings from Elementary Science Lesson Study Facilitation and Research

Dotger, Sharon

doi:10.1007/s10972-015-9427-2

Cited by 15 publications

(26 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…LS focuses on teacher collaboration to develop a series of research lessons (Takahashi and Yoshida, 2004) that set pupil goals within a specific topic, addressed through the examination of the learning outcomes arising from the lessons (Puchner and Taylor, 2006). In the UK version of LS (Dudley, 2012), the LS cycle usually consists of three research lessons that are jointly planned and directly observed and reviewed by an LS team that typically consists of teachers (Dotger, 2015;Takahashi and Yoshida, 2004). The LS team also identifies one or two case pupils as the focus for the planning and evaluation, identified depending on the topic and aims of the LS (Dudley, 2004).…”

Section: Introductionmentioning

confidence: 99%

Exploring knowledge bridging and translation in lesson study using an inter-professional team

Norwich

Koutsouris

Fujita

et al. 2016

International Journal for Lesson and Learning Studies

View full text Add to dashboard Cite

Purpose – It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics. Design/methodology/approach – The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used. Findings – Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS. Originality/value – This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.

show abstract

Section: Introductionmentioning

confidence: 99%

Exploring knowledge bridging and translation in lesson study using an inter-professional team

Norwich

Koutsouris

Fujita

et al. 2016

International Journal for Lesson and Learning Studies

View full text Add to dashboard Cite

show abstract

“…The data is in form of observation result toward the students' performances in the accuracy of the elaboration and linearity of KD to the indicator, the suitability of the indicator with the material, the suitability of the material with the learning method/approach, the form of learning, and the appropriateness of the media used, and the appropriateness of the tools and forms of assessment. The approach used was learning approach which has developed by Matoba [25], Fernandez [26], and Dotger [27] as depicted in the Figure 1 as in the following: Based on the type and form of data, the technique data analysis used is in form of descriptive analysis. It describes the phenomenon, action and any events that happen in every research data in each cycle.…”

Section: Methodsmentioning

confidence: 99%

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Subandi¹,

Masrur²,

Arista³

et al. 2019

Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019)

View full text Add to dashboard Cite

Student's competence formation in the world of education is a common problem that occurs at every level and all education promoters. The direct instruction can be used as an alternative solution in the learning process to overcome these problems. The direct instruction is proven to be able to help students to understand the knowledge easier that is characterized by the formation of skills in preparing the lesson plans because this model provides the opportunity for students to experience directly about the process of preparing the required learning tools. The gained direct experience is stored in the memory which is continued by the deposition process then will become a semipermanent knowledge. With the deposition of experience in an activity that is experienced directly, it can make students easier to get back the knowledge from memory when needed. Therefore, based on the results of this study, the direct instruction is considered feasible to be used as an alternative choice, especially in the teaching and learning process usage that has the goal of forming the skills in developing learning tools for students. Because this type of learning model is more aimed at the formation of abilities and skills in students in which students are required to produce a device and not just test pedagogical knowledge at the end of the learning process.

show abstract

“…Therefore, despite aspects of facilitation starting to be captured in more detail, there is a need to further explore how facilitators facilitate. Dotger (2015), Hauge (2021), and Mynott (2018) all started to explore the topic of how a facilitator facilitates LS, but each from different perspectives and positions. All three authors are themselves facilitators, although Hauge (2021) identifies more as a researcher of LS.…”

Section: Facilitation Literaturementioning

confidence: 99%

“…When exploring facilitation, Dotger (2015) problematised the LS process and showed that there is more to consider around LS for a facilitator than just the research lesson cycle. She considered the parameters of the LS process from the initial participant recruitment right through to the shared-knowledge production at the end of the cycle (Dotger, 2015). That is, the importance of developing the agency of the individual participant, whilst also recognizing that certain tensions may exist.…”

Section: Facilitation Literaturementioning

confidence: 99%

The invisible leader: Facilitation in Lesson Study

Mynott¹,

Michel²

2022

EDUPIJ

View full text Add to dashboard Cite

Background/purpose -Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles. Materials/methods -We used the Standards, Assessment, Instruction and Intervention, Leadership, and Sustainability (SAILS) framework (Hasbrouck & Denton, 2005; Hasbrouck & Michel, 2022) to explore and thematically code reflective semi-structured interviews between two LS facilitators. We coded and organized themes to explore the actions, processes, tools, and behaviors that facilitators use. Results -Standards formed a key feature of LS facilitation. Leadership, how the facilitators intervened and supported participants to sustain LS, was a salient theme. The skills, tools, and processes used by the facilitators built upon existing knowledge of LS facilitators (de Vries & Uffen, 2021; Morago & Grigioni Baur, 2021; Mynott, 2018). A fundamental finding is that the facilitator is a leader who needs to be present enough to navigate discussions, yet invisible enough to not get in the way of participant learning. Conclusion -Deepening our knowledge of what the facilitator can do to increase the sustainability of participant learning can help support future LS teams. How a facilitator thinks about aspects of their work in advance, which tools can be used during conversations, and how they summarize learning are all important aspects of their work.

show abstract

Methodological Understandings from Elementary Science Lesson Study Facilitation and Research

Cited by 15 publications

References 26 publications

Exploring knowledge bridging and translation in lesson study using an inter-professional team

Exploring knowledge bridging and translation in lesson study using an inter-professional team

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

The invisible leader: Facilitation in Lesson Study

Contact Info

Product

Resources

About