The invisible leader: Facilitation in Lesson Study

Abstract

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.

A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?

“…Concerning a shared understanding of LS, it makes sense to first look at the category Role of Outside Expertise. This was the most transparently communicated category and addresses a topic that is also increasingly the primary subject of research (Takahashi, 2014;Lewis, 2016;Amador and Carter, 2018;Hauge, 2021;Mynott and Michel, 2022). The scientific discourse on outside expertise in LS seems to be driven by researchers' own interest in how to best initiate, lead, and sustain LS.…”