What is successful adaptation of lesson study in the US?

Perry, Rebecca; Lewis, Catherine

doi:10.1007/s10833-008-9069-7

Cited by 226 publications

(182 citation statements)

References 34 publications

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“…This sharpening of focus afforded by lesson study processes helps teachers to develop greater awareness about students and their needs (Dudley 2013;Lee 2008;Perry and Lewis 2009;Rock and Wilson 2005;Ylonen and Norwich 2012). For instance, it has been reported that teachers become more attentive to students' prior knowledge (Dotger 2011) and more analytic in making connections between a set of learning objectives and what their students already know (Lawrence and Chong 2010).…”

Section: Sharper Focus Among Teachers On Student Learningmentioning

confidence: 99%

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

Cajkler

Wood

Norton

et al. 2014

Research Papers in Education

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Abstract:Two departments in a secondary school in England participated in 'lesson study' projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their students and collaboratively prepared innovative approaches to address the learning challenges. The process yielded multiple sets of data: DVD-recorded lessons, lesson plans and resources, transcripts of preparation and evaluation meetings and individual interviews at the end of the project. This paper draws principally on detailed qualitative analysis of end-of-project interviews about teacher experiences of learning and practice development in the two contexts. While the teachers encountered some logistical challenges to the implementation of lesson study, a number of important gains were reported: collaboration in lesson study reduced feelings of professional isolation; teachers reported a sharper focus on pupil learning and more confidence to take risks with approaches to teaching, which led to greater opportunities for pupils to engage in interactive activities, for example involving problem-solving and peer teaching in groups.Keywords: secondary school, lesson study, collaboration, observation of learning, teacher development IntroductionThe purpose of lesson study is improvement in the quality of teaching through a 'reflexive, recursive and collaborative' process (Dudley 2011, 5). Translated from the term 'kenkyu jugyou' meaning lesson study, the process originates from Japan where it has been widely used since the 1950s (Abiko 2011). A lesson study cycle involves small groups of teachers collaboratively planning a 'research lesson' that is taught by one member of the group while the others observe one or two 'case' pupils (Dudley 2011). The lesson is then evaluated in light of the reflections of the teacher and the insights of those who observed their respective case pupils. Subsequently, the lesson may be revised for further teaching with other classes (Hiebert and Stigler 2000). What distinguishes this from other forms of professional development is the planning of jointly conceived research lessons to address particular problems with learning, rather than focusing on the performance of an individual teacher.The process requires an investment of time and patience: 'Lesson study is a process of improvement that is expected to produce small, incremental improvements in teaching over long periods of time ' (Stigler and Hiebert 1999, 121). Consequently, it may not be attractive 2 in school systems that are hungry for quick-fix impacts, for example on examination results. Despite this, its use is growing and ever larger numbers of research investigations have explored its effectiveness in different contexts (Lewis, Perry and Murata 2006;Fernandez 2002;Fernandez, Cannon and Chokshi 2003;Lawrence and Chong 2010;Dudley , 2013). According to Lewis (2004, 19), teachers in Japa...

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Section: Sharper Focus Among Teachers On Student Learningmentioning

confidence: 99%

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

Cajkler

Wood

Norton

et al. 2014

Research Papers in Education

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“…According to Perry and Lewis (2009) The iterative instructional cycle utilized in the teacher educator-embedded model aligns with lesson study and is also comprised of four stages: goal setting, planning, implementation, and reflection (see Figure 2).…”

Section: Teacher Educator-embedded Professional Learning Modelmentioning

confidence: 99%

Teacher Educator-Embedded Professional Learning Model

Courtney

2018

Int Elect J Math Ed

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The author describes interactions with two middle grades (grades 6-8, student ages 11-14 years) and three secondary school (grades 9-12, student ages 14-18 years) mathematics teachers designed to increase and enhance teachers' content knowledge and transform their classroom instruction by embedding the author (i.e., mathematics teacher educator) into teachers' practices. In addition, the author operationalizes the teacher educator-embedded professional learning model. Embedding a teacher educator into grade K-12 (student ages 5-18 years) teachers' practices, as presented in this study, involves more than simply implementing lessons with teachers. Rather, the mathematics teacher educator navigates iterative instructional cycles alongside the participating teacher, serving as sounding board, interventionist, epistemic student, and colleague. Results of teacher-educator embedding are presented, indicating participating teachers increased their content knowledge, engaged their students in more rigorous mathematics, demonstrated increased self-efficacy and more frequently engaged students in mathematical sense making, reasoning, modelling, generalizing, and communicating.

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“…LS brings educators together to discuss lessons they have jointly prepared and observed in actual classrooms (Lewis, Perry, Hurd, & O Connell, 2006;Lewis, Perry, & Murata, 2006;Perry & Lewis, 2009). However, though common in Japan, China and increasingly in Canada, the United States, Europe and Australia (Gaible & Burns, 2005), LS is still an emerging innovation (Lewis, Perry, & Murata, 2006;Perry & Lewis, 2009). Thus, in some other countries and parts of the world such as Africa, where Lesson Study is not common, educators may need more external support when using LS to fulfil the CPD component of the framework in Figure 2.…”

Section: Framework For Reducing Challenges To Production And/or Use Omentioning

confidence: 99%

Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

Akuma

Callaghan

2016

EURASIA J MATH SCI T

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The science education budget of many secondary schools has decreased, while shortages and environmental concerns linked to conventional Science Education Equipment and Materials (SEEMs) have emerged. Thus, in some schools, resourceful educators produce low-cost equipment from basic materials and use these so-called improvised SEEMs in practical work. However, scattered in the literature are diverse challenges linked to the production and/or use of improvised SEEMs. Thus, the purpose of the literature review presented here was to design a framework useful in the reduction of these challenges. In this regard, we systematically gathered, characterised and clarified the challenges, in addition to collecting and reflecting on ways of reducing them. This enabled us to design the framework which focuses on educator learning and practice in the improvisation of SEEMs under specified conditions. Regarding the implementation of the framework, we have discussed the role that stakeholders including professional development providers and researchers may play.

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What is successful adaptation of lesson study in the US?

Cited by 226 publications

References 34 publications

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

Teacher Educator-Embedded Professional Learning Model

Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

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