Copyright ©2003, Global Education Resources, L.L.C. All Rights Reserved Lesson Study: A Japanese...

Copyright ©2003, Global Education Resources, L.L.C. All Rights Reserved

Lesson Study: Lesson Study: A Japanese Approach to A Japanese Approach to

Improving the Teaching and Improving the Teaching and Learning of MathematicsLearning of Mathematics

Makoto Yoshida, Ph.D.Global Education Resources

(www.globaledresources.com)


What Is Lesson Study?What Is Lesson Study?

Lesson study is a process Japanese teachers engage in to continually improve the quality of the learning experiences they provide to their students.

授業　研究Lesson Study


Three Main ActivitiesThree Main Activities

1.Identifying a Lesson Study goal2.Conducting a small number of

“Study Lessons (or Research Lessons)” that explore this goal

3.Reflecting on the process (including producing written reports)

Lesson study involves teachers coming together to work on three main activities:


Identify and Establish Identify and Establish Lesson Study GoalLesson Study Goal

1. What kind of students do we have and what kind of students do we want to foster

2. How do we get there?


An Example of Lesson Study An Example of Lesson Study GoalGoal

1. Paterson Public School No.2 (Paterson, NJ)

a. School Goal: “Creating a community of responsible learners”

b. Lesson Study Goal: “To encourage, record, and share student thinking”


Working on a “Study Working on a “Study Lesson”Lesson”

Research and Preparation: The teachers jointly draw up a detailed

plan for the Study Lesson.Implementation: A teacher teaches the “Study Lesson” in a

real classroom while other group members observe.

Reflection and Improvement: The group comes together to discuss the

instruction witnessed and what it taught them about the goal they set out to explore.


Working on a “Study Working on a “Study Lesson” (2)Lesson” (2)

Second Implementation and Reflection (optional):

A second teacher teaches the “Study Lesson” in a real classroom while the other group members observe.

The second implementation is followed by a group discussion on the instruction witnessed.

Filing Records: The teachers produce a report of their

work


A Lesson Study CycleA Lesson Study Cycle

(Research & Preparation)

(Implementation)

(Implementation)

(Reflection & Improvement)

(Reflection & Filing of Records)

Group Meetings

Study Lesson (1)

Study Lesson (2)

Group Meetings

Group Meetings

A Typical Lesson Study Cycle


1. Planning a Research 1. Planning a Research LessonLesson


22a. Implementing the a. Implementing the Research LessonResearch Lesson


22b. Observing the Research b. Observing the Research LessonLesson


3. 3. Reflecting on the Research Reflecting on the Research LessonLesson


4. 4. Re-Implementing the Re-Implementing the Research LessonResearch Lesson


5. 5. Reflecting on the Reflecting on the Research LessonResearch Lesson


Producing Lesson Producing Lesson PlanPlan




A Year-Long Schedule for A Year-Long Schedule for Lesson StudyLesson Study

April

May

June

July

August

September

October

November

December

January

February

March

1st Trimester

2nd Trimester

3rd Trimester

(Summer Vacation)

Groundwork Lower-Grade Level Lesson Study

Middle-Grade Level Lesson Study

Upper-Grade Level Lesson Study

Group Meetings

Study Lesson (1)

Study Lesson (2)

Group Meetings

Group Meetings


Reflecting on the Lesson Reflecting on the Lesson Study ProcessStudy Process

1. Reflect on and discuss the Lesson Study process at the end of year.

2. Produce a report3. Develop a plan for the next year


Research Report Research Report BookletBooklet


Publications by TeachersPublications by Teachers

Education Book Section at Large Bookstores


Different Ways to Conduct Different Ways to Conduct Lesson Study in Japan Lesson Study in Japan

• School-Based (In-School)Whole school (all subjects)Content area study groups

• Inter-schoolRegionally organizedPart of mandated beginning teacher education Voluntarily organized clubs and circlesOrganized by educational associations and

institutions


Example of Lesson Study

Groups

Description Maine Purpose

In-School Lesson Study

Usually all teachers from a school participate Establish a school lesson study goal Form several sub-groups that engage in a lesson study cycle

Achieving systematic and consistent instructional and learning improvement in the school as a whole Develop a common vision of education at the school through teacher collaboration

District-Wide Lesson Study

Organized as an intra-school lesson study group Usually subject oriented groups (e.g., math teachers from each school in the district gather to conduct lesson study) Meet once or twice a month

Developing communication among the schools in the district. Exchanging ideas between the schools. Improving instruction and learning in the district as a whole

Study-Group Lesson Study(Nation-wide)

Usually a voluntarily organized group Group of enthusiastic practitioners with purpose of improving teaching and learning or curriculum in a certain subject Meet once or twice after school on off-school days

Developing new ideas for teaching chosen topics. Investigating curriculum sequences and contents. Developing curriculum


Research Lesson Participants

The Lesson Study CycleThe Lesson Study CycleLesson Study Group

Lesson Planning Group

Developing a lesson plan

Revising the lesson plan

Research LessonKenkyu Jugyo

DebriefingKenkyu Kyogikai

Other Sub Groups’ Members

Teachers from the other schools in the same district

Teachers from the other school districts

New Idea for Teaching and Learning

Revising the lesson plan and examine in own

classroom

Reexamine the lesson in own classroom using the lesson

plan


Characteristics of Lesson Characteristics of Lesson Study (1)Study (1)

1. Lesson study keeps students at the heart of the process

a. Classroom teaching & learning (Become visible)b. Understanding learning process

2. Lesson study helps teachers see classroom practice (teaching and learning) in a concrete form

a. Helps teachers understand new teaching ideasb. Helps teachers develop a clear image of what good

teaching practice entails

3. Lesson study is a form of researcha. Practice is research & teacher as researcherb. Testing hypotheses in the classroom, collecting

student data, reflecting/analyzing


Characteristics of Lesson Characteristics of Lesson Study (2)Study (2)

1. Lesson study can provide a form of systematic and sustained professional development

a. Driven by teachers >> Continuous PDb. Teacher collaboration creates common understanding of

instruction, curriculum, goals of education, etc. >> consistent learning conditions for students

2. “Lesson” study is not just about the lessona. Opportunities for the teachers to partake in intensively

thinking deeply about instruction, learning, curriculum, education, etc. “Becoming a life-long learner”

b. Producing a perfect lesson is not the goal (Good lessons are byproduct of lesson study process)


““Lesson Study: An Lesson Study: An Introduction”Introduction”

Produced by Makoto Yoshida & Clea Produced by Makoto Yoshida & Clea Fernandez Fernandez

(20 min. video on CD-ROM)(20 min. video on CD-ROM)To Order visit:www.globaledresources.com


Useful Lesson Study Useful Lesson Study WebsitesWebsites

1. Global Education Resources: www.globaledresources

2. Lesson Study Research Group: www.tc.edu/lessonstudy

3. Lesson Study in Japan: www.lessonresearch.net

4. Northwest regional Educational Laboratory: www.nwrel.org/msec

5. Research for Better Schools: www.rbs.org


Lesson Study VideosLesson Study Videos

1. “Lesson study: An Introduction”, Global Education Resources: www.globaledresources.com

2. “Japanese lesson study: Ideas for improving mathematics teaching” (Spring, 2001), NCTM: www.nctm.org

3. “Can you lift 100kg?” and “The secret of trapezes”, Lesson Study in Japan: www.lessonresearch.net


Topics Discussed During Topics Discussed During an Effective Lesson an Effective Lesson

Study (1)Study (1)1. Relationship of Unit to the Research

Lesson:a. What is taught & how a textbook teaches a

unitb. How other textbooks or materials teach the

unit differentlyc. Relationship of the unit to the curriculumd. Students’ previously learned knowledge &

state of learninge. Goals and important mathematical

concepts in the unitf. How the Research lesson fits into the unitg. Goal of the research lesson



Study (2)Study (2)1. Research Lesson:

a. Problem the lesson will focus onb. How to start the lesson (engagement &

interest)c. Main question that promotes student thinkingd. Students’ anticipated solutions and teacher’s

response to thosee. Instructional tools & manipulativesf. Handouts & note takingg. Blackboard organization & media useh. Progression, flow and coherence of the lessoni. How and where to end the lessonj. How to evaluate the lesson



Study (3)Study (3)1. Other issues:

a. Handling individual differencesb. Fostering various student skills to solve

mathematical problems (e.g., drawing diagrams, tables, and graphs; ordering and categorizing)

c. Fostering other student skills besides knowledge about mathematics (e.g., Student listening skills and presentation skills)

d. Type of learning experiences that help students engage, be interested in, and want to further investigate

e. Abstract issuse about mathematics education (e.g., What do we teach students by teaching the subject of mathematics?)

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