Analysis of the final comments provided by a knowledgeable other in lesson study

Tatsuhiko Seino,Colin Foster

doi:10.1007/s10857-020-09468-y

Tatsuhiko Seino, Colin Foster

Open Access

https://doi.org/10.1007/s10857-020-09468-y

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Abstract

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.

Highlights

Lesson study is a powerful form of professional development, which enables Japanese teachers to improve their lessons and enhance their teaching competence (Fernandez and Yoshida 2012)
We have sought to examine this crucial aspect of successful lesson study in Japan in order to identify practices that contribute to the value of the process and enable them to be analyzed
We have analyzed the final comments provided during Post-lesson Discussions across three mathematics research lessons by a very highly regarded koshi, Professor Takashi Nakamura, a university mathematics educator with extensive elementary school teaching experience and an outstanding public reputation in Japan

Summary

Introduction

Lesson study is a powerful form of professional development, which enables Japanese teachers to improve their lessons and enhance their teaching competence (Fernandez and Yoshida 2012). 80), meaning that essential aspects of the process may be taken for granted and not critically interrogated This means that it can be hard for those new to lesson study—whether teachers in other countries, or less-experienced teachers in Japan—to learn about how to enact the process in the most effective ways possible. Lesson study is commonly conceived of in five steps (Fujii 2016): Goal Setting, Lesson Planning, Research Lesson, Post-lesson Discussion, and Reflection. One example could be: “To help children to think for themselves and learn actively together: improvement of mathematical thinking, decision making, and expressing.”. Following this goal setting, the step involves designing a lesson that will address the research theme. The terms Lesson study and research lesson are sometimes viewed as synonymous, but they are distinct, as a research lesson is one component of lesson study (Fujii 2016)

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