Conducting Lesson Study Research Articles

Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections

In this article, we present a case study of four Vietnamese teachers of English in a Community College working in a Lesson Study group that prepared them for teacher development in teaching English as a foreign language (EFL). Qualitative data from interview, reflective writing and observation were analyzed during the researched lessons. By conducting Lesson Study, the teachers indicated they were fully aware of the important roles of Lesson Study in their professional development strategies. They declaimed Lesson Study, involving a small group of educators collaboratively designing, teaching, and refining a single lesson could provide a platform for mutual learning, collaboratively designing more effective lesson plans which focus on learning goals, and rendering timid teachers more confident in having their teaching observed by colleagues. However, some constraints faced by the teachers were identified, which may undermine the gains of Lesson Study.

Utilizing lesson study in teaching synthetic division for procedural fluency in a post-pandemic classroom

Rigid planning, implementation, and evaluation of the learning activities has proved crucial in reflective teaching practice, especially in collaboration through a lesson study. This study was conducted in the Philippine post-pandemic context with the aim of using lesson study to improve lesson delivery in a HyFlex classroom setup in teaching synthetic division for procedural fluency. Participants included four collaborating full-time teachers and an intact class of twenty-two online and seventeen in-person learners. Research instruments were a self-assessment tool, classroom observation, and a focus group discussion. Most students could perform synthetic division but some failed to achieve procedural fluency due to poor prior knowledge in performing operations on real numbers and arranging terms in descending order of degree, and inadequate understanding of the concepts behind the algorithm. These findings underscore the importance of striking a balance between procedural fluency and conceptual understanding in a lesson. The challenges in conducting lesson study were difficulty in scheduling and conducting online meetings. The challenges in implementing the research lesson were intermittent and weak internet connection, HyFlex learning classroom management, and getting students to express their mathematical ideas. On the basis of these findings, the research lesson is then revised and improved for future implementation.

Purposive Reflection: Perspectives on Lesson Study in Bridging Pedagogical Process and Learning Outcomes

This is a qualitative case study about the role of lesson reflection in the context of Lesson Study in meeting desired learning outcomes. The purpose of this study was to determine how doing lesson reflection the Lesson Study way can offer meaningful insights to enrich reflection under DO 42, series of 2016. This study interviewed 13 participants who all had a minimum of one year in conducting Lesson Study. This is anchored on constructivism and variation theories. Maximum variation sampling was purposely used in choosing the interview participants. The participants were semi-structurally interviewed one-on-one via Zoom. The data were treated for purposes of coding and in search for patterns using Quirkos, a qualitative data analyzer software and were analyzed using reflexive thematic analysis by Braun and Clarke, 2019. The study revealed the following themes which highlighted answers to the role of lesson reflection through Lesson Study in meeting desired learning outcomes for subproblem 1: a) improved lesson preparations, b) improvement in lesson execution, c) student learning facility, d) teachers’ professional growth; for subproblem 2: a) better lesson preparation and delivery, b) students learn by doing and make learning discoveries; for subproblem 3: reflective lesson revisions improve students’ performance, b) learning is bridged particularly to slow students, c) aids students’ learnability through teachers’ anticipations based on observations

Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai

PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.FindingsResults identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.Originality/valueFew studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

Lesson study in teacher development: A paradigm shift from a culture of receiving to a culture of acting and reflecting

AbstractThis article describes how lesson study creates a process of teacher learning whilst developing student learning through collaborative planning, guided observation and reflection. It presents a framework for conducting lesson study in a teacher development programme in Lower Austria. The role of knowledgeable others in the development of ownership for educational change towards competence‐oriented teaching and learning is explored and an overview of the organisational requirements and practical effects in the implementation of professional learning communities is given. In doing so, the article sheds light on training strategies and material development. Thus, insights on a paradigm shift in teacher development towards learning focused on discourse and reflected action are presented.

DEVELOPING STUDENTS LEARNING ATTRIBUTES THROUGH COLLABORATIVE LEARNING BASED ON FLIPPED CLASSROOM

Educators and education practitioners should be able to respond educational shift by modify paradigm of learning in the classroom. The problem that frequently emerge were the lack of conceptual and practical understanding, experience sharing among the students, as well as spirit of collaboration in learning. The purpose of the study was to build and develop students’ learning character through collaborative learning based on flipped class. The study was done in the framework of lesson study, using three steps (plan, do, and see). The technical steps included socialization, identifying problem, designing learning process, implementation, evaluation and reflection, and follow up. The result showed that collaborative learning based on flipped classroom was effective in developing the spirit of cooperation, honesty, discipline, and openness as it prioritized on the ability to cooperate with the others. There were some obstacles regarding time and class size in conducting lesson study.
 Keywords: Collaborative Learning, Flipped Classroom, Learning Attributes.
 
 References 
 Agustian, A. G. (2007). Rahasia Sukses Membangun Kecerdasan Emosi Dan Spiritual: ESQ. Jakarta: Arga.
 Karlsson, G., and Sverker J. (2016). “The Flipped Classroom : A Model for Active Student Learning.” : 127–36.
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 Ozdamli, Fezile, and Gulsum, A. (2016). “Educational Technology : Current Issues.” 8(2): 98–105.
 Pavanelli, R. (2018). “The Flipped Classroom : A Mixed Methods Study of Academic Performance and Student Perception in EAP Writing Context 4205 Bonaventure Blvd.” 5(2): 16–26.
 Ragg, Mark, and James, P. (2017). “Competency-Based Blended Learning : Flipping Professional Practice Classes to Enhance Competence Development Mark Ragg Eastern Michigan University , United States of America James Piers Hope College , United States of America.” IAFOR Journal of Education 5: 47–66.
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 Zubaidah, S. (2017). “Lesson Study Sebagai Salah Satu Model Pengembangan.” Makalah Pendidikan dan Pelatihan Nasional dengan Tema Peningkatan Profesionalisme Guru melalui Kegiatan Lesson Study (April 2010).
 Zuchdi, D. (2009). Pendidikan Karakter. ed. UNY Press. Yogyakarta.
 Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember
 This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

The Challenges Faced by the Model Teachers in Implementing Lesson Study

Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.

Project-based learning: Improving students’ activity and comprehension through lesson study in senior high school

Fostering teacher’s creativity can be facilitated by conducting Lesson Study (LS) which implementing Project-Based Learning (PjBL) using designing learning resources. This descriptive qualitative research was using a model teacher who did three open classes on ‘human reproduction system’ material and targeting the twelfth grade of senior high school students in Sumberpucung Malang as the research subject. The observers comprised three teachers and three lecturers. As for reflection in every open class, four students involved as the informants. The implementation of the model was considered very effective to improve the students’ learning activities, due to several reasons, namely: (a) almost all of the students were actively get involved in the learning process; (b) there was an improvement in the number of active students; (c) the instruction was positive to uplift the quality of classroom management; (d) the students were stimulated in formulating questions and giving opinions; (e) joyful learning was created; (f) most of the students had gained prior knowledge and comprehension of the given problems and concepts before they were presenting it.

OPTIMALISASI PERAN OBSERVERDALAM LESSON STUDY UNTUK MENINGKATKAN KOMPETENSI DOSEN

A lecturer should do an ‘extra efforts’ to make the teaching learning process run smoothly. However, during the process, there is a fallibility which might not be directly observed by the lecturer. The lecturer, therefore, needs to carry out an evaluation of his/ her teaching. It can be done is through applying Lesson Study which consists of plan, do and see and involving observers to optimize the process. This research was limited on answering the research problems: what are the observers’ roles in lesson study to improve the competency of the lecturers? and what are the mutual feedback of the observers in conducting lesson study? The design of this study was descriptive and qualitative research. The required data were collected by using active-participatory observation by observing 3 observers and 5 model lecturers. In addition, the researcher also did post-interview. Based on two cycles of lesson study, the researcher found that the observers had significant roles to improve their competency. Moreover, the findings showed that they got mutual feedback to improve their competency and classroom management which is discipline, active, interactive, enjoyable, and motivating to make an active learning. This proves that lesson study is worth to be applied in developing the competency of the lecturers in faculty of teacher training and education.

Knowledge management strategies for capitalising on school knowledge

PurposeThis paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education.Design/methodology/approachA mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study.FindingsThe result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development.Originality/valueThis paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.

Mathematics lesson study in the United States

PurposeTeachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.Design/methodology/approachIn this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.FindingsIn order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.Originality/valueThe paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Teachers Views and Perceptions towards the Lesson Study Processes

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.

Initiating education reform through lesson study at a university in Indonesia

This paper analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed. First, conducting lesson study with schools revealed that the faculty managers noticed the ignorance about lesson study in FMIPA and decided to conduct lesson study by themselves to learn more. Second, despite using a didactic teaching approach initially, more faculty members began using group work in their lessons. Third, despite the emphasis on the importance of observing students' learning realities, most faculty members focused on teaching methodology. Fourth, in terms of reflection, they could be classified as evaluation‐minded in order to be critical about the observed lessons, and learning‐minded to appreciate the observed lessons. Fifth, the strong involvement of managers is necessary to develop lesson study as a daily teaching and learning practice.

Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and Nuances

Lesson study is no longer to teachers in the U.S., who are increasingly adopting the practice themselves. But, Ms. Chokshi and Ms. Fernandez are finding, they may lack the nuanced understanding that is necessary to use lesson study in the way that it was intended. RECENTLY, there has been a rapid proliferation of lesson study groups in the United States.1 Since deep knowledge about lesson study is rare in the U.S., it is likely that some of these groups have an incomplete understanding of this Japanese practice. Some may focus on structural aspects of the process of lesson study or may mimic its superficial features, while ignoring the underlying rationale for them.2 Our purpose here is to clarify some of the guiding principles behind the process of lesson study by identifying three categories of challenges that U.S. practitioners of lesson study may encounter at different developmental stages in their learning about the process. We wish to help lesson study practitioners focus on core principles and more coherently define the purpose of their lesson study work, so that they can move beyond its procedural aspects toward richer, more sustainable practice. Challenges to Launching Lesson Study: Common Concerns and Assumptions In this section, we describe cultural and logistical roadblocks that some individuals perceive when they first encounter lesson study. By addressing these concerns and false assumptions here, we hope to offer both a justification and a rationale for doing lesson study, so that interested individuals can move beyond discussing obstacles and toward actually engaging in the process. 1. Lesson study is an idea from a foreign country, so it can't be done in the U.S. Even though the formal process for lesson study was developed and popularized in Japan, there is nothing exotic about it. Lesson study not only possesses many of the features that are recommended by U.S. educators, it also organizes them into a coherent and systematic process. Specifically, lesson study is teacher-directed, since teachers determine how to explore their chosen goals and address student needs through their examination of practice. This examination of practice is concrete, because the main activities of the lesson study process are embedded in the realities of the everyday classroom. Lesson study is also inherently collaborative, since teachers work together with a common purpose and draw from one another's experience and expertise. Finally, sustained lesson study work can help teachers build a shared body of professional knowledge.3 2. U.S. teachers will not be able to find time for doing lesson study. Although lesson study is time-consuming, it can also be highly rewarding, so finding time for it is not impossible once teachers have made a commitment to the practice. According to a survey we recently conducted, a majority of U.S. lesson study groups met at least once a week, and most of these groups even found time to meet during the school day.4 However, time for conducting lesson study will always be limited, so we advise U.S. practitioners to use specific strategies in order to maximize their available time. For example, lesson study meetings can be run more efficiently by assigning roles to group members, distributing materials for feedback beforehand, and so on.5 Administrators can also play a significant role in supporting lesson study, especially with regard to scheduling, obtaining substitute coverage, and allocating funds. Some administrators have found creative ways to maximize their existing resources.6 3. We can't justify lesson study to others without proof that it improves student performance. The concern that lesson study will not allow practitioners to measure and communicate their findings about student performance is closely linked to the U.S. cultural desire for quick results (along with education policy pressures that focus on measurement by means of standardized achievement test scores). …

A Practical Guide to Translating Lesson Study for a U.S. Setting

The authors describe a process for creating deep and grounded reflection about the complex activities of teaching that can then be shared and discussed with other members of the profession. LESSON (jugyoukenkyuu) is a Japanese professional development process that enables teachers systematically examine their practice in order become more effective instructors. In recent years, researchers have argued that lesson is a promising approach for improving teaching in the U.S., and, as a result, today we can document a widespread growth of lesson efforts in American schools.1 However, since there are limited descriptions of how actually translate the basics of lesson for a U.S. context, we wrote this article provide U.S. educators with concrete ideas for structuring, organizing, and implementing lesson in their schools.2 A BRIEF OVERVIEW OF THE LESSON STUDY PROCESS Before we share our recommendations, we would like outline the main features of lesson that we refer throughout this article.3 Lesson can bring together teachers from one school or from various schools. Teachers begin the lesson process by identifying an overarching goal that they would all like achieve with their students. Then, by working collaboratively on a small number of study lessons, the teachers examine how tailor their teaching in ways that will help achieve the group's selected goal. Working on these lessons involves several steps, the first of which is for the teachers jointly plan a lesson and draw up a detailed lesson plan for it. The next step is for one of the teachers in the group teach the lesson in a classroom while the others observe. Next, group members come together discuss their observations of the lesson and reflect on what it taught them about the goal they set out explore. Often, the group will choose revise the lesson plan and have another group member reteach the lesson in another classroom, while the group members again observe. A debriefing meeting in which observations and insights are discussed once again follows this public demonstration lesson. At the end of this process, the teachers produce a record of their lesson work by writing a reflective report. A group may also periodically hold an open house, where teachers can share their lesson work with other teachers and with other school staffs by teaching lessons and discussing them with the invited guests. As you read our suggestions for successfully implementing and learning from lesson study, please keep in mind that the advice we provide here is meant be more suggestive than prescriptive. We do not believe that there can be a one-size-fits-all approach for integrating lesson into the U.S. educational landscape. Instead, we encourage creative experimentation with lesson that allows teachers engage in high- quality learning experiences. With that first piece of advice in mind, here are our suggestions for conducting lesson study. ADVICE FOR SETTING UP LESSON STUDY 1. Select an overarching goal focus and direct lesson work. A key step in setting up your lesson group is choose a specific goal you want explore through your work on the lessons. This goal will focus and direct your work by providing you with a research question for your group answer. For example, if you select as your group's goal to develop students who are critical thinkers, you can plan all your lessons with an eye answering the question: How does one create and teach lessons that encourage students think critically? A lesson group might select an overarching goal the way that many Japanese teachers do. They begin by identifying the gaps that they see between the kinds of children they want nurture and the kinds of students that are actually growing up in their school. …