Implementation Of Lesson Study Research Articles

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

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.

Teachers’ Beliefs about Teaching Practices in the Context of Lesson Study and Open Approach

This study aimed to explore teachers’ beliefs about teaching practices in the context of lesson study and Open Approach. Lesson Study and Open Approach have been introduced as innovations in 2 project schools in 2006, 1 project school in 2007, and 18 project schools in 2009. The target group consisted of 132 teachers from 21 project schools that had implemented lesson study and Open Approach to the teaching mathematics in their schools. The data were collected by 5-likert scale and open-ended questionnaire administered in 2011 academic year. The findings showed that there were 3 categories of beliefs about teaching practices related to lesson study and Open Approach which the teachers responded to the questionnaires. Those three categories were beliefs about teaching mathematics, beliefs about learning mathematics, and beliefs about social context, which are different from those of beliefs teachers had before entering the project. Teachers’ long-held beliefs such as the role of a teacher is to give lectures, to explain some examples, laws or formulas as prescribed in the textbooks hoping that would help their students to understand subject content and to memorize the laws or formulas, has been questioned by themselves. This allows teachers a space to provide their students to encounter problem solving and will accumulate new kind of teachers’ beliefs about teaching practices.

Applying the Principle of "Lesson Study" in Teaching Science

Lesson Study is a model of professional teacher development aimed at improving teaching and learning process. The Malaysian Ministry of Education had been implementing Lesson Study at the school level gradually. Science program’s students at the Faculty of Education are asked to simulate teaching in macro teaching according to their field of specialization. To enhance the development of teaching and learning, lesson study is applied in the chemistry method course. This article aims to discuss the planning and implementation of lesson study in the teaching of chemistry method course. Keyword: macro teaching, micro teaching, teaching and learning, lesson study

IMPLEMENTASI LESSON STUDY MELALUI METODE INKUIRI UNTUK MENINGKATKAN SOFT SKILL MAHASISWA CALON GURU MATEMATIKA

Lesson study is model presevice teacher with three steps, that is plan, do, see steps. Soft skill is interpersonal skill such as the ability to communicate well with other people and to work in a team. This research is a descriptive, which aims to know improving on soft skill of mathematics teacher candidates through the application of lesson study with inquiry method. Subject were student in mathematics education taken computer program course of lampung university. Data was collected through observation about communication, presentation, and work in a team. The result shows that implementation of lesson study can improve the students’soft skill (average 2,18), and students’ activities on phase inquiry (average 2,40).

Using lesson study as an approach to developing teachers as researchers

Purpose – The purpose of this paper is to report on how an academy used lesson study to engage teachers in research, presenting the journey undertaken from its conception through to the implementation of the model. It suggests that lesson study is a suitable process to engage teachers in meaningful research. It shows that lesson study allows teachers to focus on their own practice and on the learning of their students and it is ideal in bridging the gap between research and practice. It will also show that research is enhanced through lesson study because it brings teachers together to work in a collaborative way. Design/methodology/approach – The paper reports the intended and actual journey an academy took in planning and implementing lesson study across the academy. Findings – The paper provides an explanation on how a school can set up a model which engages its teachers in relevant research. It explains how lesson study can be used as a powerful research tool which helps teachers develop collaboration and investigative minds around their own practice and their own students. It also puts forward recommendations for a school that would seek to introduce lesson study to its staff. Originality/value – The paper provides an account for school leadership teams and those with responsibility for developing the practice of other teachers. It will be helpful in assisting schools who desire to strengthen or develop the time devoted to teachers’ professional development.

The Implementation of Lesson Study Programme for Developing Professionalism in Teaching Profession

The aim of this study was to identify teachers view in relation with the implementation of Lesson Study, a program of professional development for teachers. An action research was conducted by using a questionnaire to gauge teachers’ acceptance of Lesson Study. The sample consisted of 40 teachers from High Schools (SMA) in Indonesia were recruited for this study. The implementation of Lesson Study involves four stages: planning, micro teaching, discussion and reflection. For the pilot study, Cronbach's Alpha reliability for the items ranges from 0.82 to 0.93. The results showed that Chemistry and English teachers’ acceptance of Lesson Study program is high compared with the teachers of other subjects which is moderate. For the aspects of differences in the acceptance of Lesson Study program based on different fields, there was no significant difference between the teachers of Science and Social Science. The overall results showed that acceptance and understanding about Lesson Study program was still at a moderate level. The study also found that professional development program through Lesson Study program enables subject teachers to be monitored each other through the concept of collaborative work in improving pedagogical skills. The results showed that the expansion of the teaching process through Lesson Study program can be used as a program for teachers’ professional development. There are significant differences among the perspectives of teachers teaching different subjects about Lesson Study. However, all teachers showed good perception in relation to the implementation of Lesson Study. It is proposed that Lesson Study is used as an alternative approach to solve the problems that the teachers are facing in the implementation of teaching and learning.

The Perception of Teachers and Students toward Lesson Study Implementation at Rural School of Sabah: A Pilot Study

Abstract This study examined the perception of the teachers and students towards the implementation of lesson study in a rural school in Sabah. Researchers used purposive sampling because the practice of Lesson Study has yet to be a culture in schools in Malaysia, especially in Sabah. A total of 10 teachers and 60 students were selected. A questionnaire used to obtain information on the perceptions of students and teachers on the implementation of Lesson Study. The questionnaires were distributed to respondents after the implementation of Lesson Study. SPSS data analysis shows that teachers and students have a positive perception towards the implementation of Lesson Study. Survey results show that the implementation of Lesson Study provides a new perspective in the context of pedagogy in schools among teachers. At the same time, the implementation of lesson study also increases student participation in learning activities in the classroom.

Creating reflective practitioners with preservice lesson study

A reflective approach to practice has long been emphasised in the profession of teaching, and, consequently, developing reflective practitioners is currently a major emphasis in teacher education programmes. An integral part of this effort lies in creating opportunities for preservice teachers to engage in activities which effectively promote reflective practice. This article explores how lesson study, a professional development practice that originated in Japan and centres on collaborative study of live classroom lessons, serves in this capacity. It summarises an investigation that explored if, how, and the extent to which, the use of this process facilitates reflection in preservice teachers. It focuses on the implications of the study on the author's own practice, particularly with regard to her understanding of reflection, considerations about the purpose of lesson study and preparing preservice teachers to reflect. It also proposes changes to the implementation of lesson study to foster higher levels of reflective thinking. The article provides important insights into the topics of lesson study and reflection, and can serve to advise those wishing to use this educational innovation in the preparation of preservice teachers.

Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics

The aim of this study was to analyze the process for changing values about teaching mathematics for teachers in a pilot school implementing Lesson Study and Open Approach. The study was structured through a questionnaire survey of 83 teachers in 4 pilot schools. Case studies were then conducted with 3 of the teachers and involved participatory observations and video recording in 3 phases of Lesson Study, interviews and document analysis. Theoretically, the conceptualization of professional development with Lesson Study and Open Approach, values change (Rescher, 1969 cited in Seah, 2004) and change process (Fullan, 1985; Joyce & Showers, 1980) helps to explain the process for changing values about teaching mathematics. The study shows that teachers in a pilot school implementing Lesson Study and Open Approach have developed a new view and values about teaching mathematics (e.g. values in designing lesson plans, values in teaching practice, values in classroom assessment). The components were essential for changing teachers values about teaching mathematics and consisted of 1) Teachers participating and learning about the underlying theoretical principles of Lesson Study and Open Approach 2) Practicing weekly cycles of Lesson Study into school culture 3) Seeing Lesson Study and Open Approach demonstrated from expert and Japanese teachers 4) Ongoing coaching or support from the project and 5) Obtaining feedback from outsiders such as educators, parents, school board members etc.

IMPLEMENTASI LESSON STUDY PADA METODE NUMBERED HEADS TOGETHER DIPADU DENGAN TEAM GAMES TOURNAMENT UNTUK PENGEMBANGAN KARAKTER SISWA KELAS X SMA NEGERI 1 KEPANJEN

An action research, with the implementation of lesson study in numbered heads together method combined with team games tournament method for character development, the increasing of learning activity, motivation, and the students’ learning achievement in biology at SMA Negeri 1 Kepanjen, is done with the purpose to develop the character of the students in learning biology. The implementation of Numbered Heads Together is combined with Team Games Tournament and it can develop students’ characters. The indicator of friendship has increased until 5.07% from cycle I to cycle II and has increased again in cycle III as much as 17.51%. The indicator of discipline has increased until 4.03% from cycle I to cycle II and has increased again in cycle III as much as 13.13%. The indicator of work hard has increased until 8.69% from cycle I to cycle II and has increased again in cycle III as much as 10.48%. The indicator of students’ independent has increased until 9.67% from cycle I to cycle II and has increased again in cycle III as much as 9.79%. Kata kunci : Lesson study , Numbered Heads Together , Team Games Tournament , Karakter Siswa

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.

IMPLEMENTASI PEMBELAJARAN RQA DIPADU TPS MELALUI LESSON STUDY TERHADAP HASIL BELAJAR MAHASISWA

The effort to master the competency can be done by creating a planned learning community, systematic, and continuous (continuous improvement). An alternative attempt to do to make continuous improvement is through Lesson Study. The purpose of this study is to determine the application of RQA learning combined by TPS through lesson study on student learning outcomes. Lesson Study conducted in three (3) stages: Plan (planning), Do (implement), and See (reflection). Subjects in the test phase the product user groups through lesson study, were 29 students (rombel 1), 3 members from the team of Plant Anatomy course, and 4 graduate students of Biology Education FKIP Syiah Kuala who has got the socialization Lesson study as an observer. Learning materials that has been agreed is: plant cells. The data analysis was conducted descriptively on the observation sheet, sheet discussions, and learning outcomes (postes), and student responses. Based on the research results, it can be concluded that: The application of RQA strategy combined with TPS through lesson study can improve student learning activity in plant cell material. Postes values shown 44.83% of students obtained A, 41.37% of students obtained B +, and 13.80% of students obtained B. Student response to the strategy that used by the implementation of lesson study is very good. Learning strategies which received is a new thing for them, make them aware about the importance of independence in learning. In addition, the learning that they follow, have been able to set up a new way of their learning, and able to evaluate the learning that they do. They agreed to implement these strategies in studying other biology course.

Lesson Study as a Means for Facilitating Preservice Teacher Reflectivity

This study sought to determine if, how, and the extent to which, the implementation of lesson study with preservice teachers facilitates reflection in its participants. The lesson study reports of 20 preservice teachers were analyzed qualitatively along three dimensions to determine what lesson study reports revealed about their reflections. More specifically, the analysis sought to determine what preservice teachers wrote about in their lesson study reports, and if it showed signs of reflectivity. The analysis revealed that the reflections of the participants, as evidenced within lesson study reports, resided at the lowest levels, thus supporting existing literature on the reflective abilities of preservice teachers. It also highlighted the difficulty of determining the degree to which individuals engage in reflective thinking. The results point to several considerations for those who wish to implement lesson study with preservice teachers, and identify numerous questions that warrant further investigation.

LESSON STUDY IN A METHODS COURSE: CONNECTING TEACHER EDUCATION TO THE FIELD

Through growing formative research, lesson study has emerged as a powerful practice that affects teachers' practical analysis of learning and teaching. Such research, however, also recognizes challenges to its implementation. In a methods course, lesson study has the potential to provide valuable links between teacher education and practice. In this article the author examines the essential factors in the implementation of lesson study in methods courses for inservice teachers and considers how collaboration, critical field observations, and the practice of teacher reflection emerge from the practice of lesson study. Lesson study challenges and methods of addressing these also are discussed.

A Study of Teachers’ Perceived Beliefs Regarding Teaching Practice

This study aimed to explore the perceived beliefs of the teachers regarding teaching practice in the con- text of a three year professional development project implementing lesson study incorporating Open Ap- proach conducted by the Center for Research in Mathematics Education. The teaching practice set under the cycle of lesson study were as follows: 1) collaboratively designing research lesson at least once a week; 2) Collaboratively observing their friends teaching the research lesson taken 3 - 4 hours per a week; 3) Collaboratively conducting post-discussion or reflection on teaching practice conducted once a week. From these three phases, Open Approach was used as an approach such as how to change teachers’ roles to be more facilitator and the like. The data were collected through questionnaire distributing to teachers in three schools in the project. In addition, the qualitative data were collected by participatory observation on teaching practice of one teacher twice a week throughout one academic year, interviewing the con- cerned teacher and other teachers in the lesson study team. The findings, where teachers’ perceived be- liefs regarding teaching practice were classified into three categories and these were: 1) about mathemat- ics teaching; 2) about students’ learning mathematics; 3) about social context.

Taking stock of Lesson Study as a platform for teacher development in Singapore

Since its introduction into Singapore schools in 2005, many schools are now implementing Lesson Study in various forms adapted to their culture, needs and priorities. Why are schools interested in Lesson Study? How has Lesson Study provided a platform for professional development of teachers? What aspects of Lesson Study have schools adapted and changed, in light of problems and constraints in the local school context? This paper shares the findings of a survey of schools that have participated in workshops on Lesson Study to find out how these schools have implemented Lesson Study. The findings from the survey could provide teacher educators and school staff developers and leaders deeper insights into the implementation process and the kinds of support that schools and teachers would need in order to make Lesson Study a sustainable process in their schools.

ENHANCING ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCE THROUGH LESSON STUDY ACTIVITIES

This article deals with the implementation of Lesson Study to enhance pedagogical competence of English teachers of senior high schools at Bantul Regency, Yogyakarta. It is aimed at describing the implementation of Lesson Study at 5 senior high schools. The Lesson Study was implemented in five cycles. There were 10 English teachers involved in the study. They engaged in three activities, namely Plan, Do, and See. In PLAN, the 10 English teachers under the lecturer’s supervision did lesson planning. In DO, one of the English teachers acted out as a model teacher and the rest observed the teaching and learning process targeting learner activities as the angle of the observation practices. In SEE, the participants were engaged in reflecting the teaching learning process. Two techniques: observation and interview were utilized to obtain data from the participants. The result of the study shows that 10 English teachers involved in the study got direct pedagogical competence through the implementation of Lesson Study. Added to this, they claim that the Lesson Study activities provide them with lesson planning skills and teaching skills and encourage them to be self-confident in conducting the English teaching and learning process Key words : English Teacher, Lesson Study, Pedagogical Competence

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in‐service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two‐fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.

Students’ Perception in applying lesson Study in Teaching Introduction to Linguistics

Lesson Study is an approach used in learning process. It has attracted educators, experts, and professional in the area to make use of it in proving the lesson. This study focuses on the students’ perception in applying Lesson study of teaching Introduction to Linguistics. As this case study, it will focus on Introduction to Linguistics subject. Interview and questionnaire was used to collects information on how Lesson study was normally conducted and observation was used to see the real implementation of Lesson study and during the teaching and learning process become a great attention here. Keywords: lesson study, linguistics, perception