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Excerpt from Japanese textbook Source: Adapted from Hironaka and Sugiyama (2006), 5A, pp. 69-70. Copyright Tokyo Shoseki, 2006, reproduced by permission. Available through Global Education Resources, www.globaledresources.com
Source publication
The authors comment on the article by Morris and Hiebert in three ways. First, they add thoughts about why improvement efforts often focus on teachers, rather than teaching. Second, they offer evidence from U.S. lesson study research that focus on teaching can improve both students’ learning and teachers’ learning. Finally, they suggest that the in...
Contexts in source publication
Context 1
... of varied student thinking accounts for 28% of the statements in the Japanese manual but only 1% of the statements in the U.S. manual. Figure 2 provides one example from the Japanese textbook and teach- er's manual, showing three different ways that students might reconfigure a parallelogram to find its area. The teacher's manual provides the following explanation: The three solutions . . . ...
Context 2
... Figure 2 and the above quote suggest, the discussion of varied student thinking in the Japanese teacher's manual provides a rich source of content knowledge for teachers. For example, one U.S. teacher who used the Japanese text- book and teacher's manual in lesson study on polygon area reported learning that "Using the area of a rectangle to solve other areas is the basis for most simple area formulas" (ID No. 323). ...
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Citations
... Self-Efficacy in Learning Academic Performance 0.49 (0.14)* 0.14 (0.03)* linguistic, cognitive, and noncognitive needs as well as current learning performance. According to Lewis et al. (2009Lewis et al. ( , 2012, a lesson study can help create a school's educational culture and help PD workshops be more contextualized and aligned with teachers' needs. This lesson study could also help the PD program concentrate on current issues existing in teacher participants' classrooms. ...
This study examined (a) the effects of professional development (PD) intervention on third‐ to fifth‐grade teachers' knowledge and skills of teaching practice for multilingual learners (MLs), and (b) the relationship between teachers' enhanced knowledge and skills, MLs' self‐efficacy in learning, and MLs' academic performance. The sample consisted of 21 treatment teachers and 22 control teachers, as well as 210 treatment MLs and 220 control MLs. A multilevel linear regression analysis was performed. The findings show that treatment teachers had a higher level of knowledge and skills in teaching practice for MLs than control teachers ( = 1.3 and 1.15, respectively). Furthermore, treatment MLs had a higher level of self‐efficacy in learning and higher academic performance than control MLs ( = 0.41 and 0.58, respectively). Additionally, teachers' knowledge and skills of teaching practice for MLs significantly predicted MLs' self‐efficacy in learning ( = 0.15 and 0.14, respectively). Also, MLs' self‐efficacy in learning played a significant role in predicting their academic performance ( = 0.49). These findings indicate that MLs' self‐efficacy mediates the relationship between: (a) teachers' knowledge of teaching practice and MLs' academic performance, and (b) teachers' skills of teaching practice and MLs' academic performance.
... The evaluation system of students' civic and political education is an important tool for all-round and multi-level evaluation of civic and political education, which can objectively assess the teaching effect of teachers, help teachers to improve the teaching method and content, and enhance students' learning interest and learning effect [11][12][13][14]. At the same time, the evaluation system of Civics education is also an important means for school administrators to supervise the quality of teaching, which can provide decision-making references for school leadership and promote the continuous improvement and innovation of Civics teaching [15][16][17][18], and the decision tree algorithm can play an important role in realizing the construction of this system. ...
The student group is the hierarchical talent of socialist modernization with Chinese characteristics in the new era, and is an important talent guarantee for the prosperity and development of the country. By exploring the implementation path of the evaluation index system for civic politics, a proposal has been made for an evaluation index system for college students’ civic politics education. The traditional ID3 decision tree algorithm is optimized for the problem of the long time that may occur when discretizing the evaluation data, and the improved algorithm is used to generate the decision tree of college students’ civic and political education work, and eight effective indicators are screened. The G1 and CRITIC methods were selected to calculate subjective and objective weights, and then the G1-CRITIC model was established to determine the index combination weights using the game theory combination assignment method. The results of the study show that the highest percentage of the seven evaluation indicators is the one-time employment rate (0.21099), which indicates that the research content of this paper provides a reference for universities to carry out the work of Civic and Political Education.
... This practice has been incorporated into teachers' professional learning plans in various countries, including Germany (Yoshida et al. 2021), England (Seleznyov, 2019), Brazil (de Macedo et al. 2019), and Singapore (Chong and Kong, 2012). Additionally, the study lesson has been increasingly localized on a global scale, as seen in the learning lesson in Hong Kong (Peter, 2015) and collaborative lesson research in the United States (Lewis et al. 2012). ...
Open class is a public-oriented pedagogical practice aimed at enhancing teachers’ professional learning in China. This study examines how teachers conduct the open class and explores how open class facilitates the professional development of teachers. Through fieldwork at Sailing School and semi-structured interviews with nineteen teachers, four distinct phases of participation were identified: beginning (preparation for a show), presentation (using performance strategies), ending (evaluating teachers’ performance), and teamwork (cooperating with peers and students). Open class fosters four key forms of professional learning: enhancing the ability of instructional design, developing PCK in practice, fostering a pedagogical tact, and improving theoretical skills. The findings underscore open class as a platform to bridge the gap between practice and theory, while also highlighting a shift in teacher values from individualism to collectivism in open classes.
... to Lewis et al. (2012), by observing lessons from the students' perspective, teachers can also enhance their KoST and gain motivation to refine their instructional strategies. Given the characteristics of lesson study, we posit that participation in such a framework can aid [377] mathematics teachers in the advancement of their KoST, which can be articulated through an examination of their pedagogical actions. ...
The purpose of this study is to expand on knowledge of student thinking based on the mathematics teachers’ practices in a lesson study process designed for improving teachers’ knowledge of student thinking. The participants of this qualitative case study were three secondary mathematics teachers. The data were gathered from twenty-two hours lessons observations and field notes. By the data analysis, we got nine main components by constant comparison. The main components of knowledge of student thinking were (a) building on students’ mathematical ideas, (b) promoting students’ thinking of mathematics, (c) triggering and considering divergent thoughts, (d) engaging students in mathematical learning, (e) evaluating students’ understanding, (f) motivating students’ learning, (g) considering students’ misconceptions and errors, (h) considering students’ difficulties, and (i) estimating students’ possible ideas and approaches. This study supported the mathematics teachers in developing professional knowledge and also provided to elaborate the content of teachers’ knowledge of student thinking.
... The lesson was taught by one teacher while the other teachers observed and noted childrens' learning, engagement and behaviour. Teachers collected data on childrens' learning, studying selected children to observe how their thinking evolved (Lewis et al., 2012) and what barriers existed that prevented learning. ...
With increasing focus on primary curricular reform in Ireland, there is a growing recognition of the significance of early childhood education. As a result, professional development organisations are now examining the effectiveness of science, technology, engineering and mathematics (STEM) education for young children. This study investigates how teachers in a multi-grade primary school initially approached teaching integrated STEM lessons to children aged 4–7 years. Over the course of one school year, three teachers engaged in four cycles of lesson study. Through an action research approach, the researchers collected qualitative data from interviews, lesson plans, collaborative weekly meetings and observation sheets. The study identified difficulties associated with the teachers’ limited comprehension of integrated STEM education and demonstrated how the Engineering Design Process helped to mitigate these challenges. The findings offer valuable insights into the knowledge requirements involved in developing children’s 21st century skills. The research concluded that teachers enhanced children’s STEM learning by providing opportunities for them to explore their curiosity, make predictions and experiment through open-ended play experiences.
... The lesson study rests on the old saying that two heads are better than one; however, other experts in the field should join the activity to complement the possible limitation of the collective wisdom of the group members (Fernandez & Chokshi, 2002). Lesson study focuses not only on teaching but also on the improvement of teachers, which increases mathematical knowledge and beliefs that support instructional improvement and improve student learning (Lewis et al., 2012). ...
Lesson Study provides an opportunity for teachers to engage in layers of individual and collaborative reflections in, on, and for practice to improve the teaching and learning process filling the gaps in the educational landscape. This paper reports on reflections on teaching ratio and proportion online using Lesson Study, which could improve the teaching-learning process, specifically on pedagogy. The study consisted of three major stages: Lesson Planning, Lesson Study Proper, and Reflection through post-lesson discussion. The research lesson study proper was participated in by Grade 9 students in a school in the Philippines and six teachers—one taught the lesson, and the other five observed the class via Zoom. Also,
the six teachers were participants in the post-lesson discussion. The data gathered from this descriptive qualitative study were analyzed using thematic analysis. It was concluded that in teaching ratio and proportion, the distinction between terminologies must be emphasized so there will be no confusion for
the students to use what is proper. Moreover, it is advised that a real-life problem involving ratio and proportion be included in the lesson so that students will appreciate its uses and lessen its abstraction. Teachers must also go beyond routine activities to increase students' critical thinking and employ Higher Order Thinking Skills. Thus, it is recommended that mathematics educators apply in their instructional contexts and facilitate the translation of research insights from the Lesson Study into classroom practice.
... Deste modo, ao envolver as etapas de definição de objetivos, planejamento, aula de investigação e reflexão pós-aula, o estudo incorpora a ideia de que uma única aula contém muitos (se não todos) componentes críticos que os professores necessitam considerar para melhorar a sua formação (Sims & Walsh, 2009) Lewis et al. (2012) afirma que se o estudo de aula for bem planejado proporcionará aos seus participantes uma experiência de agenciar e escolher um determinado tópico e os métodos adequados à melhoria do ensino. Além disso, o estudo de aula desenvolve nos participantes competências que propiciam melhora nas suas capacidades e no trabalho com os alunos. ...
A investigação tem como objetivo compreender os contributos do estudo de aula para o desenvolvimento do conhecimento pedagógico do conteúdo (PCK) de professores de Física a respeito do ensino da Lei de Ohm. Para tal, examina as aprendizagens dos professores ao utilizarem as tarefas de investigação (TI) e as múltiplas representações (MRs) no ensino da Lei de Ohm. O enquadramento teórico mobilizou quadros conceptuais assentes em três pilares: o PCK, o estudo de aula e as estratégias de ensino. O primeiro pilar discute os conhecimentos profissionais e o PCK dos professores. O segundo aborda os estudos de aula, perpassando a origem, a disseminação e as etapas dessa abordagem, os modelos predominantes na literatura e os resultados de investigação a respeito dos estudos de aula nas Ciências. O terceiro conceitua as estratégias de ensino ao discutir as possibilidades das TI e das MRs no ensino de tópicos da Física. A investigação foi desenvolvida no contexto de um estudo de aula que envolveu quatro professoras de Física, em exercício no 3.º ano do Ensino Médio, em escolas públicas da rede estadual de ensino do Rio Grande do Sul, Brasil. Os dados foram recolhidos por meio da observação participante; entrevistas e registros documentais; diário de bordo; registro de áudio/vídeo das sessões do estudo de aula; das produções escritas das professoras e registros dos alunos, produzidos durante a aula de investigação. A análise qualitativa dos dados foi constituída a partir de análise de conteúdo em busca da resposta às questões de investigação.
Os resultados mostram que as professoras realizaram aprendizagens a respeito da implementação de novas abordagens e estratégias de sala de aula; da valorização e do potencial do trabalho colaborativo; do desenvolvimento dos conhecimentos relativos ao conteúdo, aos materiais e aos recursos pedagógicos; do favorecimento da aprendizagem dos alunos a partir de situações abertas e desafiadoras; da ressignificação das dificuldades e erros dos alunos; da valorização das abordagens de formação que favoreçam o desenvolvimento profissional dos professores nas suas distintas dimensões; e da modificação da rotina de sala de aula, centrando o processo no aluno. Quanto ao uso das MRs, os professores aprenderam a respeito da exploração das MRs ao planejar um tópico da Física; na interpretação e realização da transição entre as diversas representações, por familiaridade e convergir para uma compreensão mais profunda; a respeito dos conceitos físicos; da utilização das MRs nas práticas profissionais e no processo de aprendizagem dos alunos; na compreensão das distintas formas de representação; suas relações e interpretações, do mesmo modo que entre as grandezas físicas envolvidas. Também na busca pelo processo de generalização dos conceitos físicos; das relações e das proporções matemáticas entre as grandezas físicas.
A partir dos resultados, concluiu-se que o estudo de aula estimula o PCK dos professores na sua prática profissional e possibilita aos participantes aprofundarem o PCK a respeito do conteúdo e da sua prática profissional, devido às aprendizagens proporcionadas por essa abordagem.
The research aims to understand the contributions of lesson study to the development of pedagogical content knowledge (PCK) of Physics teachers’ in the teaching of Ohm’s Law. To achieve this goal, it examines teachers’ learning when using inquiry tasks (TI) and multiple representations (MRs) in teaching Ohm’s Law. The theoretical framework mobilized conceptual frameworks based on three pillars: the PCK, lesson study and teaching strategies. The first pillar discusses professional knowledge as well as the PCK of teachers. The second deals with lesson study, traversing the origin, dissemination and stages of this approach, the predominant models in literature and the results of research on lesson study in Science. The third conceptualize teaching strategies by discussing the possibilities of TI and MRs in teaching Physics topics. The investigation was developed in the context of a lesson study that involved four Physics teachers’, working in the 3rd year of high school, in public schools of the state education network in Rio Grande do Sul, Brazil. Data were collected through participant observation, interviews and documentary records, logbooks, audio/video recordings of lesson study sessions, as well as written productions by teachers and student records produced during the investigation class. Qualitative data analysis was based on content analysis in search of answers to research questions.
The results show that the teachers learned about the implementation of new classroom approaches and strategies; the appreciation and potential of collaborative work; the development of knowledge related to the content, materials and pedagogical resources; favoring student learning from open and challenging situations; the reframing of students' difficulties and mistakes; valuing training approaches that favor the professional development of teachers’ in its different dimensions; and modifying the classroom routine, centering the process on the student. As for the use of MRs, teachers learned about exploring MRs when planning a Physics topic; the interpretation and realization of the transition between the different representations, by familiarity and converging to a deeper understanding of the physical concepts; the use of MRs in professional practices and the students’ learning process; understanding the different forms of representation, their relationships and interpretations, as well as the physical quantities involved; and in the search for the process of generalization of physical concepts, relationships and mathematical proportions between physical quantities.
From the results, it was concluded that the lesson study stimulates the PCK of the teachers in their professional practice and allows deepening the PCK concerning the content and their professional practice, due to the learning provided by this approach.
La investigación tiene como objetivo comprender las contribuciones del estudio de clase al desarrollo del conocimiento pedagógico del contenido (PCK) de profesores de Física en la enseñanza de la Ley de Ohm. Para ello, examina el aprendizaje de los docentes cuando utilizan tareas de investigación (TI) y múltiples representaciones (MRs) en la enseñanza de la Ley de Ohm. El marco teórico movilizó marcos conceptuales basados en tres pilares: PCK, estudio de clase y estrategias de enseñanza. El primer pilar analiza el conocimiento profesional y el PCK de los docentes. El segundo aborda los estudios de clase, abarcando el origen, difusión y etapas de este enfoque, los modelos predominantes en la literatura y los resultados de las investigaciones sobre los estudios de clase en Ciencias. El tercero conceptualiza estrategias de enseñanza discutiendo las posibilidades de las TI y la MRs en la enseñanza de temas de Física. La investigación se desarrolló en el contexto de un estudio de clase que involucró a cuatro profesores de Física, que actúan en el 3er año de secundaria, en escuelas públicas de la red educativa estatal de Rio Grande do Sul, Brasil. Los datos fueron recolectados a través de observación participante, entrevistas y registros documentales, bitácoras, grabaciones de audio/video de las sesiones del estudio de clase, así como producciones escritas de los docentes y registros de los estudiantes producidos durante la clase de investigación. El análisis cualitativo de los datos se basó en el análisis de contenido en busca de respuestas a las preguntas de investigación.
Los resultados muestran que los docentes aprendieron sobre: la implementación de nuevos enfoques y estrategias de aula; el aprecio y potencial del trabajo colaborativo; el desarrollo de conocimientos sobre contenidos, materiales y recursos pedagógicos; fomentar el aprendizaje de los estudiantes a partir de situaciones abiertas y desafiantes; la reformulación de las dificultades y errores de los estudiantes; la valorización de enfoques formativos que favorezcan el desarrollo profesional de los docentes en sus diferentes dimensiones; y modificar la rutina del aula, centrando el proceso en el alumno. En cuanto al uso de los MRs, los docentes aprendieron sobre: explorar los MRs al planificar un tema de Física; la interpretación y transición entre las diferentes representaciones, para familiarizarnos y converger hacia una comprensión más profunda de los conceptos físicos; el uso de MRs en las prácticas profesionales y en el proceso de aprendizaje de los estudiantes; en comprender las diferentes formas de representación, sus relaciones e interpretaciones, así como entre las cantidades físicas involucradas; y en la búsqueda del proceso de generalización de conceptos físicos, relaciones y proporciones matemáticas entre cantidades físicas.
De los resultados, se concluyó que el estudio de clase estimula el PCK de los docentes en su práctica profesional y les permite profundizar el PCK de los docentes en cuanto al contenido y su práctica profesional, debido al aprendizaje proporcionado por este enfoque.
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... Lektionsstudier: formål, indhold og struktur LS som arbejdsmetode stammer fra Japan, hvor det er en kendt og meget anvendt metode til kompetenceudvikling af laerere i fagteam, som har vist sig at fungere (Groves et al., 2016;Fujii, 2014;Lewis et al., 2012). Metoden har vaeret beskrevet uden for Japan siden 1998. ...
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