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In lesson study, teachers engage in cycles of inquiry in which they collaboratively plan, observe, and discuss classroom lessons.
In addition to improving the teaching of a particular topic, lesson study is designed to build the skills, habits of mind,
tools, and culture for teachers to learn daily from colleagues, students, and curriculum material...
Context in source publication
Context 1
... Figure 5 reproduces a widely-used framework for understanding mathematics teachers' learning from and in practice (National Research Council 2001). It represents as three points of a triangle the three major types of learning within practice-learning from colleagues, learning from students, and learning from mathematics (from curriculum, mathematical tasks, etc.). ...
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Citations
... The misconception noticing skills of the comparison group preservice teachers, unlike the lesson study group pre-service teachers, did not go above level 1 or level 2 in any lesson.From this point of view, it can be said that the lesson study professional development model positively affected preservice teachers' noticing skills. Similar to this result of the study, some studies in the literature also state that professional development models positively affect noticing (Franke, Carpenter, Levi, Fennema, 2001;Lee, 2019;Lewis, Friedkin, Baker, & Perry, 2011). ...
The aim of the study is to examine how lesson study activities affect pre-service classroom teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 pre-service teachers. The data were obtained from the observation form, video recordings, reflection reports and content notes in order to reveal how the lesson study model affected the noticing development of pre-service teachers. In addition to these, the "video exam" at the end of the Teaching Practicum-II course also constituted one of the data collection tools. Descriptive analysis was used in the study. The data obtained were analyzed by adapting the theoretical framework of "Levels of Noticing of Students' Mathematical Thinking" developed by van Es (2011) as "Levels of Noticing of Students' Misconceptions" in order to reveal pre-service teachers' noticing of students' mathematical thinking. As a result of the study, it was concluded that the noticing skills of the lesson study group pre-service teachers, were mainly level 3 or level 4, while the noticing skills of the comparison group pre-service teachers were mainly level 1 and level 2.
... Lesson study, a pedagogical methodology characterized by collaborative teacher engagement, has garnered recognition as a potent and efficacious avenue for professional development, particularly since its inception within Western educational landscapes, most notably the United States (Lewis et al., 2011;Saito, 2012). This transformative approach has subsequently diffused its influence across disparate Asian nations, notably extending its impact to countries such as Singapore (Goh & Fang, 2017), while concurrently undergoing adaptation and evolution within distinctive pedagogical frameworks, as observed in the instances of learning study in locales including Hong Kong and Sweden. ...
The innovative teaching strategies employed within the context of Singapore's educational framework have been judiciously applied to enhance and enrich the English Language Curriculum. These have been strategically integrated into the pedagogical landscape of English language education. By infusing the English Language Curriculum with these innovative teaching strategies, educators and learners alike have been afforded a dynamic and progressive educational experience that transcends traditional paradigms. This study was conducted in a lesson study. The conducted Lesson Study unfolded across a meticulously orchestrated tripartite framework encompassing distinct research stages: training, instructional planning, and lesson observation. Initially, the data were subjected to a process of "open coding," as per the methodological tenets. Subsequently, a process of categorical organization ensued, wherein the data were systematically sorted into discrete categories. The finding showed that The intricate interplay between lesson study and curriculum innovation has unfolded as a symphonic harmonization that bridges the theoretical constructs of education with the practical realm of pedagogical implementation, immersing itself deeply within the crucible of the classroom.
... Lesson study is widely credited for transforming the teaching of mathematics in Japan (Fernandez & Yoshida, 2004;Murata, 2011;Yoshida, 2005) and different variants of lesson study (Fernandez, Cannon, & Chokshi, 2003;Takahashi & McDougal, 2016;Yang & Ricks, 2013) or learning study (Lo, 2012;Marton & Pang, 2006), have been practiced in different countries. Despite the different adaptations implemented by various countries, there are five key tasks -developing a research theme; working, discussing and anticipating student thinking through mathematics tasks; developing a shared lesson plan; collecting data during observation of research lesson; and conducting a post-lesson discussion (Lewis, Friedkin, Baker, & Perry, 2011). Sometimes, there is an additional iteration of observation of research lesson followed by another post-lesson discussion (Murata, 2011;Yoshida, 2005). ...
Research practice partnerships through lesson study promises to deliver educational improvements in an era of evidence-based school and curriculum reforms. But learning from these experiences is not trivial but rather challenging in a complex ecology of classroom and school environments. So, how do researchers and practitioners learn from their experiences during their engagement in an RPP through lesson study? In this commentary, I introduce the idea of noticing possibilities from the three worlds of experiences – self, others, theories and observations – as the key to learn from these partnerships, as evidenced in the papers in this special issue.
... Following the planning, one of the teachers from lesson study group teaches the lesson, and the others observe the teaching process (Murata, 2011). In reflecting, all the teachers discuss both the weak and strong aspects of the lesson and make suggestions on how to improve it (Lewis et al., 2011). If needed, another teacher implements the revised lesson with a different class of students while other teachers observe the teaching. ...
The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical
thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program.
This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing
skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing
of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It
was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and
interactions between group members significantly increased the level of noticing. The study also revealed that reading about
mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing
... It is supposed that following the principles of lesson study can lead teachers to work collaboratively in developing teaching instructions, give teachers opportunity to carefully study materials for teaching, design a lesson focused on a problematic topic and address a broader research theme related to teaching and learning, teach a lesson based on the lesson plan, observe the teaching and learning process and conduct a postlesson discussion (Takahashi & McDougal, 2016). Studies have shown that applying the core tasks within lesson study cycle can improve the teaching of a particular topic (Lewis et al., 2011a). ...
Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students" prior knowledge of topic in text. In teaching process, drawing students" attention to the grammatical constructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context.
... It is supposed that following the principles of lesson study can lead teachers to work collaboratively in developing teaching instructions, give teachers opportunity to carefully study materials for teaching, design a lesson focused on a problematic topic and address a broader research theme related to teaching and learning, teach a lesson based on the lesson plan, observe the teaching and learning process and conduct a postlesson discussion (Takahashi & McDougal, 2016). Studies have shown that applying the core tasks within lesson study cycle can improve the teaching of a particular topic (Lewis et al., 2011a). ...
... Following the planning, one of the teachers from lesson study group teaches the lesson, and the others observe the teaching process (Murata, 2011). In reflecting, all the teachers discuss both the weak and strong aspects of the lesson and make suggestions on how to improve it (Lewis et al., 2011). If needed, another teacher implements the revised lesson with a different class of students while other teachers observe the teaching. ...
The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical
thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program.
This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing
skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing
of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It
was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and
interactions between group members significantly increased the level of noticing. The study also revealed that reading about
mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.
... Following the planning, one of the teachers from lesson study group teaches the lesson, and the others observe the teaching process (Murata, 2011). In reflecting, all the teachers discuss both the weak and strong aspects of the lesson and make suggestions on how to improve it ( Lewis et al., 2011). If needed, another teacher implements the revised lesson with a different class of students while other teachers observe the teaching. ...
The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.
... Dolayısıyla öğretmenler bu becerilerini geliştirmek için mesleki gelişim deneyimlerine ihtiyaç duyarlar (Jacobs ve ark., 2010). Alan yazında öğretmenlerin fark etme becerilerini mesleki gelişim programlarının geliştirdiğini gösteren araştırmalar bulunmaktadır (Güner ve Akyüz, 2017a;Lewis, Friedkin, Baker & Perry, 2011). Son yıllarda en çok kullanılan mesleki gelişim modellerinden biri ise ders imecesidir (Fernandez & Yoshida 2004;Inprasitha, Isoda, Wang-Iverson & Yeap, 2015;Takahashi & Yoshida, 2004). ...
... When considered from this aspect, teachers need professional development in terms of noticing skills about students' thinking (Jacobs et al., 2010). On the other hand, in the body of literature there are studies showing that professional development programs improve the noticing skills of teachers (Güner & Akyüz, 2017a;Lewis, Friedkin, Baker & Perry, 2011). In recent years, one of the much used professional development models has been lesson study (Fernandez & Yoshida 2004;Inprasitha, Isoda, Wang-Iverson & Yeap, 2015;Takahashi & Yoshida 2004). ...
The purpose of the study is to investigate the noticing levels of six teachers about students’ mathematical thinking. The four of teachers participated in the lesson study professional development process, and the rest did not participate in the process of lesson study. Nearly two months after the lesson study implementations were completed with the participant teachers, these six teachers were asked to write a report to evaluate the teaching process after they would watch the video recorded lessons. The data collection tools of this case study were the video recordings which the participants watched, participants’ evaluation reports and unstructured interviews. The theoretical framework developed by van Es (2011) was used to interpret the effects of lesson study process on the teachers’ noticing levels towards their students’ mathematical thinking. The findings showed that the noticing levels of the teachers, who participated in the lesson study process, appeared to be higher than the non-participant teachers. The findings also showed that lesson study professional development process increased teachers’ noticing levels on students’ mathematical thinking.
... We engaged teachers in a systematic investigation of their teaching (Hiebert, Morris, & Glass, 2003) as they participated in the five key tasks of Lesson Study (Lewis, Friedkin, Baker, & Perry, 2011). First, teachers began by clarifying pedagogical research questions (Hiebert et al., 2003), whereby they articulated their own hypotheses that connect the task design with the intended learning goals. ...
... The classification of noticing segments as productive or otherwise, and the selection of noteworthy segments were potentially biased, but this issue was negotiated partially through the use of the five key tasks in the Lesson Study (Lewis et al., 2011), and the aims related to enhancing student reasoning (Hiebert et al., 2003). Segments were characterised as productive using our defining characteristic of whether teachers responded with instructional decisions that promote student thinking. ...
Enacting the work of diagnostic teaching is challenging and demands that teachers pay attention to mathematical details when designing tasks, orchestrating discussions and reflecting on their lessons. This chapter presents the FOCUS Framework on teacher noticing, which can be used to characterise teachers’ efforts to notice productively during all three phases of diagnostic teaching: lesson planning, delivery and review. Using the two key components of the framework, the focus and its focusing, we provide snapshots of a teacher’s mathematical noticing in each of the phases. The findings from this research suggest that productive noticing in all the three phases is highly consequential, and illustrates how the FOCUS Framework can be used to analyse a teacher’s mathematical noticing.
