Studying Classroom Teaching as a Medium for Professional Development Proceedings of a U.S.-Japan Workshop (2002) / Chapter Skim
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Lesson Study as Professional Development
Lesson Study as Professional Development
Pages 47-76
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From page 47... ...
" The rest of the workshop was spent exploring three different examples of the use of teaching practice as a medium for professional development: lesson study, video records of a class, and two cases describing mathematics classes. The sessions that focused on lesson study included general descriptions of the design and enactment of a lesson and postlesson rejection by the instructor and observers.
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From page 48... ...
Framing Lesson Study for U.S. Participants Makoto Yoshida, Professor, Columbia University Teachers College Lesson Study from the Perspective of a Fourth-Grade Teacher Hiroshi Nakano, Elementary Teacher, Setagaya Elementary School and Tokyo Gak~gei University LESSON STUDY AS PROFESSIONAL DEVELOPMENT
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From page 49... ...
If you attend a concert and listen to an opera singer perform opera, it is not likely that you wall be able to perform opera yourself. Each of these can help.
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From page 50... ...
In the sixth-grade classroom we visited at Tokyo Gakugei University Elementary School the other day, we noticed that the teacher was constantly looking at the students, watching, trying to figure out how the lesson was being received and experienced. Do the students understand?
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From page 51... ...
Some of us watched a group of Japanese teachers discuss a lesson last week, and today we will learn about lesson stu(ly. One important practice for developing teaching is to work with others on teaching, to learn to do the kinds of things that ~ have been talking about.
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From page 53... ...
What follows is a brief outline of lesson study with a special focus on the role of lesson plans. Sometimes this is called the agenda or schedule, but whatever its name, for Japanese teachers it is something that is taken for granted, although they do not always prepare the lesson plan.
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From page 54... ...
· Discussing and revising the lesson plants) · Tried by other teachers, or in another class · Reflecting on the lesson and re-revising the plan pupils, observation by others, immediately followed by intensive discussion called the study discussion.
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From page 55... ...
Lesson plans have various purposes or objectives as well. Box 3 shows the common framework for lesson plans.
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From page 56... ...
This is naturally interprete(1 as closely relate(1 to the lesson plan because it is reflected in considering the anticiLESSON STUDY AS PROFESSIONAL DEVELOPMENT
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From page 57... ...
_=R ~er.~.~.~i.~.~=r~c~.~~l~r~i~~.~.~ MAR:_ · Interwoven in a certain way · Reflected on his/her anticipation of students' response to the task to be posted · Developed through examining and discussing lesson plans and by observing and reflecting on the lesson · Elaboratec~ in the process of lesson stuc~ies LESSON STUDY: WHAT HOW AND WHY?
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From page 58... ...
It is our hypothesis that if our educational system can find a way to use lesson study for building professional knowledge, teaching and learning will improve. This became a popular book that talks about lesson study and implementing professional development programs that are similar to Japanese lesson study in the United States.
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From page 59... ...
Therefore teachers in Japan produce a very detailed lesson plan that contains a description of the lesson, goals, relationship between the lesson and the unit, and the process of the lesson, i.e.- how the lesson wall be taught, in screen-play-like format. During a study lesson, one of the teachers then teaches the lesson, while the other teachers observe.
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From page 60... ...
In one lesson they might focus on manipulatives, solutions anticipated from students and teachers' responses to these, planning questions that provoke students' thinking (which the Japanese teachers usually call hatsa~mon) , and how to use the blackboard during the lesson.
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From page 61... ...
After the open-house study lesson teachers often prepare something like a research report. The report probably will contain all lesson plans that they created and their reflection of their lesson study activity at the school.
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From page 62... ...
In other words it is important for a school to have a consistent instructional goal and that all teachers follow the goal in order to foster student learning. To learn about creating a lesson plan to use for lesson stu(ly, the PPS2 teachers decided to learn the Japanese way first and then decide if that process could be a(lopte(1 in their work.
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From page 63... ...
After 50 years, the study of teaching became more student centered, and lessons are more similar to what you observed at Tokyo Gakugei University, Setagaya Elementary School, during the Ninth International Congress in Mathematics Education. Japanese teachers usually say if some major things change in the curriculum, it takes about ten years to settle in.
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From page 64... ...
Although lesson plans are on a piece of paper, ~ believe that it is very important to have a video record of the lesson. Teachers are very busy, and it is hard to take time to read a (locument.
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From page 65... ...
At public schools, at least in my case, the study lessons were done once or twice a year. At Tokyo Gakugei University Elementary School, almost on a monthly basis someone is there to observe our class, but at public schools it is usually just once a year or twice a year at the most.
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From page 66... ...
During the prelesson study, the teachers teaching first and second grade form one group, third- and fourth-grade teachers form another group, and the fifth- and sixthgrade teachers form a third group for the discussion. The research promotion committee chairperson sometimes joins those groups, and sometimes we would call in an external adviser to have the discussions.
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From page 67... ...
The lesson plan, a description of the content, and a summary of the postlesson discussion held by the Japanese, both '1~-1 translated by Makoto Yoshida, and a transcript of the selected portions from the actual lesson and discussion can be foun(1 in Appen(lix F VIDEO SELECTIONS A Demonstration Lesson: Function Thinking at Sixth Gra(le taught by Shunji Kurosawa, Tokyo Gakugei University Setagaya Elementary School Lesson anti Postlesson Discussion among S~xth-Grade Lesson Observers A Study Lesson: Large Numbers at Fourth Gra(le taught by Hiroshi Nakano, Tokyo Gakugei University Setagaya Elementary School
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From page 68... ...
· What was the mathematical content and how did the lessons develop student understan(ling? Panel Moderator: Keiichi Shigematsu, Nara University of Education Jacqueline Goodioe, Resource Teacher, Burrville Elementary School, Washington, DC Jerry Becker, Professor, Southern Illinois University Ichiei Hirabayashi, Professor Emeritus, Hiroshima University
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From page 69... ...
~ am an elementary mathematics resource teacher. A mathematics resource teacher in the District of Columbia public schools does not have responsibility for one classroom but services all the teachers in that building in mathematics.
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From page 70... ...
To begin with ~ was not so sure about the task around which Mr. Nakano (levelope(1 his lesson plan, but eventually through the discussion ~ came to see that it was also a very good task.
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From page 71... ...
don't think that is specific to any one culture. What that is specific to in my judgment is mathematics, anti teaching anti learning mathematics.
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From page 72... ...
We also discussed or had described to us the importance of and the meaning of a detailed lesson plan. So before the lesson is ever taught, the teachers sit down and discuss the problem situation and try to list all of the anticipated responses of the students.
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From page 73... ...
Lesson Demonstration in Conference Before War World IT, we had two or three normal schools for the education of primary school teachers in each 47 prefectures of the country and several higher normal schools for the education of the secondary school teachers in some districts of the country. One or two primary or secondary schools were attached to these teacher training schools for the training of student teachers and the practical research of education.
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From page 74... ...
The anticipated process of teaching may be a mere outline of the lesson, but the teacher's intention should be clearly (lescribe(l. In Japan we often see a written lesson plan with a very (letaile (lescription of the process, including the teacher's behavior anti pupils' LESSON STUDY AS PROFESSIONAL DEVELOPMENT
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From page 75... ...
The lesson plan may necessarily turn to a recipe for cramming mathematics effectively. PostIucle In Japan, we have traditional arts called raka~go, which is something like an entertainment held in a small theatre telling a short comic story.
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