Innovation lesson plan of fertilizer dilemma story for integrated knowledge practicing through Lesson Study

This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.

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HASIL BELAJAR FISIKA MODEL PEMBELAJARAN LESSON STUDY DAN KOOPERATIF TYPE STAD SISWA MAN 1 KONAWE SELATAN

Al-Izzah Jurnal Hasil-Hasil Penelitian ◽

10.31332/ai.v12i2.646 ◽

2018 ◽

Vol 12 (2) ◽

pp. 153

Author(s):

Syafrial Syafrial

Keyword(s):

Cooperative Learning ◽

Experimental Research ◽

Lesson Study ◽

Lesson Plan ◽

Learning Model ◽

Average Score ◽

Learning Achievement ◽

Model Type ◽

Significant Difference ◽

Quasi Experimental

This study aims to know the students’ learning achievement after studying under Lesson Study learning model at MAN 1 Konawe Selatan, under cooperative learning model type STAD and to investigate the significant difference between Lesson Study learning model and cooperative learning model type STAD. The subject of the study is the students of MAN 1 Konawe Selatan class XI IPA. This study is a quasi experimental research which means that it is not a real experimental research because it included the basic steps of experiment but exclude the control class. The result indicates that there is different students’ physics learning achievement between using Lesson Study learning model and coopertive learning model type STAD. The students learning under lesson study model obtained 87 as their average score, while those with cooperative model type STAD obtained 67.3. In other words, learning by lesson plan model contributes more positively to students’ learning achievement than STAD model. This indicates that there are differences in physiscs learning achievement between lesson study learning model and cooperative learning model type STAD at students class XI-Science MAN 1 South of Konawe

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KETELADANAN DOSEN DAN INTEGRASI NILAI-NILAI MORAL DALAM PEMBELAJARAN PSIKOLOGI OLAHRAGA UNTUK MEMBENTUK KARAKTER KEPATUHAN DAN KEJUJURAN MAHASISWA

Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi ◽

10.21831/jppfa.v4i1.12113 ◽

2016 ◽

Vol 4 (1) ◽

pp. 15

Author(s):

D. Dimyati

Keyword(s):

Sport Psychology ◽

Lesson Study ◽

Lesson Plan ◽

Moral Values ◽

State University ◽

Study Program ◽

Sports Science ◽

Class A

Di perguruan tinggi, dosen memegang peran sangat penting bagi kemajuan institusi dan pembentukan karakter mahasiswa. Namun, sudah bukan rahasia lagi banyak dosen mengabaikan tugas pokok mengajar. Bagi sebagian besar dosen, tugas mengajar telah dijadikan prioritas kedua. Di sisi lain Hatten, dkk (2001) menegaskan bahwa satu masalah utama dewasa ini adalah sangat sedikit pendidik yang mengajarkan perilaku etis terhadap peserta didik. Makalah hasil penelitian ini akan mengungkap sejauh mana keteladanan dosen dan penerapan nilai-nilai moral selama perkuliahan Psikologi Olahraga dapat meningkatkan karakter kepatuhan dan kejujuran mahasiswa. Penelitian ini dilakukan dengan menggunakan kerangka Lesson Study. Tindakan yang dilakukan untuk memecahkan masalah tersebut dengan cara menyusun rancangan pembelajaran mata kuliah Psikologi Olahraga yang bermuatan nilai-nilai moral yang disampaikan dosen selama proses pembelajaran, dan keteladan dosen, yaitu prilaku disiplin datang tepat waktu setiap akan memberi kuliah atau mengajar. A teacher's integrity, or lack thereof, is observed by students.Hasil penelitian menunjukkan bahwa keteladanan dosen dalam wujud selalu memberi contoh datang tepat waktu dalam mengajar mata kuliah Psikologi Olahraga dapat meningkatkan karakter kepatuhan mahasiswa, yaitu datang tepat waktu atau tidak terlambat dalam mengikuti perkuliahan. Begitu juga dosen yang menyelipkan nilai-nilai moral selama mengajar mata kuliah Psikologi Olahraga dapat memberi dampak terhadap terbentuknya karakter kejujuran mahasiswa, yaitu perilaku jujur atau tidak melakukan tindakan menyontek dalam ujian.Kata kunci: dosen, keteladanan, karakter, kepatuhan, kejujuran, mahasiswa THE LECTURER’S PATRONAGE AND THE INTEGRATION OF MORAL VALUES IN SPORT PSYCHOLOGY TEACHING AS A MEANS TO BUILD THE STUDENTS’ OBEDIENCE AND HONESTYAbstractThis research aims to identify the impacts of lecturers’ patronage and the implementation of moral values in Sport Psychology subject on the obedience and honesty character of the students of PJKR Study Program, Faculty of Sports Science,Yogyakarta State University. To achieve the objective and provide clearer direction, this research was conducted based on the Lesson Study framework. The action to solve the problem was performed by developing Sport Psychology Lesson Plan containing moral values that the lecturer presented during teaching processes and the lecturers’ patronage through punctuality in coming to class and discipline in providing the lecture. The target of the action involved Class A Semester 5 students of PJKR Study Program attending the Sport Psychology subject. The result of this research indicates that the lecturers’ patronage in terms of providing examples, i.e. coming to class on time to teach the Sport Psychology subject, is able to improve the students’ obedience, i.e. coming to lecture on time or not late in attending the Sport Psychology subject. Moreover, the lecturer that integrates the moral values during the teaching of Sport Psychology subject is able to provide impact on the students’ honesty character, i.e. honest behavior or not cheating during examination.Keywords: lecturer, patronage, character, obedience, honesty, students

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STRENGTHENING TEACHER COMPETENCY IN UTILIZING EDUCATIVE DEVICES IN PAUD SEROJA DESA ARA PAYUNG

Journal of Community Research and Service ◽

10.24114/jcrs.v2i2.13151 ◽

2019 ◽

Vol 2 (2) ◽

pp. 219

Author(s):

Faisal Faisal ◽

Damaiwaty Ray ◽

Naeklan Simbolon ◽

Stelly Martha Lova

Keyword(s):

Lesson Study ◽

Lesson Plan ◽

Monitoring And Evaluation ◽

Mentoring Program ◽

Teacher Competence ◽

Scientific Publications ◽

Teacher Competency ◽

Teaching Aids ◽

Effective Use

AbstractThis mentoring program aims to improve teacher competency in utilizing educational teaching aids (APE) at the PAUD Seroja Desa Ara Payung. The stages of activities carried out through the mentoring program include: (1) mentoring the preparation of the Learning Implementation Plan (RPP) in PAUD, (2) mentoring on how to make educational teaching aids in PAUD, (3) mentoring how to use teaching aids in PAUD learning, (4) simulation in the form of lesson study on the use of educational teaching aids in PAUD, (5) open class/real teaching using educational teaching aids in PAUD learning, (6) monitoring and evaluation, and (7) follow-up. Based on the stages of the activities carried out, teacher competency can be improved in terms of formulation of the lesson plan, the making of educational teaching aids, and their effective use in learning in PAUD. Specific targets and outcomes generated through the mentoring program include: (1) the module for making educational teaching aids in PAUD learning, (2) educational teaching aids based on themes in PAUD learning, (3) teachers using educational teaching aids that will documented in the form of learning videos, (4) scientific publications in online ISSN journals and mass media. The method of implementing assistance is carried out through several stages, including (1) preparation, (2) implementation, (3) monitoring and evaluation, and (4) follow-up. With the method used, it is able to improve teacher competencies related to the use of educational teaching aids in the learning process effectively in PAUD.Keywords: Educative Teaching Aids, Teacher Competence, PAUD.

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Teacher change through cognitive conflicts: the case of an art lesson study

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-05-2020-0028 ◽

2020 ◽

Vol 9 (4) ◽

pp. 383-395

Author(s):

James Calleja ◽

Laura Formosa

Keyword(s):

Professional Learning ◽

Teacher Change ◽

Lesson Study ◽

Lesson Plan ◽

Collaborative Work ◽

Cognitive Conflict ◽

Effective Teacher ◽

Art Teacher ◽

Content Type ◽

Study Process

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

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Pendampingan Pembelajaran Berbasis Lesson Study dan Penelitian Tindakan Kelas dalam Rangka Optimalisasi Kinerja Guru Mapel Bahasa Inggris

Dimas Jurnal Pemikiran Agama untuk Pemberdayaan ◽

10.21580/dms.2016.162.1098 ◽

2016 ◽

Vol 16 (2) ◽

pp. 367

Author(s):

Siti Tarwiyah

Keyword(s):

Language Learning ◽

Lesson Study ◽

English Language ◽

Professional Competence ◽

Lesson Plan ◽

Assessment And Evaluation ◽

Teaching Preparedness ◽

Teaching Learning ◽

Achievement Indicators

English Language Learning in some schools had not been conducted maximally. One of the influencing factors was the pedagogic and professional competence of the teachers which had not met the standard as mentioned in the Permendikbud No 16 Year 2007. Lesson Study and Classroom Action was expected to enhance pedagogic and professional competence to meet the process standard and the quality of English teaching learning process in general. The achievement indicators of this program were: (1) arranging lesson plan based on the requirement of process standard, (2) understanding and implementing contextual learning, (3) creating varied learning activities based on text-based learning, (4) choosing and developing learning media appropriately, (5) developing and delivering learning materials, (6) Arranging instrument and conducting assessment and evaluation, (7) doing reflective teaching, (8) enhancing teaching preparedness, (9) planning a Classroom Action Research.

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Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-10-2020-0080 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Wanty Widjaja ◽

Susie Groves ◽

Zara Ersozlu

Keyword(s):

Lesson Study ◽

Lesson Plan ◽

Primary Teachers ◽

Detailed Examination ◽

Theory And Practice ◽

Content Type ◽

Before And After ◽

High Level ◽

Cross Case Analysis ◽

Study Unit

PurposeThe purpose of this paper is to describe the design and delivery of a lesson study unit in mathematics to pre-service primary teachers and to identify the opportunities and challenges resulting from the need to deliver the unit wholly online due to the COVID-19 pandemic.Design/methodology/approachCross-case analysis, using a before-and-after design, was used to compare the development and delivery of the unit in 2019 and 2020, with the pivotal event of interest between the before-and-after cases being the onset of the COVID-19 pandemic.FindingsThe content and structure of the unit, as well as its collaborative aspects, remained substantially the same in the before-and-after cases. While there was a low level of engagement with pre-recorded lectures, there was a high level of engagement and participation in the online synchronous seminars, together with a marked increase in overall satisfaction with the unit. Pre-service teachers were unable to teach and observe one another's planned research lessons in school. Instead, after a detailed examination of the task, the lesson plan and student solutions, they observed a pre-recorded video of a research lesson at a local school and participated in a streamed post-lesson discussion. Pre-service teachers regarded this new component as a highlight of the unit and an important connection between the theory and practice of lesson study.Originality/valueThe inclusion of the video-recorded research lesson in 2020 introduced a new level of authenticity for pre-service teachers, allowing them to observe a high quality structured problem solving mathematics lesson taught in a local public school, as part of a local implementation of lesson study-something that is not generally possible. While there is often a view that the benefits of lesson study result mainly from collaborative planning and teaching of the research lesson, this paper highlights the value of involvement for all participants in research lesson observation and post-lesson discussion, as well as the opportunities afforded by the use of “virtual lesson study”.

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Digital competence of a teacher involved in the implementation of a cross-border lesson for classrooms in Brazil and Chile

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-05-2021-0045 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Masami Isoda ◽

Soledad Estrella ◽

Diana Zakaryan ◽

Yuriko Baldin ◽

Raimundo Olfos ◽

...

Keyword(s):

Learning Environment ◽

Information And Communication Technologies ◽

Lesson Study ◽

Lesson Plan ◽

Primary School Teacher ◽

Digital Competence ◽

Content Type ◽

Cross Border ◽

Study Methodology ◽

The Cross

PurposeThe purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile.Design/methodology/approachA qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.FindingsThe results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.Practical implicationsThe lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.Social implicationsThe cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.Originality/valueModern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

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Research, Reflection, Practice: A Lesson Plan as Professional Development? You've Got to Be Kidding!

Teaching Children Mathematics ◽

10.5951/tcm.13.5.0272 ◽

2007 ◽

Vol 13 (5) ◽

pp. 272-278

Author(s):

Barbara O'Donnell ◽

Ann Taylor

Keyword(s):

Professional Development ◽

Lesson Study ◽

Lesson Plan ◽

The Difference

“I … thought I didn't need to plan anything or even think about it because I had the lesson/problem right there. I can see the difference when we did take the time to really think about each aspect of the lesson.”—Gwen, after using a four–column lesson plan in a lesson study

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The Teaching of Multidigit Multiplication in the Japanese Approach

Teaching Multiplication with Lesson Study ◽

10.1007/978-3-030-28561-6_7 ◽

2020 ◽

pp. 155-195

Author(s):

Masami Isoda ◽

Raimundo Olfos ◽

Takeshi Noine

Keyword(s):

The Netherlands ◽

Lesson Study ◽

Lesson Plan ◽

Multiplication Table ◽

Single Digit ◽

Value System ◽

Link Type ◽

School Based ◽

Distributive Law ◽

Definition Of

AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.

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