Mathematics lesson study in the United States

2012 ◽  
Vol 1 (2) ◽  
pp. 140-152 ◽  
Author(s):  
Makoto Yoshida
Keyword(s):  
United States ◽  
Lesson Study ◽  
The United States ◽  
Mathematics Lesson

Sustaining High Quality Professional Learning

2020 ◽  
pp. 68-84
Keyword(s):  
United States ◽  
Professional Learning ◽  
Lesson Study ◽  
Classroom Practice ◽  
The United States ◽  
High Quality ◽  
Japanese Lesson Study

This chapter first explains the essential features of Japanese Lesson Study and then examines the advantages of using JLS as a model of professional learning. It asks the readers to consider if their own model is sustainable and connected to classroom practice. This chapter also explains the challenges of using JLS in the culture of the United States.

Call for Manuscripts: Lesson Study

2009 ◽  
Vol 103 (2) ◽  
pp. 103
Keyword(s):  
Professional Development ◽  
United States ◽  
North America ◽  
Lesson Study ◽  
The United States ◽  
Student Thinking ◽  
Learning Goals ◽  
The Past ◽  
Study Process ◽  
Teaching Gap

In The Teaching Gap (1999), James W. Stigler and James Hiebert describe differences between mathematics instruction in Japan and the United States. They attribute some of these differences to a commonly used method of professional development in Japan called lesson study: “The lesson-study process has an unrelenting focus on student learning. All efforts to improve lessons are evaluated with respect to clearly specified learning goals, and revisions are always justified with respect to student thinking and learning” (p. 121). Over the past decade, many groups of educators in North America have implemented various forms of lesson study.

Call for Manuscripts: Lesson Study

2009 ◽  
Vol 102 (9) ◽  
pp. 705
Keyword(s):  
Professional Development ◽  
United States ◽  
North America ◽  
Lesson Study ◽  
The United States ◽  
Student Thinking ◽  
Learning Goals ◽  
The Past ◽  
Study Process ◽  
Teaching Gap

In The Teaching Gap (1999), James W. Stigler and James Hiebert describe differences between mathematics instruction in Japan and the United States. They attribute some of these differences to a commonly used method of professional development in Japan called lesson study: “The lesson-study process has an unrelenting focus on student learning. All efforts to improve lessons are evaluated with respect to clearly specified learning goals, and revisions are always justified with respect to student thinking and learning” (p. 121). Over the past decade, many groups of educators in North America have implemented various forms of lesson study.

Calls for Manuscripts: Lesson Study

2010 ◽  
Vol 103 (6) ◽  
pp. 429
Keyword(s):  
Professional Development ◽  
United States ◽  
North America ◽  
Lesson Study ◽  
The United States ◽  
Student Thinking ◽  
Learning Goals ◽  
The Past ◽  
Study Process ◽  
Teaching Gap

In The Teaching Gap (1999), James W. Stigler and James Hiebert describe differences between mathematics instruction in Japan and the United States. They attribute some of these differences to a commonly used method of professional development in Japan called lesson study: “The lesson-study process has an unrelenting focus on student learning. All efforts to improve lessons are evaluated with respect to clearly specified learning goals, and revisions are always justified with respect to student thinking and learning” (p. 121). Over the past decade, many groups of educators in North America have implemented various forms of lesson study.

Lesson Study in the United States

2021 ◽  
pp. 143-154
Author(s):  
Lauren McArthur Harris ◽  
Anne-Lise Halvorsen ◽  
Linda Doornbos ◽  
Matthew T. Missias
Keyword(s):  
United States ◽  
Lesson Study ◽  
The United States

Improving Teaching through Lesson Study Debriefing

2011 ◽  
Vol 104 (6) ◽  
pp. 446-451
Author(s):  
Randall E. Groth
Keyword(s):  
Professional Development ◽  
United States ◽  
Research Group ◽  
Lesson Study ◽  
The United States ◽  
Study Research

The lesson study model of professional development that originated in Japan is becoming increasingly popular in the United States (Lesson Study Research Group 2009; Stigler and Hiebert 1999). At its core, lesson study is a means of bringing teachers together to carry out the process of planning a lesson, implementing and observing it, and then examining it during a debriefing session (Yoshida 2008). The debriefing component is one of the most distinctive characteristics of this type of professional development. It provides a means–discussion–for reflecting on the strengths and weaknesses of the collaboratively planned lesson. As such, the debriefing component merits special attention from those currently engaged in lesson study as well as those considering using it.

Ideas for Establishing Lesson-Study Communities

2004 ◽  
Vol 10 (9) ◽  
pp. 436-443
Author(s):  
Akihiko Takahashi ◽  
Makoto Yoshida
Keyword(s):  
Professional Development ◽  
United States ◽  
School Districts ◽  
Student Learning ◽  
Lesson Study ◽  
Teaching Practice ◽  
Basic Education ◽  
The United States ◽  
Development Approach ◽  
Promising Source

Many educators in the United States have recently become interested in lesson study, a professional development approach popular in Japan, as a promising source of ideas for improving education (Stigler and Hiebert 1999). Numerous schools and school districts have attempted to use lesson study to improve their teaching practice and student learning (Council for Basic Education 2000; Germain- McCarthy 2001; Lewis 2002; Research for Better Schools 2002; Stepanek 2001; Weeks 2001).

How to make Lesson Study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education

2017 ◽  
Vol 12 (4) ◽  
pp. 398-430 ◽  
Author(s):  
Jeremy Rappleye ◽  
Hikaru Komatsu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Development ◽  
Lesson Study ◽  
Best Practice ◽  
Meta Analysis ◽  
The United States ◽  
Compulsory Schooling ◽  
Top Down ◽  
Japanese Perspective

Lesson Study is a Japanese approach to teacher development borrowed by American researchers in the late 1990s seeking to break from top-down, “best practice” approaches. Two decades later, Lesson Study has gained a strong foothold in American policy circles. Seeking to contribute to the growing research base, this article looks deeper into the cultural obstacles obstructing effective practice in the American context. It suggests that the divergent onto-cultural basis of the Japanese context may be one major factor that helps make Lesson Study successful in Japan but challenging in other national contexts worldwide, perhaps most of all in the United States. The account is based on a meta-analysis of existing research on Lesson Study (1999–2015), combined with a reconceptualization of a rich ethnographic literature on compulsory schooling in Japan. This account frames the American borrowing of Japanese teacher developed practice in terms of educational borrowing and lending, suggesting that scholars need to return to the puzzle of culture, engage philosophically, and be open to ontological alterity.

scholarly journals Global Applications of the Japanese ‟Lesson Study” Teacher Education and Training Model

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Erin Duez
Keyword(s):  
United States ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Training Model ◽  
The United States ◽  
Classroom Teaching ◽  
Video Study ◽  
Study Process ◽  
Teaching Gap ◽  
And Training

“Lesson study” has been used for over a century in Japan (Makinae, 2010). However, only recently, in 1999 with the release of The Teaching Gap by Stigler and Hiebert, did the practice begin to spread globally (Fujii, 2013; Ebaeguin & Stephens, 2013). The Teaching Gap is a summary of the Third International Math and Science (TIMSS) video study and included an entire chapter titled “Beyond Reform: Japan’s approach to the improvement of classroom teaching.” This chapter stated that the way the United States was reforming education was not systematic and offered lesson study in eight steps as a way to improve teaching and learning (Stigler & Hiebert, 1999). From 2000-2006 the lesson study process spread across the globe to nations including Indonesia, United States, England, Philippines, Australia, Sweden, and several African Nations (Groves & Doig, 2014). This paper will describe Japan’s lesson study process and the successes and failures of global application.

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