Merging lesson study and response to intervention

2020 ◽  
Vol 9 (3) ◽  
pp. 277-288 ◽  
Author(s):  
Camilla Nilvius
Keyword(s):  
Response To Intervention ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Special Educational Needs ◽  
Content Type ◽  
Daily Work ◽  
Rti Model ◽  
Teachers Professional Development ◽  
User Friendly

PurposeThis article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN).Design/methodology/approachThis theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers’ development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed.FindingsThere are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement.Originality/valueThere has been almost no research about a combined LS and RTI model.

scholarly journals Lesson study for students with intellectual disability

2020 ◽  
Vol 9 (3) ◽  
pp. 245-259 ◽  
Author(s):  
Kamilla Klefbeck
Keyword(s):  
Intellectual Disability ◽  
Student Learning ◽  
Effect Size ◽  
Lesson Study ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Negative Experience ◽  
Content Type ◽  
Post Test ◽  
The Mean

PurposeThis study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.Design/methodology/approachLesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.FindingsStudents' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.Originality/valueThere is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?

2020 ◽  
Vol 29 (3) ◽  
pp. 275-292
Author(s):  
Shun Wing Ng ◽  
Yee Wan Kwan ◽  
Ka Hio Huey Lei
Keyword(s):  
Student Learning ◽  
Teacher Development ◽  
Lesson Study ◽  
Assessment For Learning ◽  
Learning Performance ◽  
Variation Theory ◽  
Study Approach ◽  
Field Notes ◽  
Improving Student Learning ◽  
Teachers Professional Development

This paper aims to report a case study of exploring the effect of “assessment for learning” on improving student learning and facilitating teachers’ professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students’ learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students’ learning effectiveness. The students’ improvement in learning performance informed the teacher participants of the usefulness of ‘assessment for learning’ in the classroom.

scholarly journals Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Student Responses ◽  
Physics Learning ◽  
Quality Of Learning ◽  
E Learning

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

Using lesson study as an approach to developing teachers as researchers

2013 ◽  
Vol 3 (1) ◽  
pp. 11-23 ◽  
Author(s):  
David Hall
Keyword(s):  
School Leadership ◽  
Lesson Study ◽  
Leadership Teams ◽  
Relevant Research ◽  
Content Type ◽  
Powerful Research Tool ◽  
Set Up ◽  
Teachers Professional Development ◽  
Meaningful Research ◽  
Suitable Process

Purpose – The purpose of this paper is to report on how an academy used lesson study to engage teachers in research, presenting the journey undertaken from its conception through to the implementation of the model. It suggests that lesson study is a suitable process to engage teachers in meaningful research. It shows that lesson study allows teachers to focus on their own practice and on the learning of their students and it is ideal in bridging the gap between research and practice. It will also show that research is enhanced through lesson study because it brings teachers together to work in a collaborative way. Design/methodology/approach – The paper reports the intended and actual journey an academy took in planning and implementing lesson study across the academy. Findings – The paper provides an explanation on how a school can set up a model which engages its teachers in relevant research. It explains how lesson study can be used as a powerful research tool which helps teachers develop collaboration and investigative minds around their own practice and their own students. It also puts forward recommendations for a school that would seek to introduce lesson study to its staff. Originality/value – The paper provides an account for school leadership teams and those with responsibility for developing the practice of other teachers. It will be helpful in assisting schools who desire to strengthen or develop the time devoted to teachers’ professional development.

scholarly journals Penerapan Pembelajaran Multirepresentasi Berbasis Lesson Study untuk Meningkatkan Hasil Belajar Mahasiswa pada Mata Kuliah Program Linier

2018 ◽  
Vol 2 (2) ◽  
pp. 211
Author(s):  
Sri Irawati ◽  
Agus Subaidi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Linear Program ◽  
Research Subjects ◽  
Study Program ◽  
University Mathematics ◽  
Process Observation

The aim to be achieved in this study was to determine the increase in activity and student learning outcomes in the application of lesson study based multi-representational learning in linear program subjects. The type of research is class action research which consists of the steps of preparation, implementation, observation and reflection. The research subjects were Madura University mathematics education study program students in semester 6. The instruments used included validator assessment sheets for learning devices, observation sheets of student activities during the learning process, observation sheets of lecturers' ability to manage learning, questionnaires sheets of student responses to the implementation of learning and test results learn. Based on the results of the study, there was an increase in student activity from 3.16 in cycle 1, 3.31 in cycle 2, to 3.67 in cycle 3. The learning outcome test also increased from 63.2% in cycle 1, 78.94% at cycle 2 becomes 89.47% in cycle 3. So it can be concluded that lesson study based multi-presentation learning can improve student learning outcomes in linear program subjects.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

Penerapan Lesson Study dalam Meningkatkan Kemampuan Mengajar Guru Bahasa Inggris pada Madrasah Tsanawiyah Negeri Model Sorong

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Effendi M.
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Positive Impact ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Teaching Ability ◽  
Eighth Grade Students ◽  
Motivation And Learning ◽  
Academic Year

This study aims to describe the improvement of teachers' teaching ability, student learning activities, and student learning outcomes in the subjects of English at MTs Negeri Model Sorong. Subjects of this study are English teachers and the eighth grade students of MTs Negeri Model Sorong in Academic Year 2015/2016. This research is a Lesson Study-based School Action Research using a qualitative approach. Data are collected through observation, documentation, and test. The findings are that the application of Lesson Study provides a positive impact on upgrading teachers' professional skills at MTs Negeri Model Sorong. This improvement has an important impact on student motivation and learning outcomes in the English subject.Keywords: Lesson study, teaching ability, learning activities, learning outcome, English

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

Chinese lesson study, Learning study and keys to learning

2017 ◽  
Vol 6 (4) ◽  
pp. 336-347 ◽  
Author(s):  
Ming Fai Pang ◽  
Ference Marton
Keyword(s):  
Lesson Study ◽  
Empirical Studies ◽  
Learning Study ◽  
Contrastive Analysis ◽  
Content Type ◽  
Daily Work ◽  
Signature Pedagogy ◽  
The Core ◽  
Strong Candidate ◽  
Practical Implications

Purpose The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies. Design/methodology/approach The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study. Findings Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning. Practical implications Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study. Originality/value Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).

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