Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study

2021 ◽  
Vol 9 (3) ◽  
pp. 229-245
Author(s):  
Jennifer M. Suh ◽  
Sara Birkhead ◽  
Toya Frank ◽  
Courtney Baker ◽  
Terrie Galanti ◽  
...  
Keyword(s):  
Lesson Study ◽  
Grade Level ◽  
Spatial Reasoning ◽  
Student Thinking ◽  
Learning Trajectory ◽  
Instructional Planning ◽  
Equitable Access ◽  
Reasoning Task ◽  
Identity And Agency ◽  
Professional Development Model

This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

Mentor-Guided Lesson Study as a Tool to Support Learning in Field Experiences

2015 ◽  
Vol 4 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Kristen N. Bieda ◽  
Jillian Cavanna ◽  
Xueying Ji
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Student Thinking ◽  
Practicing Teachers ◽  
Knowledge And Skills ◽  
Knowledge For Teaching ◽  
Intern Teachers

Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.

scholarly journals Insights towards cultural aspects and related impacts of Lesson Study practices: an international literature review

2021 ◽  
Author(s):  
Carmem Silvia Lima Fluminhan ◽  
Elisa Tomoe Moriya Schlünzen ◽  
Klaus Schlünzen Junior
Keyword(s):  
Literature Review ◽  
Lesson Study ◽  
Financial Support ◽  
Educational Systems ◽  
International Literature ◽  
Cultural Aspects ◽  
Global Spread ◽  
Professional Development Model ◽  
Shed Light ◽  
Critical Aspects

Lesson Study (LS) is a professional development model that Japanese teachers have been utilizing for over a century. Although several scholars have proclaimed the benefits of adopting LS in international educational systems, it is still unclear how LS has been used and how it should be implemented in cultures beyond Japan. In order to shed light on the theme, an International Systematic Literature Review was conducted aiming to (1) identify specific features of LS practices as they are developed in different settings, (2) verify and analyze what cultural aspects may have impacted the implementation of LS, and (3) verify and develop analysis of challenges for the use of successful practices of LS in international contexts. 5 international academic databases were searched in order to identify 28 publications. This investigation provides multiple evidences of the fast global spread of LS and reveals that some key adaptations or redesigns are conducted so that LS meets local needs and conditions. It argues that time constraint, financial support, search for quick results and inclusion of knowledgeable others are critical aspects that should be considered when introducing LS to a new context. Finally, this study suggests further avenues for research to deepen the understanding of how the LS movement should be properly implemented in different contexts outside Japan.

scholarly journals Teacher planning in a learning outcome perspective: A multiple case study of mathematics and L1 Danish teachers

2019 ◽  
Vol 13 (1) ◽  
pp. 1 ◽  
Author(s):  
Jesper Bremholm ◽  
Charlotte Krog Skott
Keyword(s):  
Lesson Study ◽  
Learning Outcome ◽  
Instructional Materials ◽  
School Level ◽  
Institutional Setting ◽  
Instructional Planning ◽  
Teacher Planning ◽  
Multiple Case ◽  
Using Data ◽  
Outcome Perspective

AbstractLike most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers’ instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers’ planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context.Keywords: Teacher planning, learning outcome, mathematics education, Danish as L1 education.Læreres planlægningspraksis i et læringsmålsperspektiv: Et multipelt casestudie af matematik- og dansklærereSammendragDanmark står, som mange europæiske lande, over for radikale uddannelsesforandringer med læringsmål som omdrejningspunkt, som kræver fornyet opmærksomhed på læreres undervisningsplanlægning. I artiklen udforsker vi læreres planlægningspraksis i matematik og dansk ved primært at fokusere på den rolle, som undervisningsmaterialer spiller. Ud fra data fra et lektionsstudieprojekt og en teoretisk ramme, der begrebsliggør planlægning i en lokal institutionel kontekst, analyserer vi planlægningspraksis ift. både et lærer- og et skoleniveau. Dette gør det muligt at identificere praksisser, der forhindrer lærere i at planlægge med fokus på læringsmål, men som ikke desto mindre forekommer meningsfulde, når de forstås i en bredere institutionel kontekstNøgleord: Læreres planlægning, læringsmål, matematikundervisning, danskundervisning (L1)

scholarly journals The Data Package in Learning Mean Using LSLC and PMRI

2021 ◽  
Vol 15 (1) ◽  
pp. 61-70
Author(s):  
Poppy Trianti Rahayu ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Literature Study ◽  
Field Notes ◽  
Design Type ◽  
Written Test ◽  
Research Type

This study aims to produce statistical learning designs in the introduction of the concept of average values and knowing student learning outcomes in learning average values by previously learning about the presentation of data consisting of tables and diagrams through learning trajectories and what happens during the learning process. This learning is based on Lesson Study for Learning Community (LSLC), the approach of Indonesian Realistic Mathematics Education (PMRI). This study uses a type of Design Research method research design type of validation study, which involves in MTs 1 in Palembang. There are three stages in design research type validation studies namely Preparing for the experiment in the form of literature study and the design of the Hypothetical Learning Trajectory (HLT); Design experiment in the form of a Preliminary Teaching Experiment (Pilot Experiment) and Teaching Experiment; and Restrospective analysis. The instruments used were written test, video and field notes. The results of learning experiments show that the design of learning provided has helped students understand the concept of Mean.

scholarly journals PERSONAL PERSPECTIVES THAT MATTER

2021 ◽  
Author(s):  
Stephanie Kamai ◽  
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Lesson Study ◽  
Collaborative Research ◽  
Essential Elements ◽  
Development Model ◽  
The World ◽  
Professional Development Model ◽  
Different Parts

The purpose of this paper is to contribute to the existing literature about the theoretical and practical aspects of lesson study and its usefulness in preservice teacher reflectivity. Lesson study is a professional development model that began in Japan and is used in schools and universities among educators in many different parts of the world. Collaborative research lesson study, a variation of lesson study that maintains essential elements of lesson study used in Japan, has been used with preservice teachers at a small university in Hawaiʻi. This paper seeks to highlight the differences and suggests areas of study for further consideration.

Evidence for a Visuo-Spatial Scratch-Pad in Working Memory

1986 ◽  
Vol 38 (4) ◽  
pp. 675-688 ◽  
Author(s):  
Eric W. Farmer ◽  
Jonathan V. F. Berman ◽  
Yvonne L. Fletcher
Keyword(s):  
Working Memory ◽  
Articulatory Suppression ◽  
Spatial Reasoning ◽  
Memory System ◽  
Reasoning Task ◽  
Verbal Reasoning ◽  
Concurrent Performance

Experiments are reported which address the nature of the working memory system. Articulatory suppression (continuous recital of the digits 1 to 4) disrupted concurrent performance of a verbal reasoning task, but had no effect upon performance of a spatial reasoning task. In contrast, spatial suppression (continuous sequential tapping) produced reliable interference only with spatial reasoning. These findings are taken as consistent with Baddeley's argument for two slave systems in working memory: the articulatory loop and the more controversial visuo-spatial scratch-pad.

Yemeni Pre-Service Teachers Educators' Perceptions of Lesson Study in Pre-service Teachers Preparation Program (an Exploratory Study): إدراكات معلمي المعلمين اليمنيين قبل الخدمة في برنامج إعداد المعلمين للدرس المبحوث (دراسة استكشافية)

2019 ◽  
Vol 3 (25) ◽  
Author(s):  
Abdulsalam Sulaiman Dawood Al-hadabi
Keyword(s):  
Lesson Study ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Teachers And Students ◽  
Professional Development Model ◽  
Collaborative Professional Development ◽  
Faculty Of Education ◽  
Academic Year ◽  
Improving Teaching And Learning ◽  
Purposive Sample

Lesson study (LS), as a model for improving teaching and learning, has tremendous merits for both teachers and students during learning-teaching procedures. Thus, this study can serve in developing an awareness of the pre-service teachers' educators (PSTEs) toward LS as a collaborative professional development model. This study, therefore, aimed to explore the perception of participants who were selected purposively (i.e. using a purposive sample) from the PSTEs at faculty of education-Amran university, Yemen, about LS and its implementation (LSIs). To this end, an open-ended interview was conducted with six interviewees, participants mentioned above, in the second semester of the academic year (2017/2018s). The most important result of this study was that all of the PSTEs participated in this study were not aware about the LS and LSIs, too. Based on the study's results, some recommendations were recommended.

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.

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