Concurrent sessions

Find the sessions of your interest in the schedule below

 

During the conference there are almost 350 sessions that you can choose from, spread over 8 concurrent sessions of 90 minutes and 2 interactive poster sessions of 45 minutes:

– Paper presentations: 3 grouped 30-minutes presentations each, including discussion

– Roundtables: 3 grouped 30-minutes discussions, about a shortly presented idea/strategy/research

– Ted Talks: 3 grouped short presentations of 15 minutes from expert speakers, followed by discussion

– Symposia: a maximum of three or four coherent presentations followed by discussion

– Workshops: interactive (skill-building) sessions of 90 minutes

– Posters: grouped poster pitches of 2 minutes each followed by discussion

 

When multiple presentations are scheduled in one session (paper presentations, Ted Talks, poster presentations and roundtables), it is not allowed to change rooms during the session.

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Tuesday 3 Sep 2019

13:00 - 14:30 Concurrent session 1

School-wide implementation of Lesson Study: an international perspective

Featured symposium413Irene Stone, St Marks Community School, Ireland; Elaine Wilson, University of Cambrigde, United Kingdom; Tauilya Akimova, Nazarbayev Intellectual Schools, Kazakhsthan

Amsterdam '72Tue 13:00 - 14:30

Abstract

Lesson Study shows great potential to support both teacher and student learning in countries outside of Japan. However, many new contexts struggle to implement and sustain Lesson Study. To move beyond the oftentimes short-lived and simplified initiatives, schools need to carefully craft both their understanding and implementation of the Lesson Study cycle and of the organizational structures needed to set up Lesson Study in schools. In this symposium we will explore this crafting process from four different international contexts (Ireland, Kazachstan, the Netherlands, Singapore) to investigate how we can sustainably craft Lesson Study in each educational system.

     

General summary

As the global spread of Lesson Study continues, more and more countries around the world are able to experience the potential Lesson Study offers to strengthen and support education. However, while in Japan Lesson Study is sustainably embedded into the educational system, in new contexts Lesson Study initiatives are often short-lived and simplified versions of the practice. As such, implementing and sustaining new Lesson Study initiatives requires a crafting process. Educators need to construct with care both the understanding and implementation of the Lesson Study cycle and the organizational structures that support Lesson Study.

In Japan, Lesson Study has been practiced for over a century and Lesson Study is both well-understood and well-supported in schools (Akiba, 2016; Lewis, 2015). Lesson Study is seen as a way to enhance curriculum knowledge, pedagogical knowledge, and content knowledge (Yoshida, 2012). During Lesson Study, teachers go through a plan-do-study-act cycle to investigate their research theme. Japanese scholars stress that studying curriculum materials and inviting knowledgeable others are important elements of the cycle (Fujii, 2014; Takahashi & McDougal, 2016). In addition, Japan has an extensive infrastructure supporting the improvement of teaching through Lesson Study on a national, district, and local level (Hiebert & Stigler, 2017). For example, at the school level, Lesson Study is sustained through various organizational structures, such as being well-planned into teachers work schedules (Akiba, 2016).

In countries outside of Japan, Lesson Study is a new practice. Research shows that Lesson Study can be interpreted differently and used for other purposes than in Japan. The research cycle can also differ from the Japanese cycle. For example, some versions add a specific focus on case pupils or remove the presence of knowledgeable others (Dudley, 2011; Seleznyov, 2018). Moreover, countries new to Lesson Study vary in the extent to which they already have the required infrastructure to support collaborative learning in schools and in whether they set this up once they adopt Lesson Study.

To understand how international Lesson Study can move beyond the simplified and shortened versions of the practice, we will be four countries (Ireland, Kazachstan, the Netherlands, Singapore) presenting from our own perspective on how Lesson Study is understood, implemented, and organized. Schools from each context will answer the following questions:

  • How has Lesson Study been adopted and with what purpose?
  • (How) Does the research cycle used deviate from Japanese Lesson Study and why?
  • How is Lesson Study organized into our educational setting?
  • What are challenges and successes of working with and organizing Lesson Study in schools?

 

In the symposium the different approaches will be presented and critically compared and discussed with the public.

 

Structure of the session:

  • Chair  – 3 min.
  • Presenter 1 from Ireland – 15 min.
  • Presenter 2 from Kazachstan – 15 min.
  • Presenter 3 from the Netherlands – 15 min.
  • Presenter 4 from Singapore – 15 min.
  • Discussant – 15 min
  • Q&A – 12 min

Lesson Study in Ireland

The Lesson-Study programme I am involved with focuses on developing teachers’ craft in teaching mathematics through structured problem solving. It is closely aligned with the Japanese model. I have been involved in three Lesson-Study cycles as a post-primary mathematics teacher and as a facilitator – in a national Lesson-Study programme run by the Professional Development Service for Teachers in Ireland. A Lesson-Study cycle comprises 5 x 2.5 hour meetings (which happen in teachers’ own professional time) followed by teaching and observation of the research lesson and finally by a post-lesson discussion meeting (which happens in school time).

Through collaborating with colleagues during the Lesson-Study cycle, we have become reflective in our practice and strengthened our professional relationships. Trust has developed among us to the point where we feel able to constructively critique the lesson in the post lesson reflection. The process has allowed us to have ownership of our own professional development as we are focusing on areas that are relevant to our own context. Our subject knowledge has improved through our shared study of primary and post-primary curricula. We believe that Lesson Study has a role in supporting teachers to be lifelong learners and can help implement education policy in other areas.

 

Lesson Study in Kazachstan

Kazakhstan has been engaged in a whole county programme of education development since 2011. This has included extending teaching and learning approaches. To facilitate this the Government set up the Centre of Excellence (CoE).  Their focus has been to increase pedagogical knowledge and opportunities for teacher collaboration leading to collective inquiry. Lesson Study forms a key driver in this process.

Kazakh teachers have a long history of ‘open lessons’ where teachers invite colleagues to view their lesson. Lesson Study has extended this by using Pete Dudley’s model of teachers working together to plan a lesson with one or two pupils’ learning in mind, and a review which focusses on learning rather than behaviour.

Lesson study is now used widely in schools in Kazakhstan as part of ongoing school improvement.  Teacher groups carry out collective inquiry and this promotes critical reflective practice.  Many teachers have published papers about their Lesson Studies and contributed to WALS conferences.

Lesson Study has shifted teachers’ focus onto pupils’ learning and has increased knowledge sharing and improved pedagogical content knowledge. The main constraints have been in allocating time for planning and review. When done in haste there is a tendency for teachers to lack criticality.

 

Lesson Study at the Vossius Gymnasium in Amsterdam, the Netherlands

The Vossius Gymnasium is a secondary school with one type of education: gymnasium. Regarding academic achievement, student satisfaction and reported wellbeing, results are above average compared to schools with a similar student population.

We were introduced to the method of Lesson Study while participating in a program of the Dutch Ministry of Education. Despite the positive school reports, school staff felt the need to differentiate the instruction to the student’s needs and became aware that our students weren’t all alike. There was a variety, or better, diversity in their learning needs, skills and motivation per subject.

Starting off with a pilot in 2015 of volunteering teachers expressing their desire to develop their didactic and pedagogical skills, more and more teachers of our school became interested and enthusiastic. Motivation for teachers to participate was in particular the collaboration between colleagues, the shared feedback and support that developed between colleagues .

We can certainly conclude that LS has been a successful, sustainable development in our school, amplifying the sense of togetherness in an environment where autonomy and competence already existed. The current year we participate with the VU university in a LS program regarding group dynamical situations.  LS enhancing an ongoing movement.

 

The case of a primary school in Singapore

Lesson Study has gained significant momentum worldwide in the past decade. As a professional learning approach based on collaboration and deliberate practice, Lesson Study supports teachers to develop expertise in knowledge, beliefs, and practices as well as facilitating focused conversations and reflections in the professional community. Lesson Study is a cultural activity and is embedded in Japanese schools for over a hundred years. How schools outside of Japan strategically adopt and adapt Lesson Study to their cultural contexts remain elusive. This presentation attempts to unpack the complexity of Lesson Study implementation in one elementary school in Singapore. Lesson Study was selected as part of its Professional Development framework to bring about quality teaching. It affords the platform for the school to make a major shift towards ‘Collaborative Inquiry’ as school-wide pedagogy for student engagement. Moving teachers from compliance to commitment, to “knowing”, “doing” and “being” in this process requires painstaking efforts and collaboration beyond the school. This process is iterative as we learn from challenges, mistakes and ideas such as Fullan’s “triangle of success” (2008) – school leadership, system-ness and deep pedagogy to inform our work as we move towards a sustainable model of Lesson Study implementation in the school.

Identification of learning style through lesson analysis for preparing science learning

Paper116Anna Permanasari, Universitas Pendidikan Indonesia, SCIENCE EDUCATION, Indonesia

Belgrado '73Tue 13:00 - 14:30

Abstract

The aim of the research was to describe the learning style of secondary student from one of International schools in West Java Indonesia. The descriptive method was used to elaborate the learning style of 14 students. The instruments used were the lesson observation form and the VARK (Visual, Aural, Read/write, and Kinaesthetic) Questionnaire for Young Learner Version 7.1 (http://www.vark-learn.com) which was developed based on Fleming’s (1987) VARK model of learning style. The research shows that students performed various learning style (oral, visual, kinaesthetic, read/write, and mix) with the various type of learning preference (mono-modal, bi-modals, and tri-modals). The result of research was strengthened by the lesson observation to all of the students. This learning study is very useful as a basis for determining the strategies that will be used in further learning

Summary

Preparing the strategy for teaching and learning process will become easier if the teacher has a quite understand to the students’ learning style. Teachers have to make sure that the instructional strategy accommodates varied students’ need in terms of how they learn best. It is because students who are taught in ways that fits preferred learning styles can be expected to enjoy learning and have better academic achievement (Shaughnessy, 1998). Similarly, Bobby De Porter (2014) contended that a person will learn and communicate easier using his or her learning style preference. Fleming (2006) also emphasizes that knowledge of, and acting on, one’s modal preference is an important condition for improving one’s learning.

The research was done to elaborate the learning styles of young learners. The descriptive research was done on using two modes, lesson analysis and VARK (Visual, Aural, Read/write, Kinaesthetic) Questionnaire for Young Learner Version 7.1 (http://www.vark-learn.com) which was developed based on Fleming’s (1987) VARK model of learning style. The questionnaire comprises of 16 questions, each followed by four options of answers. As many as 14 junior high school students from one of international schools in West Java Indonesia were involved in this research. They were all attending learning science on using engineering design project with STEM approach. The data obtained from the class observation and students responses those were then tabulated to determine type of learning style that they performed. compared one to the other to determine whether they have multimodal or single modal learning style.

The research shows that students performed various learning styles (oral, visual, kinaesthetic, read/write, and mix) with the various type of learning preference (mono-modal, bi-modals, and tri-modals). It was found that 8 out of 14 (57%) students have single-modal learning style. Among them there was one student with visual (V) learning style, three students with aural (A) learning style, two students with read/write (R) learning style and two students with kinaesthetic (K) learning style. On the other hand, there were four (29%) students who have bi-modal learning style. Among these students, it was also found that three students have both visual and aural (VA) learning style and one student has both aural and kinaesthetic (AK) learning style. In addition, there were 2 (14%) students who have tri-modal learning style. There was one student with aural, read/write and kinaesthetic (ARK) learning style and another student with visual, aural and read/write (VAR) learning style. However, there were no students who have quad-modal learning style. From this finding, it can be concluded that the students have varied learning style which include single-modal, bi-modal and tri-modal learning style. The result come from lesson observation was strengthened the result gained from questioner. The findings and issues raised by the current study indicated several considerations for teacher in designing a lesson with engineering design project. Teacher should ensure that the instructions given during the lesson can be understood by all students with varied learning style. This could be done by providing multiple instructions including oral and written instructions.

Learning Studies
Learning strategy, Learning style, Lesson analysis

Development of integrative representations of “force” and its implications for scientific literacy

Paper223Xinnan Kuai, Capital Normal University, China

Belgrado '73Tue 13:00 - 14:30

Abstract

Using scientific concepts to explain natural phenomena is an important aspect of scientific literacy. As for the subject matter of “force and motion”, the process of cultivating scientific literacy involves starting from students’ bodily perceptions and everyday usage of related words and phrases to the scientific conception and symbolic representation all through. From a theoretical perspective of learning as shifting between and within different representations and knowing as a familiarity in and with a conceptual environment, this study use the method of cognitive interview to explore the development of students’ representations on “force”, and their ability of shifting between representations during the period of compulsory education (1-9 grades). Preliminary results from grade 8 students have shown separation of different representations and students fail to move between symbolic and phenomenological representations in new situations. The findings will enlighten teachers’ pedagogical design, which foster students’ scientific literacy.

Summary

Introduction

In PISA 2015 SCIENCE FRAMEWORK, one of the key competencies in scientific literacy is explaining phenomena scientifically. It requires students’ reification of scientific concepts into everyday phenomenon, which means their perception of same phenomenon is mediated by scientific knowledge. How did this ability develop in different stages of children's cognition and what kind of teaching interventions can improve it are important aspects in scientific teaching which leads to scientific literacy.

Theoretical framework

Researchers have theorized learning and understanding as they arise from shifting between and within different representations of a natural phenomenon, and knowing as a familiarity in and with a conceptual environment. (Greeno, 1988; Roth, 1995) In relation to explaining phenomena scientifically, students’ ability to connect and move freely between different levels of representation, which are referred to as phenomenological, conceptual, descriptive and symbolic, is the key. As for the subject matter of “Force and Motion”, which is so deeply rooted in everyday life and bodily perception since we’re born, and also has such a long tradition of scientific inquiry since ancient Greek and with rich scientific discoveries and conceptual and mathematical constructions, it seems to be a perfect teaching subject to put this theory into practice.

Research questions

This study aims to empirically explore students’ representational models of “Force and Motion” in different stages in order to foster scientific literacy of explaining phenomena scientifically. So main research questions is what levels of representations do students of different grades have and can integrate with regard to “Force and Motion”? And we also want to ask the extension question of what’re the implications for pedagogical intervention?

Method

This study use qualitative methods to explore students’ representations and understandings of natural phenomena. We use an interview questionnaire on 27 students covering grades 1-9 in a school in Beijing. For each grades, we’ll purposefully choose 3 students with different cognitive levels in science, especially in physics.

Around “force”, questions are corresponding to four levels of representation: phenomenon, concept, description and symbol. Through it, we can tell whether students have mastered this level of representation. Meanwhile, there are questions can reflect transformations between representations, designed to analyze students' ability to integrate representations.

Results

Results of the study are to be developed. They will be divided into two parts. For students at different stages, first part is the level of representations they have mastered; second part is the development of their ability to integrate representations. In our preliminary experiment at grade eight, we found students with good grades have mastered symbolic representations, but they cannot relate that to descriptive and phenomenological representations in new situations. Students with average scores need understand the concept representation of "force" with situations in textbooks.

Conclusion and discussion

Through results, we can get an overview of the ability to integrate representations in different grades, which can provide an important reference for science teaching. Teachers can assess what developmental stages students are at concerning their ability to integrate different levels of representations, and thus enlighten their pedagogical design.

Learning Studies
Cognitive interview, Representation, Scientific literacy

The efficacy of creative drama in science activities in developing the creativity of children

Paper62Liu Ying, , China

Belgrado '73Tue 13:00 - 14:30

Abstract

Abstract: The present study focuses on "creative drama in preschool science activities course in China" in order to enhance Chinese children's creativity. The study used experimental design to examine the effect of the course. 180 children of 3-6 years old in the third Kindergarten of Chinese Academy of Sciences in Beijing were randomly assigned to the experimental group (30 people) and control group (30 people). The children in the experimental group joined the designed course which lasted for a semester of about 16 weeks, while the children in the control group joined the formal scientific course. The quantitative and qualitative data were presented to prove the effectiveness of the Children's Drama Education applied to scientific activity courses and to explain the difficulties and solutions in the implementing of the science curriculum and in the integration of educational drama into the preschool science teaching. The discussion and implication are also presented.

Summary

Albert Einstein said "creativity is more important than knowledge". Since the potential of creativity exists among all people, it can be identified and fostered by training (Gute, 2008). Creative thinking should be directed by children's past knowledge (Weisberg, 2006). But the core of science is consisted of abstract concepts, a fact that makes science a hard-to-teach subject, especially for young students (Carin, 1997; Gega & Peters, 1998). According to Brook's "empty space" model, creative drama can help to solve the cognitive dissonance in science activities(Brook,1968). This study aims to discuss the integration of educational drama into the preschool science teaching. The main purpose is to design "Creative Drama in Preschool Science Activities Course" in order to enhance children's creativity in preschool. The study used experimental design to examine the effect of the course. 180 children of 3-6 years old in the third Kindergarten of Chinese Academy of Sciences were randomly assigned to the experimental (30 people) and control (30 people) group. The experimental group joined the designed course, which lasted for a semester about 16 weeks, while the control group joined the formal scientific course. The Torrance Tests of Creative Thinking (TTCT)-Figural Form, which is one of the most widely used tests for measuring creativity nowadays, was used to measure the creativity level of these two groups, before and after the intervention. The findings of multiple regression showed that, children of the experimental group got higher scores in fluency, flexibility, originality and elaboration than the children of the control group. The qualitative data were also presented to prove the effectiveness of the Children's Drama Education applied to science activity courses and explain the difficulties and solutions in teachings of the science curriculum and the integration of educational drama into the preschool science teaching. The discussion and implication are also presented. The findings are as follows: (1) The science curriculum design should focus on children's interest and children need to sense the real environment thoroughly and to solve the real scientific problems before they perform. (2) The science drama activities should be designed differently according to children's age. For children aged 3-4, their activities need to be more dramatic. 4-6 years old children take part in more realistic activities and in drama, therefore the experience for them needs to be more real. (3) The presentation of drama could be flexible and any performance of children is valued. (4) Science drama curriculum should be combined with some elements like music, pictures, videos and some props, which can attract children's attention and encourage children's performance. (5) Children who neither want to perform nor to speak could be encouraged to use the pictures or drawings to record their ideas. (6) For children, educational drama props are more suitable than pictures alone, but teachers should discuss with children about how to use the props before class. (7) To motivate children's reflection, teachers could implement the Theater into Education (T-I-E) method, to perform the drama for the children audiences to watch, and to interact with children.

Creating knowledge in practice: action research and other practice-based research approaches
Creative drama, Creativity, Science Activities

Metacognitive skills development strategy or how to teach students to become an independent learner?

Roundtable150Karlygash Jarbulova, Jamilya Abilzhanova, Nazarbayev Intellectual School Astana, Kazakhstan

BoardroomTue 13:00 - 14:30

Abstract

This work will presents the results and experience of mathematics teachers of Nazarbayev Intellectual School of Astana in the framework of Lesson Study. The goal of the research is to determine effective methods and strategies on development of metacognitive skills of students. Firstly, study consider the relationship between metacognitive skills and lifelong learning skills. It connects the maturity level of metacognitive skills to the quality of knowledge and formation of independent learning ability. Secondly, the work provides arguments on positive effect of reflective practices during the lesson on advancement of metacognitive skills. Finally, it presents some methods and teaching strategies used during the Lesson Study which are aimed for effective formation of independent, lifelong learner skills in students.

Summary

Today's time requirements are such that education, both in school and universities, should be focused on developing students' independent learning skills. It allows students to investigate and explore new areas without outside help. The ability to study independently is a guarantee of their professional success in the future.

Conscious learning is based on metacognitive skills that allow students to:

1) identify problems that need to be solved;

2) be aware of own strengths and weaknesses;

3) develop learning and problem-solving strategies;

4) adequately evaluate the efficiency of solution and learning strategies;

5) fairly assess the level of own knowledge and skills

The purpose of Lesson study which lasted for 1.5 years was to determine the most effective strategies for the development of students’ metacognitive skills. A group of 6 mathematics teachers worked with 14-16 years old students of grade 9-10. This age group was chosen due to the low level of independent learner’s performance. List of involved teachers included: two teachers with more than 13 years of work experience, two teachers with 2-3 years and two - without work experience.

One of the main factors influencing the success of learning is the awareness of students own knowledge. Sense of knowledge can be illusory, and it is likely to exaggerate in adolescents. Therefore, it is necessary to teach children how to assess existing knowledge and skills correctly, warn them against metacognitive distortion and teach various learning strategies.

As a result of discussion with colleagues, a chosen tool for assessing one’s own knowledge was Tobias and Everson’s Knowledge Monitoring Ability (KMA) method.

This method allows us to identify the extent to which a preliminary assessment of one’s own knowledge corresponds to his/her real knowledge. Analysis of the results allows students to develop a strategy for further development. During the lessons, teachers purposefully and systematically taught children not only methods of problem solving, but also different approaches, which were also subject to analysis and evaluation.

Consequently, the following positive results were identified in the dynamics of the lesson:

- responsibility for their own student learning has increased, students used class working time more efficiently, regularly completed the homework;

- the choice of further education in the Diploma Program in Mathematics among observed students was justified by the awareness of their own strengths and weaknesses;

- verification skills have been improved (several ways of solutions and justification provided);

- more independence in the learning of new topics demonstrated;

- feedback from students during reflection became more complete;

- classroom interaction became more productive.

Conclusion of the Lesson study:

1) teamwork with teachers in the framework of Lesson Study, allowed young professionals to increase their competency through sharing and reflecting on the experience gained and advance their teaching and observation skills,

2) the development of reflective skills of students and teachers;

3) mastering teaching skills among teachers;

4) enrichment of the “methodical bank” with the strategies and techniques of reflection and formative assessment.

5) raising students’ self-awareness and motivation in studying.

Creating knowledge in practice: action research and other practice-based research approaches
Metacognition, Metacognitive strategies

The revenge of the letterpillar: learning vocabulary skills through game-based learning

Roundtable69Lee Lian Tay, Norman Selvaraju, Singapore

BoardroomTue 13:00 - 14:30

Abstract

The Revenge of the LetterPillar is an online game that aims to build vocabulary skills through storytelling and game-based learning. Based on earlier lesson studies conducted in our school, it was observed that many young students found it difficult to retain vocabulary and use it effectively in their work or lives, especially lower progress students. Many students also found vocabulary activities mundane and were not motivated to widen their vocabulary.

To address these issues, the school designed and built an online game The Revenge of the LetterPillar to integrate a yearlong story of revenge and chaos within the world of AlphaVerse with a multi-sensory approach to learning vocabulary.

The implementation of the game in class merged both online and offline strategies based on a D.I.E.T (Direct Instruction, Individual work, Exploratory learning, Teamwork) and P.A.S.S. (Picture, Action, Symbol, Song) frameworks to improve students’ vocabulary and motivation towards learning new words.

Summary

The practice or context from which the work originates

This lesson study was conducted in an elementary school in Singapore. The game was implemented with a class of 11-year-old boys.

Relevance for educational practice

Vocabulary forms the foundation of reading and comprehension. However, many students, especially those who do not read widely, are not exposed to good vocabulary and strategies for learning it (Beck, McKeown, Kucan, 2013). There is a need to help students learn these strategies in an engaging manner.

Theoretical framework

To support the use of the online game, the school designed a framework called D.I.E.T (Direct Instruction, Individual work, Exploratory learning, Teamwork). Students first learn about the word via visual, auditory and tactile activities. They are then engaged in different word games and puzzles. This playful exploratory learning encourages students to learn how the words are associated with each other.

To integrate the online game with offline classroom strategies, the school designed a LetterPillar Journal which incorporated a Picture, Action, Symbol, Song (P.A.S.S.) framework to allow students to form more associations for the words they have learnt.

Research question

How can the use of online games with the DIET and PASS framework improve students vocabulary and increase their motivation to learn new words?

Method(s)

3-week-long intervention where the online game was used by students during their free time at home, in class by teacher for two hour-long lessons for direct instruction, and students using the LetterPillar journals.

Quatitative:

Pre-tests based on 3 spelling quizzes

Post-tests based on 3 spelling quizzes

Qualitative:

Interviews with students to learn more about the difference in their motivation towards learning vocabulary

Results

Students who were generally weaker in their vocabulary improved significantly. Average scores for 44% of the students, prior to the intervention, was 69% but this rose to 87% after the intervention.

About 40% of students saw lower scores after the intervention. However, these students’ scores were at an average of 87% prior to the intervention, which is already a very high score.

16% of the students saw no changes to their scores. Their scores were also very high with 90% accuracy.

Based on qualitative interviews with students, the use of the online game motivated them significantly to want to learn new words. For example, one student commented that:

“I feel that the LetterPillar game has helped me a lot in my spelling…from last time, I kept failing in my spelling but now I feel that I’ve improved a lot…I learnt like the PASS strategy, looking at the words and writing them down…I used the Picture strategy the most.”

Based on students’ artefacts, the LetterPillar Journal allowed students to come up with creative pictures and symbols to form word associations.

Conclusion and discussion

The initial findings of the use of the game The Revenge of the LetterPillarand the DIET and PASS frameworks are positive. While a more in-depth study across different classes and schools might render more reliable and valid data, the current findings based on a 3-week intervention is promising.

Creating knowledge in practice: action research and other practice-based research approaches
Games, Pedagogies, Story

Reconsidering teacher behaviors: the eye of classroom management in elementary school teachers

Roundtable72Tomoya Kaihatsu, Graduate School of Waseda University, Japan

BoardroomTue 13:00 - 14:30

Abstract

  This study explores how elementary teachers manage the classroom by focusing on teacher behavior and its function. Six teachers’ discourse during Japanese lesson and managemental functions included in their discourse were analyzed according to inductively generated codes. The number of teacher behavior we analyzed is 107. All of them is classified into three categories. Those of managemental functions are also classified into three categories. The correspondence table shows that “academic instruction” leads to not only “effective group lesson” such as maintaining order but “relationship and an atmosphere” such as making the classroom warm and safe space.

  The study implies that the way to teach subjects and to manage the classroom are not independent at all. Rather, the latter is deeply integrated into the former. Thus, we should consider teacher crafting as the unite of teaching subjects and classroom management with an eye of behavior-function combination.

Summary

  Classroom management, defined as teachers’ action to create and maintain the environment which foster students’ academic or social-emotional learning (Evertson & Weinstein, 2006), is one of the most prominent aspects for determining instructional quality (Kunter et al., 2007). While classroom management is essential elements for educational practice and teacher expertise, few studies mentioned the complex and dynamics relationship between academic instruction and classroom management. From one of the several studies which discussed such relationships, Asada and Sako (1991), which is the theoretical background for the present study, insisted on dual functions of teacher behavior, that is, teachers are intended to realize two goals at the same time by one particular action. The purpose of this study is to re-understand teacher behavior and its function from the perspective of classroom management. Research question based on the purpose is how teacher behavior and managemental function are related to each other.

  Six Japanese elementary school teachers participated in this research. Mean years of teaching experience is 8.33 (SD = 4.38). Each participant performed a Japanese lesson in June, which was videotaped. After lessons, transcripts of teachers’ talk were generated. Referring to transcripts, participants were asked to pick out teacher behavior intended to manage classroom and to figure out what managemental functions they expected. Two kinds of data which represent teacher behavior and managemental function were respectively coded through an inductive process. Emerged codes were categorized into more abstracted theme for the sake of easily interpreting.

  The number of teachers’ behavior and its function we analyzed is up to 107. Inductively coding 107 of teacher behaviors, three categories which were named as “academic instruction”, “managemental instruction”, and “non-academic instruction” emerged at last. As for managemental function, three categories which were named as “effective group lesson”, “relationships and an atmosphere”, and “human growth” were found. Investigating the relationship between teacher behavior and managemental function, the correspondence table was made, in which the vertical axis represents teacher behavior and the horizonal one does managemental function. The table shows “managemental instruction” includes all of three functions, of course. However, “academic instruction” also includes all of three functions. While the fact that teacher behavior has dual functions, which are teaching subjects and maintaining order, is confirmed, some teacher behavior have ternary functions. In conclusion, teacher behavior sometimes has multi functions, which implies that teachers have simultaneously taught subjects and managed classroom.

  Generally, how to teach subjects and how to manage classroom seem to be independent and the focus in Leeson Study is basically the latter. This research, however, found both are overlapping each other. The finding implies that teacher crafting of classroom management is perhaps interpreted as the well-integrated unite of teaching subjects and managing classroom. Therefore, during studying lessons, reconsidering teacher behavior which has potential to include multi functions is needed for authentic teacher development.

Creating knowledge in practice: action research and other practice-based research approaches
Classroom management, Dual functions, Teacher behevior

Teaching-Demo Based Lesson Study in China: Crafting Sustainable Pedagogies in Teacher Preparation

Symposium357Jianjian Wu, Jianyuan Zhang, Xingzi Xu, Ling Wang, Beijing Normal University, China

Buenos Aires '72Tue 13:00 - 14:30

Abstract

The innovative and localised application of lesson study in pre-service teacher education, "Teachng-Demo Based Lesson Study", is practiced for two years by Beijing Normal University. The new model undergoes two rounds of improvement and revision, indicating the Teaching Demo Based Lesson Study should adhere to the following principles. First, deeply research on the teaching procedures and the theme of teaching resources. Second, ensure the consistency of teaching researchers and their evaluation for the pre-service teachers' teaching demos. Third, strengthen the reflecion and research of pre-service teachers in the lesson study. Following this pattern, pre-service teachers tranfer and construct their teaching perspecitves, improve their teaching competency, master the effective teaching language and teaching skills within the learning communities respectively.

Summary

Incorporating lesson study in ITE confronts several challenges, and is still in need of much exploration (O'Leary, 2014). Beijing Normal University proposed a localized LS model in teacher preparation: Teaching-Demo Based Lesson Study. This model is aimed to let student teachers sufficiently, and systematically experience the procedures to craft a lesson. After designing lesson plan alone or collectively, they will give this lesson in a simulated environment where university researchers, teaching researchers, school teachers, and peer student teachers act as audience. After this research lesson, multi-audience will give comments based on their observation. We embrace that expertise and perspectives from different stakeholders will nourish student teachers' all-around professional growth. Integrated into university-based teacher education curriculum, this variant model of LS is to resolve the challenges in incoherence between academic curriculum and practical experience (Feiman-Nemser, 2001), with focus on “core practice” (Ball & Forzani, 2009; Huang, Barlow, & Haupt, 2017).

Compared with international colleagues with much attention on LS in practicum, Teaching-Demo Based Lesson Study is located in university context, and much more time-, money- and energy-saving for university researchers. It is much easier for student teachers to obtain theoretical feedbacks from these researchers while in the practicum field, some cooperative teachers can only provide space for student teachers' practice rather than truly enter a mentor-mentee relationship to facilitate student teacher learning (Korth, Erickson, & Hall, 2009). However, it is inevitable to meet challenges in this model, e.g. the absence of true learners in the classroom may cause insufficient reflective mentoring for student teachers (Biesta, 2004); without long-term touch with student teachers, to what degree advisors (especially teaching researchers from institutes outside university) to meet student teachers’ needs (Hobson, Ashby, Malderez, & Tomlinson, 2009). At all events, this university curriculum-binding model of lesson study is a new attempt to form a temporal “third space” where stakeholders interact and mutually respect (Zeichner, Payne, & Brayko, 2015), aimed to bridge the theoretical-practical gap in initial teacher education.

This symposium will report an ongoing study on Beijing Normal University’s Teaching-Demo Based Lesson Study, during the postgraduate teacher education programs in the subjects of Chinese and English. From October 2018, there have been several rounds of teaching-demos and later this year, there will be field teaching in secondary schools. Authors in this symposium will analyse benefits and deficiencies of this model in an evidence-based way. There will be three papers in this symposium: the first paper, Teaching-Demo Based Lesson Study through the lens of operating system design, illustrates the innovation process of lesson study and its operating system. The second and third papers present the pre-service teachers’ change and growth in the lesson study in the form of teacher narrative methodology.

Symposium paper 1 (200 words):

Teaching-Demo Based Lesson Study through the Lens of Operating System Design

WU Jianjian, WANG Ling

In essence, this model is an integration of apprenticeship and rationalism, thus forming a laboratory model. Based on this pattern, Beijing Normal University developed this project. However, the development of a project is not only the design of the concept, but also the design of operating system. The model was first implemented in 2017 but exposed a lot of problems during the process. Accordingly, certain adjustments have been adopted when it was applied in 2018 from the three aspects. First, compared with the poor planning in the first time, rationalising the order and proportion of micro lessons and lesson rationale makes the project more scientific. Second, on contrary to the different text in different teaching demos, teaching the same lesson during the whole process of lesson study guarantee pre-service teachers to reflect on and improve the same lesson. Third, compared with the different experts in different demos in the first time, the consistency of experts in the whole process ensures the continuity of the evaluation for pre-service teachers’ teaching demos. Evidence-based improvement of the project deepens our understanding of the new model.

Symposium paper 2 (200 words):

Growth, Conversion and Question: The Impact of Teaching-demo Based Lesson Studyon Chinese Pre-service Teacher

XU Xingzi, ZHOU Shenji

Teacher narrative , a method with teachers as narrative subjects and research subjects, is an effective way for pre-service students to conduct Lesson Study. The purpose of the study is to analyze how teachers improve teaching skills through "de-staging" (identity transformation, knowledge transformation, etc.)"teaching demonstration" by analyzing the narrative texts of six teaching demonstrations, and the problems arising in the process. This model promotes the transformation of pre-service teachers teaching perspective from teacher-centered to student-centered, and learn to instruct students subject content knowledge with effective teaching language. The study found two problems: 1) in the absence of real students, the authenticity of the "validity" of teaching language is unverifiable. 2) every application of the function of consciousness, is always accompanied by a subjective reflection, which is unacceptable, unfair and inaccurate (Jung, 1935). Experts and researchers inevitably evaluate the performance of teachers with "subjective factor", which might brings great subjectivity and randomness to this lesson study. In the follow-up study, we will apply the lesson plan formed in the study to classroom and judge the effectiveness of this project by comparing the students' reactions with the presupposed reactions of the researchers.

Symposium paper 3 (200 words):

Constructing English Pre-service Teachers' Teaching Belief through Teaching-Demo Based Lesson Study

ZHANG Jianyuan, ZHOU Shenji

The localized lesson study in BNU, “Teaching-Demo Based Lesson Study” provides opportunities for pre-service teachers to plan, implement, reflect and revise a specific lesson. Learning community can create collaborative learning atmosphere for teachers’ professional development, provide invisible learning resources, and build a platform for teachers’ dialogue to promote their reflection and action research (Wang & Li, 2013). Two kinds of learning communities were organized in this lesson study to facilitate the pre-service teachers’ development of pedagogical content knowledge, including professors-researchers-initial teachers community and initial teacher communities. Against the backdrop of advocacy of “the whole person development” in National English Curriculum Standard(2017), this study aims at how pre-service teachers construct the perspectives of English language teaching to develop students’ core competencies through deeply exploring the theme of teaching resources,designing situated and contextualized activities pertaining to students learning experience with support from learning communities. The critical and practical suggestions from learning communities support pre-service teachers to accumulate education concept, develop teaching strategies and acquire the experience of organizing activities. In the following study, the lesson plan of this study will be implemented with the real secondary students to testify the efficiency of this study.

Symposium paper 4 (200 words):

Lesson Study in initial teacher training
Pre-service teachers, Teacher Narrative methodology, Teaching-Demo Based Lesson Study

The ability to perform subtraction tasks with appropriate strategies

Paper122Anita Tittonen, Hallsta school, Norrtalje municipality, Sweden

Koninklijke logeTue 13:00 - 14:30

Abstract

The aim of the paper is to discuss what may enable students to choose appropriate strategies when performing subtraction tasks. A learning study was conducted with students in grades 2 and 3 (students eight and nine years old). The students participated in pre- and post-tests, and video recorded lessons. The data were analyzed and the analysis shows that most of the students used the strategy take away, regardless the task, before the lessons in the study. According to the analysis after lessons in the study, students choose strategy, depending on the task. An implication may be that students already in grade 1 need to analyze subtraction tasks in order to choose an appropriate strategy, depending on the task.

Summary

Although, addition and subtraction are inverses, subtraction is described as a more complicated arithmetic (Ball, 1993; Brissiaud & Sander, 2010; Fuson, 1984, 1992). One reason may be that subtraction can be described as take away, combine and compare (Fuson, 1992).

This paper builds on the question What enable students to choose an appropriate strategy when performing subtraction tasks?

A learning study was conducted in a Swedish school with two teachers, two supervisors and students in grades 2 and 3, totalling 49.

What students need to discern, so-called critical aspects, in order to analyze subtraction tasks before performing them was iteratively explored. Critical aspects, a core concept in variation theory, can be described as what students need to learn. Variation theory is commonly used in learning study (Marton, 2015).

The students participated in pre- and post-tests, and video recorded lessons, which were analyzed with focus on what could be signs of critical aspects. Some students were interviewed in order to explore how they solve different subtraction tasks.

In the analysis, four critical aspects were identified:

the relationship between the numbers in a task in order to choose an appropriate strategy when performing the task,there are several strategies to perform a subtraction task,

the different strategies can be more or less appropriate, depending on the numbers in the task,

the difference (the “answer”) in a task is either the number of “steps”, moved from the subtrahend to the minuend or the number where you “finally land” when “take away” the subtrahend from the minuend.One example of the fourth critical aspects is when performing a task as 8 – 5 = x, using a number line. When moving steps from five to eight, there are three steps, which are the difference. When moving five steps from the minuend, the difference is not the number of steps, it is the number depicted on a number line after the steps (cf. Fuson, 1984).

According to the analysis, students regardless grade in this study, needed to discern the same critical aspects. An implication based on the findings, is that students already in grade 1 may need to discern the critical aspects above.

Assuming it is important analysing tasks before performing them, the findings may be relevant for teaching practice in grades 1-3, when planning and conducting lessons concerning subtraction. A limitation in this study may be that no negative numbers were included. When talking about the difference between two positive numbers, students may not discern that the difference included both magnitude and direction. This is specifically important when negative numbers are included (Kilhamn, 2011).

We argue it is important to choose appropriate numbers in tasks. Students may perform tasks as 65 – 62 = x as 5 – 2 = x instead and maybe “know” or “see” the difference. Thus, too simple values of the numbers may not enable students to discern the intended, the critical aspects. Therefore, we argue there is a need of choosing challenging values of numbers in tasks.

Learning Studies
Critical aspects, Learning study, Subtraction

A model of mathematics teaching for competency-based learning: a case study of a lesson in japan

Paper28Makoto Ota, Tokai Gakuen University, School of Education, Japan

Koninklijke logeTue 13:00 - 14:30

Abstract

The aim of this study is to clarify the options for competency-based teaching and learning for the future of mathematics education in Japanese society.

Qualitative case study methods and quantitative methods were employed for data collection and case analysis.

The research verified the seven points associated with competency-based teaching and learning.

In conclusion, the following were found: (1) the children got a high sense of purpose for learning, and began thinking about their learning, and (2) their content learning was reinforced by competency-based teaching and learning.

Summary

The aim of this study is to clarify the options for competency-based teaching and learning for the future of mathematics education in Japanese society. Competency-based learning movements have taken place in many countries such as Finland and New Zealand. In Japan, a New Course of Study was introduced into the school that emphasized competency-based teaching of lessons in which schoolteachers had put their children to learn the contents of each subject. Without ignoring the contents of the subjects, the research planned for competency-based learning in mathematics education in which children can get competency.

Qualitative case study methods and quantitative methods were employed for data collection and case analysis.

The research verified the following seven points associated with competency-based teaching and learning:

Goal-setting of the lesson with the children,Reflection time-setting for the next learning session,Collection of self-exploration experiences of the children in independent learning time,Autonomy and active classroom with the child presiding,Promotion of the faculty of speech for explaining reasons and gettng evidence for the answer,Selection of relevant tasks related to the children’s real situation, andMathematics study on themes set by children themselves.In conclusion, the following were found: (1) the children got a high sense of purpose for learning, and began thinking about their learning, and (2) their content learning was reinforced by competency-based teaching and learning.

The Japanese proverb “slow and steady wins the race” shows that competency-based teaching and learning are better than quick content learning.

Learning Studies
Competency-based teaching, Goal-setting, Mathematics education

How to teach for students learning of place value

Paper39Henrik Hansson, Jonkoping University, Sweden

Koninklijke logeTue 13:00 - 14:30

Abstract

The aim of this research is to contribute to the knowledge about how to teach for student´s conceptual understanding of place value. Together with six primary teachers data was gathered within their Subject Didactic Group work (an adapted form of Lesson/Learning study to suit daily teaching). In the study Variation theory was used booth for planning lessons as well as for analysing data. The result shows that variations on aspects relating to the position-principle of place value were successful for students learning, but the variations on aspects relating to the decimal-principle were not. The presentation highlights how the two principles of place value can be taught for students learning and the importance of not only teach one aspect at a time, but also the need for students understanding of how they relate to each other.

Summary

The study is conducted in a Swedish context, teaching 8 and 9 year old students the meaning of place value. Place value is the most important concept in decimalsystem (Sun & Bartolini Bussi, 2018). However related to the position-principle of place value, students often have a limited understanding of place value as merely a number of ones (Chambris, 2018). However it is also important to understand place value as a number of a certain unit (Chambris, 2018; Thanheiser, 2009; Fuson, Smith & Lo Cicero, 1997). Related to the decimal-principle of place value, students often struggles to explain the 10 for 1 trade (Verschaffel, Greer, De Corte, 2007), which is important to have a more deep understanding of place value (Thanheiser, 2009; Cawley, Parmar, Lucas-Fusco, Kilian, Foley, 2007).

In the study Variation theory (Marton, 2015) is used booth for designing lessons and analysing data. According to the theory, learning means discerning aspects of something specific (for instance place value), that has not yet been discerned. Such aspects are called critical aspects and are possible to discern if the learner experiences a variation of the aspect while other aspects are invariant (Marton, 2015; Marton & Booth, 2000).

The research question is: What variations of aspects connected to place value can create possibilities and contribute to students learning of place value?

The study was conducted togheter with six primary teachers, when they where working in their Subject Didactic Group (SDG), an adapted form of Lesson/Learning study to suit daily teaching (Mårtensson & Hansson, 2018). In the work it was investigated both what and how to teach for students understanding of place value, however focus in the study is on how to teach. Data comes from pre- and posttest conducted as semi-structured interviews (Kvale & Brinkmann, 2012) that was videorecorded, as well as videorecorded teaching of one of the teachers groups of students.

The result shows that variations on aspects relating to the position-principle of place value were successful for students learning, but the variations on aspects relating to the decimal-principle were not. One example on the former is it was created opportunities for and the students learned to describe place value both as a number of ones as well as a number of a specific unit. As an example of what the students was taught is they got to discuss the differences between describing place value for the digit ‘2’ in 124, as 2 tens and 200. When discussing the differences they took into account that the 2 tens was represented by two groups of tens, whereas 20 was represented by twenty ones. An example of the latter is that the student´s was given the opportunity to learn almost all of the focused aspects of the decimal-principle, one by one. However still, in the post-test very few of the students could explain the 10 for 1 trade. From a Variation theoretical point of view, one reason could be the student´s didn´t get the opportunity to see how the aspects related to each other.

Creating knowledge in practice: action research and other practice-based research approaches
Place value, Subject Didactic Groups, Variation theory

Lesson study in dutch primary education: what is needed for implementation and embedding?

Paper191Willemijn Schot, Utrecht University, Educational Consultancy and Professional Development, Netherlands

Londen '71Tue 13:00 - 14:30

Abstract

In this study we aim to identify the factors that promote or hinder the successful implementation of Lesson Study (LS) in Dutch primary schools. To this end, LS facilitators within seven Dutch primary schools were trained to guide team members through LS. The LS facilitators and school leaders were interviewed twice: once at the beginning of the LS about factors hypothesized to influence the successful implementation and once at the end about the process and the potential gains of the LS. The latter interview was also held with the teachers in the LS team. This study will provide insights in the demands of LS on a school organization specific to Dutch primary education. It will inform theory on LS about the transfer to another context and it will inform practice about the boundary conditions that need to be met in order to successful implement LS in a school.

Summary

In a recent review of the LS literature1, a theoretical model was proposed that states that ‘when teachers go through a LS cycle with the right intent, enough knowledge and skills, and under the right boundary conditions, they can achieve improved student learning through the ways of change in terms of knowledge, attitudes, and ideas, the creation of a professional community and teaching materials’ (see Figure 1). However, the literature on which this model is based mostly describes research in a non-Dutch context. Moreover, of the twenty-four sources that did focus on the Dutch context, only three studied primary education.

We therefore conducted a study in which we trained LS facilitators in seven primary schools to guide a team within their school through a LS cycle. Additionally, in line with previous research e.g. 2 and 3, a pilot with two schools preceding the current study showed that more involvement from the school leaders was desirable to support the Lesson Study team and to make sure the Lesson Study is aligned with the school plan and vision. Therefore, in three of the five training sessions for the LS facilitators, the school leaders of the participating schools also participated to discuss the school aims and the role of the school leader in successfully implementing and embedding LS in the school.

To gain insight in the factors that promote or hinder the successful implementation of LS in Dutch primary schools, the LS facilitators and school leaders will be interviewed twice: once at the beginning of the LS about factors hypothesized to influence the successful implementation (blue frame in Figure 1) and once at the end about the process and the potential gains of the LS (red frame). The latter interview will also be held with the teachers in the LS team.

Preliminary pilot data from two schools showed that similar factors as the ones described by de Vries et al. based on international literature over a wide range of educational contexts play a role in specifically in Dutch Primary education but that the school organization asks for specific support and guidance of Lesson Study. Data about the factors that promote or hinder the implementation of LS in this study will be collected in March 2019. Data about the process and the gains of LS will be collected June 2019. A full description will be available at the WALS. Additionally, the training developed for the LS facilitators and school leaders will be presented.

This study will help elaborate or specify the theoretical model presented in Figure 1 for the context of Dutch primary education and it will inform practice about the boundary conditions that need to be met to successfully implement LS in Dutch primary schools or similar (international) contexts.

Developing Professional Learning Communities: models and practices
Implementation, Learning organisations, Primary education

Leadership supporting networked learning communities: a singapore case

Paper239Salleh Hairon, National Institute of Education/Nanyang Technological University, Policy and Leadership Studies, Singapore

Londen '71Tue 13:00 - 14:30

Abstract

In 2009, the Singapore education ministry took the bold step in pushing for a system-wide implementation of professional learning communities (PLCs), along with a proposed a school-based PLC model employing three action theory models termed as Learning Circles, Lesson Study, and Action Research. The model is a development to its initial group-based model of PLC started in 2000. Of late, the education ministry has pushed for a u2018networku2019 model of PLC u2013 commonly termed as Networked Learning Communities (NLCs). There is a clear move towards broadening the practice of learning communities among school educators u2013 within groups, within schools and across schools. This expansion of scale does have significant bearing on how members in communities relate, learn and work with one another. This would then have significant implications on leadership u2013 specifically, how leaders, in its non-traditional sense, provide the necessary support in building effective learning communities for successful pedagogies.

Summary

Teacher learning communities have made much progress in the Singapore education system since 2000, culminating to a school- and system-wide usage of professional learning communities (PLCs). PLCs is considered as a broad concept to guide teacher collaborative learning, and draws from varying models such as action research, lesson study and learning study. Of late, the education ministry has set its eyes on expanding this concept further u2013 to the work of Networked Learning Communities (NLCs). NLCs are extensions of PLCs where collaborative learning among teachers move from within to across schools. The underlying rationale is education policymakersu2019 intent on increasing teaching quality through professional development platforms that support teachersu2019 drawing diverse resources within and across schools.

NLCs can be defined as clusters of schools working in partnership to enhance the quality of pupil learning, professional development, and school-to-school learning (Earl & Katz, 2007; Jackson & Temperley, 2006). This definition is however at best superficial as it fails to provide conceptual substance beyond just teachers working across schools to improve teaching and learning. This perhaps explain why definitions of NLCs are few, and they are generally understood in functional terms, reflecting an objective of collaboration between schools. The understanding of NLCs should thus go beyond the simple idea of u201ccollaboration in learningu201d which is essentially a description of its function. Although NLCs are in many ways similar to PLCs (Jackson & Temperley, 2006), to assume an NLC as simply an u201cextensionu201d or network of PLCs may be inadequate and lead to a failure to maximize the potential of NLCs. While collaboration in learning can be discerned from u201clearning communitiesu201d in that actors within communities are necessarily learning (Wenger, 1998), it is the understanding of what exactly is u201cnetworku201d that essentially shapes the concept of NLCs. The current conceptual understanding of NLCs is therefore under-theorized at conceptual and empirical levels. This may eventually hamper its effective implementation including the leadership that is so needed to support teacher learning communities in general, and the actualization of the full benefits that NLCs can give. In addition, the lack of its conceptual understanding may also desensitize both planners and practitioners to the contextual conditions that can potentially hamper its effective implementation. The latter is pertinent insofar as the literature pertaining to NLCs, along with its close connection with networked learning (McConnell, Hodgson, & Dirckinck-Holmfeld, 2012), has emanated predominantly from the West.

The purpose of this paper is to give greater clarity to the conceptual understanding of NLCs, especially drawing from the literature on networks, so as to establish the knowledge base on NLCs. Drawing from relevant literature, five network concepts will be discussed, comprising u2018lateralityu2019, u2018mutualityu2019, u2018flexibilityu2019, u2018diversityu2019, and u2018temporalityu2019. With these key features bring brought to bear with greater clarity, practitioners, policymakers and researchers can move forward to building the knowledge base and practice of NLCs. Clarity to these concepts would also provide clarity in which leadership supporting NLCs can operate effectually. Leadership, and its effectiveness, is after all highly determined by its contexts.

Developing Professional Learning Communities: models and practices
Leadership, Networked Learning Communities, Professional Learning Communities

Lesson Study and its impact on reducing the level of individual autonomy of the school teacher

Paper66Tursynay Kopzhassarova, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Londen '71Tue 13:00 - 14:30

Abstract

The aim of the research was to see how participation of teachers in Lesson Study influences on their level of autonomy.

To achieve the goals of the study, the methods of observation, analysis, comparison were used, reflective reports of students and data on the observation of lessons.

The report examines the results of the study of the starting potential of schools through the analysis of the initial data of teachers in in-service professional development courses and the impact of changes on school culture, as well as reflective reports of teachers.

As a result of the research we can state the decrease of the level of autonomy of individual teachers, as defined at the beginning of the research, the strengthening of cooperation among teachers and building a culture of teamwork through joint planning, observation and discussion.

The results of the study shows the impact of Lesson Study on school cooperative culture.

Summary

The report "Lesson study: its impact on reducing the level of individual autonomy of school teachers" discusses the problems of professional cooperation of teachers of secondary schools.

The purpose of this study was to see how participation in Lesson Study project affects the level of individual autonomy of the teacher at school.

The theoretical basis of the study are the works of Pete Dudley "Lesson study: a handbook" and "Handbook for teachers on Lesson Study" by Toshiya Chichibu

To achieve the purpose and objectives of the study, the methods of observation, analysis, comparison and questioning were used. The report analyses the data on the starting position of schools, collected by the participants of the in-service professional development courses (levelled) on the programs "Teacher Leadership in the School" and "Teacher Leadership in the Pedagogical Community" during school-based practice. The data, obtained on research lessons, organized with the aim of improving the teaching practice of colleagues, the impact of introduced changes on the school culture and the reflective reports of teachers were analyzed as well as.

Analysis of data on starting positions of schools and questionnaires of teachers during the courses showed a high level of individual autonomy of teachers in some schools. Schools with a high level of individual autonomy of teachers were characterized as having teachers limiting themselves to the frame of their classroom and relationships with their students only, as well as a zealous attitude to own achievements and a low level of experience exchange.

The report also describes the changes in schools introduced by the teachers during the practice period, particularly by the organization of groups of Lesson study. Evaluation of intermediate results demonstrates that the participation of teachers in the Lesson study process reduced the level of individual autonomy of teachers and improved the school culture.

The research result are as following:

There was a decrease in the level of autonomy of individual teachers, which had been defined by the survey at the first face-to-face stage. The strengthening of cooperation among teachers were observed.

The culture of teamwork was built through joint planning, joint observation and joint discussion.

The teachers' leadership was developed and reflexive skills were obtained.

Professional development, based on experience exchange, and improvement of teaching practice took place.

We think that the results of the study can be used by the leaders of secondary schools in the organization and conduct of the Lesson study project.

Lesson Study and teacher professional development
Individual autonomy, Professional development, School culture

The way of a portfolio contributing to the improving lesson of the career education in Japan

Paper215Hiroyuki Ebita, Graduate School of Nagoya University, Education and Human Development, Japan

Madrid '69Tue 13:00 - 14:30

Abstract

The purpose of this study clarify the present conditions and the problem of the portfolio to use by the class of the career education to perform by "integrated studies" and "TOKKATSU (educating the whole child) " in an elementary and secondary education of Japan from the viewpoint of education method studies. In addition, it is to investigate the way of the improvement of the lesson from the portfolio which a child described.

By the study method of this study, I added it to the "continuity" and "expandability" factor of practice prescribed in a precedent study and set a "time perspective" concept as a rule factor to contribute to the improving lesson of the career education newly.

As a result of analysis with a visualized figure, it became clear that there were few action examples that crossed (past, present, and future) in three tenses.

Summary

A problem and purpose

Jones & Shelton (2006) defined the portfolio as follows. It is the collection which it makes every result to demonstrate the learning of own, a skill, achievements organization, structure for a certain purpose and gathered up. The importance of the career education to promote the career development was pointed out from the early 21st century, and an action begins through "integrated studies" and " TOKKATSU (educating the whole child) " in Japan. The utilization of the portfolio was suggested, and the use spread in Japan to raise quality of the learning in the class of such a career education. However, further improvement is necessary about the quality of the contents which the child should fill in a portfolio with. Because, there is the practice to promote constant " reflection ", but it is found that it was rare as for the practice that realized the learning with the "continuity" and "expandability" with all schools class when I analyze the portfolio of the child in the result report of the lesson study to promote the carrier development in the elementary and secondary education (Ebita and others, 2018). Therefore, the further utilization and improvement of the portfolio are necessary to improve the class of the career education.

Therefore, a purpose of this study is to clarify the rule factor of a necessary portfolio for the career education of the elementary and secondary education.

Methods

In addition to the " continuity" and "expandability" which was the rule factor of the precedent study, I aimed at the way of the portfolio which contributed to the improving lesson of the career education by adding the "time perspective " concept taken up in Ebita (2018) to analysis newly. We made a figure of bubble and planned visualization on this occasion. The "time perspective " concept is " desire to a future aim and the plan, the structure of a future aim and the plan, feelings for the past and the present and the future that have been brought about from mutual linkage processes of the personal psychological past, present,and future " (Tsuzuki, 1999).

Results and conclusion

The following things became clear by making a figure of bubble and visualizing it in this study, ①In the practice study of the career education, the difference that degree did not look clear so far in straddle of the tense when I started from "the present" became clear visually. ②It became clear that there were few practical examples that crossed in three tenses-past, present, and future-.

We may perform a career education in the class of the school more effectively by confirming the above-mentioned result, and utilizing.

Creating knowledge in practice: action research and other practice-based research approaches
Career Education, Portfolio, The Elementary and Secondary Education in Japan

The analytic stance and depth of noticing in Lesson Study

Paper350Anne Mette Karlsen, University of Stavanger, Norway

Madrid '69Tue 13:00 - 14:30

Abstract

To explore the analytic stance and depth of noticing (van Es, 2011), this study has dug deeper into two LS groups’ post RL discussions at a lower secondary school. The study has identified some crucial elements for teachers’ learning processes, regarding types of interactions that may extend or narrow teachers’ professional noticing. Sharing of rich descriptions of evidence of student thinking appeared as a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of a groups’ openness and attention to the collected data and the common willingness to go deep into interpretations. Exploratory talk (Littleton and Mercer, 2013) is identified as a talk mode that deepened the analytic stance and depth of noticing. The study answers a need for research on internal mechanisms in LS discussions (Warwick et al., 2016) and how interactions in a LS group influence noticing (Amador and Weiland, 2015).

Summary

The opportunities for teachers to collaborate with colleagues have increased in recent years, but our understanding of which features of cooperation that contribute to learning has not increased proportionally (Opfer & Pedder, 2011). This lack of knowledge is confirmed by Little (2012) who argues that there are few studies that highlight what is happening “on the inside” of the teaching work. However, recent research on teacher talk has revealed patterns that may preserve practice rather than contribute to teacher learning. Examples of such patterns are descriptions and exchange of stories (Junge, 2012) and talk that coordinates or legitimizes practice (Kvam, 2014) together with absence of an analytic approach to student thinking and teaching.

Bringing teachers together in the context of Lesson Study or Learning Study will not in itself guarantee teacher learning. It may preserve practice, as argued by Wood: “They may simply share and reconfirm their taken-for-granted ways of teaching” (Wood, 2017, p. 122). Warwick et al. (2016) emphasize that we need more knowledge about the internal mechanisms in LS discussions among teachers. Likewise, Amador & Weiland (2015) ask for more research on the conversations and the role of participants in lesson analysis meetings, and ask for further details “about for how the interactions within the group influence noticing” (Amador & Weiland, 2015, 124). Teachers’ professional noticing can be understood as “an expertise that includes attending to children’s strategies, interpreting children’s understanding and deciding how to respond” (Jacobs, Lamb & Philipp, 2010). The framework of noticing designed by van Es (2011) suggests four levels of noticing.

This study intended to dig deeper into teachers’ discussions in the context of two different Lesson Study groups at a lower secondary school, in order to explore the analytic stance and depth of noticing in the discussions. The focus is on whether teacher discussions in the context of Lesson Study provide opportunities for analytical approaches to student learning in form of high levels of noticing. The study also investigates the interaction and communication within the group regarding what types of interactions that may promote or constrain the depth and stance of the analytic approach. The research question is:

In the context of Lesson Study, how can teacher discussions be described, regarding the analytic stance and depth of noticing and the characteristics of interaction among the participants?

Analysis showed that sharing of rich descriptions of evidence in form of collected data from the classroom gathered through spesific observation forms contributed to the teacher groups’ analytic approach. The study highlights the importance of a Lesson Study groups’ openness and attention to the collected data and the willingness to go deep into interpretations. The importance of meaning making as a social interaction at the group level is emphasized. Exploratory talk (Littleton and Mercer, 2013) is identified as a talk mode that deepened the analytic stance and depth of noticing.Summarized, this study contributes to the field by identifying some crucial elements for teacher learning in the context of Lesson Study, regarding teachers’ professional noticing.

Lesson Study and teacher professional development
Lesson Study, Noticing, Post RL discussions

Lesson Study: Effective Teacher Professional Development for our time

Paper390Ann Marie Gurhy, Marino Institute of Education, Mathematics, Ireland

Madrid '69Tue 13:00 - 14:30

Abstract

This paper investigates the potential of Lesson Study (LS) as a vehicle of collaborative professional learning in Assessment for Learning (AfL) strategies and techniques. Drawn from a wider doctoral study in one Irish primary school (Gurhy, 2017), it considers the impact engaging in LS had on teachers’ skills, knowledge, and use of AfL in mathematics lessons, and their beliefs towards AfL as a form of assessment. Specifically, it explores the effectiveness of LS as a model of teacher professional development (PD). The research utilised a mixed methods approach within a practitioner action research case study strategy. Three teachers participated in the LS group over the course of one academic year, two other teachers and myself as insider-researcher, thereby offering unique and valuable insights regarding LS from within practice in the Irish context.Results suggest participants found LS to be a particularly effective model of teacher professional development in AfL.

Summary

This practitioner action research case study took place in the school where I teach, a vertical, urban, all-girls Primary School in Ireland with an enrolment of 438 students. Fifty-one students in fourth class took part in the study, along with three teachers (two other teachers and myself as researcher). As employed in this research, Lesson Study (LS) is characterised as a teacher-led, peer-to-peer, research-oriented, practice-based, sustained, systematic and collaborative model of practice development and continuing professional learning (e.g., Dudley, 2013); the principal purpose of which is to improve the quality of teaching and learning through a collaborative, reflective and recursive process (e.g., Cajkler, Wood, Norton & Pedder, 2014).

To date in the Irish context, no comparable research has explored the use of LS to impact teachers’ skills, knowledge, and use of AfL in mathematics lessons, and their attitudes and beliefs towards AfL as a form of assessment. This study provides a practitioner researcher’s perspective of the field, thus inside-outside (Cochran-Smith & Lytle, 1993). The study was informed by two main areas of research. First, the LS group was conceptualised as a community of practice in that it accords with Wenger’s (1998) description of mutual engagement towards a joint enterprise grounded in a sociocultural view of learning. Second, Lewis’ developing theoretical model elucidating how she thinks LS produces instructional improvement (e.g., 2009; 2011; 2015) was also used as a theoretical frame.

The following research question was addressed: Is Lesson Study a feasible, worthwhile, efficient and effective model of Continuing Professional Development (CPD) in AfL and will it improve teachers’ skills, knowledge and use of AfL and their attitudes and beliefs towards AfL as a form of assessment? Three cycles of three lessons of LS were completed over the course of one academic year, including 24 pre- and post-live lesson meetings. Data sources included teachers’ learning logs, written live lesson observations, the researcher’s diary, post-lesson discussion transcripts, video recordings and students’ focus groups. Employing Braun and Clarke’s (2006) six-phase guide to thematic analysis, the overarching theme identified from the data was that ‘LS is effective CPD for our time’ and this was further delineated into three subthemes suggesting that LS is: challenging but rewarding; a tool for deprivatising classroom practice; and a process that impacts mathematical thinking, learning and classroom practice.

We enjoyed participating in the LS process, particularly the time spent planning lessons, reflecting on practice and sharing professional knowledge and resources. We highlighted benefits that had accrued such as the apparent positive impact LS had on classroom practice, teaching and learning, professional dialogue, pedagogical content knowledge (PCK), collaborative practice and the deprivatisation of teaching. We believed that engagement in LS as a model of CPD had a greater impact on subsequent teaching and learning in our classrooms than other models of CPD in which we had participated, possibly due to the fact it was implemented in our own classrooms over a sustained period. In sum, we considered LS to be a particularly effective model of CPD for our time.

Lesson Study and teacher professional development
Lesson Study, Teacher Learning

Seeking effective implementation of school-wide collaborative lesson research (CLR)

Symposium33Akihiko Takahashi, DePaul University, College of Education, United States of America; Shelley Friedkin, Mills College, United States of America; Tad Watanabe, Kennesaw State university, United States of America; Catherine Lewis, Mills College, United States of America

Omloop NoordTue 13:00 - 14:30

Abstract

Collaborative Lesson Research (CLR) was proposed in 2016 (Takahashi & McDougal) for the schools outside Japan as an ideal entry point for implementing Lesson Study. Since then, CLR has been used in several Lesson Study projects to establish school-wide Lesson Study. The aim of this symposium is to discuss what may be an ideal way to introduce CLR to teachers and school leaders and what may be the potential obstacles for establishing school-wide CLR based on the case study reports. The U.S. case will describe a way to transform volunteer Lesson Study efforts into school-wide CLR and its impact to the school. The Qatar case describes the challenges among schools and teachers where the strong unproductive beliefs of teaching mathematics exist. The third presentation proposes a 5-day institute model of introducing school-wide CLR. The case with Brazilian teachers and teacher leaders shows some potentials of using this model.

Summary

Many Lesson Study projects outside of Japan have been conducted by enthusiastic volunteer teachers independent of their school professional development activities and struggle to make a vital impact on student learning. On the other hand, Lesson Study in Japan is most often conducted as part of a highly structured school-wide project aimed at addressing common teaching-learning challenges. In order to make vital impacts on student and teacher learning, simply imitating the superficial features of Lesson Study in not enough. Collaborative Lesson Research (CLR) was proposed in 2016 (Takahashi & McDougal) for the schools outside Japan as an ideal entry point for implementing Lesson Study. Since then, CLR has been used in several Lesson Study projects outside Japan to establish school-wide Lesson Study. The aim of this symposium is to discuss what may be an ideal way to introduce CLR to teachers and school leaders, and what may be the obstacles for establishing school-wide CLR.

The symposium consists of three case study reports from U.S., Qatar, and Brazil.

The first presentation by Shelley Friedkin, Mills College, USA shares the ideas from a case study from the Bay Area in the U.S. that examined school’s 3-year journey resulting in a school-wide effort where every educator in the school participates in lesson study. Outcomes for the school include a shift in learning culture for educators, an aligned school-wide pedagogical approach along with an increase in student learning. The positive outcomes from this case may be helpful for teachers to gain insights for involving more teachers from the school building to make their Lesson Study school-wide.

The second presentation by Tad Watanabe, Kennesaw State university, USA is based on a case from Qatar independent schools where the Project IMPULS at Tokyo Gakugei University and Qatar University support to establish the school-wide CLR. The results of the case study suggest the existence of potential challenges in supporting teachers to shift their belief and pedagogy from teach by telling to teaching through problem solving (TTP). Despite the fact that Qatar University and the Ministry of Education’s efforts providing workshops and curriculum resources, some of the teachers’ belief on teaching mathematics remain unchanged. The presentation will discuss how CLR could contribute such challenging situation to support teachers to improve teaching and learning.

The thirds presentation by Akihiko Takahashi, DePaul University, USA shares ideas for introducing CLR to the schools and the teachers where Lesson Study has not been used. The 5-day intensive institute model for nurturing teacher leaders by coming up a clear research purpose, conducting Kyouzai Kenkyuu, and designing a unit and a plan for the research lesson will be shared.

Discussant, Catherine Lewis, Mills College, USA, provides feedbacks for each case and share her insights on potential of school-wide CLR and its implementation.

Based on these three cases and the discussant’s insights the symposium will invite the audience to discuss an effective way to establish school-wide lesson study to the schools outside Japan.

Symposium paper 1 (200 words):

Case study from the San Francisco Bay Area: Building School-wide Lesson Study (CLR)

In school-wide lesson study (CLR), teams throughout a school focus on a long-term vision for student learning, using Lesson Study to test and refine ideas to bring that vision to life. The activity required to support a school moving from a few pioneering lesson study groups to school-wide lesson study rests on building structures that allow a flow back and forth between working as a whole staff, working in lesson study teams and working daily in classrooms. A case study from the Bay Area examines one school’s 3-year journey resulting in a school-wide effort where every educator in the school participates in lesson study. This study shows the school’s initial work of building a research theme, theory of action and indicators of progress and how leadership from within the school planned, scheduled and managed the ongoing lesson study cycles and embedded the findings from the post-lesson discussions into daily classroom practice. Outcomes for this school include a shift in learning culture for educators, an aligned school-wide pedagogical approach along with an increase in student learning. The school's changes will be documented through lesson study artifacts, video clips and student achievement data.

Symposium paper 2 (200 words):

Case study from Qatar: Teacher beliefs as a factor for effective implementation of CLR

Mathematics education in Qatar has been going through some major transformations. One of the recent changes is the establishment of mathematics standards which are internationally benchmarked and place a major emphasis on problem solving. To help Qatari teachers develop their capacity to teach the Japanese way of teaching mathematics through problem solving (TTP), IMPULS at Tokyo Gakugei University and Qatar University (QU) conducted a 3-year professional development project. The project employed school-wide CLR as the main mechanism for teacher learning. The participants generally felt they learned quite a bit about both TTP and CLR. However, even at the end of the project there were still evidences that indicated that teacher learning in CLR was not optimized. For example, post-lesson discussion often ended up with simply sharing the observations, and some participants continued to wonder if TTP is appropriate for low achieving students. These evidences show that underlying teacher beliefs about mathematics teaching and learning impact the effectiveness of TTP. Thus, as IMPULS and QU began the scale-up project, we assessed Qatari teachers’ beliefs using an instrument consisting of 20 non-productive belief statements taken from NCTM’s Principles to Action. We will share our findings in this presentation.

Symposium paper 3 (200 words):

Early results of the pilot project for guiding mathematics educators to establish a school-wide CLR: Designing and implementing 5-day intensive institute for Brazilian teacher leaders.

An important entry point for establishing CLR is to come up a clear research purpose followed by Kyouzai Kenkyuu prior to developing a plan for teaching. This process is often neglected because of the lack of resources and knowledgeable facilitators. The intensive institute was designed to support teachers and school leaders to experience the process of CLR cycle to come up with a clear research purpose, conduct Kyouzai Kenkyuu, and design a unit and a plan for the research lesson. Although this process often takes 5 to 6 weeks in Japan, the intensive institute compress it into 5 full days to complete the first draft of the lesson research proposal. This 5-day model has been tested and modified in several summer institutes in the U.S. The most recent format of this institute was used to nurture Brazilian Educators to become CLR leaders to lead their colleagues in their country. The results of the pre and post- survey on teachers beliefs using an instrument consisting of 20 non-productive belief statements taken from NCTM’s Principles to Action shows some significant difference on teacher belief in teaching mathematics.

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Collaborative Lesson Research, Mathematics, School-wide

Workshop WOTS ‘we own the school’

Workshop74Freek Wevers, We Own The School, Netherlands

On Fifth 1Tue 13:00 - 14:30

Abstract

Last year our team presented the first version of our tool; the game ‘WOTS’ ‘We Own The School’ in the Netherlands and at an international conference. The goal of game is to talk with your students, teachers and school organization about ownership for students in your school and how you can change ownership of the students in our school(s). Last nine month we worked hard on a new version, using all the feedback we got from our network nationally and internationally.

The research still aims at further refining the Taxonomy of Ownership model and the characteristics of the six types of schools. It examines behaviour of students, teachers and the organizational properties to be able to evolve the model into a tool to enhance the understanding of the concept of ownership of learning. The research uses qualitative instruments, for example, experience sharing educational games

For more information http://www.weowntheschool.com

Summary

Practical possibilities.

We believe “ownership of learning” to be a key concept in improving individual or collective learning and development of students, teachers, and school leaders. Therefore, the research group developed various active forms of discussion. The group is highly interested in the public’s response to the concept definition, the model and presuppositions concerning “ownership of learning”.

The international congress WALS 2019 provides us with a unique possibility to accelerate and intensify our research and to start an international community for ownership of our student in the school all over the world. The model will be shared, refined and improved in the workshops sessions. The group is also, very much looking forward to collect new ideas and insights from other participants. It is a matter of mutual receiving and sharing of ideas. We invite participants in our WALS workshop to discuss how students, teachers and school leaders/principals can work together to enhance the development of ownership in their schools. This tool can be helpful to start the conversation with your students, teacher, school organization and researchers about ownership. We hope we can start with an international community about ‘We Own The School’. Goal is to share and learn from each other about organizing ownership for students in our different schools and different parts in the world.

Format & approaches

You can find the timeplan for our workshop in the uploaded table.

Creating knowledge in practice: action research and other practice-based research approaches
Ownership of learning, Practise based research, Professional Learning Community

Q-card:enhancing students learning during teaching and learning process the classroom

Paper304Shamsina Mohd Yusof, Seremban District Education Office, Malaysia

On Fifth 3Tue 13:00 - 14:30

Abstract

The study is focusing on constructing question as a thinking and communication tool in students learning. The teachers in the panel as well as the middle leaders involved in classroom observation during the lesson study cycle. The class was conducted by a female teacher with 27 students. Every group in the classroom will be provided with a set Q-Card (Question Card) to guide the students to create questions. The observer used a checklist to record the students’ responses. The result shows that by using the Q-Card the students manage to create questions up to the higher level order of thinking skills . It’s allow the students to brainstorm the solution of the task collaboratively. This is also involved differentiated learning among the students in the classroom. Meanwhile the collaboration among the teachers in the panel through the activity of lesson study help the teachers to improve their pedagogy.

Summary

Questioning is a tool of thinking and communication skill used among students during teaching and learning . The purpose of the study is to enhance the students ability to create questions and gives them the opportunity to propose the question to their friends while presenting the group task. The teachers in the panel as well as the middle leader involved in classroom observation during the lesson study cycle. The target group for this study was an Economics subject class in a school in Seremban district. The class was conducted by a female teacher with 27 students of mix gender. Every group in the classroom will be provided with a set Q-Card (Question Card) to guide the students to create questions.The question that has been created will be used for the student as an ignition to start the meaningful conversation among the presenter and their classroom audience. The observer used a checklist to record the students’ responses. The Q-Card includes Revised Bloom taxonomy hierarchal emphasizes on the ability of the student to create and propose questions. The result shows that by using the Q-Card the students manage to create questions up to the level of higher order thinking skills . Besides that, through the recorded responses we realized the active participation took place. It’s allow the students to brainstorm solution collaboratively. Students’ have more confident while presenting their task. This is also involved differentiated learning among the students in the classroom. The Q-Card also has been proven to measure students understanding about the lesson that they had been tought in their respective class. Meanwhile the collaboration among the teachers in the panel through the activity of lesson study help the teacher to improve their pedagogy.

Lesson Study and teacher professional development
Creating question, Differentiated learning, Q-Card

A LS program for teacher's abilities to evaluate children's developments: with video recordings

Paper95Takayoshi Sasaya, Mie University, Japan

On Fifth 3Tue 13:00 - 14:30

Abstract

The present study was undertaken to clarify results in teachers' abilities to evaluate children's development from Lesson Studies (LS).Recordings with an interval of a class evoke children's developments through comparing between the two recordings. LS with more two recordings, reflections and consultative meetings may result in developing teachers' abilities to evaluate children's development. The LS program with these elements was built in this study. Interview data were gathered from all teachers (8 teachers and a principal) in a school. The results from the lesson teacher were that: (1) he found children’s developments for two months, even if he felt their less-development before the LS program. (2) He found children's problems from less-development. (3) He found self-development. The results from the other teachers were that: (1) they got perspective on children's development. (2) They increased motivation for LS with video recordings and consultative meetingandfound a diversity of children’s development.

Summary

It has been often discussed that Lesson Studies (LS) are very important for teachers' developments and for building up collegiality in a school. Some studies have claimed that advantaged teachers have abilities of analyzing and evaluating of children’s development in classes. Through evaluation of children’s development, teachers can regulate their lessons and can support children with special needs. However, little agreement has been reached concerning how teachers get abilities of evaluation of children’s development in LS. The problem seems to lie in the fact that the evaluating abilities are implicit.

The evaluation of children’s development is a formative assessment by a teacher in every lesson. Teachers promote their lessons if they find children's developments in the lessons. In contrast, they modify their lessons if they do not find children's developments. Teachers implicitly evaluate children's developments in their lessons. LS have the advantage that LS encourage teachers’ implicit abilities. The present study was undertaken to clarify results in teachers' abilities to evaluate children's development from LS.

Teachers reflect on the value and the background of their behavior and make their implicit abilities explicit and verbalized (Schön, 1983). Some teachers make the abilities shareable in collaborative reflections. LS have an open class and consultative meeting. Teachers' implicit abilities turn explicit through reflecting in the meeting. Video recordings of classes reinforce reflections and also make a chance to evaluate children's development. Two recordings with an interval of a class evoke children's developments, because teachers can find children’s developments through comparing between the two recordings. LS with more two recordings, reflections and consultative meetings may result in developing teachers' abilities to evaluate children's development. The LS program with these elements was built in this study.

The present study put its focus on specific results from the LS program. The LS program was conducted in an elementary school in 2018 August. Two arithmetic lessons in a fifth-grade class was recorded at one month (May) and three months (July) after the new school year begun. Interview data were gathered from all teachers (8 teachers and a principal) in the school after the LS program. The data were categorized to analyze aspects of the results.

The results from the lesson teacher were that: (1) he found children’s developments for two months, even if he felt their less-development before the LS program. (2) He found children's problems from less-development in the recordings. (3) He found self-development, for example, the abilities to support children with special needs and to predict children's understandings. The results from the other teachers were that: (1) they concurrently understood the significance to evaluate children’s development. They also got perspective on children's development, for example, an expression on children's face and class atmosphere. (2) They increased motivation for LS with video recordings and consultative meeting. They found a diversity of children’s development. They increased self-efficacy for collaborative LS as well.

It is interpreted from these results that this LS program encouraged teachers’ abilities to evaluate children’s development and increased teachers’ motivation for LS.

Lesson Study and teacher professional development
Children's developments, Lesson Studies, Video Recordings

Teacher students’ reasoning about pupils’ mean value knowledge

Paper211Christina Svensson, Malmö University LS/NMS, Sweden

Paris '69Tue 13:00 - 14:30

Abstract

This study analyses how collegial research design with teacher educators and researchers may develop knowledge regarding teaching within teacher education programme (Brante, Holmqvist, Holmquist & Palla, 2013; Marton & Lo, 2007; Runesson, 2011). The purpose of this study is to investigate characterising features on teacher students’ understanding about pupils´ knowledge on mean values in grade six, after having participated in a lesson based on theoretical assumptions. Three lessons have previously been conducted within the study, where theoretical assumptions with premise from the pattern of variation (Marton) mostly contributed to a changed educational design in the execution of the lesson. The theoretical assumptions did in this study contribute to both the construction, and the instructions, for specific tasks during the lesson. The results indicate changes in the features of how teacher students´ reason about pupils´ procedural knowledge on mean value.

Summary

Background

Research on the training of mathematics teachers is arguably important, since the quality of teacher education influences the quality of future teachers, which in turn influence pupils achievements. However, research into ways of developing methods of instruction in teacher training is limited (Skott, Mosvold & Sakonidis, 2018). The purpose of this study is therefore to contribute with new knowledge on how education-specific tasks and instructions, based on theoretical assumptions, may offer teacher students possibilities to increased better understanding about learning of mean value. Hence, the research question is: what characterises teacher students understanding on pupils´ knowledge, from oral reasoning about mean value?

Method

The choice of method is Learning study (Marton & Lo, 2007), which is a cyclic method-developing process that sets out from variation theory´s three fundamental concepts: separation, simultaneity and variation. Previously in this study, three research lessons in three different student groups in the grade 4-6 programme have been conducted. Critical aspects have appeared during the educational design based on structured pattern of variation: generalisation, contrast, separation and fusion (Marton, 2014). The critical aspects have shown how the teacher students express a procedural examination of the pupils´ understanding of mean value. From these critical aspects, the educational design of the lesson has changed, with support from the variation theory concepts generalisation and contrast (a.a). The latter generate to present median, mean value and mode synchronously and simultaneously, where the numbers are kept constant while the mean values vary, in order to develop both conceptual and procedural understanding. First, the teacher students are offered the possibility to solve the tasks. Secondly, they are offered via collegial discussions, to critically examine what difficulties the tasks may cause the pupils understanding of mean value. The latter in combination with discussions about instrumental and relational understanding (Skemp, 1976) of mean value. Relational understanding is relevant for trainee teachers’ extended knowledge, which in this study involves being able to gain insight into the pupils’ capacity to learn about mean value. The data sampling consists of videotaped lessons (2), videotaped teacher student discussions (16 participants) and audiorecorded teacher student discussions (16 participants) from a designed before- and after test. Each lesson began and ended with the designed before- and after test, consisting of videotaped discussions between teachers and pupils in grade six.

Conclusion and discussion

Two critical aspects were found in relation between the study´s educational design, tasks and the teacher students´ expressed reasoning about pupils´ knowledge on mean value. First that relational understanding (Skemp, 1976) are connected to pupils´ motivation and confidence in solving tasks about mean value. Secondary, that the pupils´ conceptual understanding is connected to how the solution is structurally presented by the pupil. However, this indicates a change in the teacher students´ expressed reasoning about the pupils´ procedural knowledge on mean value. This leads to discussions about the importance of both education designed tasks and teaching instructions based on theoretical assumptions.

Lesson Study in initial teacher training
Mean value, Teacher education, Variation theory

Preschool teacher’s supporting role for children’s learning about distance in free play situations

Paper229Christina Svensson, Malmö University LS/NMS, Sweden

Paris '69Tue 13:00 - 14:30

Abstract

This study analyses how collaborative professional development based on variation theory contributes to highlighting children's learning of distance assessment in free play situations. Learning that is crucial for the children to be participating in social interaction at preschool. Six preschool teachers together with a researcher lead Malmö City pilot study about developing knowledge about the importance of instructed teaching for contribute children's learning in preschool. The results indicate the need to offer preschool teachers collegial development opportunities based on theoretical input. The latter as importance for both visualize children’s learning and the teachers supporting role for learning in the instructed teaching activities during free play.

Summary

Background

There is arguments for successful professional development such as it should be in accordance with national goals and guidelines, possess a subject content and how this should be taught (Desimone, 2009; Timperley, Wilson, Barrar & Fung, 2007). This study is based on the criteria for success and Holmqvist, Brante & Tullgren's (2012) arguments for contribute theoretical input to examining the preschool children's expressed learning in advance to the intentioned learning object. Also, how learning is put in a larger context by connecting it with real situations based on the participants' own teaching activities (Ling, Chik & Pang, 2006). Bruner (1996) describes a didactic perspective as a goal-oriented learning, where what, how and why should be described by the teacher. The role of the teacher is thereby important for the child to develop an understanding of different aspects of phenomena. The aim of the study, based on previous studies, is to contribute with new knowledge about how the supportive role of pre-school teachers in the preschool can contribute children's learning in relation to social interaction during free play situations. Which contributes to the question of what knowledgeable children make visible about distance during free play situations.

Method

The method consists on a Learning study approach (Marton & Lo, 2007), which means a cyclical method-developing process based on the variation theory`s three concepts; discernment, simultaneous and variation. The latter, by starting from contrast and generalization (Marton, 2014). Where contrast, in this study, is made up of distance and non-distance for the possibilities of being included in social interaction. The learning object consists of children's knowledge of distance assessment in advance to social interaction during free play situations. Two cycles have been carried out within the method-developing process (Marton & Lo, 2007). The data sampling consists of videotaped pre-observations (5) and videotaped teaching lessons (10) All pre-observations are carried out during free play situations. Free in so far as the children themselves have chosen the play activity.

Conclusion and discussion

There are some critical aspects found in relation to children’s developed learning of distance assessment. Firstly, distance assessment in relative to length. Secondly, distance assessment in relative to time. The results indicate how new procedures that are made visible and reflected during the collaborative meetings contribute new findings about how children's developed learning about distance assessment has a crucial importance for being a part of social interaction during free play situations. This lead to discussion about the importance of collegial observation, planning, teaching and reflection based on theoretical elements for support children’s discernment of the phenomena. It also lead to discussions about the importance of goal-oriented teaching (Bruner, 1996). But also the importance of visualize the teachers supporting role for contribute children's opportunities to learn in social interaction. Furthermore, the significance of extended knowledge of developed instructed teaching in the teachers’ own goal-oriented activities in advance to children's expressed learning (Holmqvist, Brante & Tullgren, 2012).

Lesson Study and teacher professional development
Preschool, Professional development, Variation theory

Learning activity - a didactic tool in task design and in teachers' orchestration of algebraic work

Paper326Jenny Fred, Stockholm University, Sweden

Rome '96Tue 13:00 - 14:30

Abstract

The issue to discuss in this paper is how principles of learning activity can work as a didactic tool in task design and in teachers' orchestration of algebraic work and thus enabling pupils to distinguish critical aspects regarding the ability to express and justify pattern generalization algebraically. The data comes from a learning study conducted in second and third grade. In the design and in the analysis of the research lessons learning activity together with Radford's work on patterns and pattern generalizations have worked as theoretical framework. The results indicate how the principles of learning activity: problem situation, learning model and contradictions, can serve as tools to direct the pupils' awareness to the mathematical structures of patterns. Furthermore, the results indicate the importance of the interaction between task design and teacher orchestration of classroom work.

Summary

The issue for this paper is to discuss how principles of learning activity (Davydov, 2008) can work as tools in task design and teachers’ orchestration of classroom work, thus enabling pupils to distinguish critical aspects regarding the ability to express and justify pattern generalization algebraically. Furthermore, the discussion will focus on the importance of the interaction between task design and teacher orchestration of classroom work.

Teaching consists of complex interaction between tasks, instructions, orchestration of classroom work, the content of learning, pupils and teachers (Newman, Griffin & Cole, 1989). Larsson (2015) emphasizes teachers’ need for tools to be able to handle whole-class discussions that take their point of departure in pupils’ different ideas. Ryve, Larsson and Nilsson (2011) emphasize pupils’ need for mediating tools for their thinking and communication. In relation to the content of learning, Marton (2006) emphasizes the importance of creating necessary conditions for pupils to discern critical aspects, that is, aspects of a specific and delimited content of learning that in relation to a specific group of pupils can be assumed to be critical for their learning.

The findings of this paper are included in a more extensive learning study research project on classroom teaching and learning of algebra in the early grades. The purpose of the overall research project is to explore features of teaching that create necessary conditions for pupils to be engaged in algebraic work. The research question addressed in this paper is: What are the salient features of task design and teacher's orchestration of the classroom work in order to enable students to distinguish critical aspects, regarding algebraic pattern generalization?

Learning study (Marton & Tsui, 2004; Marton, 2015) has been used as an approach for data production. The learning study was conducted in second and third grade. The data consist of video recordings from three research lessons and transcriptions of those. In the design and analyses of the research lessons the theory of learning activity (Davydov, 2008) together with Radford's work (eg, 2006, 2010, 2011) on patterns and pattern generalizations have worked as theoretical framework.

The results indicate that the principles of learning activity: problem situation, learning model and contradictions, can serve as tools regarding directing the pupils’ awareness to the mathematical structures of pattern. The following was developed and refined in the iteration process of the research lessons: (1) problem situations that challenged pupils to theoretical exploring the mathematical structures of patterns; (2) a learning model that enabled the pupils to collectively reflect about the mathematical structures of patterns; (3) contradictions that operated as starting points in the pupils' collective exploration of mathematical structures of patterns.

Learning Studies
Critical aspects, Learning activity, Orchestration of classroom work

Building student success: Engaging in STEM Lesson Study at the tertiary level

Paper384Juliet Langman, Jorge Solis, University of Texas at San Antonio, Bicultural Bilingual Studies, United States of America

Rome '96Tue 13:00 - 14:30

Abstract

This paper examines the first year of a lesson study project and focuses on the individual and institutional affordances and constraints that affected the process of the lesson study cycle as well as the results of two cycles of lesson study from the perspectives of lesson study team members, affiliated engineering and physics faculty, and importantly, student learners. The context for the study is are two gateway STEM courses taught at a large public university with a designation of Hispanic Serving and a student body of more than 50% minority and often bilingual students. The challenges associated with developing sustainable student learning focused pedagogical change is examined through a comparison of two newly formed lesson study groups, one focused on engineering coursework, the second focused on physics coursework.

Summary

Lesson study at the tertiary level is relatively new. Lesson study however, provides a framework in which to consider critical issues to student success, a focus of particular importance for universities working to enhance educational opportunities for first-generation college students. In this context, failure rates in gateway STEM courses can be quite high (over 30%) and have a direct impact on graduation.

The potential impact of pedagogical change on university level student success in STEM drives this research. The challenges associated with developing sustainable student learning focused pedagogical change is examined through a comparison of two newly formed lesson study groups, an engineering group and a physics group.

Two lesson study groups comprised of faculty and research assistants from the College of Education together with Engineering and Physics respectively are the focus on this study. Drawing on a sociocultural framework for teaching and learning that articulates learning as tied to opportunities for active engagement with content and academic language, this study reports on the collaborative development of lesson study groups focused on shifting pedagogical practice at a Hispanic Serving University with a student body greater than 50% made up of minority and often bilingual students.

This paper examines the first year of a lesson study project and focuses on the individual and institutional affordances and constraints that affected the process of the lesson study cycle as well as the results of two cycles of lesson study from the perspectives of lesson study team members, affiliated engineering and physics faculty, and importantly, student learners.

Questions addressed include:

1) How are organizational routines for lesson study accomplished in university STEM contexts?

2) To what extent can lesson study activity establish a routine focus on pedagogical practice and student learning?

3) In what ways can one establish students’ perceptions of learning goals and their connection to pedagogical activities in large lecture contexts, such as university STEM courses?

Data are drawn from two lesson study groups, and two cycles of lesson study delivered in two sections of a gateway engineering course (with 225 students) and one section of a gateway physics course (with 100 students).

Data analyses focus on the development and reflection of adapted lessons within each lesson study group, audio and video recording of delivered lesson study lessons, pre- and post questionnaires of students in both lesson study and non- lesson study sections of the course (n-498), and interviews with students immediately following each lesson study cycle (n=40).

Results focus on the effect of student voice on faculty perceptions of what constitutes good teaching, the iterative effect of two lesson study cycles on planned shifts at the level of lesson deliver, syllabus development, and articulation of connections between lecture and recitation sections.

Through a comparison of the two lesson study groups, results further examine the effect of group makeup on the effectiveness and sustainability of continuing lesson study.

Based on the preliminary findings we outline a strategy for sustainable lesson study practice that may have the broadest impact on student learning.

Innovative uses of Lesson Study
STEM Education, Student feedback, University education

Same critical aspects regardless of age – indicating lack of experiences of algebraic expressions

Paper44Inger Eriksson, Sanna Wettergren, Stockholm University, Department of Humanities and Social Sciences Education, Sweden; Anna-Karin Nordin, Stockholm University, Department of Mathematics and Science Education, Sweden

Rome '96Tue 13:00 - 14:30

Abstract

The issue for this paper is to discuss what can explain that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching. Data comes from a three-year-long learning study project conducted in four different Swedish schools, in Grade 1, 4, 7 and 10 (first year of upper secondary school) respectively. In the research project we used phenomenography as a theoretical framework searching for critical aspects. The results indicates that regardless of earlier schooling the students experienced the phenomenon of algebraic expressions in a similar way and thus same critical aspects were identified as needed to discern for the students in the four grades. The discussion will focus on these findings in relation to what possible experiences student may have of discerning aspects of algebraic expressions in relation to the content of mathematical education.

Summary

The issue for this paper is to discuss what can explain that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching. Data comes from a three-year-long learning study project conducted in four different Swedish schools, in Grade 1, 4, 7 and 10 (first year of upper secondary school) respectively.

Understanding what students yet need to learn in relation to a specific content is of importance if to organize a teaching situation where students can work in a zone of proximal development (Vygotsky,1986). Within the theory of variation the concept of critical aspects is regarded as bearing such information for teachers to use when designing teaching (Marton, 2005; Runesson, 2013).

In the research project we used phenomenography as a theoretical framework in search for critical aspects. Phenomenography is a research approach aiming to understand qualitatively different ways of experiencing a phenomenon. A basic assumption is that we, on the basis of what we have experienced in life, what situations and problems we encountered, experience a phenomenon in a specific way (Marton, 1981; Eriksson, 1999). But the ways we experience a phenomenon do not vary very much. This is believed to be because the contexts and activities do not vary at all. A penomenograpical analysis tend to result in a limited but qualitatively different way of experiencing a phenomenon (Eriksson, 1999). Critical aspects can be identified when comparing different ways of experiencing a phenomenon.

The research question addressed in this paper is what possible explanations can be found that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching.

In order to identify critical aspects groups of students from each grade were interviewed when presented algebraic expressions and some possible answers. The interviews were transcribed and phenomenographically analyzed.

The results indicates that regardless of earlier schooling the students experienced the phenomenon of algebraic expressions in a similar way and thus same critical aspects were identified as needed to discern for the students in the four grades. Based on the analysis three different critical aspects were identified. Students from Grade 1 and 5 were interviewed during the first project year and the students from Grade 7 and 10 the second project year. The analysis from the first project year resulted in critical aspects common for both Grade 1 and 5 and that was not so surprising since we knew that these student had not yet experienced algebraic expressions. However almost the same critical aspects were identified in the analysis of the interviewed students in Grade 7 and 10 during second project year. This was more of a surprise since the students had met algebraic expressions in school.

The discussion will focus on these findings in relation to what possible experiences student may have of discerning aspects of algebraic expressions in relation to the content of mathematical education.

Learning Studies
Algebraic expressions, Critical aspects Phenomenography

How does modeling in biology class contribute to acquiring biological concepts and processes?

Paper200Gulzhan Nussipzhanova, Aigul Balgalieva, Assel Battalova, Nazarbayev Intellectual School Aktau, Biology, Kazakhstan

Skylounge 235Tue 13:00 - 14:30

Abstract

Very little research exists on effects of model-based learning since models allow obtaining holistic information about biological objects and processes. To compare rates of newer advanced approaches to older, traditional among 8 grade learners, a total of five classes were studied – 4 of them are Kazakh-medium and 1 grade – Russian-medium and the focus group consisted of 2 experienced and 2 novice teachers.

The findings of this study deduce that previous approaches used were inactive and ineffective; such tasks did not sufficiently help students to acquire the ideas and concepts of biological objects and processes. It is planned to create more dynamic models on which one can better see the biological processes. A lot of advantages are given by modeling: gives an opportunity to cooperate while creating models (paper, plasticine, wire, threads), effectively develops students figurative thinking, creative abilities, knowledge, skills obtained as a result of own cognitive work.

Summary

Purpose, relevance of the topic

The purpose of the research was to study how modeling using various materials (paper, plasticine, wire, threads, beads, etc.) at biology lessons can contribute to acquiring knowledge about biological objects and processes, since models allow obtaining holistic information about biological structures and phenomena.

The relevance of the study is that modeling can take a worthy place among modern teaching methods, as it allows a teacher to organize individual, group educational activities, provides learners better understanding of the topic, helps to determine their acquisition degree, enhances students cognitive abilities, promotes quality knowledge, forms positive motivation among students towards biology, inspires teachers to search for new ideas, stimulates professional growth.

Methodology

The focus group consisted of 4 teachers, 2 of whom are teachers with over 10 years of experience and 2 teachers with experience counting no more than 2 years. For this, the stages of conducting a lesson study were formulated: developing and conducting a number of lessons using modeling, followed by analysis of the lessons; conducting a survey among students and interviewing teachers to determine the advantages, disadvantages, barriers to using modeling techniques.

For this Lesson Study there were selected five 8 classes – 4 of them are Kazakh-medium and 1 grade is Russian-medium. The topic was determined after a discussion, which revealed common problems of students: a lack of understanding of the complex internal structure of biological objects and inability to link their structure and functions, underdeveloped skills in interpersonal communication. Therefore, the main goal of this LS was to create models in pair and group work to develop cognitive skills through an active communication environment. The models abiding by the size ratio of objects parts were created in the process of students independent activity, in which a greater number of sense organs got involved, provided an opportunity to study the given objects, processes in detail.

Results and analysis

Collaborative lesson planning proves its effectiveness, because during the LS there occurs an exchange of ideas, mutual learning, also it allows to justify the use of methods and techniques for teaching students, helps to improve teaching. This process has helped to see the need to support students and select such models, the creation of which allows involving all students in the learning process. In the course of collaboration, we managed to systematize models to be created using various materials during lessons.

Conclusion

There have been identified several issues that require improving teaching practice:

Earlier, the static approaches were used – ineffective and inactive. Such tasks did not sufficiently help students to acquire ideas and concepts of biological objects and processes. In the future, it is planned to create dynamic models on which one can better see biological processes.

A lot of advantages are given by modelling: it increases students motivation to study, gives an opportunity to cooperate while creating models (paper, plasticine, wire, threads, beads), develops personal and social skills, figurative thinking, creative abilities, practical skills are obtained as a result of their own cognitive work.

Innovative uses of Lesson Study
Biology lessons, Model-based learnin, Visibility

CANCELLED: How to develop language skills forming active communicative environment at biology lessons?

Paper209Assel Battalova, Assem Ondassynova, Kural Karazhanova, Nazarbayev Intellectual School Aktau, Biology, Kazakhstan

Skylounge 235Tue 13:00 - 14:30

Abstract

The topic was determined after a joint SWOT analysis, which revealed common problems of 8 grade learners: insufficient skills to draw conclusions, an underdeveloped ability to use terms, low level of academic language, as well as weak skills in interpersonal communication. The major goal of the Lesson Study appeared to develop students’ language skills through an active communicative environment. Several methods were chosen taking into account the Spiral Learning - there has been organized group work to engage students into active dialogue, to define hypotheses, analyze opinions, identify correct solutions to problem-based tasks, developing students’ skills of high order thinking.

When performing collaborative tasks the learners have demonstrated a high level of independence and impressive research skills: they distinguished, selected the key features, they established a connection between the features of the structure and the lifestyle of the arthropods, contrasted, opposed each other’s ideas, formulated general conclusions.

Summary

Purpose, relevance of the topic

Together with colleagues from other subjects, Grade 8 was selected for conducting a Lesson Study. The topic was determined after a joint SWOT analysis, which revealed common problems of learners in the class: insufficient skills to draw conclusions, an underdeveloped ability to use terms, low level of academic language, as well as weak skills in interpersonal communication. Therefore, the main goal of the Lesson Study was to develop students’ language skills through an active communicative environment. When studying this section “Diversity of living organisms”, there should be applied the tasks of developing students’ skills of high order thinking — analysis, synthesis and evaluation. Thereby, the Spiral Learning (based on the premise that a student learns more about a subject each time the topic is reviewed or encountered) is carried out, when there have been established connections and logical transitions from simplified concepts to complex ones, material and knowledge are consolidated to achieve learning objectives.

Methodology

Considering with colleagues a variety of techniques, several methods were chosen that would promote the development of language skills in an active communicative environment - in pairs there has been formulated an action plan, aiming to develop research skills and use thoroughly biological terms.

During the lessons there has been organized group work to engage students into active dialogues, they defined hypotheses, analyzed opinions, identified correct solutions to problem-based tasks.

When performing collaborative tasks the learners have demonstrated a high level of independence and impressive research skills: they distinguished, selected the key features, they established connections between features of the structure and the lifestyle of the arthropods, contrasted, opposed each other’s ideas, formulated general conclusions.

Results and analysis

Previously used tasks which were aimed at enhancing low order thinking skills — knowledge and understanding —such as multiple choice of answers, matching notions and definitions, arrangement in an order — did not sufficiently develop students’ written and oral language skills. It is better to employ tasks developing high-order thinking — application, analysis, synthesis, evaluation — to expand vocabulary, develop the academic language, acquire terms, formulate arguments. The tasks allow students to create a collaborative environment and develop students’ ability to articulate thoughts clearly.

Conclusion

Thus, assessment tools, criteria and tasks developed collaboratively with colleagues, have appeared to be effective in the majority of lessons.

When analyzing the lesson study, the areas that need to be developed further have been determined:

developing subject-academic vocabulary through working with textual information, for example, select texts accordingly to the age of students, break texts into parts and include pictures, charts, diagrams, as they should be aimed only at developing language skills;

compiling CLIL tasks aiming at development of more able students’ research skills in order to engage them into the learning process;

including problem-based tasks that enhance critical thinking skills accordingly to individual abilities of students;

implementing interdisciplinary links with chemistry, physics, mathematics, and geography so learners are able to synthesize information and form a holistic view of the world.

and learning contexts, Lesson Study in different cultural, subject
Active communicative environment, CLIL, high-order thinking skills, Problem-based tasks

Developing learners' research abilities through the principles of differentiated learning

Paper351Damir Yerkmaliyev, Nurbibi Dossakhanova, Assel Battalova, Nazarbayev Intellectual School, Physics, Kazakhstan

Skylounge 235Tue 13:00 - 14:30

Abstract

The research work focuses on understanding of theoretical knowledge gained by students through practical work. The study is based on the principles of differentiated learning, as the main goal is to study learners’ perception and research skills, their ability to formulate hypotheses, creating new ideas, finding correct decisions and proofs.

The purpose of this LS is the organization of research and creative activity when solving new problems students face. This method enables biology, chemistry and physics teachers to help 10, 11 and 12 grade students to conduct research work, by this apply and consolidate new material. The nature of the tasks in the research method can be different: class laboratory work and practical work at home; the solutions of the analytical tasks; assignments needed to be performed in the shortest and certain periods (week, month); individual and group tasks, etc. The instructions for laboratory work are given in the textbooks.

Summary

Purpose, relevance of the topic

The research work focuses on understanding of theoretical knowledge gained by students through practical work. The study is based on the principles of differentiated learning, as the main goal is to study learners’ perception and research skills, their ability to formulate hypotheses, creating new ideas, finding correct decisions and proofs.

Methodology

The purpose of this LS is the organization of research and creative activity when solving new problems students face. With the help of the research method, knowledge is mastered at the creative level. This method enables 10, 11 and 12 grade students to apply existing knowledge in solving problems and acquire new knowledge based on solving the problems. The nature of the tasks in the research method can be different: class laboratory work and practical work at home; the solutions of the analytical tasks; assignments needed to be performed in the shortest and certain periods (week, month); individual and group tasks, etc. The instructions for laboratory work are given in the textbooks. Biology, chemistry and physics teachers decided to focus laboratory works mainly focused on the research goals.

Results and analysis

In order to improve the research abilities of students in biology, chemistry and physics it is supposed to link the theoretical knowledge with research activity using the method of differentiated learning. The level of perception of learners' knowledge is different. During the entrance test of theoretical and practical directions, most students performed well, low research skills were revealed when performing problem-based tasks. In order to improve those skills, firstly, to separate them according to the ability of acquiring knowledge, secondly, to give problem-based tasks on the topic, students have to justify their answers in groups. Third, high-level students are given only the theme and purpose of the study, and middle-level students are given the action plan of work, they have to identify errors and shortcomings made during the course of the experiment, find correct formulas and calculations on their own. For less able students formulas for calculating the progress of research work, difficulties when experimenting and ways of solutions are provided. Students independently determine the stages of the study (action plan) and necessary equipment: the ability to observe and study facts and phenomena; the ability to identify incomprehensible phenomenon and issues; forecasting; drawing up a research plan; implementing a plan to determine relationships between phenomena; formulation and interpretation of solutions; verification of the solutions; draw up practical conclusions about possibilities of applying the knowledge.

Conclusion

It is vital to define the direction of research-providing methods, the development of creative activity and scientific knowledge of students and the successful provision of creativity. The teacher together with the students poses a problem-based task, do not provide the whole process of experiments to the students, they have to gain knowledge by studying and solving the problem on their own. Teacher’s role is operational management in solving the problem. The learning process is characterized by high intensity, accompanied by great interest, different depth of knowledge, strengthening abilities.

and learning contexts, Lesson Study in different cultural, subject
biology, chemistry, differentiated tasks, physics, Problem-based tasks, Research skills, Science experiments

Effectiveness of Lesson Study in primary and secondary education in Flanders: a case study

Paper26Kathleen Bodvin, University of Antwerp, Belgium

Straatsburg '88Tue 13:00 - 14:30

Abstract

Within the TALENT-research project a lesson study (LS) approach was developed and implemented in order to optimize learning environments for high ability students in Flemish education. In addition to the application of LS, research on the experiences of teachers engaged in LS took place. A central research question was: in which way is LS effective for primary and secondary teachers in Flanders? In school year 2018-2019, six teams participated in a longitudinal case study. Teachers’ experiences were investigated using questionnaires, conversations with a facilitator, and focus groups. Preliminary results indicate that teachers generally experienced LS as an effective method for their professional development and as an effective tool for intervention development in classrooms. Some teachers felt insecure when implementing LS and different help seeking behavior was notified such as the need for confirmation by the external facilitator. Implications for further development and implementation of LS in Flanders will be formulated.

Summary

Within the research project TALENT a lesson study (LS) approach was developed and implemented by Dra. Katelijne Barbier, Dr. Kathleen Bodvin, Prof. Dr. Vincent Donche, and Prof. Dr. Elke Struyf, in order to optimize learning environments for high ability students in Flemish education. Central in the development phase was the writing of a manual for first use of LS in Flanders which was guided by literature research. Especially the literature of LS in England and the Netherlands was inspiring (De Vries, Verhoef, Lin Goei, 2016; Dudley, 2014). Also, an international expert panel of experienced researchers with LS was organized.

To start-up the process, several introductory workshops were organized for the six participating schools. During one school year (2018-2019), six teams of teachers (N=15) used our preliminary manual and attended workshops on facets of LS (e.g., interviewing and observing case students), to conduct three Lesson Studies. Three teams were formed by teachers in primary education, who educated students aged 10-12 years, and three teams were formed by teachers in secondary education, who educated students aged 12-14 years. In order to investigate the experiences and effects of participation in LS study on teacher level, a longitudinal case study took place. The central research question was: in which way is LS effective for primary and secondary teachers in Flanders?

After each LS, teams filled in a questionnaire to evaluate the implementation of the LS and to share how they had experienced this implementation. After the first and the second LS a follow-up conversation with a facilitator was planned, in order to co-optimize various aspects of the LS trajectory. For example, the team and the facilitator could brainstorm about triggering students to talk more actively during the post research lesson interview. The teachers also engaged in two focus groups to discuss their experiences with the implementation of LS. The teachers were explicitly asked to comment on the prescribed method of LS through their experiences with implementation at any time. The teachers’ experiences led to several suggestions for improvement of the implementation of LS in Flemish education.

Preliminary results indicate that teachers experienced the prescribed form of LS as a useful method for their professional development. Teachers described that scheduling time to collaborate and co-create with a focus on case students led to new insights. Not only did they learn about educating the case students, but also, more generally, their way of educating altered as a consequence of the LS. Teachers described the LS as very intensive and time consuming in the first LS, while this changed for the better as they had more experience with conducting a LS. They also described their need to consult with a facilitator when conducting the LS. Some teachers felt insecure when implementing this method and expressed a need for confirmation concerning their LS practices.

To conclude, by taking into account the experiences of teachers implementing a LS we searched for a way to make LS an effective teacher development method for creating knowledge in teaching practice in Flanders.

and learning contexts, Lesson Study in different cultural, subject
Flanders, Implementation, Teachers’ experiences

Lehrkunst – a lesson study approach from germany and switzerland?

Paper266Tilman Grammes, Universität Hamburg, Faculty of Education, Germany

Straatsburg '88Tue 13:00 - 14:30

Abstract

Lehrkunst, translated as art of teaching by staging lessons, is a basic didactical approach which has been developed in theory and practice in Germany and Switzerland during the last three decades. An recent overview about relevant didactical concepts in Germany lists the concept among the very few innovation in general didactics.

Summary

Lehrkunst, translated as art of teaching by staging lessons, is a basic didactical approach which has been developed in theory and practice in Germany and Switzerland during the last three decades. An recent overview about relevant didactical concepts in Germany lists the concept among the very few innovation in general didactics.

The approach has proven relevance for educational practice as it enables schools to improve their curriculum with relevant general knowledge. The free and institutionally supported cooperation among colleagues and non-school advisors in so called Lehrkunstwerkstätten (workshops), a kind of microteaching, has proved successful in setting up a collection of exemplary staging lessons. In doing so, it does not claim to cover all the topics and areas of instruction – it considers itself as a "ten per cent didactics".

Lehrkunst didactics means teaching mainly in the form of staging lessons (Lehrstück). Staging lessons are well composed medium length teaching units that are repeatedly tested, always varied and constantly developed. They treat “decisive moments in history” (Sternstunden der Menschheit, Stefan Zweig) or cross-epochal human issues, which contribute to general knowledge. In staging lessons pupils are asked to reenact the ways on which scientist or headliners of culture have won new insights at their time and made pioneering discoveries. Lehrkunst didactics concentrate on condencing learning processes in school into educational processes, and the aesthetic dimension of staging lessons is also central.

The theoretical framework of Lehrkunst follows a historical tradition starting with Comenius' "Didactica Magna" and leading via Diesterweg, Willmann, Reichwein and Wolfgang Klafki to the founders of Lehrkunst, Martin Wagenschein and Hans Christoph Berg.

Research question is how the focus on cultural and curricularly important "key topics" (exemplary principle), on the original sources (genetic principle) can transform into a lively, coherent learning task (dramaturgical principle) motivating today's young people to participate in the process of gaining knowledge and competence.

Core method of professional development in the approach is the establishment of a Lehrkunstwerkstatt (staging lessons teacher workshop). It can be either school-based or subject-based between cooperating schools. Not primarily collegial observation of lessons, teachers meet in the afternoon, and teach each other about exemplary questions.

In the presentation, a case study from a school which developed their curriculum over several years by using the concept of Lehrkunst will allow to put questions and discuss the concept in practice.

As a result, the presentation reveals significiant parallels and some differences between lesson study and Lehrkunst and thus can explore the potential of a joint venture in the field of subject matter didactics. As lesson study still is not very well known in Germany and Switzerland, this will be a chance for future dissemination of lesson study.

and learning contexts, Lesson Study in different cultural, subject
General education, Lehrkunst (art of teaching, Lehrkunstwerkstatt (collegial teacher workshop, staging lessons)

Thoughts on teaching: working alone and in teams in Germany and Japan

Paper48Britta Klopsch, Heidelberg University, Germany

Straatsburg '88Tue 13:00 - 14:30

Abstract

An effective professional practice of a teacher cannot only depend on his or her individual knowledge and skills. Teachers need to work collaboratively in teams to develop themselves and their teaching and to be able to make sound decisions. This research investigates on how these three elements (human capital, social capital and decisional capital), also known as ‘Professional Capital’ (Hargreaves & Fullan 2012), are pronounced amongst teachers in Germany and Japan. First findings from the international study are presented here, concerning how teachers work together, how they prepare their teaching and what their attitude towards teamwork is.

Summary

Strong educational systems need strong teachers. To get and maintain a strong teaching force teachers need to work collaboratively in teams (Chichibu & Kihara 2013), as “their power [can be] multiplied to the fullest extent when working together” (Ermeling & Graff-Ermeling 2013, 186). Precondition however is to have a great amount of knowledge and skills individually and to be able to come to a sound decision.

This combination of individual and collective approaches to teaching in combination with the question of how decisions for teaching are made is what Hargreaves and Fullan (2012) name the professional capital. It brings together and defines critical elements of what it takes to create high quality and high performance in all professional practice (Hargreaves & Fullan 2012, 102). The three strands are here human capital (i.e. what you know and can do individually), social capital (i.e. with whom you know it and can do it collectively) and decisional capital (i.e. how you judge: how long you have known it and done it and deliberately gotten better at doing it).

Much research deals with individual professional competence and how to enhance it (see for example Baumert & Kunter, 2013; Schleicher 2018; Day & Gu 2010). Collaborative working has been studied widely, too (see for example: Klopsch 2016, DuFour et al. 2010; Huber et al. 2012; Pröbstel/Soltau 2012). And there is sound evidence on how effective it can be for student learning (Leana 2011; DuFour et al. 2010; Kruse/Seashore-Louis, 2009) and teachers’ self-efficacy and well-being (OECD 2014; Schleicher 2018).

Research could even show that teachers with a low human capital in a school with strong social capital could do better than teachers in a school with low social capital (Leana 2011). Social capital is therefore very influential as a lead strategy. An idea that is deepened through Lesson Study as well as the use and increase of decisional capital. It is strongly linked with human capital, as teachers need to respond to many different student’s needs at the same time when teaching. Social capital can support these decisions in combination with reflection on and for action (Tan 2017) as we can see through Lesson Study Cycles (Lewis & Hurd 2011, Dudley 2013). As important as that interplay of all three components of professional capital might be, there is so far no international study on it, comparing a country with a long tradition of Lesson Study, which can be seen as working directly on all the parts, and a country with no tradition on working together systematically. This research project aims to close the gap with studying Japanese and German teachers’ perceptions in order to gain knowledge of how professional capital can develop. Our presentation shows first results drawn on a quantitative questionnaire, filled in by around 1000 teachers in each country. We present first findings on how teachers work together, how they prepare their teaching and what their attitude towards teamwork is.

Research methodology and theoretical underpinnings of Lesson Study
Human capital, Professional capital,

What conditions for sustainable Lesson Study. A leadership perspective

Symposium201Sandrine Breithaupt, University of Teacher Education Vaud, Switzerland

Tokio '95Tue 13:00 - 14:30

Abstract

Since schools have become a pivot of the change required by educational policies, the question of the leadership of the leaders has been raised in terms of management, work organization, and leadership for learning. In this context, collective continuing education can be seen as a lever for professional development, improving teaching practices and pupil’s learning. The objective of the symposium is to question the conditions for the implementation of sustainable Lesson Study from a leadership perspective. Three presentations, from France, Norway and Switzerland, identify the factors contributing to the success of Lesson Study in some European schools.

Summary

Although secular, the notion of leadership in education is still polymorphic. It brings together several realities that are woven or juxtaposed. After Pelletier (2018), three major phases of the development of the leadership can be conceived. First, the leadership as a personal attribute, second the leadership as a shared process and lasted, the leadership as a component of a new governance of an education system. Historically, different theories have mainly approached the leadership from the perspective of a personal attribute, or in terms of leader’s role (Hallinger, 2005). Parallel to the movements for educational policy reform some authors have focused on other theories, models or more generally on other leadership perspectives, as well as transformational leadership (Leithwood & Jantzi, 2000). The period from 1985 to 2015 allows us to distinguish the concentrated leadership which “refers to an influence exerted in a unidirectional way, which comes from a single actor, the leader, and which is directed towards the followers” (Brassard & Lapointe, 2018, p. 22), and the distributed leadership which refers to a mutual influence emerging from the interaction of the actors concerned in the organization.

The literature on leadership leads to the same results, namely that the influence of principals on teaching-learning is often indirect - they are no longer physically in the classroom (Gather Thurler, Pelletier, & Dutercq, 2015; Leithwood, Harris, & Hopkins, 2008). School success would thus not only be linked to the way in which school principals or headteachers or leaders manage to influence teaching teams, but also to the way in which they manage to profit from professional capital (Hargreaves & Fullan, 2012) and put it at the service of a shared common good. While the effect of leadership on student outcomes is raising new expectations, Progin, Etienne & Pelletier (2019) underline the difficulty of measuring it. In this context, this symposium seeks to question the leadership for learning (Hallinger, 2011) and general support of teacher training institutes to maintain sustainable lesson study. We are interested in the forms that it can take and the conditions that promote it. Knowing then that university resources are not scalable and often expensive, we want to explore how school leadership (coming from headteachers or facilitators) could be a facilitator or an obstacle to a sustainable implementation of lesson study in schools. What are the roles of the different actors throughout the process? Three presentations will allow us to enrich our reflection. Laurent Helius, Inspector, will describe a first experience (currently in progress) of implementing a lesson study in France. Elaine Munthe will illustrate what the collaboration between two Principals that have used Lesson Study to promote professional learning for merely years have learned in Norway. Sandrine Breithaupt and Laetitia Progin in Switzerland question the difficulties they encounter as facilitators in collaborating with school principals when implementing lesson studies which are not perceived as a professional development process. The discussant will be Helen Lewis from Swansea University School of Education and chairs Sandrine Breithaupt and Gabriel Kappeler (Switzerland).

Symposium paper 1 (200 words):

The creation of a Lesson Study group on a French territory in 2018-2019.

This presentation will mainly focus on a Lesson Study group that was created in a rural area in France six months ago. The global context of teachers’ training in France, combined with recent developments in the sphere of French education, will provide us with a general understanding of where it all started for these sixteen English and Spanish teachers from seven different secondary schools. The various steps of the project will be described and analyzed. We will also see the extent to which the adaptation of the Lesson Study method to the French context was influenced by its implementation by the innovation department of the regional educational authorities. A few other examples of French Lesson Study experiments, this time in primary education, will be shortly described afterwards. Last, our presentation will explain the perspectives that are being discussed to prolong and expand the Lesson Study procedure at a larger, regional scale.

Symposium paper 2 (200 words):

How schools have changed and what lies ahead for continued improvement?

This paper is a collaboration between two Principals from two schools that have used Lesson Study to promote professional learning for five years and nearly 10 years. The University of Stavanger has played a partner role through the years that lesson Study has been used.

We will illustrate, how this work has influenced our schools, and the role of school leaders in it. Based on analyses of teachers’ discussions, we have drawn out areas that teachers have perceived as having been improved during the past years, but also areas that they see as challenging still.

Changes that have occurred and which we will present in more detail are:

Instructional changes

Collaboration changes

Observational skills

An infrastructure for school development that suits any topic

Areas for continued work that teachers perceive as still being challenging are:

Observation

Constructing hypotheses about students

Using theories to discuss

Assessing time needed

Reflection based on sustained trials

As school leaders, we are keen on finding ways to work that enable us to support teacher learning as well as student learning. We are interested in sharing our experiences and discussing sustainable ways for school improvement.

Symposium paper 3 (200 words):

How to introduce sustainable lesson study in schools? What difficulties ?

In the state of Vaud, Switzerland, schools have become a key actor in the regulation of the education system and is now assigned many responsibilities. Education systems increasingly expect directors to influence teaching-learning in their schools in order to contribute to student success and the development of the quality of the system as a whole. For several years, the education system is changing on many points. We are introducing new teaching methods, we are adding digital and the Ministry of Education wishes to develop a more inclusive school.

In this case, lesson study can be a good way to change the school culture. Despite our willingness to introduce the lesson study as a learning management tool with the directors, we have failed. Research is about understanding why. An exploratory research leads us to believe that lesson study is perceived as in-service education on an equal footing with others and not as a professional development process. To know more about it, we analyze comprehensive interviews with school officials. The work is ongoing but the first results show that it is the middle managers (deans) who seem to be carrying leadership for learning and would be most likely to encourage change.

Symposium paper 4 (200 words):

and policy aspects of sustainable Lesson Study, Leadership, management
Leadership for learning, Sustainable lesson study

Lesson Study and problem solving approach: a comparison of Japanese, Australian and US contexts

Symposium58Valérie Batteau, Joetsu University of Education, Mathematics Education, Japan; Thomas Mcdougal, Lesson Study Alliance, United States of America; Wanty Widjaja, Deakin University, Australia

Wenen '95Tue 13:00 - 14:30

Abstract

Japanese mathematics teaching, particularly in primary schools, is influenced by the practice of Lesson Study. This practice is developed within a problem-solving teaching approach that promotes mathematical thinking, creativity of students and, students’ interests in mathematics.

This symposium presents the specificities of the Japanese mathematics teaching using a problem-solving approach. We focus on the teachers’ practices promoted in this context and interrogate some adaptations of Japanese Lesson Study (JLS) and a problem-solving approach in other countries: Australia and the US. Lesson Study in Australia and in the US use Japanese textbooks or resources, translated in English, with a problem-solving approach. The following questions will be discussed:

How does JLS with teaching approach by problem solving transfer? What are the promoted practices in these adaptations of JLS?

The methodology used is a qualitative study using a case study of Lesson Study implementations in the contexts of Japan, Australia and, the US.

Summary

This symposium clusters three researches: the first one is about the Japanese Lesson Study with a point of view on promoted practices in Japanese context presented by Valérie Batteau, the two other researches focus on adaptations of Japanese Lesson Study with Japanese textbooks or resources in US context presented by Tom McDougal and in Australian context presented by Wanty Widjaja. The discussant of this symposium, Stéphane Clivaz, is also interested in the comparison of teacher’s practices developed in Japanese Lesson Study and Lesson Study in Switzerland.

Japanese mathematics teaching in primary school is influenced by the practice of Lesson Study. This practice of Lesson Study in mathematics is developed with a problem-solving approach and the importance to mathematical thinking (Baba, Ueda, Ninomiya & Hino, 2018; Batteau & Miyakawa, submitted ; Fujii, 2018). This joint development influences mathematics textbook, Course of Study and, teachers’ practices. Some Japanese researchers claim that problem solving approach is a consequence of Japanese Lesson Study (Isoda, 2012; Isoda & Nakamura, 2010; Isoda, Stephens, Ohara & Miyakawa, 2007) and one can’t succeed without the other (Fujii, 2018). This symposium will discuss the teachers’ practices promoted by the couple Lesson Study and problem-solving approach in the context of Japan and the impacts of the couple Lesson Study and Japanese textbooks in US and Australian contexts.

The research in the US context highlights that the use of Japanese textbook and the intensity with which teachers study the Japanese text during kyozaikenkyuu has a direct impact on the quality of the lessons, and teachers’ growth in understanding of content and pedagogy.

In the Australian context, the presentation focuses on implementing structured problem-solving mathematics lessons through lesson study. This research explores the influence of diversity of teachers’ experience and knowledge in cross-school planning team on the level of discussion and reflection during lesson study process. Cultural differences in mathematics teaching is highlighted: in Japan, the collective dimension is an important value in teaching, with whole-class teaching, contrary, in Australia, the teaching culture emphasizes on small-group. This research shows this cultural difference as a constraint to a high-fidelity implementation of Japanese Lesson Study.

Symposium paper 1 (200 words):

Japanese mathematic teaching is influenced by specificities: the practice of Lesson Study, a problem-solving approach and, the importance of mathematical thinking. The problem solving approach promotes the mathematical thinking, the creativity of students’ activity and, the students’ interests.

This study questions how do these specificities translate in ordinary teacher’s practices?

The theoretical framework is a double didactical and ergonomical approach in order to analyse teachers’ practices related to students’ activities (cognitive and mediative components of practices) and in taking into account professional aspects (personal, institutional and, social components). The research question is how do these specificities translate into these five components of teacher’s practices?

For this qualitative research, we collected data for two primary school teachers: written data (chalkboard, lesson plan, reports, textbooks, guide) and videos of research lessons of JLS school-based and at prefectural level.

These specificities translate into teacher’s practices: the choice of tasks (cognitive component), the structure of lessons (cognitive and mediative components), interactions teacher-students (mediative component), the representation of mathematics teaching (personal component) and, the participation of JLS that implies reflexivity on their own practices (social and institutional components).

Symposium paper 2 (200 words):

In Chicago, most of the lesson study work that we have supported has tried to incorporate the Japanese approach of teaching mathematics through problem solving. Because the Japanese mathematics textbooks are designed to support this type of teaching, we have been encouraging teams working in mathematics to consult, during their kyouzai kenkyuu, translations of the elementary mathematics textbook series from Tokyo Shoseki. Some teams have designed their lessons to use tasks from the Japanese text; some have consulted the Japanese text but chosen tasks from other texts; some have ignored the text entirely. We have observed that the quality of the lessons, and teachers’ growth in understanding of content and pedagogy, is typically directly proportional to the intensity with which they study the Japanese text. And, most schools that have continued with Lesson Study for more than two years have ultimately begun using the Japanese texts as their primary curriculum. We plan to discuss why the Japanese texts may be so valuable for supporting Lesson Study.

Symposium paper 3 (200 words):

Lesson Study, which originated in Japan, is viewed around the world as an effective platform for teacher collaboration and professional learning. However, relatively little is understood about the theoretical underpinning of teachers’ collaboration and their professional learning. This presentation draws on data from a small-scale research project, ‘Implementing structured problem-solving mathematics lessons through lesson study’, carried out in three Australian schools. This presentation explores to what extent the diversity of the different teachers’ experience and knowledge in a cross-school planning team, including the observers and outside experts, contribute to deep levels of discussion and reflection in the context of Lesson Study. Finding suitable tasks to match the Australian curriculum proved to be a challenge. The teaching culture in Australia emphasizes on small-group rather than whole-class teaching also presented a constraint to a high-fidelity implementation of Japanese Lesson Study. The cross-school structure of the teams was found to be effective in allowing the diversity of the planning team and minimizing the impact of power relations.

Symposium paper 4 (200 words):

and learning contexts, Lesson Study in different cultural, subject
Japanese Lesson Study, Problem solving, Teaching approach

14:35 - 16:05 Concurrent session 2

Emerging Lesson Study research within the WALS community - a PhD showcase symposium

Featured symposium408Shirley Tan, Nagoya University, Japan; Sandrine Breithaupt, University of Teacher Education Vaud, Switzerland; Nicolette van Halem, VU Amsterdam, Netherlands; Bridget Flanagan, Mary Immaculate College Limerick, Ireland; Tijmen Schipper, Windesheim University of Applied Sciences, Netherlands

Amsterdam '72Tue 14:35 - 16:05

Abstract

The aim of this special PhD showcase symposium is to highlight emerging Lesson Study (LS) research from PhD’s and young researchers in the WALS community. Five short presentations will showcase PhD and young researchers’ research that takes place in various cultural contexts. This symposium covers a broad array of research topics situated in Japan, Switzerland, Ireland, the UK and the Netherlands. The first presentation focuses on Japanese board writing, bansho, as an important feature of Japanese LS. The second presentation examines how and what a LS team learns during LS in Swiss Geography education. The third presentation determines the impact of LS on the quality of teacher learning in the UK. The fourth presentation examines the implementation of LS in STEM early years education in Ireland. The final presentation examines LS in relation to adaptive teaching, self-efficacy and the school context in Dutch secondary education 

General summary
This unique PhD showcase symposium is organized as a means to highlight Lesson Study (LS) research from PhD students and young researchers in the WALS community and aimto strengthen and expand the important work of emerging researchers. Despite the differences between the studies in terms of focus and cultural as well as educational contexts in which the research is situated, the commonality in this symposium is that the studies have been conducted and will be presented by PhD students and young researchers. This symposium may encourage potential PhD students to explore possibilities to examine LS practices in a PhD trajectory and it may strengthen the work and network of current PhD students within the WALS community. But not only is this symposium of interest for (future) PhD students and young researchers, this symposium particularly aims to present a ‘fresh’, creative and dynamic approach to LS research from which experienced LS researchers and practitioners, and thus the WALS community in general, may benefit. 

The first presentation on bansho analysis will be presented by Shirley Tan from Nagoya University, Japan, and it is the continuation and refinement from the previous study presented at last year’s WALS conference. The current study aims to investigate the bansho styles of teachers; whether the same teacher has the same bansho style across school subjects. The findings that provide visualisation of bansho-related data could serve as a key aspect during observation and reflection stage of LS. The second presentation by Sandrine Breithaupt from Lausanne, Switzerland, aims to discover how and what a LS team learns during a LS in Geography education using discourse analysis. Also, the research suggests how educators could increase their creativity and productivity through collective thinking. The third presentation by Nicolette van Halem (VU University, Amsterdam, the Netherlands) presents a collaborative study situated in the UK, which is recently published in Teaching and Teacher Education. The study is concerned with understanding the impact of LS on the quality of teaching using longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full academic year. One of the main findings of this study is that participating in LS increases meaning-oriented and application-oriented teacher learning and decreasing problematic learning. The fourth study is presented by Bridget Flanagan from the University of Limerick and is situated in Irish early years primary education, focusing on STEM education. The study reports the impact of LS on teachers’ skills and knowledge, and discusses the obstacles and barriers to effective implementation of LS. The last presentation by Tijmen Schipper from the Windesheim University of Applied Sciences in the Netherlands focuses on the influence of LS on teachers’ adaptive teaching competence, self-efficacy and the school context. A brief overview will be presented of the most important findings of four studies as part of this PhD research.  
The symposium will be introduced by PhD student Tijmen Schipper and discussed by the chair of the WALS2019 conference, Dr. Sui Lin Goei (VU University Amsterdam).  
Bansho analysis: one teacher, one bansho style?

Bansho (board writing) is a key feature in lesson study which is increasingly becoming an area of interest among researchers. Hence, this study proposes bansho analysis as a research tool for teachers to evaluate and reflect on their own lessons. This in turn helps teachers to see themselves contributing to their own professional development. In my previous study, a coding scheme has been developed to identify bansho styles in a Japanese school. The results show that there exists a variation of bansho styles across school subjects. This current study intends to explore further, to understand if the variation of bansho style exists when the same teacher teaches different subjects. Data was drawn from a primary school in Japan. All lesson observations were recorded and then analysed. Subsequently, bansho features are represented in bansho choreography and bansho transition diagrams. Data analysis suggests that the same teacher has different bansho styles depending on the school subjects. This could indicate teacher’s beliefs about teaching and the type of knowledge valued in the lesson. Visualisation of bansho-related data from this study could serve as an invaluable resource for teachers during observation and reflection stage of lesson study.  

How and what we learn during Lesson Study?

This research is part of a cultural-historical perspective of development and more broadly of a vision of social brain hypothesis that encourages us to investigate cooperative intellectual activities (Mercer, 2016).  For Littleton and Mercer (2013), language is a powerful cultural tool for collective thinking.  Of course, it serves communication, but above all it contributes to think the world and increase the capacity to think. Having a long history in Japan, lesson study (LS) “was discovered” in the French-speaking world in 2010. The English literature presents LS as a model, a way of thinking professional development, a means of increasing teaching capacities and pupil’s learning. This research aims to better understanding how and what a LS group learn during a LS in Geography education, how we can be creative and productive by thinking collectively. My corpus includes transcripts of the preparation and analysis phases of research lessons conducted in 2015. I analyze content and discourse of interactions between teachers and teacher educators (the facilitators). The preliminary results provide some insights about the role of the facilitators. The results also highlight some tensions related to the evolution of concepts of geography education that should prepare pupils to think about environmental issues. 

The impact of Lesson Study professional development on the quality of teacher learning

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning. 

The influence of participating in Lesson Study on adaptive teaching competence, teacher self-efficacy, and the school context

As a result of inclusive education policies, contemporary classrooms tend to become increasingly diverse in terms of students’ learning needs, abilities, interests and cultural background (UNESCO, 2017). While teachers are expected to adapt their teaching to these diverse classroom populations (Corno, 2008), this turns out to be complex (Van der Lans, Van de Grift, & Van Veen, 2017) and may relate to their feelings of self-efficacy as well (Tschannen-Moran & Woolfolk Hoy, 2007). Lesson Study (LS) may address this issue due to its explicit focus on student learning (Dudley, 2013). There is evidence that participating in LS improves adaptive teaching practices (Norwich & Ylonen, 2013) and feelings of self-efficacy (Sibbald, 2009). However, this evidence is limited, particularly in the context of Dutch secondary educationTherefore, this PhD research focuses on the influence of LS on teachers’ feelings of self-efficacy and adaptive teaching. As LS takes place in the school context, promoting and hindering conditions and cultural elements are included as well. This PhD research consists of four empirical studies using both qualitative and quasi-experimental mixed-methods designs, including a variety of research instruments. In this presentation a brief overview of these studies and its results is provided

and learning contexts, Lesson Study in different cultural, subject
EMERGING RESEARCHERS, PHD RESEARCH, WALS COMMUNITY

The role of higher education in helping teachers to craft good Lesson Studies: a case study

Paper213John Elliott, University of East Anglia, Education and Lifelong Learning, United Kingdom

Belgrado '73Tue 14:35 - 16:05

Abstract

The Lesson Study method has globalised over the past twenty years beyond Japan across policy contexts shaped by international comparisons of measured learning outcomes. In these contexts commentators increasingly point out that the use of 'knowledgeable others' from higher education to facilitate the design and conduct of good lesson research in schools is no longer viewed to be an important aspect of lesson study. Instead its use as an instrument for maximising the performativity of schools, as measured by standardised tests, appears to have transformed it into a collaborative method of teacher professional development aimed at creating and disseminating model lessons. This paper is a case study of the organisational, conceptual, methodological and practical impact of a postgraduate course designed by the presenting author to enable groups of serving teachers in schools to craft lesson studies that develop innovative pedagogical solutions to persistent problems of teaching and learning in classrooms.

Summary

This case study focuses on two design features of a postgraduate module entitled ‘Developing innovative approaches to teaching and learning through lesson study’. These are 1) the design and execution of a school-based and publicly accessible collaborative lesson study; 2) the use of lectures and seminars to challenge underpinning assumptions about its aims and procedures, and appropriate research methods. It aspires to tell an evidence-based story about the organisational, conceptual, methodological and pedagogical impact of the module, using data drawn from interviews with school leaders, participating teachers and students, and the lesson study reports and individual professional learning narratives submitted by course members for the purposes of formative and summative assessment.

The module is designed to challenge the individualistic organisational culture that shapes teaching in classrooms. Teachers are encouraged to participate in school-based groups, who are required to attend a number of lectures and seminars before designing and carrying out a lesson study together in their school. A compromise arrangement allows for the module to accept individual teachers, on condition that they have the support of their school leaders to undertake a school-based lesson study with their professional peers. This case study will compare and contrast evidence about the relative impact on the organisational culture in schools of the two different strategies of lesson study group formation.

As lesson study has globalised beyond Japan it has posed important conceptual issues; namely, “Is it a form of classroom action research?” and “Does it need to be informed by an explicit pedagogical theory?” In both the USA and Europe the lesson study movement and the action research movement have been maintained as conceptually and methodologically distinct strands of teacher research. This postgraduate module invites participating teachers to explore possible conceptual links between ideas that underpin lesson study and Stenhouse’s influential idea of ‘teachers as researchers’, which underpins a major strand of the classroom action research movement. The latter was conceptually fused with both Japanese lesson study and the Swedish pedagogical theory of variation in the context of the curriculum reforms in Hong Kong; thereby stimulating the creation of WALS and its Journal. This case study will cite evidence that the use of a postgraduate course to engage teachers with this synthesis of ideas has significantly shaped their understanding of lesson study as a method of improving teaching and learning, including the view that neither lesson study nor action research needs to be theoretically uninformed.

Space is allocated in the course design for groups to explore the appropriateness of principles and methods of action research that have been developed over the years in the light of Stenhouse’s ideas. Provision is also made for the course organiser to visit each group to give critical feed-back on their lesson study design, and to assist with gathering and negotiating the release of ethically sensitive data. This case study will conclude by exploring the extent to which the research aspects of the module enhance the lesson studies of the teachers as methodologically rigorous.

Research methodology and theoretical underpinnings of Lesson Study
Classroom Action Research, Knowledgeable Other, Theory Informed Lesson Study

Research lesson cycles in initial teacher preparation

Paper283Mark Koester, Tayna Camargo, Metropolitan State University of Denver, Mathematics, United States of America

Belgrado '73Tue 14:35 - 16:05

Abstract

The aim of this research study is to analyze the learning of five secondary mathematics preservice teachers during two cycles of lesson study. Qualitative methods were used. Audiotapes were made of the lesson study planning sessions and the debriefs of the taught lessons. All data was transcribed and coded. Each preservice teacher wrote reflections of their implemented lessons and wrote a revised lesson plan which were collected and analyzed. The preliminary findings are that the student teachers did revise their lesson plans to include more student anticipations and reported that the lessons were improved. The significance for practice is that these changes are important for increasing student learning. This study is relevant to lesson study in initial teacher preparation. Preservice teachers view these lesson study cycles as an important form of teacher learning that they will continue to participate in as they begin their teaching careers.

Summary

We have used lesson study with our secondary mathematics preservice teachers for more than ten years. The first experience for them is in their methods class where they plan a high-level task lesson and then implement the lesson in a student-centered, university math class. They debrief the lesson and then pairs of students revise the lesson and reteach it in different sections of the same university math class. They debrief again after all the reteaching to discuss whether the changes in the revised lessons mattered. As these preservice teachers continue on to student teaching, the lesson study process continues. They participate in two cycles of lesson study with a team. They meet for a planning session and then the preservice teacher implements the lesson while the rest of the team observes and collects data. There is a debrief after the implementation and the preservice teacher then revises the lesson before submitting it as part of their final preservice teaching work product.

Preparing preservice secondary mathematics teachers is of vital importance. The need for mathematics teachers who teach for understanding and use research-based teaching practices is in high demand and is necessary for improving student performance. Lesson Study provides opportunities for preservice teacher growth through lesson planning, discussion, and collaborative planning. It also focuses on skills and practices needed to be effective mathematics teachers and it helps develop a way of thinking about planning, teaching and their own learning that they can continue to use as they transition into full-time secondary mathematics teachers.

We were guided in our data collection by the following questions. How were the lessons that were planned change between the initial lesson and the revised lesson? What do student teachers learn through the research lesson process?

Qualitative methods were used. We audiotaped the lesson planning meetings and the debriefs after the implemented lesson. First Coding of the transcripts followed (Saldaña, 2009), and then Second Coding enabled us to develop themes and categories. We also collected each preservice teacher’s reflections on the lesson study process and their initial lesson plans and their revised lesson plans. Since we wanted to know what changes occurred between the initial lesson plan and the revised lesson plan, we analyzed them by the constant comparison method (Glaser & Strauss, 1967). When changes were noticed between lesson plans, open coding was used (Corbin & Strauss, 2008).

There were substantial changes between the initial lesson plan and the revised lesson plan, particularly around student anticipations. In regard to preservice teacher learning, there was agreement that the lesson study process contributed to increasing their own learning, especially about the importance of lesson planning.

Lesson Study is a powerful form of professional development where teachers are making choices about what they want to learn. In this study, the preservice teachers demonstrated that they were learning. Expanding on the results of the study, we hope that the discussion of lesson study in initial teacher education will be enhanced and that further studies will be done.

Lesson Study in initial teacher training
Initial Teacher Preparation

Crafting Lesson Studies in initial teacher training: challenges for academic tutoring

Paper88Noemi Peña, University of Malaga, Spain

Belgrado '73Tue 14:35 - 16:05

Abstract

This paper presents the results of research on Lesson Study's potential to reconstruct student teachers' practical knowledge. It specifically focuses on a Lesson Study implemented as part of the subjects Practicum III and Degree Essay, which are imparted in year four of the Degree in Early Chilhood Education at Málaga University. The work involves qualitative research that is developed through two case studies. The results of the research have shown that academic tutoring by university teachers must overcome several key challenges: difficulties in cooperative work, and the contrast between their enthusiasm for developing the proposal and their difficulty in bringing it together in a group document. We believe that this research can help to identify good practice in academic tutoring so students continue to refer to Lesson Study over the course of their careers in order to activate rich learning processes based on reflection on their own practice.

Summary

This paper presents the results of research on Lesson Study's potential to reconstruct student teachers' practical knowledge. It specifically focuses on a Lesson Study implemented as part of the subjects Practicum III and Degree Essay, which are imparted in year four of the Degree in Early Childhood Education at Málaga University (Soto, Serván and Caparrós, 2016).

The work involves qualitative research that is developed through two case studies. The cases selected were two groups of four and six students with different academic tutoring, with one student from each group being selected for in-depth follow-up. The Lesson Study comprises practice over the course of four months, carried out in schools as part of the Practicum III. Here the first six phases are developed: (1) Define the problem; (2) Design the Experimental Lesson; (3) Develop the first Experimental Lesson; (4) Analyse; (5) Redesign; (6) Develop the second Experimental Lesson. The experience will finish with drafting and defending the Degree Essay, which makes up phase seven (analysis and presentation in an expanded context). Observation meetings were held throughout this period in all the students' sessions with their academic tutor at the University, in the students' work meetings, and in developing the two Experimental Lessons. All observations were recorded in a field notebook and filmed on video. Group interviews were also carried out at the start and end of the experience, as well as individual interviews with the students chosen. The cooperative documents prepared by the groups of students and their individual portfolios were also reviewed. All the information collected was analysed and categorised.

The results of the research have shown that academic tutoring by university teachers must overcome several key challenges, which must be taken into account when designing Lesson Study experiences in these subjects. Specifically, the biggest challenges identified were students' difficulties in cooperative work, and the contrast between their enthusiasm for developing the proposal and their difficulty in bringing it together in a group document. We believe that this research can help to reflect on how to manage these difficulties or challenges, assessing their pros and cons before starting work, in order to encourage future teachers to identify Lesson Study as a methodology which is applicable to their profession and not simply an academic proposal that only forms part of their training. In other words, we need to identify good practice in academic tutoring (e.g. following up with the group, supporting individual reflection through feedback on the portfolio, creating an atmosphere of trust in which the group can express itself emotionally, offering up questions that guide reflection rather than answers, etc.) so students continue to refer to Lesson Study over the course of their careers in order to activate rich learning processes based on reflection on their own practice, thoughts and beliefs (Hagger & Hazel, 2006: Korthagen, 2010) and the continuous reconstruction of their own practice (Schön, 1987; Pérez Gómez, Soto y Serván, 2011).

Lesson Study in initial teacher training
Academic tutoring, Practical knowledge, Practicum

When academic teaching is not what it seems: the non-cognitive dimension of academic teaching

Paper105Noriyuki Inoue, Waseda University, Faculty of Human Sciences, Japan

BoardroomTue 14:35 - 16:05

Abstract

Non-cognitive abilities are known to predict future success of students. In Japanese schools, teachers are expected to aim at not only students’ academic development but also their whole person development. Then how do Japanese teachers actually nurture students’ non-cognitive abilities in academic classes? This on-going study investigated this issue by observing 13 Japanese expert teachers’ 3rd-6th grade math lessons, follow-up interviews with the teachers and student questionnaires. The preliminary data analyses indicated that the expert teachers prioritized socio-emotional development of the students in their math lessons such as valuing others’ perspectives in problem solving and gaining confidence to speak up their ideas in front of their peers in the changing situations of their math lessons. Students reported a higher level of non-cognitive skills compared to students taught by novice teachers. The study suggests the importance of focusing on this dimension of academic teaching in lesson study and teacher education dialogues.

Summary

It is well-known that non-cognitive abilities predict future success of students (Heckman & Kautz, 2012). This means that schooling needs to be reconceptualized as an arena not only to promote students’ academic performances but also to cultivate students’ non-cognitive abilities such as interpersonal skills and the sense of self-efficacy and autonomy. However, it is not well-studied how teachers can actually nurture students’ non-cognitive abilities in daily educational practices. In Japanese schools, it is typically assumed that students’ whole person development needs be promoted in the context of academic teaching (Lewis, 1995). Then how do Japanese teachers actually nurture students’ non-cognitive abilities in their academic lessons?

This on-going study investigated this issue through observations of 13 expert teachers’ 3rd-6th grade math lessons in Japanese elementary schools, follow-up interviews with the teachers on their intentions of the key actions and interactions during the lessons as well as student questionnaires on non-cognitive learning in the observed classes. The 13 teachers were identified by the school district and the principals as the expert teachers. The student questionnaires were designed to assess their non-cognitive abilities in terms of the three key constructs (autonomy, relatedness and competence) of Self-Determination Theory (Deci & Ryan, 1985).

The preliminary data analyses indicated that the expert teachers’ key actions during the math lessons were targeted to nurture socio-emotional development of the students in the changing situations of their math teaching such as valuing others’ perspectives in the process of problem solving, gaining confidence to speak up one’s mathematical ideas in front of the class and understanding the meaningfulness of working together in the process of whole-class consensus building on key mathematical concepts during problem solving. The teacher incorporated diverse interactions at various points of the lessons to make sure that all the students are on the same page in math learning and helped underachieving students build confidence and the sense of agency in their learning. In the classes taught by the expert teachers, students gained a higher level of autonomy, relatedness and competence compared to students taught by novice teachers. Most of the expert teachers attributed this aspect of their teaching expertise to local-level lesson study and mentorship that had helped them open their eyes to this dimension of academic teaching and shaped their teacher identity.

This study suggests the importance of considering academic teaching as a context of promoting non-cognitive abilities. Further studies are needed to investigate how novice teachers in different cultural contexts could be helped to acquire this dimension of teacher expertise and shape their identity as educators in lesson study and teacher education practices.

References

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York: Academic Press.

Heckman, J. J. and T. Kautz. (2012). Hard evidence on soft skill, Labor Economics, 19、 451-464.

Lewis, C. (1995). Educating Hearts and Minds: Reflections on Preschool and Early Elementary Education in Japan. New York: Cambridge University Press.

Lesson Study and teacher professional development
Japanese math lessons, , Teacher expertise

Improving knowledge and skills of students with different levels based on their needs and abilities

Paper189Zhansaya Abdrashitova, Nazarbayev Intellectual School Astana, Humanities, Kazakhstan

BoardroomTue 14:35 - 16:05

Abstract

Abdrashitova Zh., Baizhakanov M., Sarsenbayeva D.

The aim: to improve the efficiency of results of three representative students from one class according to their needs and abilities at history lessons.

The methodology: using a differentiation (distribution of material for individual work and roles in group work).

Findings: there are three different students according to Bloom's Taxonomy: student A with high scores requires special attention who is at the stage of “synthesizing”. Needs to be offered the creative tasks. Student B is at “understanding” level, needs to follow instructions properly and keep time-management for “applying” knowledge. Student C has fragmentary knowledge, his goal is to achieve the level of “understanding”.

Significance for practice and relevance for the Lesson study and teacher professional development: shift of students’ levels through Bloom’s Taxonomy to higher level and usage of experience in improving students’ skills and knowledge that will be applicable for same students’ cases.

Summary

To improve knowledge and skills of students with different three levels of academic performance according to their needs and abilities at history lessons

NAZARBAYEV INTELLECTUAL SCHOOL OF ASTANA IB

Abdrashitova Zhansaya, Baizhakanov Medet, Sarsenbayeva Dinara.

The purpose of the Lesson study is to investigate the progress of participation and to improve the efficiency of results of three representative students from one class: student who is performing good, average and below average progress in cross curricular skill.

According to Bloom's Taxonomy, student A with high scores requires special attention, as she is at the stage of “synthesizing” information. To maintain motivation, she needs to be offered the creative tasks with a challenge to solve problems. Student B has difficulties at the stage of “applying” the information, while possessing enhanced skills of “knowledge” and “understanding” levels. In order to achieve this level, he needs to follow instructions properly and keep time-management. The third student C has fragmentary knowledge of the lesson materials and the main goal is to achieve the level of “understanding”.

Lesson study consists of 3 cycles. Method of solving problems: using a differentiated approach (distribution of material for individual work and roles in group work), to ensure growth in the Bloom taxonomy levels of each of the students studied.

For joint planning, the method of differentiation was used by teacher-researchers, using data on skills, academic performance and characteristics of children gathered from the tutor, psychologist, and other teachers. The researchers conducted a survey in the form of a sociogram, after which it was revealed that student A, through the eyes of classmates, is a good organizer, student B is a researcher, and student C is well-skilled in IT. Thus, the first cycle was aimed at differentiation by skills for the collaborative group work managed through distribution of roles and work with different types of sources. The second cycle was conducted in the form of team competition performed through work based on one source with differentiated tasks per each “case” students. The third cycle was conducted in the form of individual work through usage of two types of sources and providing final product – individual extended answer that allows to understand are the goals of Lesson Study achieved. As the result of Lesson Study, student C reached the level of “understanding”, student B moved from the level of “understanding” to the level of “application”, and student A had a motivation for learning for three cycles.

The advantage of Lesson Study for teacher-researchers: the three “case” students (levels according to Bloom’s Taxonomy: student A – “synthesis”, student B – “understanding”, student C – “knowledge”) are commonly familiar to all MYP grades, this way the teachers have a real experience in improving students’ skills and knowledge that will be applicable for all same students’ cases.

Lesson Study and teacher professional development
Differentiation, Experience, Pedagogies

Development & improvement of a teacher professional development program for the graduate students

Paper61Takashi Nakai, Masahito Yoshimura, Koji Maeda, Nara University of Education, School of Professional Development in Education, Japan

BoardroomTue 14:35 - 16:05

Abstract

The purpose of this study is to develop & improve a teacher professional development program for the graduate students through analyzing their reflective thinking in the collaborative reflection for two academic years.

The participants in the study were a total of 20 pre-service teachers (PT) and 15 in-service teachers (IT) for two academic years. They were divided into groups, each of which has some ITs and some PTs, and engaged in our collaborative reflection program. All reflective writings of ITs and PTs were analyzed from the viewpoints of their practical thinking style of reflection and their pedagogical knowledge.

We have improved the program based on the results of the first-year program and have implemented it for the second year. We will show the design of the program in detail with its expected outcomes.

Summary

The purpose of this study is to develop & improve a teacher professional development program for the graduate students through analyzing their reflective thinking in the collaborative reflection for two academic years.

This project started on April, 2017 and finished on February, 2019. The participants in the study were a total of 20 pre-service teachers (PTs) and 15 in-service teachers (ITs) for two academic years. They were divided into groups, each of which has some ITs and some PTs, and engaged in our collaborative reflection program. The procedure for collecting the reflective writings of PTs & ITs was as follows.

1) PTs in each group wrote their reflective comments on the video clip of their own micro-teaching, and also the ITs in the same group wrote their comments on the copied video clip of the PTs’ micro-teachings as a mentor.

2) PTs revised and improved their own teachings based both on their own & their mentor’s reflective writings.

3) The members in each group reflected on the lessons conducted by PTs during the practicum following the same procedure as the step 1).

In these reflections, lessons were reflected using the web-based reflective system where comments can be directly written down beside any scene picked from video clips. All the reflective writings of ITs and PTs were analyzed from the viewpoints of their practical thinking style of reflection (Sato, Iwakawa & Akita, 1990) and the pedagogical knowledge in Yoshizaki’s (1987) frameworks. Also, triangulation and member checks are used to ensure credibility of the findings (Lincoln & Guba, 1985).

The results of the first year; a) both PTs & ITs wrote more comments on teachers teaching than on the students learning, b) the number of the writings by PTs became smaller in the 2nd reflection compared with the 1st reflection, c) most of the PTs’ writings were about Reasoning of their own teaching, above all, about Improvement of their own teaching, d) most of the ITs’ writings were about Reasoning, among which Intention & Improvement of teaching were dominant, e) PTs wrote reflective comments on their own teaching based on the knowledge of Pedagogy, Subject Matter & Pedagogy, Pedagogy & Students, all of which were related to Pedagogy both on the micro-teaching lessons and on the lessons in the practicum and f) the parallel tendency to e) was observed in the reflective comments written by ITs as mentors, in that they were based on the same categories of knowledge as PTs’ comments.

From these results of the first year, we specified some challenges for improvements, such as the angles of the videotaping of the lesson, letting PTs reflect other PTs’ lesson as a mentor and to reflect the real lesson instead of the micro-teaching, etc. We have improved the contents of the program based on these challenges and tried to implement the revised one for the second year. We will show the specific results and the design of the revised program in detail.

Lesson Study and teacher professional development
Collaborative reflection, Reflective thinking, Teacher professional development

Structure and agency: comparing Lesson Study practices in Asian contexts

Symposium112Heng Jiang, National Institute of Education/Nanyang Technological University, Curriculum, Teaching, and Learning, Singapore; Xiangming Chen, Beijing University, China; Eric, Chi Keung Cheng, The Education University of Hong Kong, China; Tetsuo Kuramoto, Aichi University of Education, Japan

Buenos Aires '72Tue 14:35 - 16:05

Abstract

This symposium attempts to unpack the complexity of lesson study crafting in the Asian contexts and explores how teachers are engaged in lesson study practices from an international and comparative perspective. We address the following questions: (1) How do teachers practice lesson study? (2) How does lesson study work as a tool to mediate between the professional/policy discourses and teachers’ classroom practices? (3) How have various models of lesson study developed in Asian contexts to mediate between the policy/academic discourses and teachers’ understanding of teaching and learning? The symposium consists of qualitative studies from Mainland China, Hong Kong, Japan, and Singapore. Such a comparative perspective reveals different models of lesson study practices, wherein teachers participate and adapt lesson study in their particular contexts. The findings also suggest how innovative adaptations of lesson study could be practically similar as the teachers strive to address the fundamental issues in education.

Summary

Lesson Study has gained significant momentum worldwide in the past decade as it is deemed as a powerful tool for curriculum development and management, educational change, school reforms, and teacher professional development. While there is abundant research on lesson study (Dudley, 2013; Lewis, C., Perry, R., & Hurd, 2009; Vrikki et al., 2017), it still remains somewhat elusive how the variety of lesson study practices have grown in different contexts within the Asian region in which the centralized curriculum, accountability of teachers and the standardized testing of students have been dominant (Chen & Yang, 2013; Han & Paine, 2010; Huang, Fang, & Chen, 2017). Even fewer studies compared how teachers in these areas strategically adopt and adapt lesson study to assimilate and accommodate the professional discourses proposed by educational researchers, school leaders, and/or policy makers, as well as mediate their own teaching expertise (Ebaeguin & Stephens, 2014; White & Lim, 2008).

This symposium, Structure and Agency: Comparing Lesson Study Practices in Asian Contexts attempts to unpack the complexity of lesson study in the Asian contexts, and explores how teachers are engaged in lesson study practices from an international and comparative perspective. Specifically, the presentations seek to address the following questions: (1) How do teachers practice lesson study? (2) How does lesson study work as a tool to mediate between the professional/policy discourses and teachers’ classroom practices? (3) How have various models of lesson study developed in Asian contexts to mediate between the policy/academic discourses and teachers’ understanding of teaching and learning?

This symposium consists of presentations on the qualitative case studies from Mainland China, Hong Kong, Japan, and Singapore. Such a comparative perspective reveals different models of lesson study practices, wherein teachers participate and adapt lesson study in their particular contexts. The nuance represented in each case raises the awareness of the significant variety and different models of practices within the commonly referred to as “lesson study” as “a signature pedagogy” for teachers in Asia. However, the flow of the ideas across the cases may also suggest how innovative adaptations of lesson study could be practically similar in different contexts as the teachers strive to address the fundamental issues in education (Pang & Marton, 2017).

The findings suggested that in the pedagogical discourses shaped by centralized school systems with quality assurance and curriculum management, teachers are appropriating various resources to develop their expertise with lesson study—not only via technical procedures of implementing lesson study but also actively constructing their interpretations on what they can learn from the process to meet demands from different stakeholders. While the illustration of the cases is uniquely Asian, implications include concerns about teacher professional learning, curriculum management, and educational reforms common to many other educational contexts.

Symposium paper 1 (200 words):

Implications of Lesson Study for Teacher Learning in Mainland China

Xiangming Chen

Beijing University, Beijing, China

In the past twenty-five years, teachers in Mainland China have been torn by a dilemmatic tension between the exam-oriented education under pressure from society (especially administrators and parents) and the education for student development advocated by academic reformers and the central government. The role of the local government is misleadingly contradictory in that it calls on reforms with constructivist ideas while ranking schools and students with centralized exams. It is under this complex sociocultural context. I will report how teachers in China have been using lesson study as a tool to mediate among the conflicting demands from different stakeholders. In their collaboration with university scholars and open-minded school managers, teachers are learning how to fight a win-win battle by improving the quality of learning and the exam scores of their students simultaneously through lesson study. Empirical data will be collected mainly from my recent fieldwork in a secondary school in Beijing, as well as my personal experiences in China in the past decade. The analysis is guided by a cultural perspective with the Confucian doctrine of the mean as the theoretical framework, so as to deepen understanding of various lesson study models in Asia.

Symposium paper 2 (200 words):

The Roles of Lesson Study in Hong Kong: Quality Assurance Policy Perspective

Cheng, Chi Keung Eric

The Education University of Hong Kong, Hong Kong, China

This case study explores the roles of Lesson Study under the educational quality assurance (QA) policy in Hong Kong. It aims to examine how Lesson Study works as a tool to address the QA policy through improving teachers’ classroom practices. Interviews and participant observations were conducted in four schools for qualitative data analysis. The findings show that Lesson Study is conceptualized by teachers as a process of collaborative lesson planning, lesson observations and post-lesson conferencing. However, due to the limitation of administrative resources, lesson observation is usually excluded from the process. Two roles of Lesson Study were identified: 1. Lesson Study plays a role to bridge the gap between student assessment and curriculum implementation since the topics with the worse academic results were selected as the main themes for the research lessons for improving the teaching quality. 2. Lesson Study serves as a tool for fulfilling the key performance measures (KPM) of professional development of teacher for the QA policy. The study contributes to the understanding of the instrumental roles of Lesson Study to address the requirements for quality of education and teacher professional development.

Symposium paper 3 (200 words):

The trend of Lesson Study in Japan - from the perspective of Curriculum Management

Tetsuo Kuramoto

Aichi University of Education, Japan

School improvement from the perspective of lesson study is not only for individual teachers’ efforts to achieve educational outcomes but also for school to manage curriculum and develop lessons. This presentation addresses two themes. Firstly, I introduce the theoretical characteristics of Japanese lesson study and summarize the theoretical consistency between lesson study and curriculum management, which is the central concept of the new national curriculum guidelines from 2018. Generally, the fundamental factors of curriculum management are divided into three clusters: (1) curriculum philosophy, mission, vision, strategy, (2) lesson study, curriculum leadership & school culture, professional learning community, knowledge management, and (3) students’ academic achievement and personal growth, and the enhancement of teachers’ professional skills (Kuramoto & Associates, 2014). Secondly, I argue that the SECI model, knowledge leadership, and lesson study are effective functions for curriculum management. In combination, they can foster comprehensive school improvement, and ultimately become an organizational driving force to educate students and facilitate teacher professional learning. The above themes are analyzed through a case of lesson study in sync with leadership and curriculum management in Japan.

Symposium paper 4 (200 words):

Lesson Study for Teacher Learning in Singapore: A Pedagogical Perspective

Jiang, Heng

National Institute of Education, Nanyang Technological University, Singapore

Drawing upon the idea of pedagogical domains (Alexander, 2000, 2010; Deng, 2018), this study argues that lesson study provides a pedagogical space for teachers in Singapore to learn from analyzing the substance of curriculum content which informs, justifies, and modifies the act of teaching and learning to which that teaching is directed. The centralized curriculum and assessment oriented education system in Singapore may have both made such systematic teacher learning practices possible and set constraints. This qualitative study is based on fieldwork over two years in two primary schools and one secondary school in Singapore. It reveals how teachers participate, interact, and creatively adapt lesson study as a platform both for their professional development and reacting to educational reforms in their particular school contexts. The findings suggest that lesson study provides following affordances for teacher learning: (1) eliciting hypotheses in dialogue; (2) creating a pedagogical space for alternative perspectives; (3) collaboratively scrutinizing student learning evidence for follow-up teaching; and (4) identifying problems for further discussions. Limitations set for these affordances in Singapore educational contexts are also discussed.

and learning contexts, Lesson Study in different cultural, subject
International and Comparative Perspective, Teacher agency

Intervene from activities initiated by pupils: the case of free play

Paper199Anne Clerc-Georgy, University of Teacher Education Vaud, Switzerland

Koninklijke logeTue 14:35 - 16:05

Abstract

The purpose of this research is to describe and analyse an original adaptation of the lesson study approach implemented in the first years of schooling. Taking into account children's perspectives, the aim here is to design classroom interventions based on pupil-initiated activities.

The methodology used is the case study. The analysis focuses on the evolution of play moments in the classroom and the nature of teachers' interventions in these moments. It is completed by the exchanges during the preparation and debriefing that surround these teaching moments.

The first results show the initial reluctance that teachers may have to intervene in moments of play before gradually understanding the nature of the interventions that could foster the development of a mature play.

This presentation focuses on the professional development of teachers and illustrates an innovative use of lesson studies.

Summary

This work was carried out as part of a research and training project involving teachers of the first four years of schooling (4 to 8 years) in Switzerland. The objective was to enhance the value of free play in these degrees. The approach adopted was a new form of lesson study since the aim was to prepare to intervene in response to activities initiated by pupils.

This research-training is relevant to teaching practice, teachers’ professional development and their understanding of the development potential fostered by free play.

We have retained two theoretical frameworks. The first one is the historical-cultural approach and particularly the analysis of the role of play developed by Vygotsky (1933/2016). In this context, play is the activity most likely to generate developmental gains for children between 3 and 7. It creates a zone of potential development because it allows the distance from reality, the possibility of separating the object from its meaning and the emancipation of the limits imposed by the use of situations in everyday reality. But this play is also based on the offers of meaning offered in its environment (Clerc-Georgy, 2018). Researches has shown the links between these developmental gains and play maturity (Elias & Berk, 2002).

The second theoretical framework is children's perspectives developed by Sommer et al (2013). According to these authors, children's perspectives consist, for adults, in seeking to understand children's perceptions, experiences, statements and actions. Play is a privileged place to observe these perspectives, especially the meaning that children give to the proposed offers of meaning.

The research question is : How do teachers intervene in pupil-initiated activities, especially in moments of free play?

Methodology used is case study. The analysis focuses on the observation and evolution of play moments in the classroom as well as the nature of teachers' interventions during these moments. The data are completed by exchanges during preparation and debriefing phases.

The first results show the initial reluctance that teachers may have to intervene in moments of free play. Indeed, they are afraid to block children's play. The preparation and identification of possible types of interventions allowed them to gradually dare to intervene in order to promote the development of a mature play. These transformations involve a dialectical interaction between changing practices and changing conceptions of play and of the teacher's role.

So the lesson study approach in the context of the first years of schooling and about pupil-initiated activities, as well as the analysis of its effects on teachers' practices and conceptions, illustrate the need and importance of thinking differently about teaching in these degrees. It is important to take into account both the role of play and children's perspectives in building the first learnings that are essential to successful schooling for all pupils.

Finally, the research made it possible to question the use of lesson studies in the preparation not of lessons, but of teachers' possibilities of intervention in the face of unpredictable activities, because they were initiated by children.

Innovative uses of Lesson Study
Classroom interventions, Free play, Pupil-initiated activities

Using variation theory to teach Primary students in Hong Kong to write passages that describe others

Paper352Ho Chung Lee, Kei Tung Yim, The Education University of Hong Kong, Hongkong; Anna Julia Frey, Pädagogische Hochschule Tirol, Austria

Koninklijke logeTue 14:35 - 16:05

Abstract

This paper focuses on the usage of variation theory in a learning study that aims at teaching two classes of primary one English-as-a-foreign-language (EFL) students (aged 6-7) in Hong Kong how to compose a paragraph that describes another person by ten practice teachers (year 2-3) from the Education University of Hong Kong. Pre- and post-tests were adopted to test the knowledge of the students to confirm the critical features and evaluate the effectiveness of two teaching cycles. The design of the second cycle got refined according to the reflection of the first cycle. Through the research, a discrepancy between the performance of male and female students was noticed. A correlation between students’ performances and methods of teaching was also made clear by the data obtained from the tests. This paper provides insights on different possibilities of lesson design and application of Variation Theory in a learning study approach.

Summary

This paper reflects on a learning study which employed variation theory, conducted by ten pre-service teachers. The flow of the research was as follows: A pre-test was first designed and administered to the target students in regard to the selected object of learning. The results were then analysed to identify students’ learning needs, and a lesson plan would be designed in order to tackle the problems in the pre-test. A pre-test was conducted to find out the difficulties of students when constructing simple sentences, meanwhile testing their prior knowledge needed for the class. It was noticed that the main issue students encountered while constructing sentences was that most of them wrote incomprehensible words such as Chinese characters or simple symbols. The problems of lack of vocabularies, misuse of adjectives and poor sentence and paragraph structure were hence detected. It could be concluded that the result of pre-test had laid the foundation for further adjustment of the lesson plan.

On top of that, the first teaching cycle was taught by a group of five teachers in the first class. The lesson was reflected on and adjusted subsequently, according to the lesson plan and observation by the second group of five teachers responsible for the next class, with the purpose to ameliorate the lesson. The polished lesson plan was then taught in the second class, followed by a post-test that aims at examining the effectiveness of the overall teaching. The post-test results were analysed and compared with those of the pre-test, clearly stating the improvement in the second cycle.

Before the first lesson, 72.2% and 82.8% of the students taking the pre-test did not attempt the task in Part A and Part B respectively whereas in the post-test every child attempted part A and 74% of the students attempted part B. It was shown that before the lesson, the students did not know how to solve the questions correctly and they were reluctant to write complete sentences. While after the lesson, students learned the required vocabularies and usage which made them able to write keywords and construct adequate sentences. This paper sheds light on the different possibilities of lesson design and appliance of Variation Theory in regard to guiding English-as-a-foreign-language students. Throughout the course of the study, the teachers involved were able to gain an authentic insight through both the pre- and post-test analysis, improving their understanding of the Variation Theory in the context of Hong Kong education by engaging and applying the theory in a practical setting with data research as a solid ground of reinforcement. Learning study challenged the practice teachers, as “teachers to be”, to see learning through the eyes of the students. They are inspired to developed students’ confidence by learning through learning study and to cooperate with other teachers, to encourage and aid the students in the best possible ways, so that they can learn and understand better.

Learning Studies
Hong Kong Students, Lesson Design

Action(re)call: a method researching knowing -in-action

Paper8Pernilla Ahlstrand, University of Gothenburg, Academy of music and drama, Sweden

Koninklijke logeTue 14:35 - 16:05

Abstract

This project aims to further investigate and develop a method called action(re)callin a theatre teaching practice in upper secondary school in Sweden. The expected outcome will articulate subject-specific capabilities central to plan teaching activities in a systematic way which involves working with feedback strategies and assessment. Teachers in Sweden are, due to the last two curriculum reforms, expected to plan their teaching of the subject in order to make it possible for the students to develop specific ways of knowing corresponding to the prescribed subject-specific capabilities. The epistemological point of departure is a non-dualistic, relational and practice-based view of knowledge. The method is an example of how teachers and researchers can work together in exploring how knowing-in-action (Schön 1983) and the knowing relieved from the action can become visible and articulated. Knowing is to a large extent tacit in embodied (Polanyi 1962) as well as practice-based meaning (Wittgenstein 1992).

Summary

The last two curriculum reforms in Sweden have introduced new ways to (re)present the content of schooling. The new kind of syllabus is organized in relation to content areas as well as subject-specific capabilitiesfor the students to develop. This change of how the curriculum texts are formulated can be regarded as expressing the shift from a focus on knowledge (in terms of subject matter) to teach to a focus on ways of knowing (subject-specific capabilities)(Carlgren, Ahlstrand, Björkholm & Nyberg 2015). In Sweden, theater is an artistic subject at upper secondary level, as part of the national aesthetic program. Previous research in the field have pointed out the difficulty to describe the knowledge specific aspects of central capabilities that theatre as a school subject develops (Winner, Goldstein & Vincent- Lancrin 2013; McCammon & Österlind, 2011).

The epistemological point of departure is a non-dualistic, relational and practice-based view of knowledge. (Carlgren 2015; Polanyi 1962). It is to a large extent tacit in embodied (Polanyi 1962) as well as practice-based meaning (Wittgenstein 1992). It can be described as knowing-in-action (Schön 1983) and the knowing must somehow be relieved from the action in order to become visible and articulated.

This project aims to further investigate and develop a method called action(re)callin a theatre teaching practice in upper secondary school and research the question: which are the different ways of knowing involved inbeing able to act and communicate with an audience. In the research the assignment to create a stage production is video recorded and the rehearsal period is followed where a written text, a script, is supposed to be performed. The interventions that occur in the rehearsal process of the stage production is studied. During the rehearsals, situations arise when the teacher intervenes with the ongoing process (Ahlstrand 2015). The teacher stops the rehearsal based on difficulties with the student performance which has been identified. In the method, these situations are called didactic interventions. This means that on the occasion of didactic intervention, the researcher puts questions to teachers and students regarding the choices made in immediate connection with the intervention. The method is called action(re)calland is a development of stimulated recall(Haglund, 2003). While stimulated recall is used as a method outsidethe classroom, action(re)call has the focus on knowledgeinaction,insidethe classroom. In earlier studies learning studyhas been used as a research approach (Ahlstrand 2014; Ahlstrand 2018). In relation to the research lessons, involved in a learning study, a teacher and the researcher developed this method which will now be further refined.

In order to develop in-depth knowledge of what is happening at the time of didactic interventions, interaction analyses will be used (Jordan & Henderson, 1995). Interaction analyses are part of the conversation analytic field and focuses on physical actions. The analyses will start in the spring 2019 and the expected outcome will articulate subject-specific capabilities central to plan teaching activities in a systematic way which involves working with feedback strategies and assessment.

Creating knowledge in practice: action research and other practice-based research approaches
Theatre in upper secondary school, Ways of knowing

Teachers’ awareness of pupils’ content knowledge of geometric shapes

Paper203Balli Lelinge, Malmö university, Education and sociaty, Sweden

Londen '71Tue 14:35 - 16:05

Abstract

The aim of the study is to analyze, from a perspective of variation theory, teachers’ awareness of using gratifying learning as a knowledge contribution for the pupils’ understanding of geometric shapes.

The study consists of three research lessons in three classes in grade 4.

In the intervention three teachers, 50 pupils and one researcher participated.

The pupils did a pre-test before the lesson and a post-test after.The result indicates that the teachers have distinguished the importance of combining a gratifying

learning to develop the pupils’ understanding of geometric shapes. Furthermore, in the teacher's

reflections, it appears that if the pupils are offered a structured and varied teaching pattern, their knowledge of geometry increase. Critical aspects found were to discern the shapes regarding the

differences between edges and line-shaped forms, and to understand the differences between two- and

three-dimensional representations of the geometric shapes.

Summary

An overall aim in this study is to analyze, from a perspective of variation theory, teachers’ awareness of using gratifying learning as a knowledge contribution for the pupils’ understanding of geometric shapes. The research question is: What differences is expressed by the teachers before and after the intervention of the learning object geometric shapes?

Variation theory has been the guiding principle in designing the interventions of this study.

According to the theory, learning depends on whether the pupils can distinguish the critical aspects

of the object of learning (Marton, 2015; Marton & Booth, 1997). In this study the teachers are using

a learning study approach to identify the pupils’ critical aspects to allow for the pupils to see,

discern, learn and understand more about geometric shapes (Holmqvist, 2006a; Holmqvist 2006b; Lo, 2014). The research methological aims are to find what features, or aspects, are identified for the

particular pupils’ which the teachers want to make discernable for the pupils (Marton, & Booth, 1997; Marton & Lo, 2017; Runesson, 2004).This paper is about the object of learning of two- and three-dimensional geometric shapes. During a

four-month period, three teachers, 50 pupils and a researcher met every week for two hours. The

material constituted an iterative process regarding three research lessons in three different

classes in grade 4. In the first lesson (A) 18 pupils participated, in the second (B) 14 and in the

last lesson (C) 18 pupils. The research lessons were between 50-80 minutes each and the pupils took

a pre-test before the lesson and a post-test after. The main methods were: teacher collegial

reflections, interview, classroom observations and video/audio-recorded documentation.The results indicate that teachers' awareness of the effect on their teaching patterns increases

when analyzing the pupils’ learning outcomes. Group A’s conceptual understanding of the

three-dimensional shapes cube, cone, sphere and block increased from 33 to 71 percent, group B

increased from 43 to 57 percent, and group C from 50 to 61 percent. The highest increase was in

the first group, 38 percentage units, which is interesting as the revised lessons do not result

in increased learning outcome.Teachers’ ability to find out what aspects are critical for the pupils to discern is supposed to

increase during a learning study process. In this study, the teachers’ capability to enhance the

pupils’ learning outcome did not increase. In fact, it decreased as the difference in pre- and

post-tests showed +38 percentage units in lesson A, +14 in lesson B and finally +11 in lesson C. The

analysis of the teachers’ instruction show that what was made discernable in lesson A was the

intentionally on the content knowledge of geometric shapes. In lesson B and C, the instruction did

not meet the pupils’ needs regarding gratifying learning as a knowledge contribution for the pupils’

understanding of geometric shapes. Instead, a focus was on the pupils’ enjoyment during the lesson –

gratifying the pupils during the learning process, which did not enhance the pupils’ knowledge

development.

and learning contexts, Lesson Study in different cultural, subject
Geometric shapes, Professional Collaborative Development, Variation theory

Quality mathematical tasks for better learner engagement

Paper263Oonnithan Radha Devi, Hai Sing Catholic School, Mathematics, Singapore; Benjamin Yeong Whye Leong, Bedok South Secondary School, Mathematics, Singapore

Londen '71Tue 14:35 - 16:05

Abstract

Students need to be exposed to mathematical problems that require them to be versatile to select appropriate strategies and access relevant knowledge. They must be able to make connections to what they have learnt using multiple representations which will help them to develop meaning and to monitor their own thinking. Tasks that are higher in cognitive demand were crafted for secondary students (13 to 16 years old) by a team of teachers from different schools. These tasks require non-algorithmic thinking which means that students are unable to predict the procedures to be used. Appropriate tasks were given based on students’ readiness. Students worked in teams and had to explain, justify and make connections to the different methods used. Teachers provided scaffolding, timely feedback and orchestrated the discussions in class. Evidences from students’ work, teachers’ feedback and survey results indicate to have a positive impact on students’ learning and self-efficacy.

Summary

The practice or context from which the work originates

Smith and Stein (1998) have emphasised that the highest learning gains for students result from engagement in high levels of cognitive thinking and reasoning. Tasks can be broken down in terms of four categories of cognitive demand:

Memorisation

Procedures without connections to concepts or meaning

Procedures with connections to concepts

Doing Mathematics

Relevance for educational practice

Teachers are encouraged to craft tasks that fall under the third and fourth categories which require deeper thinking and understanding of Mathematical concepts. Providing quality tasks in class allow students to think deeply using the mathematical knowledge learnt, communicate and justify their thoughts and work collaboratively in a team. These are qualities and skills that are essential in a VUCA world, one which is volatile, unrealistic, complex and ambiguous. Teachers can also orchestrate rich discussions with quality tasks.

Theoretical frameworks

Singapore Mathematics Curriculum Framework

The central focus in our framework is mathematical problem solving and this is supported by five inter-related components – concepts, attitudes, metacognition, processes and skills (Figure 1). This paper focusses on two of the components namely metacognition and processes. Students are expected to be able to select appropriate strategies when solving problems and be able to self-regulate their own learning and thinking. They must be able to justify their results using appropriate mathematical language and reasoning and communicate effectively.

Flow Theory

When students’ skill is matched with task difficulty, a state of ‘flow’ is achieved (Csíkszentmihalyi, M. 1996). Appropriate tasks are given based on students’ readiness. Providing the right scaffolding, allowing them to analyse the tasks and helping them to monitor their progress allow students to become intrinsically motivated.

Research Question

Will there be a change in students’ self-efficacy when solving Math problems?

Method

Tasks were crafted and conducted for secondary students (13 to 16 years old) by a team of teachers from different schools. These are problems which require students to analyse, think, choose appropriate strategies to solve and to make connections to what they have learnt. It can be solved using different methods as well. Students worked in teams and they had to explain, justify and make connections to the different methods used.

Results

Students’ written work show that they can use appropriate strategies to solve mathematical problems. Teachers also noticed that most students can communicate using appropriate math language to justify and evaluate their solutions. Survey results based on a self-efficacy formative questionnaire (Gaumer Erickson, A.S. & Noonan, P.M. 2018) shows an improvement.

Conclusion and Discussion

Students are used to solving routine textbook questions. Hence, they were not very comfortable when given such ‘rich’ tasks initially. They had to be given simple non-routine tasks and then introduced to such ‘rich’ tasks. With appropriate scaffolding, students’ mindset has changed, and they are now more interested in solving such tasks. More opportunities could be given to allow students to work on cognitively demanding tasks so that they find learning mathematics meaningful.

Developing Professional Learning Communities: models and practices
Engaging, Mathematics, Tasks

Critical aspects when analyzing equations with a part-whole structure

Paper90Jane Tuominen, Stockholm University, Department of Mathematics and Science Education, Sweden

Londen '71Tue 14:35 - 16:05

Abstract

The aim of the presentation is to discuss what critical aspects enable students to discern relationships, based on a part-whole structure, between numbers in equations. Analyzing relationships and not merely focusing on calculating, may lead to positive consequences when performing addition and subtraction tasks. Learning study was used as research approach in order to identify what students need to discern and learn, so-called, critical aspects. Students in grades 3, 8 and 9 participated in video recorded research lessons and the recordings were transcribed and analyzed. According to the analysis, three critical aspects were identified, regardless grade. Concerning the findings, an implication may be that students already in early grades need to discern relationships between numbers in equations. This is an assumption, since also older students in the study tended to in a larger extent focus on calculating, not on relationships.

Summary

Indications show that students need to focus on general mathematical structures, not merely on calculations (Kilpatrick, Swafford, & Findell, 2001; Mason, Graham, & Johnston-Wilder, 2005). One reason may be that the learned becomes forgotten when mainly focusing on calculations based on rules and procedures (Chevallard, 2015).

The research question, formulated by the two researchers, is What critical aspects do students need to discern concerning relationships between numbers in equations with negative numbers included?

The learning study was conducted in three Swedish schools with eight teachers and students in grades 3, 8 and 9, totalling 149, with similarly limited experiences of teaching based on relationships between numbers in equations.

A core concept related to variation theory is critical aspects, which can be described as what students need to learn. Variation theory is commonly used in learning study (Marton, 2015). However, in this study, learning activity was used as a theoretical tool (see Eriksson, 2017). Based on learning activity, learning models (e.g., Figure 1) are central in order to visualize and mediate the content (Davydov, 2008). Structural and abstract properties are captured by learning models (Davydov, 2008; Gorbov & Chudinova, 2000).

Figure 1. A learning model, inspired by Davydov (2008).

The learning model used during the research lessons.

Video recorded research lessons were conducted iteratively, where relationships between numbers in equations were explored by a part-whole structure (Schmittau, 2005), supported by the learning model above. The recordings were transcribed and analyzed and signs of critical aspects were highlighted.

In the analysis, three critical aspects were identified:

two parts together build up a whole with the same value as the two parts together. The critical aspect can also be described as if one of the parts is taken away from the whole, the other part is what remains (cf. Tuominen, Andersson, Boistrup, & Eriksson, 2018),

the same relationship can be formulated in four different ways, though the relationship is still the same,

when negative numbers are included in part-whole structures, the whole assumes a lower value than one of the parts.

According to the analysis, students, regardless grade, needed to discern the same critical aspects. One reason may be that the students had similarly limited experiences of focusing on relationships between numbers.

The first aspect can be discerned separated from the other two and it seems that it needs to be distinguished before the other two aspects. However, the first and second critical aspects can be discerned simultaneously.

Focusing on equations with negative numbers included, the first and second critical aspects are prerequisites in order to discern the third. However, the three critical aspects can be explored simultaneously (cf. Marton, 2015).

Assuming it is important to focus on relationships, based on a part-whole structure, there is a need of knowledge of the critical aspects, although they are related to students and what is to be learned (cf. Marton, 2015). Nevertheless, the findings can be relevant for teaching practice in similar school systems when planning and conducting lessons concerning relationships between numbers in equations.

Creating knowledge in practice: action research and other practice-based research approaches
Critical aspects, Learning study, Part-whole structure

Enhancing children’s learning of ‘composite figures’ through a variation theory framework

Paper109Yueh Yuan Goh, Siew Lin Lee, Academy of Singapore Teachers, Pedagogical Excellence Branch, Singapore

Madrid '69Tue 14:35 - 16:05

Abstract

The purpose of this paper is to investigate the variation in perception of composite figures in young children, and how the variation theory can be used as a pedagogical principle to develop mathematical ability of the children and enable them to apply their understanding in finding the areas of composite figures. The study involved a team of 4 teachers teaching 168 Grade 6 students in a Singapore primary school. Facilitated by a knowledgeable other from the Academy of Singapore Teachers, this collaborative and iterative learning study approach sought to teach the object of learning. The findings of the study show that the patterns of variation designed and implemented had a significant impact on the understanding of students about composite figures. The teachers’ understanding of the use of variation theory has increased significantly through their involvement and they are now more confident to use the variation approach to develop their practice.

Summary

Learning Study is one of the critical Inquiry methods offered by the Academy of Singapore Teachers for teachers to reflect on and improve their practice systematically. Underpinned by a learning theory with the emphasis on the object of learning and the use of pattern of variation, Learning Study is said to enhance the quality of teaching and students’ understanding.

The purpose of this paper is to investigate the variation in perception of composite figures in young children, and how the variation theory can be used as a pedagogical principle to develop mathematical ability of the children and enable them to apply their understanding in finding the areas of composite figures. Thus, this study seeks to answer the research questions: (1) To what extent has the children’s understanding of the composite figures improved using the variation approach to teaching; and (2) how the collaborative learning study enhanced the teachers’ practice as well their professional growth.

A team of 4 teachers teaching 168 Grade 6 students in a Singapore primary school facilitated by a knowledgeable other from the Academy of Singapore Teachers participated in this collaborative and iterative learning study approach to teach the lesson. A diagnostic probe was designed and administered to find out students’ conceptions of the object of learning. The probe comprises variable questions of composite figures that require student to answer the question, “What shape/shapes do you see in the following figures?” The teachers analysed the students’ responses and their ways of thinking using a matrix to categorise their conceptions. With further analysis of students’ work coupled with the conduct of interviews with specific groups of students, the teachers eliminated some the tentative critical aspects that had been identified prior to the administration of the probe, and confirmed two critical aspects as follows:

Identify perpendicular and parallel lines in the 2-D shapes (that were identified) in relation to the given composite figure

Identify the dimensions and understand its relationships relative to the subdivided 2-D shapes within the composite figure

Three lessons were enacted using the patterns of variation and invariance of the critical aspects to enable students to discern the object of learning. At the end of each lesson, a colloquium was conducted to evaluate students’ learning and for teachers to reflect on the effectiveness of the lesson enacted, in particular, the use of contrast and generalisation.

The findings of the study show that the patterns of variation designed and implemented had a significant impact on the students’ understanding of composite figures. Through their involvement in this study teachers’ understanding of the use of variation theory has also increased significantly and they are now more confident to use the variation approach to develop their practice. This paper presents the case of learning study in a Singapore primary school and reported the learning process and experiences of the teachers in a collaborative framework and showed how an embedded powerful theory of learning can have significant impact on students’ mathematical thinking and application to solving problem in composite figures.

Learning Studies
Patterns of Variation

Use of variation theory to enhance children’s learning of ‘condensation’ in primary science

Paper120Su Fen Goh, Siew Lin Lee, Ministry of Education / Academy of Singapore Teachers, Singapore

Madrid '69Tue 14:35 - 16:05

Abstract

This paper reports the findings on the use of variation theory by two teams of primary science teachers to design and deliver lessons to teach on condensation - a concept which several of their students have difficulty understanding. This qualitative study involving 2 groups of grade 5 students from two schools in Singapore seeks to (1) investigate the use of variation theory as a framework to design effective science lessons and (2) explore the use of the variation theory framework to enhance teachers’ professional practice. Findings revealed that the patterns of variation provided teachers a frame to systematically design lessons to help students better discern the object of learning; teachers also reported that they found it useful as the patterns of variation provided them with a common language to dialogue and reflect upon the teams’ learning during the learning study process.

Summary

The use of lesson study as one of the professional development practices to encourage teachers to work together in teams to become more effective teachers has been used extensively in Singapore. It is only in recent years that the use of learning study, a kind of lesson study with an explicit learning theory, has gained traction in the local schools.

The learning study approach, premised on variation theory of learning, provides a unique perspective on teaching and learning in this study. The study involving 2 classes of grade 5 students from two primary schools, each embarked on a learning study cycle together with a knowledgeable other, aim to:

(i) investigate the use of variation theory as a framework to design effective science lessons;

(ii) explore the use of the variation theory framework to enhance teachers’ professional practice.

The study was largely qualitative in nature and involved using observations, interviews and surveys as the form of data collection. The sample was drawn from 2 classes from two different co-educational schools in Singapore, with each class having about 40 students. Both schools were chosen as they had indicated an interest in wanting to explore the use of variation theory in addressing students’ ideas on ‘Condensation. The team started by first conducting pre-test and interviews with students to find out their intuitive ways of understanding the object of learning. Teaching activities were then designed to best enable students to experience the desired patterns of variation that will help to bring about learning. Students’ artefacts as well as interviews were also collected to find out if they have discerned the object of learning. A colloquium and teachers’ survey were also conducted to evaluate teachers’ reflection on the effectiveness of the lessons, in particular on the use of variation theory.

Findings from the study revealed that students had a better understanding on the concept on ‘Condensation’ even though the teaching activities for the patterns of variation were different in both schools. The teachers also reflected that the use of patterns of variation not only provides a frame for them to systematically guide students in achieving conceptual understanding, it also provides a common language for teachers to dialogue and reflect upon in their teams. The knowledgeable other who embarked on the journey with the teachers also reflected how powerfully patterns of variation has influenced them in their way of teaching and how they had grown in their teaching competencies through the learning study cycle.

This study has contributed to the field of learning study by adding to the limited number of studies done in the area of learning study in Singapore primary science classrooms. The findings also highlighted some practical implications for teachers of primary science as they design teaching and learning experiences for students: the importance of being aware of the ideas that students bring to class, taking into account these ideas in the design of lesson and teaching with these ideas in mind, all guided by the use of patterns of variation.

Learning Studies
Learning study, Professional development, Science learning

Applying learning study in special education: what we learned

Paper47Ka Wai Leung, The Education University of Hong Kong, Curriculum and Instruction, Hongkong

Madrid '69Tue 14:35 - 16:05

Abstract

This paper reports on a collective case study of three learning studies taught by different special school teachers under the Mathematics subject with the purpose of identifying the teaching principles of Learning Study (LS) and how LS supports student learning. Based on the pre-post test , students’interviews, and lesson observations, two major principles, consolidation and extension are identified. The consolidation principle emphasises applying variation theory in designing different types of activities for students to understand the critical features of the learning object, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. They are also design principles commonly found, with the emphases on student learning needs and the reflective teaching. The findings contribute to the design of Learning Study in Mathematics, especially on how to cater the individual differences under Special Education.

Summary

Learning study is an effective instructional strategy in teacher education programs for engaging students more actively in the learning process. In spite of the extensive studies on Learning Study in teacher education programs and courses, few studies are devoted to investigating the implementation of mathematic teaching in special education lessons. This study describes the implementation of three Learning Study projects in special schools by the collaboration among staffs from University, Education Bureau and local special schools.

This study adopted the theory and practice of learning study. Three Mathematics topics were selected for the teaching themes among three Learning Study projects: distinguish the shapes/ categorize objects/ identify the direction of left & right. The learning study encompassed six major steps: selection of a topic, design of a pre-test and analysis of its results, design of a lesson plan, implementation of the lesson plan and post-test, evaluation of the learning study, and reflection on the learning study. From the teachers’ experiences, the misconceptions of students were discussed. In general, students only knew the concept of shapes by drilling, but had no concept on the differences between circles and triangles since they only able to name the different shape but hardly tell why they were different. Even though some students had some concepts of categorization, they had a weak understanding of the relationship between a pair and concept of identical. Most students had little understanding of why two persons stood oppositely, their direction of left & right will be different.

A pre-test was designed to test students’ prior knowledge of the related concepts of the topic and was administered to the different classes among three Learning Study Projects in different time phases. Results of the pre-tests were analysed and a lesson plan was drafted according to the pre-test results and critical features were identified as well. The cycle of teaching were carried out in each Learning Study under different topics and students were post-tested. The lesson was analysed and evaluated in the light of the post-test results, which were focused on the evaluation of and reflection on the learning study as a whole.

It was found that Learning study enables teachers to apply the theory of variation to reflect proactively on their teaching, to organise lessons better, and to cater for individual differences in learning mathematics. Through identification of students’ misconceptions, teachers are in a better position to understand teaching from students’ perspective. This helps teachers to develop pedagogical content knowledge in mathematics. Further, the results of our analysis of Learning Study projects indicate that two major principles, consolidation and extension have structured the practices of learning study in cultivating a culture of collaboration and caters for individual differences. It provides an explanatory framework for special school teacher professional learning and growth and could help to reform practices.

Learning Studies
Learning study, Mathematics teaching, Special education

Building collaboration and listening pedagogy through lesson study for learning community

Symposium216Christine Lee, National Institute of Education/Nanyang Technological University, Curriculum, Teaching and Learning, Singapore; Ban Heng Choy, National Institute of Education/Nanyang Technological University, Math and Math Education, Singapore; Rachel Goh, National Institute of Education/Nanyang Technological University, Curriculum, Teaching & Learning, Singapore; Manabu Sato, Gakushuin University, Japan

Omloop NoordTue 14:35 - 16:05

Abstract

This symposium will share the preliminary findings of a pilot project of implementing Lesson Study for Learning Community (LSLC) in a primary school in Singapore to develop a culture of collaboration and listening pedagogy in classrooms. Our exploratory project uses a case study approach involving a team of Mathematics and English Language teachers over a period of two years. Our research questions included the following (i) how do teachers understand and enact a listening stance and collaborative learning in their classroom practice? and (ii) what are the challenges teachers face when making this fundamental shift from teaching as telling to teaching as listening as well as in their design and implementation of collaborative learning? Our sources of data are interviews with teachers, observations of lesson study cycles and classroom practices. This exploratory study has provided us deeper insights into the complexities of LSLC implementation in schools.

Summary

This symposium explores the implementation of Lesson Study for Learning Community (LSLC) in a Singapore primary school to develop a culture of collaboration and listening pedagogy in classrooms. LSLC is an extension of the Lesson Study (LS) approach developed more recently in Japan and has spread to China, Korea, Indonesia, Taiwan and Vietnam. It has yet to be implemented in Singapore schools although a national survey conducted in 2014 found that 190 schools in Singapore (about 53% of all schools) have implemented Lesson Study in various forms and scale (Lee & Lim, 2018). Lesson Study for Learning Community (LSLC) builds on adaptations of Japanese Lesson Study as advocated by Sato (2008) and envisions schools and classrooms as learning communities where teachers learn together through Lesson Study to support their students to learn though collaboration and listening pedagogy. Collaborative learning and listening pedagogy have the potential to bring about better engagement and learning in classroom and to develop a culture of care in schools.

Our exploratory project uses a case study approach to study the implementation of LSLC involving a team of mathematics teachers and a team of English teachers in a primary school over a period of two years. Implementing LSLC is a social-political process as it involves a re-culturing of the school and classrooms, a change in mindsets and interactions of several stakeholders in the school. One can expect intrinsic dilemmas in the change process given the uniqueness at the school site and capacity of the teachers to implement the change. The pilot project explores several research questions, two of which will be addressed in this symposium: (i) how do teachers understand and enact a listening stance and collaborative learning in their classroom practice? and (ii) what are the challenges teachers face when making this fundamental shift from teaching as telling to teaching as listening as well as in their design and implementation of collaborative learning tasks? Our sources of data included interviews with teachers, observations of lesson study cycles of the 2 teams of teachers, classroom observations and focus group discussions with students. This exploratory study has provided us deeper insights into the complexities of LSLC implementation in schools and we will present our initial findings through three papers in this symposium. The first paper will explore the theoretical ideas behind listening and collaborative learning and provide examples in the classroom practice of the teachers. The second paper presents teachers’ understanding of listening pedagogy and collaborative learning as well as the challenges they have in implementing them in their classroom practice. Finally, in the third paper, we examine how the lesson study teams design tasks for their research lessons to facilitate collaborative learning and listening pedagogy in their English and Math classrooms

Symposium paper 1 (200 words):

Two important ideas advocated in Lesson Study for Learning Community (LSLC) are listening pedagogy and collaborative learning. Sato (2008) argues that listening pedagogy will lead to dialogic communication for learning and the development of caring relationships and a democratic community in classrooms. It is the listening to other’s voice that facilitates collaboration in learning. Our pilot project requires us as researchers to unpack the meanings of listening pedagogy and collaborative learning for our teachers. We asked the following questions: How do we help teachers move from the usual practice of telling to taking a listening stance in their practice? Positioning listening at the center of teaching works against the common practice of teachers talk, students listen. What does it mean when teachers listen to children’s voices? What are the challenges faced by teachers when they want to listen? How do we help teachers move from cooperative learning to collaborative learning in their group work practice? What are the conditions that will lead to productive collaborative group work? In this presentation, we will share our reading of the literature as well as our effort in working with our teachers to understand the meanings of listening pedagogy and collaborative learning

Symposium paper 2 (200 words):

The paper will examine Lesson Study for Learning Community (LSLC) in the context of different ways that listening pedagogy and collaborative learning are understood and practiced by teachers. In this presentation, we will discuss teachers’ understandings of listening pedagogy and collaborative learning, and how their differing understandings could lead to potential and/or pitfalls in classroom enactment. The results of the study based on individual teachers’ interviews and observations of lesson study cycles provide insights into how different teachers experienced LSLC by articulating the differences in their perceptions of the considerations, consequences, and challenges of listening pedagogy and collaborative learning. These different understandings are used to analyse the classroom observations for insights into the teachers’ meanings and practices of listening and collaboration. We will highlight how the implications of these insights illumine new ways of understanding and implementing LSLC where teachers learn together as a learning community to support student learning through listening pedagogy and collaborative learning

Symposium paper 3 (200 words):

Designing tasks to facilitate collaborative learning and listening in Math classrooms

Choy Ban Heng, Jason Lai, Christine Kim-Eng Lee, National Institute of Education, Nanyang Technological University, Singapore.

Atraju Kanan Ramdas, Queenstown Primary School, Singapore.

Tasks are important for developing competencies in mathematics classrooms. Particularly, in lesson study, a well-designed task provides students opportunities to solve problems, discuss ideas, and reason together. Consequently, teachers have to spend time to think about how tasks can be used to facilitate and encourage student thinking during lesson study discussions. However, designing such tasks is challenging and teachers often find it difficult to connect the task with the concept they are teaching. In this presentation, we will present the tasks designed by the mathematics teachers in our study, and examine the design of these tasks in terms of three principles: the content principle, the activity principle, and the documentation principle (Choy, 2018). In addition, we will discuss our insights into the teachers’ collective pedagogical reasoning and action (Goh & Fang, 2017) as they design tasks to facilitate collaborative learning and listening in Math classrooms. Last but not least, we will highlight the challenges our teachers face, suggest how teachers can be supported as they design tasks as part of the lesson study discussions, and draw implications for lesson study practitioners.

Developing Professional Learning Communities: models and practices
Collaborative Learning, Lesson Study for Learning Community, Listening Pedagogy

Future-oriented education: Stimulating 21st Century Skills in StudentDesignTeams using Lesson Study

Workshop322Geert Holwerda, Windesheim University of Applied Sciences, Education, Netherlands; Melanie Hogenkamp-Schokker, Geert Groteschool, Netherlands

On Fifth 1Tue 14:35 - 16:05

Abstract

In a project, so-called Student Design Teams (SDT’s) were deployed in order to stimulate 21st Century Skills (21st CS) of primary education students designing lessons for their younger peers. Stimulating 21st CS is an important topic as to prepare our young students for active participation in today’s and future society. In the SDT’s, students developed innovative lessons for kindergarten students following a Lesson Study cycle.

First results show that the students developed the 21stCS collaboration, communication, critical thinking, and computational thinking. It also showed an improvement of practical and theoretical skills of the participating teacher with regards to working on 21st CS, SDT’s and Lesson Study.

During the workshop knowledge about the results will be shared and discussed. Also a demonstration by primary school students and a hands-on-activity will be done. In the final phase, there is time for discussion and questions.

Summary

In this skill-building workshop, information will be shared about a project stimulating 21st century skills in Student Design-Teams (SDT’s) using Lesson Study.

Background

A consortium under supervision of the lectorate “Educational needs in Inclusive Learning Environments” of Windesheim University of Applied Sciences in the Netherlands, pointed at the project question “How will primary school teachers be able to impart 21st century skills to their students, in the context of an SDT in which students develop lessons in which an educational robot will be integrated?” This question was investigated during a project at a primary school in Zwolle.

The SDT’s were deployed in order to stimulate 21st Century Skills (21st CS) of grade 5/6 students designing ICT-rich lessons (involving an educational robot) for their peers in kindergarten. The 21st CS (Trilling & Fadel, 2012) cooperation, communication, critical thinking and computational thinking were stimulated.

The idea of SDT’s is based on (research on) Teacher Design-Teams (TDT’s). This is a way of teacher professionalization in which teachers develop innovative educational products (Binkhorst & Poortman, 2017; Binkhorst, Handelzalts, Poortman, & Van Joolingen, 2015; Handelzalts, 2009; Kolodner et al., 2003). Primary school teachers suggest a need to develop pedagogical knowledge and expertise to impart these 21st CS.

The lesson-development by students was executed according to a Lesson Study-cycle (De Vries, Verhoef, & Goei, 2016; Lewis, 2016). The SDT first formulates a learning question and develop and test their lessons. After this, the SDT executes the lesson. They are observed by other students. After a discussion, feedback is assimilated and reflected. Finally, the lesson will be executed on the target- group.

All SDT-meetings were videotaped, and a selection of students was interviewed. A questionnaire measuring 21st CS was administered before working in SDT’s and after the project. First results show that students developed their skills on cooperation, communication, critical thinking and computational thinking. It also showed an improvement of practical and theoretical skills of the participating teacher with regards to working on 21st CS, SDT’s, Lesson Study and the sustainable integration of ICT in the curriculum of the involved primary school and its school association.

Workshop

The aim of the workshop at WALS2019 is to share knowledge about the context, involvement of 21st CS and the method of Lesson Study during the lesson design and implementation. Results will also be discussed. This will be explained during the introduction phase. Secondly, a demonstration of a designed lesson will be showed. Primary school students themselves will do the demonstration. They tell about the process involving Lesson Study and they reflect on their learning experience. After this demonstration a hands-on-activity with participants on the workshop will be done, stimulating their craftmanship. Participants will be able to practice with the educational robot, and receive and give feedback according to the Lesson Study-principles. In the final phase, there is time for discussion and questions.

Time schedule:

Introduction/explanation/context – approximately 20 minutes

Demonstration by a student – app. 20 minutes

Hands-on activity – app. 30 minutes

Discussion/questions – app. 20 minutes

and learning contexts, Lesson Study in different cultural, subject
21st century skills, ICT-rich lesson, Student Design Teams (SDT)

Case study of teachers crafting lessons using a learning study model in a South African school

Paper253Susan Brundrit, Anthea Roberts, University of Cape Town, South Africa

On Fifth 3Tue 14:35 - 16:05

Abstract

Poor performance in mathematics in South African public schools inspired a shift from a conventional form of teacher professional development. An adapted Learning Study model of engagement was piloted by university-based education specialists in two schools. After an introductory theory and content session, the intervention included lesson planning sessions that implemented variation theory, followed by co-teaching and reflection. Participating teachers described a

shift in pedagogic strategies and deepening of content knowledge through the collaborative process. Their enthusiasm for the learning study process was remarkable given the time constraints and conditions imposed by the education system in South African public schools. The form of the teacher professional development was unusual in its focus and intensity as against the more typical generic and dispersed that South African teachers are exposed to. The research is presented in the form of a case study documenting the lesson crafting process and teacher learning.

Summary

The dire state of mathematics in South African public schools has been widely reported. Teacher professional development projects have had limited impacts (Ono & Ferreira, 2010; Bertram, 2011). One of the enduring problems identified is that, with a few exceptions, teachers do not do effective lesson planning or reflection.

The theory that underpinned this research is Learning Study. The theory is a merging of a pedagogic theory, Variation Theory, with a Lesson Study framework for lesson planning, execution and reflection (Pang & Ling, 2012). The research question considers:

The impact that variation theory has on teachers' content and pedagogical content knowledge, and

the impact of collaborative planning and reflection on teachers’ levels of confidence and organisation in the classroom

The research took the form of a pilot study, facilitated by two mathematics education specialists based at the University of Cape Town. The pilot was presented as an accredited short course, of which a large proportion was practical implementation of the principles of Learning Study. Seven teachers from two South African public schools participated in the study. For the duration of the course (6 days) teachers were supported in interpreting and practically applying the theory. This support included collaborative lesson planning, co-teaching, lesson observations and lesson reflections. Each participating teacher was observed daily by a facilitator and/or one or more of the other participants. All sessions and lessons were recorded. A focus group meeting was held three weeks after the intervention, where teachers discussed their responses to questions made available to them prior to the meeting.

The teachers had varying levels of teaching experience; the average level of experience of the three teachers from School A was two years, while that of the four teachers at School B was 12 years. Both schools serve communities wracked by socio-economic challenges. The research made use of the Mathematics Discourse in Instruction (MDI) framework (Venkat & Adler, 2012), shown in Figure 1 below, developed in a South African mathematics research context.

Results of the pilot study are encouraging. All participants demonstrated a greater discernment in their use and choice of resources. Initial response to the intervention was described as engendering a cultural shift through the development of a spirit of collaboration and mutual support. In addition, teachers appeared to be motivated to continue to implement variation theory. They observed that learners were more engaged in the collaboratively-planned lessons, reflected also in test results for the topics covered during the intervention. Furthermore, teachers felt that the intervention was a genuine professional development experience and claim to have extended what they learnt to other spheres of their teaching. All teachers were honest about how their previous practice did not include meaningful lesson preparation and that they were indiscriminately dependent on the prescribed textbook as a resource.

The intensity and context-dependency of this form of teacher professional development makes it an expensive model but worth-while if the teacher learning and learner impact is promising. Research into how to adapt the model to reach more teachers needs to be undertaken.

Learning Studies
Learning study, Mathematics, Teacher professional development

CANCELLED: Lesson Study as Hothouse: Growing Enactments of Culturally Sustaining Pedagogies

Paper386Jennifer Lewis, Wayne State University, Teacher Education Division, United States of America

On Fifth 3Tue 14:35 - 16:05

Abstract

Educators love to love the notion of “culturally relevant pedagogy” (Ladson-Billings, 1995) and its variants. Teachers working in diverse schools often espouse its value and label what they do as “culturally relevant.” For decades now, “culturally relevant pedagogy” has been promoted as an effective approach to meeting the needs of black and brown children living in poverty. Yet knowing how to enact “culturally relevant teaching” eludes many teachers. Lesson study, with its extended collaboration, focus on student learning, shared lesson design, and in-person live observations of research lessons, provides a hospitable environment for developing teachers’ understanding and enactment of culturally relevant pedagogy.

Summary

Theoretical Framework: Grossman and McDonald have characterized teacher education as heavy on “investigation” and light on “enactment” (2009). They argue that eacher preparation has tended to favor discussion of teaching at some remove from live practice, with few opportunities for teachers to bridge theory and practice. Lesson study can serve as this bridge between theory and practice, and is thus suited to the development of teaching practice that is informed by theory, such as culturally relevant pedagogy. The iterative cycle of curriculum study, lesson planning, lesson enactment, and reflection (Stigler & Hiebert, 1999) can function as a canvas for experimenting with complex ideas such as culturally relevant pedagogy, with the social and professional supports and critical colleagueship afforded by team members, accompanied by the discipline of searching for evidence of student learning. Lesson study brings theory to the test of practice, by means of the “research lesson,” which is the event that brings the fruits of teachers’ collaborative study and planning to a live observed lesson with children. It provides a platform for teachers to design culturally relevant instruction in the company of colleagues and try out innovative practices in a reflective, critically supportive professional forum over time.

Research Question: How can the structures of lesson study be leveraged to promote the understanding and practice of culturally sustaining pedagogies? How is lesson study uniquely positioned for such work?

Methods: Records of practice from three years of lesson study for elementary and middle school mathematics classes were collected from three different lesson study groups in Detroit schools. These records include teachers’ lesson plans, facilitators’ field notes, videotapes of research lessons, videotapes of participating teachers before and after their participation in lesson study, teachers’ observation notes, transcriptions of interviews of participating teachers, administrators, and facilitators, and student work from multiple cycles of lesson study. A research team of lesson study facilitators, researchers, and teachers from inside and outside the lesson study groups analyzed the data, noting instances where issues of potential cultural relevance appeared. The research team engaged the lesson study groups in exploring issues of culturally relevant teaching and pointed out openings where these issues came to the fore; the lesson study teams provided researchers with expansions and suggestions for where these practices might develop in their lesson study plans, research lessons, and reflections.

Results: The lesson study process provided four specific platforms for explicit work on culturally relevant teaching: through the articulation of shared understandings of cultural relevance; the articulation of specific discourse moves and pedagogical structures; the habit of mind to visit issues of critical consciousness in reflections on research lessons, and the categorical attention to cultural relevance in lesson design.

Conclusion and Discussion: A curriculum for the development of culturally relevant pedagogy emerged from the study of the data in this project. In addition, a rubric for enacting and appraising instruction for its cultural relevance will enable teachers to carry out the kind of teaching they believe in and know will be effective for children of color.

Lesson Study and teacher professional development
Culturally relevant pedagogy, Teacher education

The impact of introducing Lesson Study in EFL education: a case study of Saudi Arabia

Paper77Jawaher Almutairi, Brunel University of London, United Kingdom

On Fifth 3Tue 14:35 - 16:05

Abstract

Literature suggests that current approaches to teacher development in Saudi Arabia are in need of improvement. Despite an increasing number of Saudi women entering the educational sector as teachers, personal observations as well as literature show that the training of female teachers in Saudi Arabia needs to be improved with a view to updating their professional skillset and empowering them. A participatory action research (PAR) study is proposed to inquire into whether Lesson study, with its emphasis on ongoing collaboration amongst school teachers, reflectivity and evidence-based use of the lesson as a tool for teacher development will be a more sustainable form of learning and empowerment for female Saudi teachers. A sample of female teachers at a school in KSA will be invited to participate in the PAR study, with the two-fold objective being to evaluate the efficacy of LS as a PD tool and to build teacher-capacity for problem-solving.

Summary

In recent decades, the Kingdom of Saudi Arabia (KSA) has taken progressive steps towards increasing the women’s participation not just in education but also in the country’s workforce which represents a significant break from tradition whereby women were restricted from seeking employment under the country’s conservative norms. The move has been made with an eye to preparing female graduates and professionals who can contribute to the indigenization of the country’s workforce alongside male peers, and as more and more women have completed their education and entered the workforce, the impetus for greater professionalization on the part of the employees to meet the requirements of the workplace has increased. The field of teaching is no exception to this, and despite the fact that significant numbers of women are now employed in schools across KSA, literature suggests that their training is inadequate. This is a matter of concern given the close nexus between teachers’ professional development and educational quality identified in research. In this context, professional development of female Saudi teachers may also be seen as a catalyst for their empowerment and transformation. Hence, there is an identifiable need for Saudi female teachers to experience sustainable professional development (PD) that involves participation in and ownership of the PD initiative in addition to an increase in their development as reflective practitioners with a capacity for problem-solving. Amongst the many approaches to professional development of teachers, a notable approach is that of Lesson study which emphasises an evidence-based examination of practice by the teachers through collaborative planning, observation of lessons, reflections on the observed lessons and implementation of proposed revisions arising out of the joint discussions. In the proposed study, Lesson study (LS) will serve as the tool for professional learning, and its efficacy as a tool will be adjudged through a participatory action research design, the different processes of which run parallel to the steps of LS. As the teachers who consent to participate in the study implement Lesson study in their school setting, collaborating on lesson planning, implementation and revision by collecting relevant data and reflecting on what has been observed in the classroom, the participants and I (as researcher) will also collect data about the efficacy of LS for the Saudi teachers. The PAR study has been chosen as an appropriate research approach for the study because literature suggests that in its essence LS is akin to action research for it too encourages cycles of participatory planning, action, reflection and revision with a view to catalyzing change in the participants’ situation or capacity for problem-solving. It is expected that participation in PAR and LS will empower the participating female Saudi teachers and provide them with the tools for ongoing professional development and awareness of their own potential and capabilities. PAR has also been chosen because it levels the power differentials found to exist in conventional research between the researcher and the subjects which is key to creating sustained change once the research project has been completed.

Lesson Study and teacher professional development
Lesson Study, Professional development, Teacher education

Evidence for lesson plan and teaching process

Paper27Masami Matoba, Tokai Gakuen University, School of Education, Japan

Paris '69Tue 14:35 - 16:05

Abstract

The purpose of this study is to clarify how facts gleaned from teaching practice and lesson study become evidence for developing class lessons, based on the case of Shinshiro Municipal Elementary School (SMES) in Shinshiro City in Japan.

Both qualitative and quantitative research methods were employed for data collection in this study.The author shows that the processing of this data into usable evidence takes place in five steps.

In conclusion, one of the pieces of evidence in the teaching plan is the philosophical idea of the teacher that conflicting opinions should be built into the teaching unit and plan.

Summary

Evidence-based studies began in 1991 as evidence-based medicine (EBM) in the field of medical care, and has spread to the fields of nursing education, applied psychology, and psychotherapy. The term "Evidence-based education" appeared for the first time in a paper from the UK (Davies, 1999). Evidence materials in the educational field are facts that are used for making judgments in teaching practice. The purpose of this study is to clarify how facts gleaned from teaching practice and lesson study become evidence for developing class lessons, based on the case of Shinshiro Municipal Elementary School (SMES) in Shinshiro City in Japan.

The case we analyzed was part of a series of lessons proposed by a teacher of SMES at the Summer Study meetings of the 35th Session of the Social Studies Education Organization (Shakaika no Shoshi wo turanuku Kai) (1992), entitled "4th grade - Our lives, and Roads (a familiar road - the 2nd Tomei) - How to educate children while sympathizing with their wishes and conflicts -".

The analysis consists of the following steps: (1) analysis of the unit and teaching plan, (2) segmentation of the lesson process, (3) selecting and interpreting one typical scene, (4) interpreting the teacher’s explanation, and (5) comparison and reconstruction with the two interpretations (3 and 4).

In conclusion, one of the pieces of evidence in the teaching plan is the philosophical idea of the teacher that conflicting opinions should be built into the teaching unit and plan.

Creating knowledge in practice: action research and other practice-based research approaches
Case study, Evidence, Lesson plan

Lesson Study in South Africa: Achievements, Challenges and Opportunities

Paper385Siyalo Qanya, Department of Basic Education, South Africa; David Sekao, University of Pretoria, Science, Mathematics and Technology Education, South Africa

Paris '69Tue 14:35 - 16:05

Abstract

Japan International Cooperation Agency (JICA) and the Department of Basic Education (DBE) have been collaborating to co-create knowledge and support instructional practices in South Africa. Central to this collaboration is the introduction of the Lesson Study as a vessel for enhancement of teacher agency. Since the inception of the Lesson Study numerous milestones have been achieved. However these achievements were not without challenges that provided us with meaningful learnings and insights in the dynamics and subtleties of the Lesson Study. This paper aims to share our experiences emanating from the implementation of the 5-stage Lesson Study model in South African public schools. As participant observers, our experiences were gleaned from the training sessions and monitoring of the implementation of the Lesson Study. The preliminary findings indicate a significant shift from individualistic practice to embracing collaborative practice especially in the environment where lesson observation was not a norm.

Summary

The practice or context from which the work originates

This study originates from the introduction of Lesson Study in South African public schools following a meaningful and effective collaboration with Japan international Cooperation Agency (JICA). The Lesson Study as a teacher professional development approach (Fujii, 2013:3) is being implemented to enhance the teaching of Mathematics and Natural Sciences in Grades 1-9. Prior to the inception of the Lesson Study, it was not a common practice for teachers to work together to discuss pedagogical content knowledge issues and openly declare/acknowledge their limitations in that regard. The State funds the purchase of textbooks by public schools from a national catalogue of textbooks approved by the Department of Basic Education. It is common practice for teachers to over rely on textbooks to inform the instructional practice.

Relevance for educational practice

Lesson Study provides a space for the South African education system to reflect on issues such as textbooks, Pedagogical Content Knowledge (PCK) of teachers, language of teaching and learning, amongst others. Learning from the beginning of the implementation of Lesson Study will help the South African education system avoid the misconceptions outlined by Fujii (2013).

Theoretical framework

In this study we use grounded theory approach within an interpretivist paradigm. The aim is to build a theory on the implementation of Lesson Study in South Africa. We chose grounded theory because it seems to be the most appropriate for responding to the research question. We are therefore guided by the collected data and the analysis thereof to establish what themes seem to be emerging in the implementation processes.

Research question

The research question this study seeks to respond to is: What themes seem to emerge from the implementation of Lesson Study in South Africa? This questions is aimed at determining the “direction” Lesson Study seems to be taking in the South African context. This is particularly important given the clear intentions of introducing this professional teacher development for the teaching of Mathematics and Natural Sciences.

Methods

We employed participant observation and focus group interviews to collect data. Data collection through participant observation entailed the researchers’ own field notes from observed practices, participants’ written and oral text. The focus group interviews were conducted based on the data collected from the researchers’ field notes. These were possible because researchers were, and still are, leading the implementation of Lesson Study in South Africa, albeit from different institutions now.

Findings

Although the inception of the Lesson Study in South African public schools has become a loadstar in terms of enhancing teacher agency. Our observations on the implementation of Lesson Study yielded categories of experiences that could be categorised into achievements, challenges and opportunities.

Conclusion

It was helpful to note that the emerging themes could be categorised as achievements, challenges, and opportunities. The first two categories ‘look back’ in the process whilst the third one ‘looks’ forward. This is important given the intention to maximise benefit from Lesson Study and exploit the possible opportunities it presents.

Creating knowledge in practice: action research and other practice-based research approaches
Lesson, Observation, Practice

Developing Japanese lesson plans based on a foreign program through a collaborative Lesson Study

Paper67Yoshimi Okumura, Hyogo University of Teacher Education, Japan

Paris '69Tue 14:35 - 16:05

Abstract

This presentation addresses the research question “How can we design and practice effective lessons for Japanese students based on foreign lesson programs?” through collaborative study between a researcher and a primary school teacher.

This collaborative study aims to develop and practice “Japanese peaceful lessons” based on a Dutch lesson program implemented at “peaceful schools.” The research method is as follows. First, the researcher introduces the Dutch peaceful lesson program and creates the tentative Japanese framework. Next, the teacher converts the framework to effective lesson plans for children in her classroom in cooperation with the researcher. Finally, the effectiveness of Japanese peaceful lessons is discussed.

As results, the framework for Japanese peaceful lessons and concrete practical examples are presented. It can be said that Japanese lessons can be developed and practiced based on the philosophy of a foreign program through lesson study, rather than just imitating the procedure.

Summary

Innovative education programs developed in the Netherlands have recently drawn much attention in Japan. One such innovation is the peaceful school program, which in the Netherlands is mainly a primary school program to foster social competencies and democratic citizenship. The teaching guidelines have been published in Japan. However, even if a program is effective in a foreign country, its success may not translate in the native country by only imitating the procedure without considering the different culture and context. To implement this kind of a program effectively, it is important to adapt it to the Japanese culture and context. This consideration gave rise to our research question: How can we design and practice effective lessons for Japanese students based on foreign lesson programs?

This presentation addresses the aforementioned research question through a collaborative lesson study between a researcher, Dr. Okumura of Hyogo University of Teacher Education and a teacher, Mrs. Hagino of Befu Primary School. The aim is to develop and practice “Japanese peaceful lessons” based on lesson programs at Dutch “peaceful schools”. The method of collaborative lesson study is as follows. First, the researcher introduces the Dutch peaceful lesson program and creates the tentative Japanese framework by analyzing it from the four viewpoints of educational objectives, teaching and learning materials, teaching and learning processes, and educational evaluation. Next, based on the framework and in cooperation with the researcher, the teacher designs and practices effective lesson plans for children in her classroom. Finally the framework is applied, and the effectiveness of Japanese peaceful lessons is discussed.

As results, the framework for Japanese peaceful lessons and examples of educational practice are presented. In short, the framework consists of educational objectives such as problem solving; teaching and learning materials related to the lives of children; teaching and learning processes of introduction, confirmation of agenda, core activities, reflection and closing; and educational evaluation—that is, evaluation not merely to measure the competencies children acquire, but to grasp the growth of children in order to improve educational activities. As educational practices, a lesson for third-grade children aiming to understand each other is presented.

Finally, we discuss the importance of the teachers themselves acquiring social competencies and democratic citizenship through lesson studies in order to foster the same in children. It can be concluded that it is possible to develop and practice Japanese peaceful lessons based on the philosophy of a foreign program through lesson study, rather than just imitating the procedure.

Creating knowledge in practice: action research and other practice-based research approaches
Collaborative research, Peaceful school program

Building up of online professional learning community for STEM teachers

Paper238Suthida Kareemee, Institute for the Promotion of Teaching Science and Technology, Thailand

Rome '96Tue 14:35 - 16:05

Abstract

This research article aims to present guidelines for the establishment of an online professional learning community (PLC) for STEM teachers. The information presented here consists of data from the case studies of 8 private school teachers taught primary level. This operation is due to the results from the study of the elements that were presented at the World Association of Lesson Studies (WALS) 2017 event. The elements of the online PLC as previously studied include: 1) School personnel 2) School environment 3) Technology selected for various operations. Therefore, the result of bringing such elements to practice in the educational institutions found that the teachers changed about teaching and learning in a better direction.

Summary

From the study of the components of the online PLC, it led to the practice of 8 primary school teachers. These people are responsible for teaching in science, mathematics and technology courses from grade 4 - grade 6 so that the experimental group can design STEM instructional unit. The operation begins with grouping the teachers who teach from different subjects but at the same level. Each group, during the meeting, each teacher explains the content that is thought to be designed to manage the learning unit. Then, exchange ideas about the content of the teaching. For example, in this teaching unit, whose subject will start teaching the content first and whom will teach the use of knowledge for problem solving, teaching methods, guidelines for linkages between the content of each subject, etc. The meeting, as in this example, will help teachers to design STEM instructional in accordance with the school's context. After the meeting, the content issue and the date of the teaching and observation of the teaching, the teachers from each group brought the information they had prepared to teach. At the date of observation, each group of teachers will observe the class and take notes in various perspectives that focus on the learner's learning to reflect, such as how the student's learning behavior is, etc. Including the teachersu2019 perspectives who is responsible for teaching, there will be reflections on various issues such as what the result of teaching is? Is it as expected?; Do you think the learning unit that you designed is a STEM learning unit?. If yes, the teacher thinks which part of this unit represents the nature of STEM instructional etc. The notes from this journal will be posted in the online PLC system in order to exchange knowledge and viewpoints between each other. This experiment took approximately 8 months. It was found that such actions resulted in elementary teachers teaching in science, mathematics and technology courses were able to design their own STEM learning units, because the teachers at the same level could talk through such actions. They can see the linkage of the content and can organize teaching that is focused on situations, problems or issues related to daily life. This will result in the learner having a link to knowledge that will lead to meaningful learning and various skills. As well as helping teachers to have friends to consult and provide suggestions on how to connect and integrate between subjects under the theme or topic of each group that has been planned.

Developing Professional Learning Communities: models and practices
Online professional learning community, STEM

Class discussions enabling discerning algebraic properties - developed in learning study iteration

Paper325Martin Nyman, Jenny Fred, Stockholm University, Sweden

Rome '96Tue 14:35 - 16:05

Abstract

The issue for this paper is to discuss how a lesson can be structured to enable students to engage in creative and reflective discussions about the function for and relation between components in algebraic expressions. The data comes from a learning study in year 7 (age 13) with four lesson iterations. In the iteration process of the research lessons the theory of Learning activity has worked as a tool both to sharpen the design of the parts as well as to improve the staging of the situation inviting the students to engage in algebraic reasoning. Tentative results indicate that what appear to be well known to the students can be used as stepping stones for a situation enabling students to explore algebraic concepts deeper - given that the staging is right.

Summary

The issue for this paper is to discuss how a lesson can be structured to enable students to engage in creative and reflective discussions about the function for and relation between components in algebraic expressions.

In recent years, interest in the communicative elements of mathematics education has increased internationally, and then with a special focus on the development of students' mathematical thinking and their ability to reason, argue and participate in mathematical classroom discussions (Kieran, 2001; Larsson, 2015; Lithner, 2008 ; Radford & Barwell, 2016). Based on the above, questions can be raised about which tools are used and how they can be used to promote content-rich, creative and reflective classroom discussions.

The theory of learning activity (Davydov, 2008) provide four principles on how teaching, tasks and classroom communication can be designed to enable students engage in a theoretical work: (1) the creation of problem situations, (2) the creation and establishment of learning models, (3) the creation or advancement of contradictions and (4) joint reflexive action. The function of a problem situation is to challenge students to be active in a theoretical work where the processing of the problem gives the students the opportunity to work with aspects of the knowledge content that they have not yet distinguished. Learning models should enable the students to theoretically explore the abstract (general) of a given object and further serving as a tool for classroom communication and reflective discussions (Gorbov & Chudinova, 2000). Contradictions are historically developed tensions and the idea of contradictions can be used in the design of problem situations to challenge students to engage in a theoretical work (Davydov, 2008: Zuckerman, 2003). The idea of collective reflections is also central to learning activity, because the students are challenged in their own theoretical thinking by trying to explain someone else’s thoughts and putting it in relation to their own (Zuckerman, 2004).

The aim of this study is to examine how mathematics education can be designed to develop students algebraic thinking regarding discussing algebraic expressions. The research question addressed in this paper is: how can learning activity work as a tool for informing iteration between lessons in a learning study regarding enabling students to discern algebraic properties using reflective whole class discussions?

In this project the data comes from a learning study in year 7 (age 13) with four lesson iterations. Learning study (Marton & Tsui, 2004; Marton, 2015) has been used as an approach for data production. The data consists of video recordings from four research lessons and transcriptions of those.

Tentative results indicate that a problem situation can be successfully staged using combinations of well known conceptual parts, such as a rectangle and an algebraic expression, and thus creating a complex situation enabling students to engage in a theoretical work. The implicit familiarity of the conceptual parts in these combinations, in combination with finely tuned “provocations” from the teacher, forces the students to question trivial understanding of algebraic concepts, thus qualifying the discussion and potentially reaching a deeper understanding.

Research methodology and theoretical underpinnings of Lesson Study
Algebraic properties, Learning activity, Whole class discussions

Creativity support for effective lesson design and curriculum improvement using fam approach

Paper115Masao Mizuno, Tokai Gakuen University, School of Sport and Health Science, Japan

Skylounge 235Tue 14:35 - 16:05

Abstract

The purpose of this research is to clarify the essence of the learning process deepened through dialogue and to support effective, creative lesson design using formative assessment cycle.

School teachers in the world need to practice high-quality lessons. Furthermore, we want to realize authentic achievement by restructuring lessons for intellectual quality. Thus, we proposed FAM approach and conducted practical training at workshops and seminars for teachers to improve their lessons for Manabiai or Neriage. FAM means Formative Assessment Matrix for lesson design.

In this presentation, an elementary school lesson in Mongolia has selected as a case study. The teacher in Mongolia aimed at realizing Connecting. As a result, the teacher sought the way of teaching that students would express their ideas and connect the ideas. The teachers can re-examine the concept of teaching and learning. FAM approach relates to all aspects of lesson studies and helps to promote improvements.

Summary

The purpose of this research is to clarify the essence of the learning process deepened through dialogue and to support effective, creative lesson design using formative assessment cycle.

School teachers in the world need to practice high-quality lessons for developing student competency. In Japan, we have called dialogical and deeper learning processes Manabiai.

Furthermore, we want to realize authentic achievement by restructuring lessons for intellectual quality (Newmann & Wehlage, 1995). These knowledge-building and refining processes have called Neriage in Japan.

However, it is not easy for a teacher to guide such a knowledge-building type of lessons. Therefore, many teachers want to know methods or tools to improve their lessons for Manabiai or Neriage.

Thus, we proposed FAM approach and conducted practical training at workshops and seminars for teachers in Japan since 2016. FAM means Formative Assessment Matrix for lesson design.

There are three requirements for authentic achievement.

1 Educational goal leading to high-quality learning,

2 Learning tasks addressing central ideas of a topic or discipline with enough thoroughness to explore connections and relationships and to produce relatively complex understandings.

3 Student-centered, collaborative problem-solving activities

In the knowledge building lesson, collective thought processes proceed while switching back and forth between 3 main thought processes.

1 Knowing: The process of learning, thinking in addressing a task, problem, or issue, and presenting various ideas.

2 Connecting: The process of engaging in dialogues with the teacher and students' peers in a way that builds an improved and shared understanding of ideas or topics.

3 Higher order thinking: The process of manipulating information and ideas by synthesizing, generalizing, hypothesizing, or arriving at conclusions, that produce new meaning for them, and applying them to different aspects.

FAM approach has three aspects.

1 Before the lesson, writing FAM helps the teacher to develop the lesson plans that relate students' knowledge and thoughts and deepen their thoughts.

2 In the lesson, students can recognize the aim of this lesson by reading the FAM. Other teachers who observe the lesson will also read this FAM and understand the intent of the lesson design. The students' self-assessment according to the FAM and describe their reflection about the lesson.

3 In the post-lesson conference, the teachers will refer to FAM of that lesson and discuss how students' learning was, and how students' learning differed from the teacher's intention.

In this presentation, an elementary school lesson in Mongolia has selected as a case study for analyzing the impact of FAM approach to lesson design improvements and learning achievement.

To establish the view of the lesson that the lesson's main character is students, the teacher and researchers in Mongolia first aimed at realizing Connecting. The teacher has severely shaken the view of the lesson. As a result, she sought the way of teaching that students would express their ideas and promote the connection between the students' ideas.

Teachers can re-examine their concept of teaching and learning. FAM approach relates to all aspects of lesson studies and helps to promote improvements.

Creating knowledge in practice: action research and other practice-based research approaches
Curriculum Improvement, Effective Lesson Design, Formative Assessment

Preparing teachers for high-level tasks

Paper360Whye Leong Benjamin Yeong, Bedok South Secondary School, Singapore

Skylounge 235Tue 14:35 - 16:05

Abstract

Studies have found that for students to do well in mathematics, they need to be engaged with tasks that are of high levels of cognitive thinking and reasoning. For such an engagement to happen, teachers will need to be able to create and conduct such a task. This calls for a pradigm shift among the teachers. To ease such a transition, a professional learning community (PLC) was formed. This PLC takes concrete steps to remove the teachers’ initial apprehensions, and finally to be able to conduct such lessons with confidence. The greatest effect on student learning happens when teachers takes charge of their own teaching.

Summary

1. The practice or context

According to Smith, Margaret and Mary (1998), it was found that the extent to which tasks were set up and implemented in ways that engaged students in high levels of cognitive thinking and reasoning will give the highest learning gains on a mathematics-performance assessment. This finding supports the position that the nature of the tasks to which students are exposed determines what students learn.

It further suggests that if the ultimate goal is to have students develop the capacity to think, reason and problem solve, it is important to start with high-level, cognitively complex tasks. Even though selecting and setting up a high-level task well does not guarantee students’ engagement at a high level, but it appears to be a necessary condition, since low-level tasks almost never result in high-level of engagement.

2. Relevance

For a school jumping onto this wagon of giving high-level task, students’ engagement is not the only implication, it will also mean that teachers will have to make a mindset shift towards a more process-based approach. Teachers will have to know and understand high-level task and also increase their knowledge of classroom based factors that maintain pupils’ high level engagement.

To develop teachers’ understanding of the high-level task that they are to teach, careful attention must be given to identifying the mathematics that they need in order to teach effectively, articulating the ways in which they must use it in practice and what that implies for the students and themselves. This sort of attention is crucial to ensure that teachers are able to engage the students well.

3. Theoretical framework

Teacher professional learning communities (PLCs) in Singapore was introduced by former Minster of Education, Mr Ng Eng Hen (2009) to help hone “a world-class education service” by “strengthening teacher expertise”. It is identified as one of the professional support networks introduced to build teacher professionalism. Through participating in PLCs, teachers come together to co-create knowledge, develop knowledge expertise and advance professional growth as a community. (Lee, Tay & Hong, 2015)

4. Research question

How to bring about the paradigm shift of teachers?

5. Method(s)

Experiential Learning

As adult learners (Teachers), we would want to make sense of our experiences; we learn the best by getting involved.

6. Results

Coming up with a high-level task as well as conducting it is daunting to the Teachers. Through the PLC sessions, teachers took part in the discussion for the initial task and witnessed the birth of the lesson. So they could see for themselves from creation of the high-level task to the conduct of the lesson. This gave them an overview of what is expected. These experiences gave them more confidence in coming up with a task, and its lesson plan.

7. Conclusion and discussion

With the experiences gained through these sessions of PLCs and the conduct of the planned lessons, teachers are more ready to engage the students in high-level cognitive tasks so that they could find learning mathematics meaningful and fruitful.

Creating knowledge in practice: action research and other practice-based research approaches
Development, Mathematics, Task

The Challenge for the lesson design innovation through the constant collaboration; a case study

Paper392Masami Kawano, Joetsu University of Education, Graduate school of Education, Japan

Skylounge 235Tue 14:35 - 16:05

Abstract

The aim of this research is to examine how teachers and researchers collaborate for lesson innovation. This study conducts a case study. I describe two processes in this case. One is how a younger teacher have changed his lessons’ design. The other is what and how a senior teacher and a researcher involved and collaborated for supporting the younger. In this case, we have continual and repeated observation and discussion till the day of the research lesson with knowledgeable others and many participants. Finally, I discuss how we collaborate for sustainable lesson innovation and what the role of the researchers is.

Summary

The aim of this presentation is to discuss the collaboration between teachers and researchers, focusing on the role of researchers. This study conducts a case study. I describe two processes in continual Lesson Study. One is how a younger teacher who would have a research lesson have changed his lessons’ design into a math lesson with hands-on and contexts of pupils’ learning. The other is what and how a senior teacher and a researcher involved and collaborated for supporting the younger. In this case, we have continual and repeated observation and discussion till the day of the research lesson with knowledgeable others and many participants. The description of the process was made from the fieldnote of lesson observation and discussions. And then the photo record of blackboard is also used for the comparison to describe the change. Finally, I discuss what the role of researchers is for sustinable Lesson Study.

Creating knowledge in practice: action research and other practice-based research approaches
Collaboration between teachers and researchers, The change of lesson design

Coaching approach as a tool of introducing lesson study into practice of secondary schools

Paper104Liliya Zhurba, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Straatsburg '88Tue 14:35 - 16:05

Abstract

The research is focused on one of the activity fields of the Centre of excellence in the Republic of Kazakhstan; the main role of the organization is to provide teacher professional development, among other methodological approaches through Lesson Study. The aim of the research is to explore ways, which were used by the teacher trainers of the Centre of excellence to sustain secondary school teachers who were going to take initial steps in implementing Lesson Study in their schools. The research also presents methods, which the teacher trainers used to identify possible barriers and obstacles which secondary school teachers might come across in the process of implementing Lesson Study. The findings summarize that one of such methods, which has proven its effectiveness in presenting the Lesson Study approach to secondary school teachers, is coaching approach, by means of which teachers improve data collection skills and professional reflection.

Summary

The context from which the work originated1. The Lesson study approach is a comparatively new phenomenon for Kazakhstani schools. In 2012 an innovative teacher-training program was initiated by the Centre of excellence. The program was developed jointly by the Centre of excellence and the Faculty of Education, University of Cambridge. Lesson Study was presented to Kazakhstani teachers as an integral part of the in-service teacher training programme and an effective instrument for improving teacher instruction.

2. Theoretical framework. Akihico Takahashi (2014), (2015) mentioned, that when implemented outside Japan, Lesson study didn’t always achieve its full effectiveness; he presumed, that one of the reasons which could diminish Lesson Study effectiveness was either lack or inefficiency of support provided from outside the Lesson Study group. In Kazakhstan, the teacher trainers, who have been responsible for providing both while-training and post-training support for teacher graduates of the program from the very first days of its introduction, took on a role of external advisors or external experts (Pete Dudley, 2011) for the schools where Lesson Study was being launched. However, despite the comprehensive support, the trainers of the Center of excellence occasionally faced unjustifiably low motivation from the teachers, who were expected to implement Lesson Study in their schools. In order to boost training effectiveness and stimulate trainees motivation to implement Lesson Study, the principles of andragogy were used. According to Malcolm Knowles (1980), the best professional training practices for adults are those, which are based on their professional and life experience. The trainers of the Centre of excellence have chosen coaching approach as the one which provoked teacher reflection on previous experience and convinced them to use Lesson Study as a tool for high-quality teaching. Coaching approach presumes responding to trainees’ expectations, such as the earliest application of acquired knowledge into teaching practice so that teachers could organize Lesson Study teaching groups and become their leaders soon after their training was finished.

Results.As the teacher-trainers were eager to build their training in such a way as to ensure maximum participation of the trained teachers in the Lesson Study process, it makes clear, that the growing proportion of the number of teachers who are involved in Lesson Study can be the best testimony to the benefits of the training the teachers have undertaken. This proportion is keeping up steadily. The trainers use post-course monitoring in order to find out and solve any possible problems the teachers may come across.

Conclusion.Teaching pedagogical staff can be very challenging when it’s all about changing not only pedagogical approaches of a teacher but also their pedagogical convictions, which can be really very painful and discouraging for a teacher (Frank Pajares, 1992). No one would gladly admit that they have made mistakes in their previous pedagogical practice. One of the roles of a teacher trainer is to support teachers in their strive to make changes not only concerning their own pedagogical career but also in becoming a scaffolder in changing the practice of their colleagues.

Lesson Study and teacher professional development
Coaching, External expert, Teaching adult learners

Designing visualization tools for lesson study based on data from inquiry-based learning

Paper243Takehiro Wakimoto, Yokohama National University, Japan; Kaori Kanematsu, Wakasa High School, Japan

Straatsburg '88Tue 14:35 - 16:05

Abstract

In this research, we designed tools for lesson study based on the data of inquiry-based learning. In particular, we developed tools that visualize the data from class reflections by students and teachers in order to effectively improve lessons. We collected data from both teachers and students using questionnaires and students’ work to understand their classroom behavior, learning perspective, and students’ achievements. By utilizing the tools in the lesson study, we can encourage reflections and interactions, leading to an effective lesson improvement. This is ongoing research, and we have been developing the questionnaire and visualization tools in Wakasa High School, in which unique inquiry-based learning is being implemented. In this research, we report on the inquiry-based learning being put into practice in this school. We also discuss the questionnaire, visualization tool, and design of the lesson study where the tools are being utilized.

Summary

Today’s students must understand their own strengths and weaknesses, set goals, and work on said goals while cooperating with other students. Thus, it is essential to nurture high-level abilities and skills for students to think, make decisions, and express themselves. Inquiry-based learning is effective for developing those abilities and skills (Darling-Hammond et al. 2008).

Lesson study plays an important role in lesson improvement using inquiry-based learning. Lesson study has been conducted for many years (Arani et al. 2010) and has been found to be highly valuable in improving lessons using inquiry-based learning. In a class using inquiry-based learning, students tend to take a longer time to solve a particular problem than they do in other classes. Because of that, it is necessary to examine student outcomes from a long-term perspective with a lesson study on inquiry-based learning. Thus, the data on students’ everyday actions and work in the lesson are essential. IR (Institutional Research), where teachers evaluate students’ educational activities and improve their achievement based on the students’ study records, has been actively implemented in Japan (Matsuda & Watanabe 2017).

In addition, it is important to raise awareness of students’ actions and achievements, as well as teachers’ intentions and thoughts in lesson reflection, and consider the links between them (Korthagen et al. 2001). However, some teachers hold unconscious teaching beliefs (Pajares 1992). In addition, the knowledge and experience of teachers are rarely put into words, and thus cannot be shared (Watanabe 2017), so some support should be provided.

In this research, we attempt to visualize the data obtained from both students’ and teachers’ sides of the stated issue. The collected data were used to develop tools to visualize classroom behaviors and learning perspectives and design a lesson study where those tools could be utilized. These tools enable us to see the discrepancies between students’ and teachers’ behaviors and awareness. In this way, we can encourage teachers’ lesson reflections and interactions with other teachers, leading to a more effective lesson improvement.

This research was implemented in Fukui Prefectural Wakasa High School. The school is part of OECD Innovative Schools Network 2.0 and is working on the development of global human resources; it has been practicing inquiry-based learning. We currently are designing a questionnaire by observing the lessons and recording and listing the actions of teachers and students. Perspectives toward learning and lessons are also included in the questionnaire. This is ongoing research, and we are in the process of finalizing the questionnaire and designing the visualization tools and the lesson study. In the conference, we will represent how inquiry-based learning is being implemented in Wakasa High School. We will also report on the contents of the questionnaire, tools, and lesson study, based on the implementation.

Lesson Study and teacher professional development
Inquiry-based learning, Visualization tools for lesson study

The effects of video-based Lesson Study on promoting productive lesson analysis

Paper63Yang Lin, The University of Hong Kong, Faculty of Education, China

Straatsburg '88Tue 14:35 - 16:05

Abstract

This study investigated the effects of reviewing video on teachers’ practices of lesson analysis in lesson study (LS). A primary mathematics LS group in Beijing conducted one traditional LS and one video-based LS without external facilitation. The post-lesson discussions were coded and compared. Interview data and teachers’ observation recordings were collected as well. Results showed that teachers attended to and interpreted student mathematics thinking more in video-based LS. Meanwhile, teachers were more likely to reason for their pedagogical suggestions in video-based LS. During the second observation through video, teachers shifted attention to student learning, collected more detailed information, reflected on the problematic episodes attentively and made their initial evaluation or suggestions more detailed. This study advances research on approaches to make up for teachers’ deficiencies in lesson observation and analysis in LS and has practical implications for applying video to innovate LS practices to achieve effective teacher learning.

Summary

Productive lesson analysis is important for the success of lesson study (LS). There is a consensus that productive mathematics lesson analysis should be student-centred and evidence-based (Santagata & Angelici, 2010). However, not all LS groups can conduct effective lesson analysis (Bocala, 2015). Taking China as an example, teachers tend to focus on teaching and make pedagogical decisions based on experts’ experience, while student learning is neglected in lesson analysis (Gu & Gu, 2016; Tang & Shao, 2014). Therefore, it’s necessary to seek way to improve teachers’ LS practice. Video has been used widely in teacher learning programs as substitute of live classroom observation and participants who using video with researchers’ facilitation reported enhanced analytical abilities (Sherin & van Es, 2009; Pehmer, Gröschner & Seidel, 2015). However, it’s unknown whether reviewing video on teachers’ own as a supplement of live observation can promote productive lesson analysis in LS. Therefore, this study examined the following research questions: Were there any differences in teachers’ lesson analysis between traditional LS and video-based LS? If yes, how did video bring about these differences?

A group of four 5th-grade mathematics teachers from a primary school in Beijing, China participated in this study. The LS group conducted one traditional LS and one video-based LS in autumn term, 2018. In video-based LS, teachers reviewed the classroom video individually before group discussion. Teachers’ post-lesson discussions were transcribed and coded in three aspects: attending, analyzing and responding (Barnhart & van Es, 2015). Interviews were conducted to investigate teachers’ experience and perception of effects of reviewing video on their lesson analysis. Teachers’ observation records were also collected to see what teachers noticed in live classroom.

Comparison of the post-lesson discussion showed that teachers conducted more student-centred and evidence-based analysis in video-based LS. The percentages of teachers’ ideas that attending to student learning, interpreting student mathematics understanding and proposing instructional suggestions with arguments all increased in video-based LS. Interviews data and observation records revealed that teachers primarily focused on the coherency of instructional activities and demonstrating teacher’s words when observing the lesson for the first time. They collected more information of students’ answers and interpreted them when reviewing video. Meanwhile, when reviewing video, teachers identified the essential problems of teaching through analysing the problematic episodes attentively, and they elaborated and justified their first-hand evaluation or suggestions.

It’s encouraging to see teachers analysing lesson in a more student-centred and evidence-based way through reviewing classroom video. One possible explanation is that teachers’ selective attention is limited and they cannot take account of both teaching and learning in live classroom observation. During video review, teachers spare their attention to student learning and newly collected information provokes their discussion of student learning. Besides, teachers may only form rude thoughts of the lesson after live classroom observation. Video review offered necessary individual space for teachers to examine the issues they haven’t been able to think over and make their ideas more elaborated so that they can reason for their ideas in group discussion.

Lesson Study and teacher professional development
Individual reflection, Lesson analysis competence, Video-based Lesson Study

Enhancing teachers’ neurodevelopmental conditions awareness for inclusive teaching

Symposium272Linda Petersson, Malmö University, Sweden; Emma Leifler, Karolinska Institutet, Sweden; Johanna Lüddeckens, Malmö University, Sweden

Tokio '95Tue 14:35 - 16:05

Abstract

The overall aim of this symposium is to contribute with new knowledge about teachers’ attitudes towards inclusive teaching of students with Neurodevelopmental conditions (NDC) from pre-school to upper secondary school before, and after Lesson study interventions.The theoretical framework in the studies differs, but assumptions from pragmatism (James & Thayer, 1975) are used as an overall theoretical lens. The studies follow a lesson study model, and take a standpoint in teachers’ attitudes and decisions as having an impact on practical consequences and acting. By enhancing the awareness of teachers’ understanding of how the students experience their school situation, the chance to make suitable changes for a positive learning experience is greater. In this symposium, three examples of how to enhance teachers’ competence and attitudes to teach students with NDC in inclusive settings are presented. The school levels are pre-school, elementary and secondary schools.

Summary

Enhancing Teachers’ Neurodevelopmental Conditions Awareness for Inclusive teaching – from pre-school to upper secondary school

Chair and organizer: Professor Mona Holmqvist, Malmö University, Sweden

Discussant: Dr Peter Dudley, University of Cambridge, Great Britain

Presentations:

1. Linda Petersson, Malmö University & The National Agency for Special Needs Education ans Schools (SPSM), Sweden:

Using lesson study to enhance pre-school teachers' Autism Spectrum Condition (ASC) awareness.

2. Emma Leifler, Karolinska Institutet, Sweden:

Elementary School Teachers’ capacity to create inclusive learning environments for students with Neurodevelopmental conditions (NDC)

3. Johanna Lüddeckens, Malmö University, Sweden:

Enhancing teachers’ awareness of Neurodevelopmental conditions (NDC) by the use of web-based instruction

In this symposium, research conducted within a four-year long national PhD-program for in total 12 teacher educators, Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039) is presented. The overall aim is to contribute with new knowledge about teachers’ attitudes towards inclusive teaching of students with Neurodevelopmental conditions (NDC) from pre-school to upper secondary school before and after Lesson study interventions. In Sweden, where this research takes place, more than half of all special educational needs (SEN) teachers will retire within ten years. The loss of special educational needs (SEN) teacher is particularly difficult to solve within the ordinary teacher training. This also means a shortage of researchers in the field of special education, at the same time as a national objective securing education for all teacher about NDC is established. In this symposium, three examples of how to enhance teachers’ competence and attitudes to teach students with NDC in inclusive settings are presented. The school levels are pre-school, elementary and secondary schools. The object of learning (Holmqvist, 2011) is NDC awareness, defined as an enhanced understanding of the students’ perspectives on instruction and educational environments. All studies use Lesson study (Lewis, 2000; Munthe, Helgevold & Bjuland, 2015) as method, with one cycle in each study. Each cycle starts with defining the object of learning in a group of senior researchers and doctoral students. The learners are teachers, who participate in professional development interventions, either live, at campus or using web-produced learning materials. The educators are the doctoral students, who enact the instruction and measure its eventual effect by pre, post and delayed post-tests. The theoretical framework in the studies differs, but assumptions from pragmatism (James & Thayer, 1975) are used as an overall theoretical lens. The studies take a standpoint in teachers’ attitudes and decisions as having an impact on practical consequences and acting. By enhancing the awareness of teachers’ understanding of how the students experience their school situation, the chance to make suitable changes for a positive learning experience is greater.

Symposium paper 1 (200 words):

Early education for children between 0 and 5 years is voluntary in Sweden, approximately 84% attend pre-school (The National Agency for Education, 2017). As children with disabilities are placed in regular preschools, pre-school teachers need to be prepared to teach children with Autism Spectrum Conditions (ASC). This study aims to enhance preschool teachers’ awareness of how to create inclusive settings for children with ASC in pre-school. The method is Lesson Study, including pre-test, intervention with three seminars, post-test, and delayed post-test. 18 pre-school teachers participated. Data consists of a recorded group interview, audio-recorded interventions, tests with nine close-ended questions (Likert-scale), and seven open-ended questions with two-word alternatives. Mixed-method design was used for the analysis (Creswell & Creswell, 2018). Findings show preschool teachers need more professional development about ASC, 50 % (9) very strongly agree and 38, 9 % (7) strongly agree, to design inclusive settings for children with ASC. Their changed awareness after the intervention were captured through the analysis of the audio recording during the group discussions, asked to discuss ‘which changes do you think your preschool should make to be more inclusive’. The results contribute to design powerful professional development for pre-school teachers teaching children with ASC.

Symposium paper 2 (200 words):

Pre-service training in Sweden do not provide training about neurodevelopmental conditions, NDC, despite the prevalence of autism spectrum conditions (ASC) 0, 62 - 0, 70 % and ADHD 3-7%. This study investigates the effectiveness of a three-hour professional development program based on lesson study methodology. The aim of the study is to explore in what way a short professional development program affect teachers’ readiness to adjust the learning environment for increased inclusive education. The theoretical framework used is pragmatism (James & Thayer, 1975). Problems and questions are starting points for learning (Dewey, 1963). It is hypothesized that the intervention will improve teacher knowledge. The research questions are: 1. In what way does a short professional development program enhance teachers’ readiness to create inclusive learning environment for students with NDC?, and 2. What changes in differences of self-perceived ability can be found after the intervention? Elementary school teachers (n=44) from three different schools participated. Effectiveness was measured using a pre-test/post-test within-subjects design. Outcome measures were a knowledge questionnaire. The result points out an increase of readiness from 28% to 71% in post-test. Regarding self-perceived ability, an increase from 14% to 43% was found.

Symposium paper 3 (200 words):

The aim of this intervention is to enhance teachers’ awareness of students’ with neurodevelopmental conditions (NDC) perspective on their school situation. A questionnaire designed as a pre- and a posttest were distributed as a web-based presentation, and 18 teachers participated in the intervention. The teachers studied a video based lecture (25 minutes), including narrates of schooling by youths with NDC. The results show that 7 (38.9 %) of the teachers totally agreed that the relationship with a student is crucial for the students learning at the pre-test, while 12 teachers (66.7 %) totally agreed at the post-test. Regarding the statement about education not being available to students with disabilities being discriminating, 9 teachers (50 %) totally agree at the post-test, while 14 teachers (77.8 %) totally agreed at the post-test. The results show that web-based intervention significantly raised the awareness of the teachers’ relational competence as well as education not being available to students with disabilities being discriminating. It identifies whether and to what extent teachers’ change their perspectives after studying the information material from a student perspective and verifies the importance of increased teacher awareness and teacher attitudes in the development of available practices for students with NDC (Baines, 2012; Humphrey & Symes, 2014; Lamb, Fairbank & Aldous, 2016).

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Inclusive education, Neurodevelopmental conditions awareness, Special Didactics

Talking about learning: a dialogic approach to learning through lesson study in teacher education

Symposium194Hubert Gruber, Martina Neumüller, University College of Teacher Education Lower Austria, Austria; Karin Eckert, Volksschule, Austria; Monika Prenner, University College of Teacher Education Lower Austria, , Austria

Wenen '95Tue 14:35 - 16:05

Abstract

A dialogic approach to teaching and learning uses collaborative talk for finding out details about teaching and learning which are usually uncovered. It involves ongoing communication between teachers and students, not just teacher presentation. In teacher education through lesson study, mentors and knowledgeable others are part of this dialogue, which becomes multidimensional through its simultaneous focus on teacher and student learning.

This symposium shows how data from analog and digital observations is triangulated with insights from intensive dialogue between mentors, student teachers, students and knowledgeable others. Three scenarios from music, sports and mathematics education describe how lesson study groups managed to elicit multiple perspectives on learning and to engage with newly developing ideas on teaching and learning. An overt focus on dialogue, as adopted by the three lesson study teams, has shown to create more sustainable learning through making learning processes explicit. Examples from teacher and learner perspective are presented.

Summary

This symposium presents three lesson study projects carried out in the context of initial teacher education. It describes the adoption of a dialogic approach to teaching and learning through collaborative planning, reflection and classroom discussion. The three papers aim to shed light on processes of teaching and learning which are usually uncovered.

Theoretical considerations take Didactic Design Patterns (Mall, Spychiger, Bird, & Zerlik, 2016), the discussion of power and distance in commutation and collaboration (Grundy, 2000; Lewin, 1935; Lewin, 1948) as well as psycholinguistic (Alexander, 2015; Alexander, 2018; Mercer, 2000) and assessment perspectives (Wiliam, 2011) into consideration.

The three papers share the view on students’ learning through opportunities for team and classroom dialogue in extended and varied ways. They describe how stunt teachers, experienced teachers and learners explore the limits of their own understanding through practising new ways of using language as a tool for constructing knowledge.

Paper 1 explores the insights into the work of professional learning communities and their efforts to increase dialogue in music education. It describes how teacher trainers, functioning as knowledgeable others, contribute new ideas and clarify the point and purpose of activities in lesson study.

Paper 2 sheds light on how the work of teacher trainers in the development of 'models' for explicit ways of using teacher language in physical education lessons. It demonstrates, how student teachers were helped to grasp new, professional ways of describing processes in physical education. Moreover, it describes the effects of adding digital communication through video input to the teacher’s classroom talk in order to create effective classroom management in Parcouring, a sport that engages students in overcoming various obstacles during a competition.

Paper 3 presents a lesson study carried out in primary teacher education. It focuses on data collected through analog and digital observation making use of eye-tracking goggles and the subsequent dialogic generation of criteria for data an analysis. The latter uncovered four learning processes in a case study student’s learning and his meaning making, which was severely impaired by linguistic problems. The subsequent negotiation of meaning and the necessary changes in teacher language are discussed.

Chair: Elisabeth Mürwald-Scheifinger

Discussant: Claudia Mewald

Symposium paper 1 (200 words):

The purpose of this paper is to exhibit the findings from a lesson study in musical education. It attempts to highlight that music education can sustainably expand and improve the dialogical space for teaching and learning in teacher education through lesson study.

A project called "Lesson Study: Music in Dialogue” included a series of meetings and lessons fostering quality collaboration between lecturers, student teachers, teaching practice mentors and students. Within the established lesson study groups, the space for cooperation and dialogue widened the perception of learning and it created interest in the work experience and expertise of one another. Much of the results can be compared with insights found in the principles of "Community of Practice" (Lave, Wenger 1991; Wenger, McDermott, Snyder, 2002), and in "Professional Communities" (Schrittesser, 2004).The results from this study demonstrate sustainable effects on the work with student teachers as well as students. The dialogical principle developed through this study (Gruber, 2012) plays a central and important role in connecting learning in music- and art-related processes with teacher and learner talk. It provides new insights into questions of organisation and implementation, as well as scientific and didactic support in professional learning communities through lesson study.

Symposium paper 2 (200 words):

Parkouring, the fast and efficient way to overcome obstacles in urban environments, is a sport that attracts young people in particular. It can be practised with little effort in the city and country, as it also looks “cool.” This aesthetic gives a new appeal to the ordinary gymnastic equipment in the gymnasium, as well as to the students’ motivation for gymnastics (Krick & Walther 2014). This trending sport encourages and fosters students' coordination skills and it motivates them. When planning lessons in physical education, the time factor is a complex task for new teachers. This lesson study thus emphasised time management. A mentor and two student teachers observed students with the help of an observation protocol. This protocol took into consideration the coordinating abilities and motivation of the students. In dialogic discussions including all partners of the lesson study, observations were discussed. A second lesson study cycle implemented changes in time management and in teaching coordinative skills. Various movement stations were implemented in varied ways in order to re-observe the essential aspects of learning. In order to make the learning success visible and sustainable, a teaching video created during the second research lesson will be presented.

Symposium paper 3 (200 words):

Within the framework of a master’s thesis, the observable subject-specific learning processes of a student in a 4th grade primary school were analysed. A lesson study using analog non-participant and digital participant observation was conducted to focus on the student’s learning. In a first lesson study cycle, a teacher wearing eye-tracking goggles collected data from her perspective. During the first viewing of the video footage, inductive categories were formed through dialogic discussion of the teacher, her MA supervisor and a lesson study facilitator. Four crucial areas of competence, which are also supported by specialist literature, were identified to be critical elements to be observed in the second cycle. The subsequent analysis and interpretation of data showed that the student went through learning processes in all four areas of competence during the lesson, some of which appeared parallel to each other. However, difficulties arose in regards to the correct use of the specialist vocabulary and when verbalizing a task. The findings of the evaluated data formed the basis for the planning of the third cycle which included data collection with the student collecting digital data through wearing eye-tracking goggles. Preliminary results from this cycle as well as lesson sequences will presented.

Symposium paper 4 (200 words):

Lesson Study in initial teacher training
Dialogic Approach, Teaching Practice

16:35 - 18:05 Concurrent session 3

Preview of WALS 2020 in San Francisco: Using school-wide Lesson Study to accelerate the learning of underserved students

Featured symposium410Nora Houseman, Karen Cortez, Lauren Goss, Sara Liebert, San Francisco Unified School District, United States of America

Amsterdam '72Tue 16:35 - 18:05

Abstract

The San Francisco Unified School District (SFUSD) currently supports Lesson Study through its Teacher Leader Fellowship program, a leadership and professional learning opportunity jointly funded by the district (SFUSD) and local taxpayers.  As a result of this, Lesson Study has steadily grown as an established professional development practice for teachers throughout the district. Starting in 2015 Lesson Study teams interested in building school-wide improvement initiated a School-wide Lesson Study model to explore the use of lesson study as a school change lever and as the primary professional learning structure at 5 public schools seeking to close the opportunity gap amongst historically underserved students.

General summary

In School-wide Lesson Study, teachers throughout a school focus on a long-term vision for student learning and use Lesson Study to test and refine ideas to bring that vision to life. Through cycles of Lesson Study across grade levels, all centered on careful observation of students, teachers make sense of the content standards and refine their enactment of them, warranted by observation of their own students’ learning.  After internal study, schools may also choose to share their work in public research lessons­–attended by educators from other schools and regions who can observe lessons, obtain copies of lesson plans and other materials, question teachers about the school practices that lie behind the observed instruction, see records of students’ responses to prior lessons of the unit, and hear about what was tried and discarded.

 

During this session, you will learn how the District and school sites provides a stable base to support and nurture the complex work of Lesson Study. Key ideas and lessons learned will allow others to build such a model in their own settings.

 

Teacher Leaders integral to building the School-wide Lesson Study at their site will share how they grew Lesson Study from one team to school-wide involvement.  You will see examples of the flow back and forth across three types of activity: working as a whole staff; working in Lesson Study teams; and working daily in classrooms.  Challenges addressed at the schools will also be discussed, including how to interest and involve teachers who are initially reluctant or too busy; and how to select, spread and develop important learnings from the Lesson Study cycle across classrooms.

 

Equity is central to Lesson Study work in San Francisco and has supported improvement of learning for students who are historically underserved.  An up-close view of the changes in pedagogy and instructional routines will be provided, using video and student work.

 

Teachers and schools have leveraged the power of a cross-school network to structure and deepen their Lesson Study work.  Network activities and tools that have allowed the work to spread and improve will be introduced, including: cross-site observations; collaboration between Teacher Leader Fellows to learn from the successes and challenges across schools; sharing planning templates and learnings; co-hosting onboarding and professional development events as well as open house public research lessons.

 

Following the presentations, there will be time allotted for a Q&A. There will also be a brief overview highlighting some of the school experiences you can expect to participate in during WALS 2020 San Francisco.

Importing Lesson Study: Reality & Challenges in Paradigm Shift of Teaching Research Group in China

Symposium366Miao Xu, Lin Tang, Shixu Tian, Jiahui Huang, Beijing Normal University, China

Belgrado '73Tue 16:35 - 18:05

Abstract

This symposium will portray the imports of Lesson Study as a paradigm shift in Chinese teaching research group. Based on university-school partnership to facilitate teacher professional development in Hebei Province, China. As Stigler and Hiebert (2016) mention, when educators try to import lesson study’s cultural routine into a new environment, it is found new attempts are often misconstrued and unsustainable. With such reminder, three papers of this symposium will focus on three main segments of LS, namely question proposing, data collection, and report writing, to identify problems and analyze factors behind. In the final paper, these questions are summarized, analyzed and discussed with Per Dalin’s (2011) technology-political-cultural framework.

Summary

Chair: XU Miao, Discussant: SONG Huan

Lesson study has been popularized in China for nearly 20 years (Guiqing An, 2014). However, as Stigler and Hiebert (2016) concerned, it is harder than we think to import lesson study developed in Japanese culture and educational system into countries with different cultures and different systems. In the context of China’s culture and system, teaching research (Jiaoyan) as a traditional paradigm for supervising and improving teachers’ teaching has a longer history than lesson study (Yan Hu, 2018). It accelerates teachers in schools to form a good cooperative culture and build up a research community. Undoubtedly, such an open and sturdy paradigm is beneficial to the development of the lesson study, but at the same time, under its deep imprint, it has also created some resistance to lesson study. Therefore, teachers face many difficulties and challenges in many aspects: From focusing on teachers’ behaviour to students’ performance, from emphasizing experience to evidence, from knowledge transfer to knowledge generation. Therefore, this symposium will discuss the reality and challenges of teachers carrying out the lesson study in the context of teaching research in China. Specifically, in this symposium, there will be a detailed analysis from the teachers’ points of view in three aspects: The illustration of research questions, the collection of data, and the writing of lesson study reports. At last, it will put forward some suggestions on how to solve the corresponding dilemma at the level of U-S partnership.

The case project in Hebei Province selected by the study began in 2013 with the initial vision of developing the construction of the school’s characteristic curriculum. Now, driven by school leaders and university experts, it has turned to promoting the professional development of teachers and lesson study on a large scale. At present, the schools in this project have begun to try to integrate lesson study with the original teaching research, so as to promote teachers from concentrating on their own teaching to caring about students’ learning. The first three papers of this symposium focus on three core procedures of lesson study: research question illustration, data collection and the writing of lesson study reports, in which problems are identified and corresponding reasons are explored. In the final paper, these questions are summarized, analyzed and discussed with Per Dalin’s (2011) technology-political-cultural framework.

Symposium paper 1 (200 words):

From teaching task to real problem: A comparative study on how to propose problems in lesson study

HUANG Jiahui, CHEN Jiayuan

Raising questions is the beginning of lesson study. According to Guiqing An’s (2010) study, lesson study should capture the problems from details, focus on the problems, define the core concepts in the research questions by collecting and analyzing the literature, and propose the hypothesis based on the questions. Through participatory observation and interview in this cooperative project, it is discovered that before teachers put forward the questions of lesson study, some teachers lacked the literature collection and analysis and the definition of the core concept; the questions put forward were too broad (e.g. students’ low classroom engagement), especially indicating a muddle between phenomenon and problem resulting from insufficient reflectionï¼›teachers propose questions departing from their own feels rather than student-based evidence; and so forth. Based on these, this study will analyze why in the questions-raising segment of lesson study some teachers had the above problems while some teachers were able to raise questions on the spot. Through the comparison of the two types of teachers, the corresponding strategies and suggestions will be proposed.

Symposium paper 2 (200 words):

How teachers response in the process of data collection under the background of the paradigm shift from teaching research to lesson study

TANG Lin

Data collection is the key segment of lesson study, which provides evidence reflecting and re-planning of teaching. It is mainly conducted by means of classroom observation, questionnaire survey, tests and so on. Through observation, interview and case report collection, this study explores the process of teachers’ lesson study in this project. It is found that teachers have the following problems in the process of data collection: The tools’ pertinence is so insufficient that the research questions cannot be answered; the focus is on teacher’s teaching rather than students’ learning; the judgement relies more on teachers’ feel rather than measurement tools. However, there are also some advantages in data collection of lesson study in Chinese teaching research culture, such as the diversification and facilitation of data collection tools, and the process of tools design through cooperation in collective lesson preparation. Therefore, in the process of paradigm transformation from teaching research to lesson study, teachers should fully explore and promote the local experience, and on this basis, realize the scientific, targeted promotion and key shift in the process of data collection.

Symposium paper 3 (200 words):

The dilemma and outlet of teachers’ writing of lesson study report under the background of paradigm shift from teaching study to lesson study

TIAN Shixu

As an important part of the lesson study, the lesson study report is the textualization of the lesson study research results and is an important way to promote teachers’ knowledge production (Catherine Lewis,2009). It is based on this explicit expression of results that many beneficial research experiences can be spread and promoted on a larger scale. Based on this project, through analysis of data obtained by questionnaires, interviews and material collections, it is found that there are many problems in the reports written by 12 primary school teachers, such as unreasonable choice of topics, unclear description of research questions, more experience summary but less reflection and research, unclear structural logic, irregular writing and so on. Researchers will further explore the causes of these problems, and propose corresponding improvement strategies from three aspects: consciousness, theory and practice.

Symposium paper 4 (200 words):

Improving teachers’ lesson study abilities in the context of university-school partnership

XU Miao

Under the university-school(U-S)partnership framework, this study explores how the program mentioned above promotes teachers improving their lesson study abilities and devoting into one paradigm shift from teaching research to learning study. In this process, university professors, outside experts and normal students get involved and collectively help the schools integrate lesson study into Jiaoyan. Qualitative research method was used in this research, when collecting data related to teachers’ lesson study through interviews, observations and physical collections. On the basis of responding to those questions and reasons discussed in the other three articles, this paper concludes the strategies to facilitate teachers’ research ability in lesson studies by applying Per Dalin’s (2011) technology-political-cultural university partnership framework. In the technical dimension, the program should provide the model of lesson study and cooperation achievements, and construct a knowledge repertoire of lesson studies. In the political dimension, school leaders should combine the time of Jiaoyan and lesson studies and achieve equal opportunities by executive interventions. In the cultural dimension, teachers’ pragmatism must be respected and cooperation culture is supposed to steadily establish.

and learning contexts, Lesson Study in different cultural, subject
Paradigm shift, Teaching research, U-S partnership

Reflective Lesson Study: images of contextualized practices from Japan to Africa

Roundtable338Pauline Mangulabnan, Nara Women's University, Graduate School of Social Life and Human Environment, Japan; Mai Kishino, Yuu Kimura, University of Fukui, Department of Professional Development of Teachers, Japan; Emad Samy, British Council Egypt, Egypt; Emerthe Kabatesi, Rwanda Education Board, Rwanda; Patrick Kabwe, Zambia Ministry of Education, Zambia; Thomas Arboh, National Teaching Council, Ghana

BoardroomTue 16:35 - 18:05

Abstract

In recent years, there is a growing number of programs bringing the Japanese lesson study variation to different countries, especially African countries. Three years ago, the Reflective Lesson Study Knowledge Co-Creation Program (KCCP) of the University of Fukui Department of Professional Development of Teachers (DPDT), in cooperation with JICA, has started offering African educators a new perspective of integrating reflective practice to lesson study. This variation is called, ‘Reflective Lesson Study (RLS)’, which is the core of the said program, together with a learning spiral inquiry approach to professional learning and lesson study. In this roundtable session, we discuss DPDT’s RLS and how it is being used in the design of the program with African educators, actual images of practices in African countries as they reconstruct their lesson study programs after participating in DPDT KCCP, and DPDT KCCP as an inquiry-based and reflective international teacher training model.

Summary

Background

In recent years, there is a growing number of programs bringing Japanese LS to African countries. Three years ago, the Reflective Lesson Study Knowledge Co-Creation Program (KCCP) of the University of Fukui Department of Professional Development of Teachers (DPDT), in cooperation with JICA, started offering African educators a new perspective of integrating reflective practice to lesson study. This variation is called, ‘Reflective Lesson Study (RLS)’, which is the core of the said program, together with a learning spiral inquiry approach (see Theoretical Framing) to professional learning and LS. In this session, we discuss DPDT’s RLS and how it is being used in the design of the program with African educators, and images of actual practices in African countries as they reconstruct their LS programs after participating in DPDT KCCP.

Purpose of Presentation

The purpose is to discuss KCCP's RLS as a reflective teacher training model for LS, and to share cases of RLS efforts in African countries. To provide images for reconstruction of LS programs in Africa, we ask, ‘What new LS efforts are being carried out in each country?’ In particular, we look at how these efforts to cultivate RLS differ from past practices shedding light to the learning spiral inquiry framework utilized in KCCP. Countries were purposefully selected to represent a diverse picture of RLS implementations outside Japan as a result of the alternative teacher training program.

Agenda

Introduction and Background of KCCP (5minutes)

Introduction to Spiral Learning Framework and RLS (10minutes)

Discussion of RLS Initiatives in African Countries (30minutes)

Small Group Discussions (30minutes)

Summary (15minutes)

Roles

The moderator and discussants are educators from DPDT and four (Ghana, Egypt, Rwanda, Zambia) African countries. These educators were involved both as facilitators and trainees in the KCCP on inquiry learning and RLS. Moreover, they have various school-based roles that support teachers engaging in RLS.

Discussants will facilitate small group discussions and accommodate questions. Participants are expected to share their experiences of LS and/or LS teacher training initiatives, and their organizational approaches to supporting professional learning.

Theoretical Framing: Inquiry Learning Spiral

We use a learning spiral framework based on concepts from Dewey’s (1938) experience and reflection, Schon’s reflection-in-action (1983), and teacher learning documented in practice records (e.g. Yanagisawa (ed.), 1995) Drawing from these concepts, the KCCP program was organized in multi-tiered learning spirals with the following components: Initiation — Planning — Construction — Expression/Sharing — Reflection (Yanagisawa, 2011). This is a continuous inquiry-based process, where one learning serves as the basis for the next inquiry cycle. The three-week KCCP was conceptualized using this learning spirals to look at student, teacher and school reflective learning which are important components of RLS.

Finding and Contributions

This roundtable session complements purpose of WALS by 1) providing an alternative model to international professional learning; 2) situating RLS in another context; and, 3) providing a framework for supporting teachers’ longitudinal professional learning. Our findings, discussed in the session, provide images of how RLS can be transferred to another context though the learning spiral framework.

Developing Professional Learning Communities: models and practices
Contextualization of Lesson Study, Model for International Teacher Training, Reflective Lesson Study

What kind of role can key figures and management play to secure LS in school organizations?

Roundtable374Heleen Hanssens, HU University of Applied Sciences Utrecht, Netherlands

BoardroomTue 16:35 - 18:05

Abstract

Although the conditions for implementing Lesson Study (LS) in a sustainable way (De Vries, Roorda & Van Veen, 2017) were taken into account when designing LS interventions, the LS practice as a means for collaborative learning did not become commonplace at the participating schools. After evaluating the effort of the school management and the key figures in the schools, both crucial factors in the implementation of LS as a structural way of teacher professionalization, we see that there are additional tools needed. In the round table we would like to explore on the basis of case studies which tools in which kind of context are effective.

Summary

The past three years the Utrecht University of Applied Sciences facilitated various LS-groups at schools for secondary education in the Utrecht region. Four of these schools did several LS-projects and have the aim to establish LS as the standard means for teacher professional development.

Although the conditions for implementing LS in a sustainable way (De Vries, Roorda & Van Veen, 2017) were taken into account in the design of the interventions at these four secondary schools, the LS practice as a means for collaborative learning did not become commonplace at the participating schools.

The conditions we took into account were 1) voluntary participation in the LS, 2) facilitation of the LS process, 3) integration of pedagogical content knowledge, 4) special attention for collaboration in the LS teams, and 5) support from school management, both valuing the activity, as well as providing time and means for organizing the LS process in the work flow of teachers. Furthermore De Vries, Verhoef & Goei (2016) state that it is important to make sure the school leadership organizes key figures that act as ambassador and teacher leaders. Hereby making sure the enthusiasm for LS spreads through the whole school organization.

Despite the enthusiasm of almost all participants, which was shown by their choice to participate in more than one LS cycle, none of the participating schools seemed to adopt LS as the standard means for professional development. Even though the participants acted as ambassadors within their schools, and management seemed to support the LS projects firmly, LS did not prove to be sustainable.

Our evaluations of the projects show that most conditions were met in the different contexts. The evaluation shows that there are various ways in which the school management support LS. Not all of supportive efforts turned out to be effective. The second remarkable outcome is the role of the key figures. All of the schools organized different activities to share the positive experiences disseminate the results from the LS, and spread the enthusiasm for LS. The key figures played an important part in these activities, it would seem that the key figures have difficulty in taking informal leadership to secure and further LS activities within their schools. We would like to explore what kind of tools could effectively support key figures in school to broaden and build the LS movement.

In this round table we will discuss the following questions:

Seeing that merely managing time and funding is not enough, how can school management support LS in such a way that it becomes an integral part of the day to day practice of teachers?

Considering that key figures in the school are a crucial factor to make LS sustainable and that they seem to have difficulty in fulfilling this role, what kind of support tools could give them a secure foothold for agency?

We welcome school leadership, teachers experienced in doing LS, LS researchers to participate in de discussion, and help us to broaden the LS initiative in the Utrecht region.

and policy aspects of sustainable Lesson Study, Leadership, management
Ambassador, Key figure, School Management

CANCELLED: How lesson study affected my teacher career? importance of Lesson Study for young professionals

Ted Talk195Jamilya Abilzhanova, Nazarbayev Intellectual School Astana, Kazakhstan

Buenos Aires '72Tue 16:35 - 18:05

Abstract

There is an issue in availability of qualified young specialists in pedagogical sphere in Kazakhstan. Many of them come to schools without prior experience, abundance of teaching strategies and techniques. There are traditional ways of career development such as local seminars, professional development sessions or mentorship programmes. However Lesson study can become a new and innovative approach of looking at professional trainings. Participation in it allows young teachers to immerse in the educational process in the most practical way, work closely with experts, plan and discuss lesson observations and come up with different strategies for improvement. Collaborative work with universities and colleges can make a smooth transition of graduate students into teaching process by providing systematic learning approach based on Lesson study philosophy. Hence, making participation in it an important tool for professional development.

Summary

There is a major issue in availability of qualified human resources in school education. Many teachers are coming to middle and high schools without prior experience and training. Namely, in Kazakhstan many teachers do not have a special pedagogical degree apart from their discipline field diploma. As a result, young professionals at the beginning of their career lack teaching techniques and strategies. Naturally they would acquire desired experience through own practice and learning. Usually it is a way, which is accompanied by trial and error approach. The most common practices that are used to guide young teachers are local seminars, professional development (PD) sessions at schools and mentorship system. Local seminars are organised on a regular basis, however only several teachers from one school can attend those seminars which obviously is not enough. PD sessions in schools provide a great opportunity to acquire theoretical knowledge about pedagogy, but practical side of such kind of guidance is quite questionable. One more way to navigate newcomers is mentorship system. Although every new teacher has a mentor assigned to each of them, their communication and feedback cannot be regular enough due to the work overload. Moreover, mentorship system is established only in some schools, whereas majority do not have it.

Alternatively, participation in Lesson Study can be a very good opportunity to escalate teachers’ professional development in faster and more practical way. Throughout the process young professionals participate in lesson planning, lesson observation and discussions with more experienced colleagues, which results in effective training based on active and thoughtful lesson examination. The systematic approach to Lesson study allows for deeper and broader analysis. Moreover it is build around a common interest, idea, subject, problem which motivates teachers to collaborate in order to achieve desired outcome.

I became a part of a lesson study team unintentionally, during my first days at school. I was attending lessons, planning and discussions as an obserer. As responsibilities were clearly divided between all the teachers-participants, during my observation I made very detailed and thoughtful notes. I paid attention to every single detail of the lesson, which allowed me to think about my own lessons and strategies. During discussions I realized how different perspectives of several teachers can result in meaningful conclusions and studying implications. It turned out that participation in LS was actually a useful course on effective teaching, where you are not required to have a mentor or attend arranged PD sessions. Complete immersion in teaching process helps to develop your own skills and attitude. This could be a great way to connect pedagogical colleges, students studying education and the schools. On the one hand students get into the teaching culture, gaining experience for themselves. On the other hand, they assist experienced teachers in lesson examination, enhancing the educational process.

To summarize the main points, there is a two-sided benefit of Lesson study, which could integrate young specialists from pedagogical colleges and universities with teachers at schools. It makes LS an important tool in teacher’s professional development.

Lesson Study and teacher professional development
Career development, Young professionals

Four weddings and a funeral: five good reasons to collaborate on a lesson

Ted Talk234Stéphane Clivaz, University of Teacher Education Vaud, 3LS, Switzerland

Buenos Aires '72Tue 16:35 - 18:05

Abstract

This TED talk will highlight the five key moments of a professional development lesson study group in Lausanne, Switzerland. Each moment will be highlighted in terms of key learning situation of professional knowledge and will be linked to the graphical representation of the lesson study circle (Clivaz, 2018) and… to a movie.

Summary

Our two-year work with a Lausanne (Switzerland) lesson study group of 8 grade 4 teachers on mathematics lesson has been analysed in terms of mathematical knowledge for teaching used by teachers (Clivaz & Ni Shuilleabhain, 2019; Ni Shuilleabhain & Clivaz, 2017), of influences on teachers’ practices (Batteau, 2017, 2018), of knowledge sharing (Clerc-Georgy & Clivaz, 2016) or of professional development situation (Clivaz, 2015, 2016). This TED talk will rely on these analyses, step back and highlight four “aha moments” and an “ouch moment” in a rather unusual type of presentation.

References:

Batteau, V. (2017). Using Lesson Study in mathematics to develop primary teacher’s practices: a case study. Quadrante, XXV, 127-157.

Batteau, V. (2018). Une étude de l’évolution des pratiques d’enseignants primaires vaudois dans le cadre du dispositif de formation lesson study en mathématiques. [A study of the evolution of primary school teachers’ practices in a training and research process in mathematics: lesson study]. (Thèse de doctorat), Université de Genève, Genève.

Clerc-Georgy, A., & Clivaz, S. (2016). Evolution des rôles entre chercheurs et enseignants dans un processus lesson study: quel partage des savoirs? [Evolution of the roles between researchers and teachers in a lesson study process: how is knowledge shared?]. (In F. Ligozat, M. Charmillot, & A. Muller (Eds.), Le partage des savoirs dans les processus de recherche en éducation (pp. 189-208). Série Raisons Educatives, n°20. Bruxelles: De Boeck.

Clivaz, S. (2015). Les Lesson Study : Des situations scolaires aux situations d’apprentissage professionnel pour les enseignants. [Lessons Study: From school situations to professional learning situations for teachers]. Revue des HEP et institutions assimilées de Suisse romande et du Tessin, 19, 99-105.

Clivaz, S. (2016). Lesson Study: from professional development to research in mathematics education. Quadrante, XXV(1), 97-112.

Clivaz, S. (2018). Lesson study as a fundamental situation for the knowledge of teaching. International Journal for Lesson and Learning Studies, 7(3), 172 - 183.

Clivaz, S., & Ni Shuilleabhain, A. (2019). Examining Teacher Learning in Lesson Study: Mathematical Knowledge for Teaching and Levels of Teacher Activity. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practices of lesson study in mathematics: An international perspective: ZDM, Springer.

Ni Shuilleabhain, A., & Clivaz, S. (2017). Analyzing Teacher Learning in Lesson Study: Mathematical Knowledge for Teaching and Levels of Teacher Activity. Quadrante, 26(2), 99-125.

Lesson Study and teacher professional development
Collaboration, Mathematics education, Professional development

The realisation of children’s right to participate based on action research principles

Ted Talk277Johanna Mahr-Slotawa, Bielefeld University, Germany

Buenos Aires '72Tue 16:35 - 18:05

Abstract

In this presentation, I show how children’s participation may be realised as part of Lesson Studies. The results of my PhD research provide a model on how to realise children’s participation right in form an Action Research. I based this model, first, on my findings from Kenyan primary school children’s views on this right and, second, on my reflections on the Participatory Action Research I conducted with the children. The model describes the realisation of children’s participation right in six components. I formulated these components along Action Research principles. Of the six components I formulated, the first three state that: Children’s participation is action-focused; it increases by granting them agency, and is a collaborative dialogue between adults and children. For each of these six components, I defined the requisite changes in behaviour and practices. The model’s implementation contributes to a more sustainable education as it effects children’s personal resource development.

Summary

My desire to the realise children’s right to participate as part of Lesson Studies is informed by my experiences during a Participatory Action Research I conducted with primary school children in Kenya. Further, it is inspired by the various overseas work experiences I have had, especially around the theme of the realisation of children’s participation right within school health education contexts. I see a close connection between the realisation of this right and the goals of sustainable education. The reason for this connection is that children’s participation affects their personal resource development. Moreover, it enhances the education quality and children’s motivation. These outcomes result from children’s increased learning through actions as well as practical and democratic experiences (Jerusalem et al. 2009, Verheyde 2006).

My understanding of children’s participation builds on the few existing theoretical frameworks that have been advanced over the last decade. In line with these frameworks, my conceptualisation places emphasis on understanding of children’s participation as a dialogical process between adults and children, and, regarding children as contributors to society (Percy-Smith et al. 2010, Stoecklin 2012). Percy-Smith (2014) especially inspired me as I relied on his use of Action Research principles to reframe children’s participation. I conceptualised their participation by interpreting and facilitating it with the help of Action Research principles and characteristics. To this end, I relied on Greenwood et al.’s (2007) understanding of Action Research.

My study sought to answer the following research question: How can children’s right to participate be realised within the Comprehensive School Health Programme in Kenya? I generated my results during a five-month long Participatory Action Research (August 2013-January 2014). The research was conducted in three primary schools in Ndeiya District in Kenya. We used Participatory Learning and Action Research methods along with Focus Group Interviews. These methods enabled the children, themselves, to develop concepts for the realisation of their participation right as envisaged in Article 12 (1) of the UNCRC.

The children delineated actions that could help them realise this right. The results regarding children’s views on their right, together with my experiences during the Participatory Action Research, led me to conclude that children’s right to participate could be realised through Action Research principles and characteristics. I summarized these results in a model which conceptualises the realisation of children’s participation in form of an Action Research. For each of my six Action Research principles, the model describes the corresponding Action Research characteristics. These characteristics define the requisite changes in behaviours and practices to facilitate the realisation of children’s participation right through each Action Research principle.

From the research results I obtained, I conclude that there is a need to implement the model to realise children’s participation right as part of each Lesson Study. The pupils themselves should be involved in lesson preparation, its implementation and evaluation. My model’s focus on dialogue and actions does support this recommendation. The use of my model within Lesson Studies should be discussed further and its possible application in schools across the globe.

Creating knowledge in practice: action research and other practice-based research approaches
Action Research, Children’s participation right, Primary school

Designing tasks in a learning study with learning activity as a framework

Paper340Sanna Wettergren, Anna-Karin Nordin, Stockholm University, Sweden

Koninklijke logeTue 16:35 - 18:05

Abstract

This paper exemplifies and discusses task design for students' exploration of algebraic expressions in a learning study. Data comes from a research project conducted in a Grade 10 in Sweden. Applying learning activity (Davydov, 2008) as a theoretical framework when designing and analyzing the research lessons, we elaborate on concepts such as problem situation, learning models, and collective reflections, as tools for designing, framing and constituating tasks. A learning activity in Davydov’s sense is characterized by introducing students to a problem situation comprising such theoretical aspects that they need to discern. The problem situation needs to be perceived as meaningful but where the students’ current knowledge is to some extent insufficient. Further, the students should be provided with some mediating tools, learning models, that can help them elaborate on the identified problem. In the presentation examples of tasks and their iterative development (refinement) will be given.

Summary

The issue for this paper is to discuss the theoretical and methodological foundations of tasks constructed and used in a learning study with a focus on students' exploration of algebraic expressions. Data comes from a research project conducted in a Grade 10 (first year of upper secondary school) in a Swedish school comprising three research lessons.

As part of the learning study a phenomenographic study (Marton, 2015) was conducted, identifying following critical aspects: 1) to discern what constitutes an information-bearing unit and that it can consist of several components, e.g. an expression within parenthesis 2) to discern how the information in a situation can be represented by variables and expressions and 3) to discern that a component of an expression can be expressed in various ways with the information given, e.g. y can be replaced by 300 - x.

Whereas variation theory (Marton, 2015) is commonly used as a theoretical framework in learning studies, this study employs learning activity (Davydov, 2008), when designing and analyzing the research lessons. A learning activity in Davydov’s sense is characterized by introducing students to a problem situation comprising such theoretical aspects that they need to discern. The problem situation needs to be perceived as meaningful but where the students’ current knowledge is to some extent insufficient. Further, the students should be provided with some mediating tools, learning models, that can help them elaborate on the identified problem.

When constructing a problem situation an analysis of the content of the learning object can be of help in finding a possible problem that needs to be transformed into a learning task. Thus, tasks in a learning activity aims to give students opportunities to gain access to theoretical content that is built into a specific knowledge e.g. algebraic expressions. In order to create, achieve or establish a learning activity, a theoretical work needs to be done collectively by the students in relation to a specific problem situation (Eriksson, 2017).

As Zuckerman (2004) describes, the reflection process in a learning activity needs to be organized so that the students among other things can take others’ perspective. Thus, the students are to be given opportunities to reflect on others’ contributions including others’ use of learning models e.g. inviting students into a fictional situation by presenting what fictitious students have answered. Collective reflections have, in this sense, a crucial function in a learning activity developing students’ understandings of algebraic expressions. Therefore, planning for collective reflections must also be considered as part of the task design.

In the paper we will exemplify and discuss how two tasks were designed and developed iteratively in three research lessons utilizing the principles of learning activity.

Research methodology and theoretical underpinnings of Lesson Study
Learning activity, Learning study, Task design

Use of LS to design and test a science tool that uses mixed reality

Paper409Henri Matimba, Utrecht University, Freudenthal Institute, Netherlands; Teresa Pedro Gomes, Windesheim University of Applied Sciences, Biology, Netherlands; Wouter van Joolingen, Utrecht University, Netherlands; Sui Lin Goei, VU Amsterdam, Netherlands

Koninklijke logeTue 16:35 - 18:05

Abstract

In an international collaboration between teachers, researchers and software designers an educational instructional tool (app) addressing the enzymatic degradation of starch in the body was designed, developed and tested in a Lesson Study cycle. During the process of design and development of the tool, several defining issues and challenges were identified. The learning effect of the app was tested on different age groups, ranging from 14 to 18 years in Dutch comprehensive schools. Preliminary results show that the app helps to build schema with respect to biological and chemical concepts in the studied age groups. It can also help teachers with identifying incorrect naïve concepts held by the students, due to the fact that visualizations tend to be more interactive and real like. The age group of the 18 years predominantly used the app as a means to test whether the curriculum is understood, thereby reinforcing knowledge already obtained.

Summary

In a preliminary project the advantages of augmented and/or mixed reality capabilities in biology education was studied in a classroom setting. To research this, an interactive application was designed and developed around an enzymatic reaction in the human body. With the app learning difficulties in the approach to obtaining knowledge and understanding of scientific models were investigated. Especially tasks that looked at analytic reasoning, problem solving and team work by the students were investigated in the test phase of the study. These skills closely link to the competencies known as 21st century skills, identified as markers for success in present day society.

After an analysis in which teachers and researchers participated the choice was made to develop an app around the topic of the degradation of starch present in food. In the human body this degradation is an enzymatic reaction, where different types of the enzyme amylase help breakdown starch - a polysaccharide consisting of glucose units - into smaller metabolites and ultimately the disaccharide maltose. Maltose is spliced into glucose units by the enzyme maltase, making it possible to be absorbed into the bloodstream and transport throughout the body. Interestingly, cellulose another polysaccharides is unaffected by the enzyme amylase. In the subsequent design cycle researchers and software designers worked closely together to translate the parameters given by the teachers into a working educational tool. A limitation proved to be the lack or absence of content to build interactive visualizations that allow for augmentation at the 3D microscopic level. Another challenge was the generation of a coherent scenario whereby different concepts and ideas can be taught.

Upon completion the app was tested following the lesson study guidelines of a research lesson. For this a teacher was asked to scrutinize his students and selected three of them more closely. The teacher was furthermore asked to prepare the lesson meticulously, and predict in advance the reactions and behaviour of the students. After the research lesson was executed it was discussed in detail. It was found that the younger age group tends to be less systematic with working with the app. Older students also used the input of the app better in conjunction of other media forms. They were also more aware what they what they were looking in the app. In other words they anticipated certain visualizations or results. It was interesting to see that for all investigated age groups the use of an smart device did not interfere with their concentration level. Furthermore, students were able to work very orderly in small groups of 4 or 5 to solve additional questions. It was observed in all age groups that students that were supposedly more hesitant indeed needed more tutoring towards discovering the features of the app. In the follow up interviews the selected students expressed an overall positive attitude towards this type of learning. Less pronounced were learning effects with respect to conceptual model building. This could be explained as a result of an incorrect focus in the research lesson.

Creating knowledge in practice: action research and other practice-based research approaches
Design cycle, Innovative instructional tool, Secondary school science education

Opportunities for teacher learning from 'knowledgeable other'

Paper51May Chavez, University of the Philippines-Diliman, Philippines

Koninklijke logeTue 16:35 - 18:05

Abstract

The role of knowledgeable other (KO) is considered one of the critical factors for Lesson Study (LS) to be productive for teacher learning. In our country, where LS is relatively new to teachers, the role of KO and how they should be facilitating learning is still in a black box, even to those who initiate teachers in LS. Very few researchers have looked into the role of KO. This paper explores how the role of KO is developing in LS activities in our country. Using grounded theory and case study approach, I examined the nature of the comments and inputs of four KO’s, each of which I considered a case. A range of themes emerged from my analysis. Differences in the nature of comments each of the cases, each of which represents different degrees of experience with LS were also observed and these provide new insights about KO’s for LS.

Summary

The role of knowledgeable other (KO) is considered one of the critical factors for Lesson Study (LS) to be successful and productive for teacher learning. The KO is expected to provide deeper meaning to teachers’ experience and to facilitate teacher learning from their conduct of LS. In the Philippines, where lesson study is relatively new to teachers, the role of KO and how they should be facilitating learning is still in a black box, even to those who initiate teachers in lesson study. Who can teachers invite as KO? Does KO need to have LS experience? Do they need to come from teacher training institutions? What should KO focus on in their comments? What knowledge and skills do they need to have? These are real questions to us in Philippines and answers to these question are absent even in literature on lesson study. Even in Japan, Takahashi (2014) acknowledged that very few researchers have looked into the role of knowledgeable other. In this paper, I explore how the role of KO is developing in lesson study activities in our country. Using grounded theory and case study approach, I examined the nature of the comments and inputs of four KO’s, each of which I considered a case. The data came from the transcribed audio of a video of the post-lesson discussion.

A range of themes emerged from my analysis of KO comments, the most frequent of which pertains to facilitation of the lesson, the connection of each part of the lesson, on the attainment of goals/sub-goals of the lesson, importance of writing a detailed lesson plan, and importance of activity tryout. A few comments were on the pupil’s participation, materials used in the activity, safety precautions in doing the activity, difference of demo teaching vs lesson implementation, stating objectives of the research lesson, spiraling of the topic in the curriculum, and observers behavior during the lesson implementation. Differences in focus and nature of comments were also observed in each of the cases, each of which represents different degrees of experience with LS, providing new insights for training and supporting KO.

Lesson Study and teacher professional development
Knowledgeable Other, Professional development

The role of the teacher educator during Lesson Study sessions

Paper130João Pedro da Ponte, Universidade de Lisboa, Instituto de Educação, Portugal

Londen '71Tue 16:35 - 18:05

Abstract

Leading Lesson Study is a complex process. When the participating teachers have no previous experience regarding Lesson Study, the role of the teacher educator/facilitator becomes critical, but there is still little research on this issue. In this qualitative and interpretative study, carried out in the professional practice of two of the authors, we seek to characterize the teacher educator’s actions in the discussions in Lesson Study sessions. The results show that the teacher educators carry out three main types of actions. Most frequent are supporting/guiding actions through which teacher educators demand contributions of factual nature or detailed descriptions of events that teachers experienced. Next, are informing/suggesting actions, which serve them to introduce new information, to bring teachers to a more precise language, and to validate teachers’ contributions. Finally, they use challenging actions to induce in-depth reflections from the teachers and these actions have the greatest potential for professional development.

Summary

The practice or context from which the work originates. This work is based on a Lesson Study carried out in 2018/2019 in Portugal with five primary school teachers teaching grade 1. The participants decided to focus on the topic of problem solving. One teacher had students from a very poor social environment, two had students from mixed environments, and two other had leadership or supporting roles in the school. The Lesson Study was jointly led by the two first authors of this paper.

Theoretical framework. This study is based on a conceptualization of teachers´ knowledge regarding mathematics learning which gives special attention to pedagogical content knowledge (Ball et al., 2008, Shulman, 1986) and, within this to knowledge about the mathematics teaching process (Ponte, 2012). It is also based in a practice-based conceptualization of professional development (Ball et al., 1999; Smith, 2001).

Research question. We seek to characterize the actions of the teacher educators during the discussions in sessions of a Lesson Study undertaken with primary school teachers and to know the implications of different kinds of actions for unfolding of the lesson study process and for teachers’ professional development.

Method(s). This is a qualitative/interpretative research. Data collection was made through participant observation, with audio recording of the Lesson Study sessions and writing of a research journal. Data analysis was supported by a framework based in Ponte and Quaresma (2016), originally developed for mathematics teaching, and in this study adapted to teacher education, and proceeded inductively to ascertain the implications of teacher educators’ actions.

Relevance for educational practice. Leading a Lesson Study is a complex process that in many cases is carried out by a teacher educator/facilitator, especially when the participating teachers have no previous experience regarding this professional development activity. This role is rather different from the role of the “knowledgeable other” discussed by Takahashi (2014), that only intervenes after the research lesson. Since little is known regarding the way teacher educators conduct working sessions, this is a relevant topic for research.

Results. The results show that the teacher educators carry out three main types of actions. Most frequent are supporting/guiding actions, which support the development of the session, and through which the teacher educators demand from teachers contributions of factual nature or descriptions of events that they experienced. In order of frequency, the following are informing/suggesting actions, with which teacher educators introduce new information, bring teachers to a more precise language, and validate their contributions. Finally, the teacher educators use challenging actions to induce in-depth reflections from the teachers.

Conclusion and discussion. During the development of Lesson Study, supporting/guiding actions are necessary to direct the flow of the joint work. Informing/suggesting are needed when the group is blocked or may profit from factual information not readily accessible. Challenging actions have the greatest potential for professional development, as they lead teachers to consider new issues or regard current issues in a new perspective. The nature and frequency of challenging actions may be an indicator of successful Lesson Study sessions.

Lesson Study and the facilitator
Discourse, Facilitator, Primary school

How does a mentor teacher develop collaborative lesson study with a student teacher?

Paper228Atsushi Sakamoto, Fukushima University, Japan

Londen '71Tue 16:35 - 18:05

Abstract

This study examines how mentor teachers prepare collaborative lesson study with student teachers to clarify one of the bases of implementing lesson study. In doing so, it adopts a model in which teachers collaboratively develop professional and practical knowledge through lesson study (Akita, 2009). A semi-structured interview (one-to-one and face-to-face) was conducted after the first week of practice teaching. The teachers were asked to look back over the week and consider the kind of guidance they provided during the practice. Two mentor teachers’ narratives were coded qualitatively (Sato, 2008). The commonalities and differences between the categories that emerged in their narratives were examined. The analysis showed classroom context sharing and collaborative lesson planning as the basis of lesson study in practice teaching. It can be suggested that mentor teachers promote reflective attitude for collaborative lesson study by verbalizing their own practice to share the classroom context.

Summary

The practice teaching process is considered to be one of the origins of Japanese lesson study (Matoba, 2015). To clarify one of the bases of Japanese lesson study, it is therefore important to determine how student teachers collaborate with mentor teachers to plan and conduct classes, and how mentor teachers observe and record the lesson, and after the lesson, reflect with student teachers.

In many cases, student teachers in four-weeks practice teaching take lessons after the second week. In other words, the first week can be considered a preparation period for collaborative lesson study with student teachers. Examining how mentor teachers prepare to realize collaborative lesson study with student teachers can clarify one of the conditions for implementing collaborative lesson study.

In this study, teachers are regarded as reflective practitioners (Schon, 1983). Considering lesson study between mentor and student teachers, this study adopts a model in which teachers collaboratively develop professional and practical knowledge through lesson study (the collaborative construction of professional knowledge model; Akita, 2009).

The following are the research questions addressed in this study.

“What and how does a mentor teacher teach a student teacher in the first week of practice teaching to prepare collaborative lesson study with the student teacher?”

Two public elementary school teachers (teacher A and teacher B) participated in this study. It was their first experience of being a mentor teacher.A semi-structured interview (one-to-one and face-to-face) was conducted after the first week of practice teaching. The teachers were asked to look back over the week and consider the kind of guidance they provided during the practice. The interview was conducted to extract the mentor teachers’ narratives.

The obtained narratives were coded qualitatively (Sato, 2008), considering what and how the mentor teachers taught student teachers in relation to lesson study. The commonalities and differences between the categories that emerged in their narratives were examined.

The common categories were as follows: “practice explanation/how to teach,” “proposal/how to teach,” “instruction/actual condition of children,” and “instruction/how to interact with children.”In other words, mentor teachers explained how they usually conduct lessons and talked about the actual condition of children and how to interact with them. This can be considered instruction to share not only the method of teaching and information about children but also the specific and local history and context of the classroom with the student teachers. Additionally, the mentor teachers proposed the lesson method, which means giving some orientation to the lesson of the student teachers and showing the intention to plan the lesson in collaboration.

From the above, it is clear that classroom context sharing and collaborative lesson planning are the basis of lesson study in practice teaching. It can thus be suggested that mentor teachers promote reflective attitude for collaborative lesson study by verbalizing their own practice to share the classroom context.

Lesson Study and teacher professional development
Collaborative lesson study, Practice teaching, Qualitative coding

Lesson Study-based training teacher educator: case study on self-study and cooperative Lesson Study

Paper262Yoshida Nariakira, Maruyama Yasushi, Matsuda Mitsuru, Kusahara Kazuhiro, Iwata Shotaro, Yodozawa Maho, Miyamoto Yuichi, Matsuura Asuka, Hamamoto Aiko, Naganuma Seigi, Hiroshima University, Graduate School of Education, Japan

Londen '71Tue 16:35 - 18:05

Abstract

This study is a developmental research to construct a new framework of training program for teacher educators, which seeks for bridging self-study and PreFD/PFF under the Lesson Study. The research question in this study claims how the combination of Lesson Study and self-study contributes to training teacher educators at graduate school. Under this purpose, it is to be qualitatively analyzed, how significant or meaningful the feedback from participants in “Teaching Practicum” works for learning process in trainees. Case is retrieved from “the Certificate Program for Preparing Future Faculty in Teacher Education” for doctoral students in Graduate School of Education, Hiroshima University. The conclusive statements will be following: (1) to promote interactive and interdisciplinary learning process, (2) to provide doctoral students with a chance to form an ideal image of “teacher educator” respectively, (3) to craft collaboration between FD of professors and PreFD of Ph.D. Students.

Summary

The Japanese Lesson Study, generated as a place of the teacher's independent improvement, has developed, of its multi-dimensional expansion, a training program to be a teacher educator at university (Maruyama et al., 2019). With reframing the traditional Japanese Lesson Study itself, the training program nurtured graduate students who enjoyed self-reflective and cooperative discussions and activities with other participants and then were made themselves ready to be engaged in the prospective teacher training in the near future (Yoshida et al., 2019).

The positioning of teacher educators and their roles are largely different depending on teacher training institutions. Among them, a research network on teacher education and training of teacher educators using "self-study" developed in Netherlands deserves attention on the one hand (Lunenberg/ Dengerink/ Korthagen, 2014; Swennen/ Klink, 2010). On the other hand, when it comes to training program for teacher educators, attention has to be paid to trends in training graduate students at graduate school to be future teacher educators, so called PreFD/PFF (Preparing Future Faculty).

This study is a developmental research to construct a new framework of training program for teacher educators, which seeks for bridging self-study and PreFD/PFF under the Lesson Study. The research question in this study claims how the combination of Lesson Study and self-study contributes to training teacher educators at graduate school. Under this purpose, it is to be qualitatively analyzed, how significant or meaningful the feedback from participants in “Teaching Practicum” works for learning process in trainees (graduate students: practicants). Case is retrieved from “the Certificate Program for Preparing Future Faculty in Teacher Education” for doctoral students in Graduate School of Education, Hiroshima university.

The conclusive statements will be following. Firstly, the significance of our practice lies in bringing several specific fields of subject pedagogies together that enables to promote interactive and interdisciplinary learning process. Discussing about one practicum beyond the specialties in pre-conference and post-conference certainly brings a positive impact on participants who would otherwise never know different perspectives of other discipline. Secondly, it is articulated that the practicum as PreFD provides doctoral students with a chance to form an ideal image of “teacher educator” respectively. Not only forming the ideal, practicum also functions as a pragmatic place to reformulate their ideal images under the authentic situation (delivering a lecture in front of students). Finally, benefits that participants other than practicants enjoyed cannot also be ignored. Not only do self-study and cooperative Lesson Study give practicants a chance to reconsider their own teaching philosophy, but professors and other students who participated in pre-conferences and post-conferences also gained new insights on teaching strategies etc. Here it can be clearly observed that combining self-study and cooperative Lesson Study in one program involves all participants into a reflective (individual) and cooperative (collective) learning process.

Innovative uses of Lesson Study
Cooperative Lesson Study, Self-Study, Traning Teacher Educator in University

Teachers’ interactions: knowledge sharing and development through Lesson Study

Paper20James Calleja, Michelle Attard Tonna, Michael Buhagiar, University of Malta, Faculty of Education, Malta

Madrid '69Tue 16:35 - 18:05

Abstract

This paper focuses on the development of a teacher learning community around a mathematics lesson study. A qualitative case study methodology is adopted to examine teacher interactions during their lesson study meetings and to investigate the knowledge shared and developed over time. This understanding is gathered through three data sources: video recordings, observational fieldnotes and a teacher online forum. To examine interactions and how these shape teachers’ lesson study goals, analysis of data draws on talk-in-interaction (see Sacks et al., 1974). Talk-in-interaction provides an analytical lens to look into teachers’ social actions as shaped by the lesson study context. This research suggests that teachers construct a sense of the ongoing lesson study process through interactions. Interactions support teachers to negotiate a role for participating and, as a result, to develop their knowledge. Moreover, there are indications that interactions develop teachers’ actions, their roles and identities as teachers of mathematics.

Summary

This study involves eight mathematics teachers in a secondary school in Malta as they engage in lesson study from March to May 2017. For them, lesson study is a new professional development initiative facilitated by the first author who had previously worked with this group as their head of department. In this study, we seek to understand how teachers engage in learning through ongoing interactions, both face-to-face and online, and how their interactions support teachers to develop types of knowledge – pedagogical, content and/or pedagogical content (see Shulman, 1986) – about teaching mathematics. Talk-in-interaction (see Sacks et al., 1974) provides an analytic lens that enables us to examine the knowledge, skills and practices that teachers talk about and develop as a result of ongoing lesson study interactions. Hence, we analyse how interactional patterns between participants and the facilitator develop over time. This analytical approach aims at specifying the format through which the practice of lesson study is ‘talked into being’ (Heritage, 1984).

Drawing on theories of sociocultural learning (Vygotsky, 1978) and community of practice (Lave & Wenger, 1991), we examine the ways in which knowledge is revealed and shared by teachers as they move from peripheral to full participation within the lesson study process. Our research is driven by the question: How do participants interact as they collaborate on a mathematics lesson study, and what types of knowledge do they draw upon during this developmental process? To address this question, we therefore explore how the lesson study context and the facilitator’s role shape teachers’ ways of being and participating.

We use a qualitative case-study methodology (Yin, 2003) to explore the ways in which interaction is enacted by teachers and their facilitator. In our case, the facilitator-as-researcher participates in and observes a community of teachers over a period of time. Data collection methods include six video recordings, three observational fieldnotes of the face-to-face meetings, and access to an online forum comprising around 50 entries created by teachers and the facilitator. Analysis of the data sheds light on teachers’ participation and assumed roles, their production and sharing of material artefacts, and the lesson study environment. Our inductive approach (see Boyatzis, 1998) to data analysis permits us to view and re-review interactions as we seek to identify the emerging patterns.

Findings suggest that lesson study interactions are shaped by the embedded processes, in particular the role of the facilitator and the school context. It appears that the facilitator can play a key role in managing discussions, provoking thinking and leading the group to negotiated decisions. On the other hand, it seems that the school context – its affordances and constraints – can also shape teachers’ possibilities for action. This research further suggests that interactions enabled by a facilitator can support teachers’ understanding of the lesson study process, the negotiation of their participatory roles, and their construction of different types of knowledge. Moreover, there are indications that participation in lesson study can inform teachers’ classroom actions, as they develop their professional roles and identities.

Lesson Study and teacher professional development
Knowledge construction, Mathematics teachers, Talk-in-interaction

What's it look like? A closer view on the interactions of teachers in collegial lesson planning

Paper49Daniela Rzejak, University of Kassel, Germany

Madrid '69Tue 16:35 - 18:05

Abstract

Teacher cooperation is considered an important element for teacher, instructional and school development. In Germany, however, intensive co-constructive forms of cooperation among teachers are still not widespread. Additionally, little is known about how the interaction behaviour of teachers in joint teacher and school development processes is shaped concretely. This was the starting point for the present study: First the project KURIER, a teacher professional development program that aims to improve the cooperative lesson planning and reflection within teacher teams will be introduced. The interaction processes within two teams of teachers will then be presented and compared on the basis of transcript excerpts. The team discussions focused on the joint planning of a lesson. From the comparative analysis, first indications for the development of a system for categorizing interaction and cooperation processes of teachers can be derived. A corresponding system can also be valuable for analyzing co-constructive processes in Lesson Studies.

Summary

Cooperation among teachers is considered an important prerequisite of school quality and an element for an ongoing teacher professionalization and school development. It is therefore not surprising that a large number of studies investigate the conditions, forms and effects of cooperation (e. g. Massenkeil & Rothland; Vangrieken, Dochy, Raes & Kyndt, 2015). A particularly intensive and effective form of co-constructive cooperation happens within Professional Learning Communities (PLC). PLCs are characterized by different features: The core features include a shared focus on student learning, a deprivatization of classroom practice, meaning mutual hospitations in each other classes, practicing a reflective dialogue on teaching practices and student learning and sharing equal values concerning teaching and learning. Finally, the work of a PLC is not a one-shot-happenings but rather a routine of co-constructive cooperation (e. g. Bolam, McMahon, Stoll, Thomas & Wallace, 2005; Bonsen & Rolff, 2006; Fulton & Britton, 2011; Lomos, Hofman & Bosker, 2011).

However, a representative study with teachers at schools with secondary level showed that intensive co-constructive cooperation is still not widespread in Germany (Richter & Pant, 2016). That is worrisome, since e. g. coping with innovative and complex tasks needs intensive forms of teacher cooperation (e. g. Berkemeyer, Järvinen, Otto & Bos, 2011; Gräsel, 2019). Thus, an important question is how to promote and support co-construction among teachers. But as a preliminary to this, it is necessary to gain an understanding of how cooperative processes in teacher teams take place. The latter aspect is the starting point for this study.

In 2018, a one year teacher professional development program began in order to build up routines among teachers for collegial lesson planning and reflection. Therefore, the program aimed at teams from a school and not at individual teachers. The colleagues should cooperatively plan their lessons and develop new teaching strategies. They should also practice collegial in-class observations and reflect together on the lesson. To investigate the learning opportunities of the training and to get an idea of what kind of collaborative processes take place when teachers plan and reflect lessons together, the program was evaluated by the University of Kassel.

In order to comprehend these discursive processes among teachers and to develop an analysis system the study compared the interaction processes within two teacher-teams participating in the training on the basis of transcript excerpts in a first step. Both team discussions focused on the joint planning of a lesson. The comparative case analysis provides indications for the development of a system to categorize interaction and cooperation processes of teachers that is to be used for further analysis of co-constructive processes within the project. The initial case analyses reveal that there is only limited reciprocal reference among the teachers and that they have many parallel conversations, so that it is hardly possible to assume a co-constructive build-up of knowledge. Beyond that an appropriate analysis system can enrich investigation of co-constructive processes e.g. in the context of Lesson Studies and Learning Studies in the future.

Lesson Study and teacher professional development
Comparative interaction analysis, Cooperation, Teacher professional development

Reconstructing the image of teacher in Lesson Study

Paper91Maria J. Servan, Noemi Peña, University of Malaga, Spain

Madrid '69Tue 16:35 - 18:05

Abstract

This paper presents the results of research on Lesson Study's potential to reconstruct student teachers' practical knowledge. It focuses specifically on a Lesson Study implemented as part of the subjects Practicum III and Degree Essay, which are imparted in year four of the Degree in Early Chilhood Education at Málaga University. The work is based on qualitative research that is developed through a case study. This research has shown Lesson Study's potential to reconstruct students' image of teaching throughout the different phases thanks to two key processes: theorisation of practice and experimentation of theory:

First phase, determining the focus for the proposal.Second phase, designing the proposal.The first signs of the reconstruction of the image of teaching can be seen in the proposal redesign phase between the two experimental lessons.

Summary

This paper presents the results of research on Lesson Study's potential to reconstruct student teachers' practical knowledge. It focuses specifically on a Lesson Study implemented as part of the subjects Practicum III and Degree Essay, which are imparted in year four of the Degree in Early Childhood Education at Málaga University (Soto, Serván and Caparrós, 2016).

The work is based on qualitative research that is developed through a case study. The case selected was a group of six students, one of which was chosen for further follow-up. The Lesson Study comprises practice over the course of four months, carried out in schools as part of the Practicum III. Here the first six phases are developed: 1) Define the problem; 2) Design the experimental lesson; 3) Develop the first experimental lesson; 4) Analyse; 5) Redesign; 6) Develop the second experimental lesson and the Final Dissertation, which makes up phase seven (analysis and presentation in an expanded context). Observation sessions, work meetings and development of the two experimental lessons were held over this period. Group and individual interviews were also carried out. The cooperative documents prepared by the group of students and their individual portfolios were also reviewed. All the information collected was analysed and categorised.

This research has shown Lesson Study's potential to reconstruct students' image of teaching throughout the different phases thanks to two key processes: theorisation of practice (Hagger & Hazel, 2006), and experimentation of theory (Korthagen, Loughran & Russell, 2006; Pérez Gómez, Soto and Serván, 2015).

The results of the research have shown that Lesson Study has enormous potential to reconstruct students' image of teaching throughout the Lesson Study:

First phase, determining the focus for the proposal: based on teachers' learning needs, allowing us to identify the image of teacher we are starting off from.Second phase, designing the proposal: we believe cooperative reflection on teachers' responses to hypothetical situations is particularly relevant, since it allows students to start to cooperatively question their own practical knowledge.The first signs of the reconstruction of the image of teacher can be seen in the proposal redesign phase between the two experimental lessons. This is the point at which the group perceives that their beliefs, fears or outlooks contrast with their experience.

Lesson Study in initial teacher training
Practical knowledge, Practicum

Rethinking Strengthening Lessons and Schools through LS using assessment to improve pedagogy

Symposium355Masahiro Arimoto, Tohoku university, Graduate school of education, Japan

Omloop NoordTue 16:35 - 18:05

Abstract

The aim of this symposium is to deepen the working hypothesis that "system maintains culture, culture strengthens system" which has been kept as a problematic area for many years in Japanese Lesson Study. This is done from the viewpoint of using assessment to improve pedagogy by inviting Catherine Lewis as a discussant. The mixed method is used, the quantitative data re-analysis of the distinctive school survey in the 1980s and the narrative data as its follow-up study in pursuit of the extension of the data collection framework. In particular, we take to Chikuzam and Horikawa elementary schools. The findings are demonstrated by diagram (reinforced/ balanced loop/ layer, process) based on a system dynamics (including time). It leads to the world view of Japan that is different from abroad and a foothold as the synergy of knowledge creating company (Nonaka 1995) and schools that learn (Senge 2012).

Summary

Lewis (2002) also remarks that if formative assessment practices, or indeed any innovative practices are to be developed and continuously improved using LS, educators need to agree upon a shared goal for improvement. The process of evidence collection is at the very core of the formative assessment process and of Japanese LS. There was actually an increasing momentum amongreseachers to re-focus so far Japanese “LS” taken it for granted from school-wide contexts by focusing School Research Theme (SRT) in 1980s (see diagram 1).Therefore, SRT supports the matter of implementing Assessment for Learning (AfL), which might receive much attention from abroad.

The authors have taken to a couple of schools as mysterious wonderland tried to collect transcripts of these interviews, conversations, and observations to make visible the relationship between system and culture as "multiple layers" (see diagram 2).

Theoretical framework is Crossouard et al 2012), Stigler et al (1999, 2016), Senge et al. (2012), Nonaka (1995), Wierzbicka (1996)

Research question is

Q1 Why sustainable research and scaling-up could be possible for long years ?

Q2 Why sustainable research for whole child could be possible for long years?

Method(s) are mixed method using the narrative data as its follow-up study in pursuit of the extension of the data collection framework. In particular, we take to Chikuzam and Horikawa elementary schools.

Results are as follows. The each of SRTs of Chikuzan and Horikawa1985 was “Research on teaching that develops students as individuals and a group (Cooperative teaching practices)” and “Children who search for a better way of life and apply it in their daily living” In comparison with a behaviourist cultural script in the UK (Elliott 2018), Japanese teachers maintain a social bond with their students, based on the (Buddhist) theory that the stronger the bond, the more successfully young learners will become zenjinteki (well-rounded)in character and reproduce similar communities around them (Arimoto et al 2018)(see diagram 3,4).It could trace more than 30 years experiences of policy transition from behaviourist cultural script to OLE (Open Learning Environments) as problem awareness.

Conclusion and discussion

All depends on synergie between Japanese uchi ((inside, us, in-group, inside home) and soto(outside,other groups,outside the home) culture and staff redeployment (turnover) of personnel located within same regions as civil servant, and “compassion in a respect for the inherent dignity of life - our own and others” culture.

the individual contributions are follows.

Arimoto overviews nation-wide movement of policy and practice, quoting Lewis and give alternative diagram.

Yamamoto as an outside researcher demonstrates how unique practices in Akita are and suggests the possibility of presenting a school model that strengthens sustainable teachers learning to the world.

Hamada as a former principal diggs deeper an Akita school case based on his own remarkable experiences from inside-out approach.

Terabayashi tackles the question from Horikawa case answering “Why sustainable research for whole child could be possible for long years” ?

Lewis takes a role of discussant for our two case studies.

Symposium paper 1 (200 words):

Due to the personal and social processes related to the collective consciousness, the points of departure for Japanese people differ from those of their 'western' counterparts. That said, the assessment system has a great deal of internal accountability. Students are accountable to their peers, teachers and parents. Teachers are accountable to each other in a system in which all the teachers in the school know just how good or bad the other teachers’ performance is because of the Lesson-Study initiatives. These local, school-level development initiatives saw the emergence of innovative school-wide teacher-developed assessment tools. Needs to Strengthen compound multifaceted eyes in the various levels (annual, term, unit, and on-the-fly as well as classroom practice to school practice, local government policy, national level policy, etc. school-wide assessment and pedagogy has been supported by Japanese school cultural contexts” by discussing with colleagues (Mary James, John Elliott etc). Eventually the term appeared of “pedagogical leadership- Neriage, with-it-ness- Kizuki, collective consciousness- Kankei (uchi and soto, shudan ishiki, En/Jyo)” , clarifying gray-zone of Assessment for learning, informal and non-formal learning on student learning with Japan-specific vertical loop with parents. a sympathetic relationship using metaphor and visual image with mutual trust and Japanese cultural scripts.

Symposium paper 2 (200 words):

This study introduces a case of teacher community in a school, hereon named Chikuzan elementary school, in the city of Akita, in which all teachers engaged in Lesson Study (LS) to share their commitment to the school issues. They have realized collaborative teaching and student-centered learning for more than 50 years. Within the staff room raising the philosophy of “Concentric Education and Fusional Cooperation” on the wall, many informal conversations have made common goals to improve their students learning and their own practices. The relationship that can support each other has motivated teachers to learn autonomously for their responsibilities and they were able to enjoy learning from each other. The intrinsic value of professional learning community emerged and created Chikuzan elementary school culture.

Therefore, teachers who worked as middle leaders at this school became principals or administrators after, and spread this culture to other schools, developing as it went. The dissemination of Chikuzan elementary school culture has influenced whole Akita prefecture. It was suggested that the school culture which values lessons through LS could function as one axis beyond the difference of each school component.

Symposium paper 3 (200 words):

From the inside view, there are three characteristics of TT in Chikuzan Elementary School. The first is the collaboration between the research director and the principal. The subject matter of the research is formulated based on the principal's "management policy", but the final decision is left to the "consensus" of the teacher. A series of Lesson Studies are sponsored by a research director who supports it. The second is the collaboration between teachers. Lessons are planned and implemented mainly by teachers in the school year. The results are verified and shared through in-house Lesson Study meetings. The third is the collaboration between past and future teachers. Past lesson practical knowledge is dug up, is utilized, and is inherited to the next generation around the study room.

If you look at the in-house research bulletins of successive generations, you can read a consistent research attitude. That is the attitude of learning from children. By carefully reading "the facts of children's learning", Chikuzan Elementary School has optimized the teaching method and form, and has evolved into the optimization of the curriculum and the education management. It is thought that it became the driving force of 50 years of TT continuation.

Symposium paper 4 (200 words):

Horikawa elementary school is an unique school that is located in Toyama Prefecture, Japan. Quality lessons were actually actively found and researched 90 years ago in Japan. Horikawa elementary school has still kept this tradition. Horikawa elementary school has held Education Research Conferences over 82 times (once every year) and has accepted teacher training students for over 95 years. In 1959, they published the first book “Study Lesson”. Since then 10 books have been published. They apply bottom-up research, in which the practice and research is conducted by actual teachers and still to this day teachers are conducting this. There are lots of in-house publications and documents and also detailed records of children's change through teacher’s assistance, telling that how the student and teacher both renew their learning from reflection. The core objective behind scenes is for ‘the growth of the individual’. This focus on ‘developing the self’, but rather something Western culture emphasizes. However, Horikawa’s approach behind school leadership has a uniqueness that Western culture does not stress, that is perceiving group study as ‘by understanding others, one reflects on the self’. This emphasis on trying to ‘understand others’

and learning contexts, Lesson Study in different cultural, subject
Culture of evaluation, Japanese cultural scripts

Becoming a lesson study facilitator: a good practice!

Workshop137Zwanie van Rij, University of Groningen, Teacher Training Insitute, Netherlands; Saskia Tuenter, University of Groningen, Teacher Training Insitute, Netherlands

On Fifth 1Tue 16:35 - 18:05

Abstract

In this workshop, we share the learnings, insights and materials we developed during the process of training eleven secondary school teachers in the region of the city of Groningen to become facilitators of Lesson Study. Our aim is to give workshop participants insight in and tools for establishing Lesson Study as a sustainable way of professionalization of teachers. Therefore, participants of this workshop will be actively engaged in using at least three of the didactical tools we have used during this Lesson Study facilitator training and intervision. Facilitators of Lesson Study who took part in this training programme indicate the following output. The training programme gave them

more knowledge about how to supervise a Lesson Study team,

the didactical tools that were used during this training and intervision were very useful for the meetings with their Lesson Study team

sharing experiences with fellow Lesson Study facilitators enhanced their self-efficacy.

Summary

Background

Facilitating Lesson Study seems beneficial to maximize the learning of the participants (Lewis, J.L. 2016). However, supervising a Lesson study team in a Dutch context proofs to be challenging (De Vries, Verhoef & Goei, 2016). Teachers in Western countries mostly work individually in their classrooms and do not often discuss their experiences nor work collaboratively. Therefore, whenever teachers start working with Lesson Study a change in mindset and developing specific skills is often needed. For that reason, in the Netherlands, the consortium Lesson Study NL (https://lessonstudynl.nl/) recommends schools to assign facilitators to supervise Lesson Study teams and developed a Lesson Study facilitators training for this purpose. Eleven secondary school teachers in the region of the city of Groningen were trained from September 2018 until July 2019 to become facilitators of Lesson Study by two external Lesson Study facilitators.

Goal of the Lesson Study facilitator training

In this training programme, we train teachers Lesson Study facilitating skills on how to enhance teacher learning through Lesson Study. By training facilitators working at schools, we support schools to be self-sufficient by creating in-house expertise on facilitation and enable schools to sustain Lesson Study as an organizational routine.

Good practice training facilitators of Lesson Study in the region of Groningen (September 2018 - July 2019)

The participants were eleven Dutch teachers who had been actively performing in at least one Lesson Study cycle themselves under supervision of a Lesson Study facilitator. Two external Lesson Study facilitators (from the university of Groningen teacher training institute) trained Lesson Study facilitators from five different secondary schools, one University and one educational institute,

The learning objectives of this training were to gain knowledge and understanding of the Lesson Study process and its backgrounds, enhancing Lesson Study experience, expand their facilitating skills, and developing team-coaching skills.

During the training, we highlighted theory and practice of Lesson Study and all facets of the five roles of the facilitator (De Vries, Verhoef & Goei, 2016).

After three full days of training, participants started supervising a Lesson Study team at their school. During this process, participants met regularly (at least three times) during four months for intervision meetings. At these meetings, they also acquired hands-on knowledge and skills about supervising a Lesson Study team. At the end of the training, the participants received a certificate with which Lesson Study NL accredits them.

During this training, we developed in co-creation with the participants many materials to enhance the skills of Lesson Study facilitators. Tthe participants were able to use most of these materials while supervising Lesson Study teams at their schools.

We are looking forward to actively share some of our findings and materials with WALS2019 participants in a workshop during WALS2019 in Amsterdam.

Lesson Study and the facilitator
hands-on materials, Lesson Study facilitator, Training

Sesame street comes to town: enacting social-emotional learning via inside-out Lesson Study in Japan

Paper106Noriyuki Inoue, Waseda University, Faculty of Human Sciences, Japan

On Fifth 3Tue 16:35 - 18:05

Abstract

Sesame Workshop, the creator of the TV program Sesame Street, developed the Dream Save Do (DSD) curriculum to enrich students’ social emotional development and piloted it a Japanese elementary school. In the process, teachers engaged in lesson study (LS) cycles as they collaborated with each other and fine-tuned the curriculum. This on-going study investigated the effectiveness of the curriculum through class observations and interviews with the teachers, the students, the school leadership and the Sesame staff involved in the implementation process. The qualitative data analysis indicated that the students developed a wide range of non-cognitive skills with a strong sense of relevance to their daily lives. The teachers also enjoyed teaching DSD classes and were empowered by the LS process while functioning as the key players of the educational innovation in the inter-organizational collaboration. The study implies the importance of employing the inside-out approach to lead educational innovation to success.

Summary

Sesame Workshop, well-known as the creator of the children’s TV program Sesame Street and its research-based approach to shape educational programs (Fisch & Truglio, 2001), developed a new school curriculum called Dream Save Do (DSD) to enrich students’ social emotional development and implemented it in 9 countries worldwide. In Japan, the DSD curriculum was implemented in an elementary school as a pilot to prepare for nation-wide dissemination of the curriculum. The Japanese version of the DSD curriculum involved each class that made use of a short video story of Sesame Street characters, from which the teacher would ask students an important question on daily lives and facilitate open-ended discussions among students such as how to make friends who have different language backgrounds, valuing strengths of team members in collaborative endeavors and how to create concrete plans for achieving their goals, etc. all of which were crafted to promote students’ social-emotional development.

In the implementation process, the teachers at the pilot school engaged in multiple cycles of lesson study (LS) institutionalized at the school as the teachers, the school leadership and the Sesame Street Japan staff closely communicated to define and modify the curriculum. The curriculum was introduced with enough space for teachers to tailor the DSD curriculum in the ways that meet the needs of the students. The Sesame staff were available to help teachers give a final touch to the curriculum as teachers served as the main agent to make the final decision on the curriculum details. This study assessed the effectiveness of the curriculum through video-taped observations of 10 DSD classes, interviews with the teachers, the students, the school leadership, the district personnel and the Sesame staff.

The triangulated data analysis indicated that the students developed a wide range of non-cognitive skills with a strong sense of relevance to their daily lives. The students enjoyed learning in DSD classes, especially open-ended discussions to share their ideas and learned important life lessons that they felt essential for their future. The teachers also enjoyed teaching the DSD curriculum and were empowered by the LS process with a sense of autonomy. They felt that the DSD curriculum could promote whole person development of their students in the ways that the existing Japanese curriculum had never addressed. The interviews with the school leadership, the district personnel and the Sesame staff revealed that DSD curriculum was implemented in a systematic and flexible manner in the form of lesson study collaborations among teachers as well as cross-organizational collaborations among the pilot school, the school district and the Sesame Workshop Japan.

The study implies the importance of employing the “inside-out approach” to actualize educational innovation in a school context where practitioners (i.e., teachers) play the main roles at the center of educational innovation and make important decisions for their educational practices based on their internal understanding of the context.

References

Fisch, S. M., & Truglio, R. T. (Eds.) (2001). "G" is for "growing": Thirty years of research on children and Sesame Street. Mahwah, N.J: Erlbaum.

and policy aspects of sustainable Lesson Study, Leadership, management
Educational innovation, Sesame Street,

Improving classrooms’ social safety with bullying role inventory and Lesson Study

Paper268Tirza Bosma, VU Amsterdam, Learn academy, Netherlands

On Fifth 3Tue 16:35 - 18:05

Abstract

This paper addresses the use of Lesson Study (LS) within the context of bullying, which is an novel context for LS. The main purpose in this project is to investigate how LS can support teachers in identifying problems in their classrooms’ social dynamics and—subsequently—develop interventions to address these problems. The effectiveness of a teacher (PD) program consisting of a student peer-report e-tool for diagnosing classroom social dynamics (Bullying Role Inventory; BRI) and LS is investigated. Results of the first cohort will be reported and discussed.

Summary

Since 2015, Dutch secondary schools are mandated by law to actively intervene in situations that compromise the health of their classrooms’ social dynamics (i.e., bullying). Sixty-one antibullying programs are available on the Dutch market to support schools in establishing healthy classroom social dynamics (Wienke, Anthonijsz, Abrahamse, Daamen, & Nieuwboer, 2015). Only thirteen of these programs were evaluated as potentially effective in this regard, most of which are not directly suitable for secondary schools. Moreover, classrooms’ unique social dynamics further compromise the potential effectiveness of these programs. Therefore, bullying and victimization tend to only be reduced to a certain extent, with a best-case scenario of a roughly 20% reduction (Veenstra, 2014). Schools administrations experience deficiencies in their teachers’ ability to intervene in obstacles in their classrooms’ social dynamics and thus to establish a safe learning environment for students. There seem to be two gaps in teachers’ abilities to meet students’ needs in this respect: (1) limited insight in their classroom’s social dynamics, and (2) limited knowledge of, and experience with, designing effective interventions tailored to their classrooms’ unique social dynamics. [quotrightB?]¨

Responding to these caveats, the present study evaluates the effectiveness of teacher professional development (PD) program “BRI-LS” consisting of: (1) Bullying Role Inventory (BRI) a student peer-report e-tool that supports teachers in visually diagnosing classroom social dynamics (Pronk, & Goossens, 2016), and (2) Lesson Study (LS). The LS model used in this PD program is based on the Dutch LS model as described by De Vries, Verhoef, and Goei (2016). To what extent does teachers’ competence with regards to identifying obstacles in their classrooms’ social dynamics and intervening in response to these obstacles grow as a result of participating in the BRI-LS program geared towards enhancing classrooms’ social safety?

Method

Based on pre-intervention BRI assessment in the classrooms of five Dutch secondary schools, LS-teams of four teachers were formed for a subset of nine classrooms (Nteacher = 36). An equal control condition was recruited. Pre- and post-intervention competence in diagnosing and intervening in classroom social dynamics (teachers) are assessed as well as classroom social climate (students).

Result

Teacher competence in diagnosing and intervening in their classroom’s social dynamics is expected to increase and students are expected to evaluate their classrooms’ social climate more positively in the BRI-LS condition only. The BRI-LS program is still running in the participating schools and the post-intervention data still being collected and analyzed.

Discussion

Pre-intervention data have been collected and BRI-LS is rolled out in the participating schools. Teachers evaluate the program as helpful in developing their ability to diagnose and intervene in their classrooms’ dynamics. Post-intervention data will be presented at the conference and are collected in the end of spring of 2019. LS is traditionally used to strengthen teachers’ pedagogical skills and pedagogical content knowledge. In this study, it’s focus shifts to interpreting and intervening in social dynamics, thus broadening its applicability in educational contexts.

Lesson Study and teacher professional development
Classroom dynamics, Professional development, School safety

The impact of multi-cycle Lesson Study on professional development in a special school in Singapore

Paper45Araxes Ang, Karen Zainal, Natalie Peters, Association for Persons with Special Needs, Singapore

On Fifth 3Tue 16:35 - 18:05

Abstract

This paper illustrates how successive cycles of lesson study by a group of special education teachers in Singapore had a significant impact on their professional development and lesson design to meet the needs of students with MID. Driven by the desire to enhance their competence, three cycles of lesson study were carried out over three years. A qualitative review of lesson designs and teacher surveys and reflections revealed a) progressive efforts to address the gaps in student learning, b) creativity in adapting evidence-based strategies and c) the shift of lesson design from mainly teacher-directed approaches to inquiry-based learning and backward goal-setting. The results of this paper show the importance of a collaborative effort on professional development. Learning impacted not only lesson design in the classroom but accorded the group the realization that they had a voice and autonomy over curriculum design, serving as an impetus for sustainability of lesson study.

Summary

Driven by the desire to enhance their competence in lesson design and instructional practices, a group of special education teachers in Singapore decided to embark on lesson study. According to a study by Hunter and Back (2011), lesson study can be a tool to form “a development of networks of teachers that focus on student learning and facilitate reflection on practice” (pp. 112). This then led the researchers of this paper to the question: How do a series of lesson study, carried out over 3 years, have a sustainable impact on teachers’ professional development to improve on lesson design in a special education setting?

Lesson study in the Literacy department of APSN Tanglin School was initially conducted in 2017 to attempt to teach higher order thinking skills in reading comprehension, such as questioning and inferencing, to students with mild intellectual disability (MID). The team based the research lessons on research-based strategies, proven successful when conducted in the mainstream setting. However, a mismatch between student learning profiles and pedagogy was observed, resulting in student disengagement. Assessment of student learning remained an issue which they grappled with.

Subsequently, the approach to lesson planning and design was modified to become more student-centred. The team would start the cycle with a pre-research lesson to ascertain student pre-requisites and present level of performance. Case students were identified. Although lessons were pitched at an accessible level, there was a challenge in sustaining student engagement and participation throughout the lesson.

With the hindsight of the previous two cycles, the team took a radically different approach to lesson design. Firstly, to heighten student engagement, there was a shift from teacher-directed instruction to inquiry-based learning with the end goals in mind. Secondly, the context of the lesson was designed to be meaningful, relevant and age-appropriate to enable students’ investment and ownership over their learning. Lastly, Universal Design for Learning principles were incorporated to account for students of diverse abilities.

A qualitative review of lesson designs and teacher surveys and reflections revealed progressive efforts to address the gaps in student learning found after each cycle. Next, there was an enhanced creativity in lesson design to cater to diverse learning needs of students, such as incorporating technology and modifying strategies. Finally, there was a shift of lesson design from mainly teacher-directed approaches to inquiry-based learning. The success of these changes culminated in a design of a curricula unit using the backward goal-setting approach to teach higher order reading comprehension skills.

Successive lesson study cycles have enhanced both individual lesson design as well as departmental curriculum design. A multi-cycle approach to lesson study, initiated and sustained by the same group of teachers, allowed for greater continuity and depth in professional development. Learning from lesson study impacted not only lesson design in the classroom but accorded the group the realization that they had a voice and autonomy over curriculum design, serving as an impetus for sustainability of lesson study.

Lesson Study and teacher professional development
Professional development, Special education

Constructing simple past tense sentences by using ‘flip-open syntax window’

Paper308Ayu Shuhaidah Mohd Yusof, SK Bandar Baru Batang Kali, Hulu Selangor District Education Office, Malaysia

Paris '69Tue 16:35 - 18:05

Abstract

The goal of this study is to enable 37 year 5 pupils to construct complete Simple Past Tense Sentences (SPTS) by using ‘Flip-Open Syntax Window’ (FOSW) . This is an experiential study comprises of 37 pupils from a year 5 class from a school in Hulu Selangor, Selangor. The pupils constructed simple Past Tense sentences without comprehending the syntax of a sentence. They were given a few pictures with words for them to construct Simple Past Tense sentences as a pre-test. This study indicated that there is a positive effect of using the ‘Flip-Open’ Syntax Window in constructing simple sentences. The teacher used the window as a tool to understand the syntax and construct a proper correct Simple Past Tense sentence. The data was collected using the classroom observation. The implication of this study showed that pupils were able to overcome their problem by using this window as a tool.

Summary

Writing skill is one of four major English Language skills. However, it is the most difficult skill to be mastered especially for non-native speaking pupils in constructing Simple Past Tense Sentences (SPTS). ‘Flip-Open Syntax Window’ (FOPW) was initiated to solve the problem. The pupils always having difficulties in placing the correct words according to correct syntax. Thus, the goal of this study is to analyse the effect of using FOPW in helping the pupils to construct correct SPTS. The participants of this study were (N= 37) pupils of 5 Zuhrah in SK Bandar Baru Batang Kali, Selangor. This study was conducted through cooperative learning method in which the pupils need to discuss with their shoulder partner to build correct sentences. The data was collected during the English Language classroom teaching and learning. Throughout the teaching and learning process, we found out that the pupils were having problem in identifying the correct syntax for the words as well as constructing SPTS. The data was collected through pre and post test. The research methods were observation, document analysis and video recording. Each pupils were given a few sets of pictures comprises of words and placing them into correct syntax window. Besides constructing the sentences individually, they did that through cooperative learning too. The result showed that by using the FOSW the pupils managed to identify the parts of speech of each words, hence, to place the words according their correct syntax and construct correct SPTS. It helped increasing the result and enhancing the pupils’ understanding of correct syntax

Lesson Study and teacher professional development
Constructing Simple Past Tense Sentences, Cooperative Learning, Flip-Open Syntax Window

Using Lesson Study approach to Enhance Secondary Students’ CL Oracy in Networked Learning Community

Paper348Dongmei Li, Academy of Singapore Teachers, Singapore

Paris '69Tue 16:35 - 18:05

Abstract

Teachers across different types of secondary schools form the networked learning community (NLC) to craft the lesson collaboratively, implement it in their own schools with the lesson observation by the NLC members. The NLC members reflect the lesson design together after each delivery so that the students’’ oracy are enhanced. The teachers in the NLC learn with one and another, from one and another and on behalf others. Meanwhile, they bring the learning points back to their own schools and share with the colleagues. In the ways, teachers improve the professional development in the learning community.

Summary

In Singapore, teachers from 5 different secondary schools gather together to form the networked learning community (NLC) based on their common interest on sharpening the teaching ideas to enhance the students’ mother tongue language oracy. They meet timely to study the syllabus carefully, and craft the lesson plan collaboratively. Then they carry out the lesson plan in their respective school and each time the NLC members are invited to observe the lesson. After each observation the NLC members have the post-conference to do the reflection to revise the lesson plan.

In the project, teachers explore the teaching ideas together, meanwhile they learn together, also they bring the learning points back to their schools and share with the colleagues. At the same time they find the ways to conquer the challenges in terms of the time constrain and find the effective ways to collaborate efficiently.

Developing Professional Learning Communities: models and practices
Lesson Study Approach, Networked Learning Community, Students’ Oracy

Exploring teaching of how to adapt a message for an unknown receiver

Paper65Britta Larsson Lindberg, Jönköping University, HLK, Sweden

Paris '69Tue 16:35 - 18:05

Abstract

The present study draws on data from a learning study, which was carried out with a group of English teachers working in a school for children with dyslexia and neuropsychiatric disorders. Whereas Swedish students, in general, are less proficient in writing than in speaking, the participants of this study are less experienced in writing, which makes the development of explicit teaching particularly important to explore, which is the aim of the study. The results show that the relation between text and receiver could be made discernible when tasks were designed according to the principles of variation theory, varying critical aspects in different patterns of variation to make certain aspects discernible to the students. The tasks were carefully designed in order to initiate the students’ exploring of the text and receiver simultaneously, using their own experience.

Summary

The present study aims at exploring how to make the receiver visible to students. The receiver is assumed to forward communicative skills in writing (Hyland, 2011). The level of English proficiency of Swedish students is relatively high, but the results for written production are lower than the results for reading and listening, according to a European survey (European commission, 2012). The study aims at producing knowledge useful for professional teachers, teaching second or foreign languages in general, and students with writing difficulties in particular.

The study was carried out at a school for students with dyslexia and neuropsychiatric disorders outside Stockholm, Sweden. The participating students were 14-16 years of age and are less experienced in writing both in English and their mother tongue, Swedish, compared to peers.

The theoretical framework of the study is variation theory (Marton, 2015). According to variation theory, learning means discerning more differentiated aspects of an object of learning. With critical aspects as a point of departure, tasks were designed in order for the students to develop a more differentiated discerning of how to adapt a text to an unknown receiver. The data of the learning study were analysed, with the help of variation theory, to find what was made possible to discern when the lessons were enacted in certain ways.

The study attempts to answer the research question; How can instruction be designed, according to principles of variation theory, and enacted in order to develop the students’ skills in adapting a text to an unknown receiver?

Data were collected from a learning study, carried out with a group of teachers, who designed, enacted and analysed the lessons iteratively. Tasks designed were tested in five cycles with five different groups. The enactment of the tasks lead to the critical aspects being specified and further defined, which in its turn lead to further elaboration of the tasks and the lesson design.

The results show that by contrasting messages and parts of messages with the same content, but for different receivers, known and unknown, the receiver could be made discernible to the students. Contrasting different ways to express an invariant content for the same receiver could make the relation between specific aspects of the text and the receiver discernible.

The relation between the text and the receiver is not visible in the text itself. In order for the students to discern how to adapt a text to a receiver, they needed to understand the concept of the receiver and discern the relation between aspects of the text and the receiver simultaneously. These relations were made discernible to the students by tasks, designed according to principles of variation theory, that initiated the students’ exploration of aspects of content and courtesy, where the students jointly with the teacher discerned the receiver as an organizing principle behind the text.

Learning Studies
English as a foreign language, Second language, Writing instruction

Designing pisa-like mathematics problems using asian games context through lesson study

Paper294Ratu Ilma Indra Putri, Universitas Sriwijaya, Mathematics and Science, Indonesia

Rome '96Tue 16:35 - 18:05

Abstract

As informed by PISA results, the mathematical literacy achievement of Indonesian students at the content of uncertainty and data is still at the lower level. Asian Games 2018 was conducted in Indonesia, so it is a good example as a context in learning mathematics. This research aims to develop sets of valid and practical PISA-like mathematics problems using context in Asian Games. It uses both lesson study between researcher and teachers and the design research method. The research subjects are students aged 15 years in the five Indonesian pilot schools in Palembang. The data collection techniques used are the walkthrough, observation, interview, and test. The data were analysed using the descriptive method. The results of this research are 36 items PISA-like mathematics problems content of uncertainty and data using contexts in Asian Games. All of them are valid, practice and have potential effects to the mathematics literacy competence.

Summary

As informed by PISA results, the mathematical literacy achievement of Indonesian students at the content of uncertainty and data is still at the lower level. Therefore, it’s important to give mathematics problems to the students using PISA-like problems. Asian Games 2018 was conducted in Indonesia, so it is a good example as a context in learning mathematics. PISA is an international assessment to see academic ability in reading, mathematics and science literacy held every three years. Indonesian students’ performance in solving high level mathematical problems is lower than most of the other participants in PISA. Indonesian ministry of education respond this problem by developing a new curriculum what so called curriculum of 2013 in order to ensure that every student acquires the intended knowledge to be able to compete at the international level.

Putri (2013), reveals that an approach that is inline with the 2013 curriculum is PMRI approach. Zulkardi and Putri(2010), stated that PMRI is one approach that uses contextual. Charmila (2016), reported that, it is important to integrate the context in the surrounding environment. In 2018, Indonesia hosted the 18th Asian Games. There are several studies that developed PISA like-problem using Asian Games context, such as (Rahayu, 2017), (Roni, 2017), and (Gunawan, 2017).

Different with those studies, the researcher developed PISA like problems that using many contexts. The purpose of this research is to produce a valid and practical PISA math problem 36 items PISA-like mathematics problems content of uncertainty and data using a weight-lifting, swimming sports, football, table tennis, long jump, bike, aquatic, volleyball, taekwondo contexts in Asian Games.

This research uses the design research method with type development studies which consist of two phases that is preliminary and formative evaluation which include: self-evaluation, one to one and expert review, small group, and field test (Zulkardi, 2002; Akker, 2006). In accordance with the provisions of the PISA framework subjects in this study are 15-year-old students in the five Indonesian pilot schools in Palembang. This research begins by describing how the developed problem to be valid. Therefore, the subjects used in this stage are 3 students who have various capabilities such as high ability, moderate and low. In this case, expert review is a PISA expert. This validation test focuses on three characteristics (content, constructs, and languages). At this stage also evaluated the appearance and use of questions to see the responses, assessments, and practicality of these questions and the results as input to revise the design question to the next stage. The last prototype is tested with the subject of research by analyzing the results of student answers.

The data collection techniques used are the walkthrough, observation, interview, and test. The data were analyzed using the descriptive method. The results of this research are 36 items PISA-like mathematics problems content of uncertainty and data using a weight-lifting, swimming sports, football, table tennis, long jump, bike, aquatic, volleyball, taekwondo contexts in Asian Games. All of them are valid, practice and have potential effects to the mathematics literacy competence.

and learning contexts, Lesson Study in different cultural, subject
Design Research, Lesson Study, PISA like Mathematics problem

Teacher dialogue about mathematical practices occurring in the debriefing phase of Lesson Study

Paper4Gabriel Matney, Miranda Fox, Scott Knapke, Mackenzie Murray, Bowling Green State University, School of Teaching and Learning, United States of America

Rome '96Tue 16:35 - 18:05

Abstract

The purpose of this paper is to share research on the dialogue of teachers related to the Standards for Mathematical Practice during the post-lesson debrief of an Open-Approach Lesson Study. Lesson Study debriefs were recorded and transcribed for teacher teams conducting Lesson Study to improve students’ mathematics proficiency. Inductive analysis was used to find similarities and differences between teacher dialogues about the SMPs. Conclusions and implications about teacher’s dialogue are shared.

Summary

This study focuses on teacher reflection on the Mathematical Practices (MPs) within the post-lesson debrief of an Open-Approach Lesson Study. The study allows the mathematics education community to gain knowledge about teacher dialogue, promotion, and understanding related to the MPs (CCSSI, 2010). Looking at the ways in which teachers discuss MPs and build professional knowledge as a team is necessary to continue the professionalization of teachers in regards to knowledge and implementation of mathematical practices among students. Specifically, knowing whether the teachers are addressing the MPs, discussing them with fidelity, or showing common misconceptions about the MPs is important to note when studying the post-reflections of a lesson study group. The research is framed by the notions of lesson study, mathematical practice, and professional dialogue. We define these three based on the literature and proceed with inductive analysis (Hatch 2002) derived from these domains. Lesson study generally begins with teachers seeking to address a difficultly and researching what has been done before in hope of overcoming it through their teaching. Achieving lessons that promote students engagement in mathematical practices is often one of the challenges teacher teams work on in the United States. As shown in Figure 1, lesson study follows a cycle with the specific features of researching and planning, teaching and observing, reflection, and often re-teaching a revised lesson (Lewis & Tsuchida, 1999). In this study we frame mathematical practices as defined by the Common Core State Standards Initiative in 2010. As seen in figure 2, the MPs consist of eight statements describing skills and habits that teachers should seek to instill in their students. The MPs are currently accepted by the majority of the United States (CCSSI, 2010). Lastly, we consider the idea of dialogue according to Bohm’s (1996) description in which dialogue is a means of finding a solution where everyone is working together to better the situation. From this framework we considered the following questions:

What are some common teacher interpretations of the SMPs?

Are certain SMPs brought up more or less than others?

Are the SMPs discussed more or less in the second cycle of lesson study, after teachers have engaged in PD about the SMPs?

There were 68 teacher participants comprising 16 lesson study teams in the study. Teachers worked with professionals on knowing the MPs and/or conducted electronic and text based research on promoting the MPs through instruction. Figure 3 shows the step-by-step process taken when analyzing the 16 post-lesson discussions. Impressions drawn from data include those involving mathematical sense making, problem solving, and modeling. Due to the qualitative nature of the impressions they will be shared more completely in the full paper presentation. Findings revealed that teachers struggle to understand the meaning and intent of several MPs and furthermore ways to promote them with students during implementation. Further research on how lesson study can support teachers’ promotion of the MPs with students is needed.

Lesson Study and teacher professional development
Debreifing, Dialogue, Mathematical Practices

CANCELLED: Designing tasks through learning study to prepare prospective teachers to teach primary mathematics

Paper46Pernilla Mårtensson, Jönköping University, School of Education and Communication, Sweden

Rome '96Tue 16:35 - 18:05

Abstract

In this study, we examine how 41 prospective teachers designed and modified mathematical tasks to enhance primary students' learning. The prospective teachers took part of a five-week course in a teacher education program in Sweden, in which learning study were established to deepen the awareness about the relation between instruction and student learning. The learning study cycles were framed within variation theory and mathematics education research reports. Data were collected during the course and consists of the prospective teachers’ written reflections about task refinements through the cycles. Our purpose with the study, is to disseminate in what ways the tasks were modified, with a special interest on the patterns of variation and critical aspects used. Furthermore, we will discuss the results in relation to crafting, that is the importance of theoretical underpinnings for producing tasks that can be communicated to other teachers.

Summary

Today, it seems like learning study (Pang & Marton, 2003) has become to play a valuable role not just in supporting professional development for in-service teachers but also for prospective teachers (PT), as the approach or modifications of it is an integral part in initial teacher education around the world.

Recently, there has been a number of studies reporting on experiences of implementations of learning study in initial teacher education. There are good grounds for expecting the approach to offer rich opportunities for PTs to understand the complexity of the relation between teaching and learning (Durden, 2018; Cheng, 2014; Wood, 2013). Furthermore, it is quite possible for PTs to learn the most crucial principles of variation theory even though a course lasts a few weeks (Royea & Nicol, 2018). According to variation theory—commonly used to frame the learning study activities such as designing and analyzing teaching—learning is a function of discerning patterns of variation and invariance in critical aspects of an object of learning (Pang & Marton, 2003).

Although many benefits and promising results about learning study in initial teacher education have been reported, there have been calls for a more explicit focus on how PTs employ variation theory as a design and analytical tool for lesson planning, teaching, and evaluation of student learning (Royea & Nicol, 2018; Larssen et al., 2018). Relating this call to questions about the kind of public knowledge that can be created through learning study, we are working with the assumption that task design and modifications based on variation theory (Kullberg, Runesson & Mårtensson, 2014) may be crucial for generating knowledge to be used by other teachers. The aim of this study is to explore in what ways PTs modify mathematical tasks during a five-week mathematics education course, in which leaning study is incorporated.

 

The course is the last of four 7.5 credit mathematics education courses in a primary teacher education program at Jönköping University in Sweden, and it consists of two intervention cycles closely following the learning study steps of planning, teaching, analyzing, and revising lessons. Our partnership schools provide the PTs access to teach their research lessons to primary students.

Data was collected at the end of the course in 2018 and consists of 41 PTs’ individual reports on teaching experiences, student learning outcomes, and further improvements of the tasks used in the lessons. In the first step of analysis, we read the reports to get a holistic view of the material. The second step was to identify different categories of task modifications, focusing on the patterns of variation and critical aspects used in the tasks. The categories that we found were; reducing irrelevant aspects, adding mathematical reasoning, adding a contrast to generalization, adding students’ prior knowledge, and adding representations. We will illustrate some of the categories and discuss in what way the modified tasks can be communicated to other teachers.

Learning Studies
Initial teacher education, Mathematics teaching, Task design

Implementation of lesson study in theology: translating abstract concept into daily practice

Paper226Sri Nurayu Mat Aris, Nadiah Tajuddin, Madrasah Wak Tanjong Al-Islamiah, Religious, Singapore

Skylounge 235Tue 16:35 - 18:05

Abstract

Islamic Theology, or Tawheed, has always been an important facet of Islamic education. Amidst its significance in developing morally-upright and spiritually-strong individuals, there lies a pedagogical challenge of bringing abstract theological concepts into tangible examples that are relatable to daily life.

Many teachers from the case school regard Tawheed as one of the challenging subjects to teach. Students, especially those in the elementary level, struggle to grasp abstract concepts related to the Divine, such as the names of God in Islam.

In this study, the case school attempts to unpack the misconception surrounding one of the names of God in Islam, which is, God is The Most Observing of the Seen and the Unseen. Data collection will focus on students’ discussion and explanations on the conceptual meaning and its application in daily life. Some insights on students’ discourse and sense-making patterns as well as instructional implications will also be presented.

Summary

The learning of Islamic Theology, or Tawheed, is an important facet of Islamic education in which fundamental Islamic beliefs are taught from a very early age. Amidst its significance in developing morally-upright individuals who are motivated by sound faith, there lies a pedagogical challenge of bringing abstract theological concepts into tangible examples that are relatable to students’ daily life.

For this reason, many teachers from the case school regard Tawheed as one of the challenging subjects to teach. Students, especially those in the elementary level, struggle to grasp abstract concepts related to the Divine, such as in the case of the names of God in Islam.

In this study, the case school attempts to unpack the misconception surrounding one of the names of God in Islam, which is, God (or Allah) is The Most Observing (in Arabic: “As-Syahid”). In this topic, students will be introduced to the concept of the seen (in Arabic: “Al-Ghaib”) and the unseen (in Arabic: “As-Syahadah”), in which Allah is The Most Observing of both. To be able to comprehend what is meant by ‘God is The Most Observing of the seen and the unseen’ as well as to transfer its meaning to one’s daily life is the crux of this study. With this belief being taught at a young age, the case school aims to instill modesty, humbleness, virtue among its students and develop the highest degree of respect for others and eventually be a blessings to all mankind.

Lesson study engages teachers’ knowledge management in the case school, a concept that will contribute to supporting overall school improvement. In other words, the case school believes that the concepts of lesson study and knowledge management lend themselves to the development of more positive school cultures by providing teacher autonomy, by enhancing problem-solving skills and finally, by enhancing accountability in teachers learning communities. The important thing was that teachers felt positive impact of collaboration between teachers such as building togetherness, sharing experience and expertise, and finally giving meaningful learning to student.

This study will also explore the use of various learning materials and cooperative learning approach in the teaching and learning of Tawheed. Data collection will focus on students groups discussion and explanations in the class. In this presentation we will be sharing some insights on students’ discourse and sense-making patterns. The instructional implications of teaching a highly abstract subject such as Tawheed will also be presented.

and learning contexts, Lesson Study in different cultural, subject
Cooperative, Culture, Meaningful

Study of consensus forming function obtained by classroom discussions in Tokkatsu

Paper250Katsuhiro Shimizu, Aichi University of Education, Japan

Skylounge 235Tue 16:35 - 18:05

Abstract

The purpose of this research is to clarify the process by which Japanese children try to make consensus as much as possible using the opinions of everyone in classroom discussions of TOKKATSU (The Japanese Approach to Whole Child Education) through lesson analysis. And, it is to show the characteristic of classroom discussions of classroom activities in TOKKATSU.  

In this study, I will discuss classroom discussions of second grade elementary school students toward the creation of a meeting. And analyze how they put everyone's opinion together and achieved consensus building.  

As a result of their analysis, they do not use the majority rule to decide the decision from the multiple plans for the assembly. They considered the draft using the three questions of "righteousness" "truth" and "integrity," and tried to make consensus by making the best of everyone's opinions.

Summary

A Problem and purpose

Japan's TOKKATSU discusses specific issues with peers from the perspective of students themselves improving better than their lives. And it is The Japanese approach to whole child education which aims at acquiring the qualifications and ability as members of society by putting together and practicing the agreed thing. In particular, classroom discussions in classroom activities are central to TOKKATSU and are learning situations that foster consensus building and decision making skills. TOKKATSU is the basis of Japan's educational success and is a place to foster students autonomy (Lewis 1995)

Recently, TOKKATSU has begun to draw attention in countries such as Egypt and Mongolia, and a guidebook has been created to enable global educators to correctly understand the contents of TOKKATSU correctly. (Tsuneyoshi 2016)

However, there is no research report that examined the practice of teaching at elementary schools in Japan from the perspective of teaching methodology about the significance and function of TOKKATSU. In order to ensure that educators around the world can fully understand TOKKATSU, it is necessary to consider the practice of TOKKATSU from lesson analysis. Therefore, in this study, I will take up the second grader classroom discussions for the purpose of creating a meeting. And, I will clarify the characteristics of the classroom discussions of classroom activities in TOKKATSU by analyzing how they put everyone's opinion together and achieved consensus building.

Methods

I analyze discussion for the making of meeting held in classroom activities of the 2nd grader of elementary school from difference of three questions of "righteousness" "truth""integrity". Then, from the difference of the three questions, I will discuss the process leading to the consensus building through discussions, and clarify the consensus

building function in classroom activities.

Results and Discussion

In this research, the following was clarified by performing Lesson analysis from the difference of three questions. 1) The discussion begins with the questions “truth” and “legitimate”. 2) If solutions can not be derived from "truth" and "legitimateness" alone,then a discussion will be held to derive solutions using the "integrity" question. 3) Through these discussions, students with minority opinion also realize that their own opinion is respected and try to agree on an agreement.

Classroom discussions in TOKKATSU were held to respect minority opinions as much as possible, and it became clear that consensus building was achieved.

This study is a finding from one practice case and generality is not secured. In order to construct as a theory, I would like to further analyze practical cases and clarify the function of consensus building in TOKKATSU.

and learning contexts, Lesson Study in different cultural, subject
Classroom Discussions, Consensus Forming Function, TOKKATSU

Sharing and jumping tasks as a tool to develop students’ HOTS in mathematics learning

Paper332Risnanosanti Saleh, Muhammadiyah University of Bengkulu, Mathematics Study Program, Indonesia

Skylounge 235Tue 16:35 - 18:05

Abstract

The learning component in the 2013 curriculum of 2017 revision, among of it is the development of students' Higher Order Thinking Skills (HOTS). HOTS development can be implemented through providing tasks, both sharing and jumping. The purpose of this study was to investigate the role of sharing and jumping tasks in developing student’s HOTS in mathematics learning. This study employed a validation type study design method with a realistic mathematics education (RME) approach. The learning activities which is conducted refer to the lesson study for learning community (LSLC). The results of the study indicated that students who had higher HOTS could finish jumping tasks well, whereas students who had lower HOTS had difficulty in completing tasks well. Yet, the collaborative learning applied makes low-ability students get help from their friends. So that at the end of the learning all students can complete the jumping task questions.

Summary

In Indonesia, the revised 2013 curriculum in 2017 mandates that teachers in implementing classroom learning activities must develop four components, namely: character education, 4C component, literacy, and HOTS. The development of HOTS in mathematics learning can be carried out by providing students tasks that are challenging, related to the context of everyday life, and working collaboratively. There are two types of tasks that can be provided to students, namely sharing and jumping tasks.

The research method employed was a validation study type design method, with learning steps based on the realistic mathematics education approach. Design research aimed at developing hypothetical learning trajectory (HLT) as an effort to improve the quality of learning. The developed HLT covers alleged learning activities and designs anticipation of students' thinking during the implementation of learning activities (Van den Akker, Gravemeijer, McKenney, & Nieveen, 2006; Gravemeijer & Cobb, 2006).

The learning activities design begins with the teacher's explanation of how many small tiles are required to cover the classroom floor. This activity is provided based on the identification results of the students’ learning constraints when understanding the concept of a rectangular area. Demonstrations implemented by teachers at the beginning of learning are expected are able to increase the students’ demand and attractiveness in learning activities because the material studied is related to everyday life problems.

According to Muchindasari (2016) that in the learning process, students will achieve experience in building their own concepts if the learning is not a teacher-centered but student-centered. Therefore, the next learning activity is giving sharing tasks to students. At the end of this activity, almost all groups can achieve the specified size.

After doing discussion in sharing tasks activities, the next learning activity is students are provided the task of jumping as the post activity. The results of the study indicated that the time needed by students to work on the problem did not go as expected. At the beginning, there is no group that could answer the questions. But the teacher encourages students to collaborate for expressing their ideas so that at last eventually all groups can complete the tasks. when students working on jumping tasks, they learn in groups so that there is an exchange of ideas between students, they discuss each other and learn from each other. learning activities like this according to Masaaki (2014) are called collaborative learning. Collaborative learning can be a springboard for students who are low in achieving the expected solutions. therefore at the end of learning all students can complete the assignment given. Based on the results of the study it can be concluded that giving sharing and jumping tasks to students can improve their high-level thinking skills (HOTS). However the task of sharing and jumping must be well designed to get maximum results.

and learning contexts, Lesson Study in different cultural, subject
HOTS,

The importance of an interpretative framework used during a post-lesson discussion

Paper288Kazuya Kageyama, Hiroshima University, Japan

Straatsburg '88Tue 16:35 - 18:05

Abstract

In a competency-based educational trend, teachers have not only to design a substantial learning environment but also to understand students’ activities. The objective of this research is to suggest the importance of an interpretative framework to comprehend an own curriculum emerged within a classroom community in order to make a post-lesson discussion meaningful.

Through literature review and analysis of the small-scale survey, we could identify various approaches to a lesson. However, the participants need not only to share the goal of the lesson but also to have an interpretative framework to comprehend what happened and emerged during the lesson. What should be included in an interpretative framework depends on the characteristics of a subject such as mathematics – the aspect of integrity – and the emergent object through classroom communication – the aspect of intimacy.

Summary

Introduction

Lesson study is a continuous, improving cycle for teaching skills, designing materials, understanding students and so on. A post-lesson discussion had by participants after conducting a research lesson is one of phases of the cycle to reflect all learning and teaching activities. However, it often seems not to be productive for them because of their different viewpoints and expectations. The difference is mainly caused by various experiences including teaching career, while it has a potential for teacher growing and a great improvement of a lesson. The objective of this research is to suggest the importance of an interpretative framework to comprehend an emergent mathematics curriculum through literature review and analysis of the small-scale survey to harmonize a post-lesson discussions.

Theoretical considerations

Various literature about teacher growing implies that it might be difficult to share values of a lesson among participants, but a post-lesson discussion could proceed on the question whether the lesson is good or not. On the one hand, through the analysis of exchanges of ideas between practicing teachers, Soma et al. (2016) summarized three criteria for a good lesson for them: clarity and achievement of the goal of the lesson, student’s understanding, and student’s positive engagement. On the other hand, the result of a small-scale questionnaire survey (n=8) the author conducted suggests that a lot of student teachers tend to focus on observable, excellent teaching techniques and the attraction of mathematics. The gap of attention on a lesson seems to be big, but it demonstrates the possibility of various approaches to the lesson.

In many cases, participants speak about a research lesson to each other while referring to a lesson plan described by a teacher, so one of viewpoints during a post-lesson discussion is whether the goal of the lesson is achieved well or not. However, as Evens (2014) points out, although following the same intended curriculum and using the same textbook, different teachers deal with different mathematics because they reconstruct it from their own viewpoints. Therefore, the participants need not only to share the goal of the lesson but also to have the common interpretative framework to comprehend what happened and emerged during the lesson, which is called emergent mathematics curriculum including both process and product (cf. Davis & Renert, 2014).

Discussion and conclusion

In a competency-based educational trend, practicing teachers attempt not only to design a substantial learning environment but also to understand students’ activities. What should be included in an interpretative framework depends on the characteristics of a subject such as mathematics – the aspect of integrity – and the emergent object through classroom communication – the aspect of intimacy. For example, some words and sentences on a textbook or used by a teacher are alien to students. They have to master them, while they attempt to introduce them into their everyday word use system. The alternative curriculum might emerge between the intended and implemented one, so we have to care about students’ activities besides an achievement of the goal of the lesson.

Developing Professional Learning Communities: models and practices
A post-lesson discussion, An interpretative framework, Emergent curriculum

A change of the pre-lesson discussions in lesson studies as year-long collaborative inquiry

Paper346Natsumi Maeda, Japan, Eredita302, Japan

Straatsburg '88Tue 16:35 - 18:05

Abstract

In Japan, most lesson studies are practiced as a part of school-based collaborative inquiry. It means that LS enhance not only the individual teacher learning but also school-level change. This research focus on the change of quality of the pre-lesson discussion (collaborative planning phase of lesson study). Data was gathered at a public elementary school which is study about moral education. In this paper, we use the 5 discussions of the lower-grades group. We analyzed them from two approaches: 1) the amount of teachers' remarks, 2) the contents of discussion. As a result, we could see some changes which suggests the buildup of LS as a school research. They became to discuss by using their shared experience, and talk about specific pupil's learning. However, it was undeniable that each teacher's role is fixed and the focus of discussion is depended on the teacher who provide their class for research lesson.

Summary

Most lesson studies (LS) in Japan have been practiced as a part of the school-wide collaborative inquiry. Teachers plan their research lesson under one consistent theme of whole of school, and like a relay, they make use of their findings to next research lesson. The final goal of LS is school improvement and curriculum development instead of make a best lesson plan with colleague. It means that teachers engage in LS not only as a learner but also as a member for school improvement. And then, it is said that this aspect of LS as a school research is important to enhance teachers' conflict which needed their learning (Kihara 2006).

As just described, LS as a school-based research bring a school-level learning beyond individual learning. In other word, if LS serve as a place of whole-school research, the quality of their discussion should be better each time. However, there is only a few papers reveal the effect of continual LS from this viewpoint. Therefore, we aim to observe how LS is change in a year in this study.

Data is gathered at a public elementary school in the Tokyo area, the research theme of LS of which is moral education. This theme is a one of the highest interest subjects among Japanese schools in recent years toward the curriculum guideline change of 2018.

We focused on the pre-lesson discussion for co-planning as a place which teachers' knowledge expressed, and recorded the all of discussions for a year. Although this school divides teachers to two LS groups (lower and higher), in this paper, we only treat the lower grade teacher's group (1st to 3rd grade). The discussions are held 5 times (6 research lessons), and 7-8 teachers attended. We recorded the conversation of all discussion and made a transcription.

In the first analysis, we cut the transcript into per 3sec to count their remarks. This analysis showed that their amount of remarks of each teachers and silence time were maintained constant between 5 discussions. It suggests that there is no change in the activation and participation level of LS through a year.

Furthermore, we analyzed the content of the discussion. We coded the all transcript to topics depend on the meaning and categorized them to examine the change of the quality of discussion. As a result, it suggested that teachers became to talk their ideas with shared experience and theory and more and more about the expected specific pupil's learning.

We can glimpse the buildup of LS as a school research in this result. However, it is undeniable that each teacher's role is fixed and the focus of discussion is depended on the teacher who provide their class for research lesson.

Developing Professional Learning Communities: models and practices
Collaborative inquiry, Pre-lesson discussion

Capturing Reflection-in-action Using Desk-top Teaching Simulation

Paper349Shun Nakamura, Waseda University, Faculty of Human Sciences, Japan

Straatsburg '88Tue 16:35 - 18:05

Abstract

Although researchers appreciate the importance of research on teacher’s knowledge creation process through teaching, reflection-in-action, it is difficult to collect data on teachers’ thought process during teaching. The purpose of this paper is to devise a method for capturing teachers’ reflection-in-action and explore its process during their teaching. In this study, we use Desk-top Teaching Simulation (DTS) where teachers simulate a lesson by using various kind of puppets that represent a teacher, students, desks, and other materials in classroom. We asked five teachers to conduct DTS and think aloud while simulating teaching. As a result, we found the types of the teachers’ reflective moments of teaching and the process of teachers’ learning. DTS can also be beneficial for joint planning of Lesson Study because it makes teachers’ ideas and anticipation visible to other teachers as well as teachers get feedback with each other through interaction in DTS.

Summary

Over the past few decades, a considerable number of studies have been made on teacher learning in terms of reflection since Schön(1983) articulated a theory of reflection. However, according to Mena Marcos & Tillema(2006), most of these studies have concentrated on teachers’ retrospective reflection, reflection on action, and only a few attempts have been made at reflective thinking that is embedded in teaching, reflection-in-action, which lies at the heart of Schön’s theory of reflection. To understand teachers’ reflection-in-action better, we need to explore how teachers notice unexpected events that initiate reflection-in-action, and create new knowledge while teaching.

Although researchers appreciate the importance of research on teacher’s reflection-in-action, it is difficult to collect data on teachers’ thought process during teaching. Most researchers have so far used the following two methods of inquiry: the retrospective report about thought process in the past and the think-aloud method during lesson observation, yet these methods cannot capture teachers’ here-and-now thinking in their own lesson. Therefore, looking into an alternative method for research is needed.

The purpose of this paper is to devise a method for capturing teachers’ reflection-in-action and explore its process during their teaching. In this study we use Desk-top Teaching Simulation (DTS), which was developed by Sakamoto(1980). In DTS, teachers simulate one lesson by using various kind of puppets that represent a teacher, students, desks, and other materials in classroom. One of teachers acts a teacher and the others act students. While DTS was originally introduced to help teachers to make sure how they proceed with a lesson, we apply it to a method for capturing teachers’ reflection-in-action during lesson. Furthermore, DTS can also be beneficial for joint planning of Lesson Study because it makes teachers’ idea and anticipation visible to other teachers as well as teachers get feedback with each other through interaction in DTS.

Participants were five teacher groups in Japanese elementary school. In DTS, 5 novice teachers were Teacher Player (TP) whereas 11 experienced teachers were Student Player (SP). Each teacher group works at same school and proceeds with following procedures: (1) using the puppets, TP teaches SPs on the basis of the lesson plan while SPs respond to TP’s action; (2) if TP sees a situation as unexpected or surprising, then he or she stops the lesson and tells what he or she is thinking. We recorded video and analyzed it in terms of how teachers reflect in action.

This study resulted in two key findings on the nature of teacher’s reflection-in-action. First, we propose a classification of types of unexpected or surprising situations in classroom: goal of the lesson, caring for the students, class management, story of the lesson, interpretation of teaching content, and student understanding. It is worth noticing that teachers make sense of these situations in terms of historical, relational, and normative point of view. Secondly, we found that even when teachers seem to act as planned from outsider’s point of view, they sometimes question their teaching in the back of their mind.

Lesson Study and teacher professional development
Reflective practice, Research on teacher thought process

Lesson Study – a research approach for or about teachers

Symposium94Ulla Runesson Kempe, Sweden; Jacqueliene Bulterman Bos, Christelijke Hogeschool Ede, Netherlands; Maria Andrée, Inger Eriksson, Stockholm University, Sweden

Tokio '95Tue 16:35 - 18:05

Abstract

In this symposium we will focus on how the true nature of lesson study (the Japanese Kyozai Kenkyuu tradition) may be lost in translation and transition into other cultural contexts and what is needed for the development of lesson study as research for, not about teachers. The overall perspective is how lesson study can be a collaborative research pathway for the improvement of teaching rather than improvement of teachers. In order for lesson and learning study to be a way for the profession to reclaim participation and cooperation in educational research into teaching and learning, the conditions for the implementation must be analysed and discussed.

The three contributions deal with 1) the implications of implementing lesson study in a dualistic epistemological culture, 2) learning study as a research pathway for the improvement of teaching 3)the need for new hybrid arenas for teacher driven research

Summary

Several researchers have pointed out how the true nature of lesson study (the Japanese Kyozai Kenkyuu tradition) is lost in translation and transition into other cultural contexts. It has been perceived as a collaborative investigation and improvement of a lesson rather than developing knowledge concerning curriculum-in-action (Elliot, xx). Takahashi & McDoughal (2016) talk about collaborative lesson research (CLR) in order to point out the investigative and knowledge producing aspects of lesson study.

In this symposium we will focus on these issues from a European perspective. As in the US we have a tradition of centralized top-down reformsystem for school development making up the cultural script (Stigler & Hiebert 2016)for lesson and learning study. In this tradition it is not the teachers who drive the development of teaching. Instead, they are subjected to centrally initiated professional development programs. A consequence is a shift from a focus on the improvement of teaching to the improvement of teachers when lesson study is imported. We will use examples from the Netherlands as well as from Sweden to illuminate this as well as how conditions can be created to develop lesson and learning study as pathways for research on teaching rather than on teachers. Lesson and learning study can be seen as a way for the profession to reclaim participation and cooperation in educational research into teaching, learning and knowing.

Chair: Ingrid Carlgren, Stockholm university, Sweden

Discussant: James Hiebert, university of Delaware, US

Contributions:

Ulla Runesson, Jönköping university, Sweden: Teachers and researchers in collaboration. A possibility to overcome the research – practice gap?

Jacquelien Bulterman-Bos, Open Doors Education Amsterdam, Netherlands: Lesson Study in The Netherlands: lost in translation?

Maria Andrée and Inger Eriksson, Stockholm University, Sweden: Establishing a hybrid arena for teacher driven research

Symposium paper 1 (200 words):

Lesson Study originated from countries where teachers develop their own profession via research. In these cultures, knowledge and action are considered to be two sides of the same coin; research and practice belong together. Around the world, however, a unity of knowledge and action is not self-evident. Many educational researchers in the west work in a dualistic culture: they form a different professional group than teachers and operate in different institutions. One professional group (researchers) constructs knowledge while another professional group (teachers) is engaged in action in classrooms.

In this contribution, I wonder what happens when Lesson Study - that originated from a non-dualistic culture - is imported in a dualistic culture. By referring to a recent Dutch overview study on Lesson Study, I discuss similarities and differences between this Dutch kind of Lesson Study and the original Japanese way. My conclusion is that important aspects of Lesson Study get ‘lost in translation’. I relate this to the dominant epistemic culture in The Netherlands and discuss the implications for the profession of teaching.

Symposium paper 2 (200 words):

Taking as its point of departure the discussion about the disconnection between research and practice, this paper presents learning study as a research approach to overcoming this gap. Learning study has commonalities with design research and lesson study but is a teacher - researcher collaboration where the researcher and teachers have a common object of research. Thus, it is research with and for teachers, rather than on and about teachers and is focused on constructing knowledge concerning objects of learning as well as teaching-learning relationships. The focus of the research collaboration is professional problems related to the object of learning that teachers encounter in their everyday practice. The process is guided by a theory of learning and pedagogy—variation theory. The knowledge product of learning study is a theoretical description of what must be learned in order to develop a specific capability. Examples of knowledge contributions from learning study are given, and it is suggested that such knowledge can be considered to be public knowledge that can be shared, used and developed by other teachers in other contexts. Furthermore, it is suggested that there are specific features of learning study that may strengthen connections between research and practice.

Symposium paper 3 (200 words):

The aim of this paper is to discuss demands and possibilities for establishing arenas for teacher-driven research that open for production, verification, and modification of knowledge among teachers. Recent educational policy in Sweden has targeted the role of research and forms of evidence-based education. However, teachers have commonly been positioned as learners and consumers of research produced by researchers in academia. Many reforms during the past decade have been categorized as “lifting teachers”, emphasizing dissemination of research results and collegial learning. In this paper we build on experiences from establishing an arena for teacher-driven research called Stockholm Teaching & Learning Studies (STLS), to discuss how conditions relating to institutional boundaries may afford knowledge production in schools. We draw on the notions of different modes of knowledge production: Mode 1 and Mode 2. Mode 1 representing university-based disciplinary research characterized by disciplinary norms and structures as well as autonomy for individual researchers, institutions and institutions. Mode 2, representing an emerging paradigm characterized by a social distribution of knowledge outside academia, transdisciplinarity and application. Establishing a hybrid arena for teacher driven research in-between academia and school can be seen as challenging knowledge-production beyond the gates of the university.

Symposium paper 4 (200 words):

Research methodology and theoretical underpinnings of Lesson Study
Connecting the research-practice gap, Dualistic epistemological culture, Hybrid arena

Lesson and learning studies – relevant topics in the contexts of different educational cultures

Symposium383Janos Gyori, Eötvös Loránd University, Hungary; Bruce Lander, Matsuyama University, Japan; Claudia Mewald

Wenen '95Tue 16:35 - 18:05

Abstract

different versions of LLSs are not independent of a number of inherent and contextual factors of education like the concept of a lesson, the concept of teachers’ collaboration, the concepts and the objects of teachers’ and students’ learning in general and in its concrete aspects, the cultural traditions and patterns in education, the actual structural and legal frameworks of education, the types and influence of educational policy processes – and many other factors in their different ecological systems of education. The participants of this symposium have published a thematic volume of the European Journal of Education around specific themes related to different versions of LLSs and the ways they are conceptualized and used in different educational environments from the East to the West and from the South to the North. In this symposium, we offer an essence and a synthesis of our studies.

Summary

Chair: János GyÅ‘ri

Discussant: Ulla Runesson Kempe

Over the last 20 years lesson and learning studies (LLSs) did not just spread all over the world but went through many differentiation processes. (Actually, learning study itself was already generated as a new version of lesson study.) These different versions of LLSs are not independent of a number of inherent and contextual factors of education like the concept of a lesson, the concept of teachers’ collaboration, the concepts and the objects of teachers’ and students’ learning in general and in its concrete aspects, the cultural traditions and patterns in education, the actual structural and legal frameworks of education, the types and influence of educational policy processes – and many other factors in their different ecological systems of education. The participants of this symposium have published a thematic volume of the European Journal of Education around specific themes related to different versions of LLSs and the ways they are conceptualized and used in different educational environments from the East to the West and from the South to the North. In this symposium, we offer an essence and a synthesis of our studies.

In the first presentation we offer a cross-cultural analysis of a lesson through different lenses and social-cultural backgrounds that helped educators to find a specific approach to localize a global standard, or methodology of improvement and change the cultural script of teaching.

The next presenter describes how a continuous professional development programme attempts to achieve educational change towards competence-oriented foreign language education through lesson study in Lower Austria. Her results show that by LLSs it is possible to reach a tangible starting point for real educational change among teachers through lesson study.

In the final presentation shows how teachers who were inexperienced in LLSs in every sense, after learning about the theoretical background and practice of LLSs, conceptualized what LLSs are about, and explored if they can be adapted flexibly to the teachers’ own educational contexts, or rather it is the very original way of using LLSs that the teachers have to follow.

All these presentations address the theory and practice of LLSs that can never be regarded as independent of that social, cultural and educational ecosystem (Bronfenbrenner, 2006) into which they were imported or in which they have actually existed already.

Symposium paper 1 (200 words):

How Cross-cultural analysis of lessons can benefit customizing teaching

Research suggests that lesson study approaches based on the culture and lifestyle of each individual country need to be further developed. This is one reason why there are many cases of lesson studies now based on the socio-cultural background of the country to which the methodology is transferred.

The objective of this presentation is to provide an international dialogue among teachers and researchers well attuned to lesson study methodology, empirical evidence that illustrates how to analyse a lesson in practice, deliver evidence-based suggestions for improvement of the lesson and look culturally at what actually goes on in the classroom. As Stigler and Hiebert (2016) noted both teachers and researchers should “become aware of the need to make explicit the theory that underlies the practice” (p.583). In particular, cross-cultural analysis of a lesson through different lenses and social-cultural backgrounds helped educators in this case to find a specific approach to localize a global standard, or methodology of improvement and change the cultural script of teaching. Areas of the transcript that indicate changes observed from the three perspectives of teacher learning, student learning and pedagogical reasoning will be considered.

Symposium paper 2 (200 words):

Lesson Study in competence-oriented foreign language education: From an available to new learning designs

This paper presents LS which attempted to explore the question whether the training of 15 experienced teachers would achieve to develop a sustainable LS programme making use of competence-oriented research lessons and materials as available designs. The project included two cycles of LS to develop five research lessons and teaching and learning materials in the teachers’ own lesson studies during training. Two additional cycles of lesson study were then carried out at primary schools that had registered for continuous professional development with the university college of teacher education with the new trainers serving as knowledgeable others. Initial results drawing on observations, interviews and reflection meetings show that bringing continuous professional development into the schools creates motivation for teachers to engage in competence-oriented teaching. Moreover, the project showed that collaborative planning of new research lessons based on available designs and aligned with the needs of the pupils’ needs has created motivation and willingness to consider competence-orientation on a regular basis. Targeting continuous professional development on work with real learners and acknowledging teacher learning as the central goal therefore seems to have created a more tangible starting point for real educational change in Lower Austria through lesson study.

Symposium paper 3 (200 words):

Lesson Study, or lesson study, or lesson and study, or what?

 

In an educational context where teachers are inexperienced in lesson and/or learning studies (LLSs), it is important to understand how teachers conceptualize LLSs when they meet this/these method/s for the first time. In my research I tried to unfold inexperienced teachers’ concept on LLSs. A group of teachers (n=21) who used to teach students in different age and for different subjects took part in an in-service teacher training program, and they have heard about LLSs for the first time in their career. After introducing them LLSs, I run 3 focus-group sessions with 7-7 participants in each of them. The central topic of the focus group sessions was their first understanding of LLSs. Via these focus group sessions I could unfold the way they anchored their understanding of this/these method/s to their preveious knowledge and experiences in their work. I found, that they were uncertain if LLSs are rigorous methods (Lesson Study), or something they could use rather in a flexible way adapting it to their own educational context and culture (lesson study), or different parts of LLSs can be practiced as individual, separate activities in their practice, for example shared planning of the lesson (lesson or study or else)?

Symposium paper 4 (200 words):

and learning contexts, Lesson Study in different cultural, subject
Cultural scripts of teaching, Educational change, Lesson and learning studies

Wednesday 4 Sep 2019

10:30 - 12:00 Concurrent session 4

Facing the complexities of implementing Lesson Study: what we can learn from schools in the North of the Netherlands

Featured symposium412Iris Uffen, Siebrich de Vries, University of Groningen, Netherlands; Sui Lin Goei, VU Amsterdam, Netherlands; Klaas van Veen, University of Groningen, Netherlands; Nellie Verhoef, University of Twente, Netherlands; Roelof Datema, Henk Lammerts, CSG de Kluiverboom, Netherlands; Andrea Grüber, Sebastiaan van den Berg, Ritske Tulner, CSG Augustinus

Amsterdam '72Wed 10:30 - 12:00

Discussiant: Elaine Munthe

Chair: Siebrich de Vries

Abstract

Implementing Lesson Study – or any other professional development practice – often leads to a variety of actual practices in different school contexts, which often does not immediately lead to positive results for every teacher. A challenge lies in not to give up, but to analyze instead the implementation process thoroughly to make informed decisions how to adapt Lesson Study to the own school context. In this featured symposium, a research team from the Dutch Lesson Study consortium (Lesson Study NL) and school-based Lesson Study facilitators from two secondary schools share how they are collaborating on understanding the process of implementing Lesson Study in their schools, and what they have learned so far.

General summary

Implementation of professional development practices are complex processes that lead to a variety of actual practices in different school contexts (Bryk, 2015; März, Gaikhorst, Mioch, Weijers, & Geijsel, 2017). When schools implement Lesson Study this is no different, not least because Lesson Study in itself is a complex learning activity of which many aspects appear to be interpreted in various ways outside of Japan (Fujii, 2014). This stresses the importance that if schools want to adopt Lesson Study they have to examine how Lesson Study fits to their own context. A challenge lies in not to give up when Lesson Study does not readily provide positive results for every participant as this seems rather logical and predictable than exceptional when schools experiment with professional development practices that are new to them (Bryk, 2015; Desimone & Stuckey, 2014). Instead, it is helpful to analyze the implementation process thoroughly to make informed decisions how to adapt Lesson Study to the own school context. This may prevent schools from falling into a pattern wherein they put a lot of energy into implementing professional development practices, discarding these practices when results are not forthcoming, adopting a new practice, and hitting the same brick unknowingly (Bryk, 2015, p.468).

 

In this symposium, a research team and two secondary schools in the North of the Netherlands share how they collaborate on implementing and on gaining an in-depth understanding of Lesson Study in their own school contexts. The collaboration is based on principles of practice-driven evaluation (for example: van Yperen & Veerman, 2007), which means that the aim is that the used research methods provide insights that are immediately applicable to support schools in embedding Lesson Study in their school context.

 

In the first presentation, we share a developed evaluation protocol in which we indicate five main mechanisms that contribute to informed decision making about effectively adapting Lesson Study to the own school context(based on März et al., 2017), and thus are important to understand. The five main mechanisms are:

 

1) the extent to which Lesson Study teams focus on core educational processes and student learning,

2) the extent to which the teams stick to the core principles of the Lesson Study cycle (mainly based on De Vries et al., 2016 and Takahashi & McDougal, 2016),

3) how teachers experience and perceive (the value of) Lesson Study,

4) what structural conditions are met, and

5) the characteristics of executive leadership.

 

In the second and the third presentation, school-based Lesson Study facilitators of both secondary schools share – through the framework of the developed evaluation protocol – how the implementation process works in their schools, what challenges they face during the implementation, what they have learned so far when evaluating this process, and what informed decisions they take when adapting Lesson Study to the own school context.

 

Making sense of the process of implementing Lesson Study: first steps to success

The Dutch Lesson Study consortium (Lesson Study NL) received a research grant in 2017 to investigate the working elements of Lesson Study and the effects on teacher learning in collaboration with five secondary schools. These schools’ long term goal of implementing Lesson Study is to positively impact teacher learning and with it educational improvement by implementing a Lesson Study cycle that fits the schools context.

The schools have varying contexts and they are provided with the Dutch version of the Lesson Study practice (adapted from Stepanek et al., 2007 and Dudley, 2014). The extent to which teachers perceive and experience (the value of) Lesson Study seemingly depends on how they interpret and execute Lesson Study and on the extent to which the Lesson Study practice is understood within the schools own context and adjusted accordingly (Bryk, 2015). In this presentation, we share a developed evaluation protocol which maps these processes of teachers and other important mechanisms such as structural conditions, leadership and the features of the Lesson Study process, to support high-quality implementation (based on research by März et al., 2017).

 

Lesson Study in different school contexts: lessons learned from practice

School-based Lesson Study facilitators from two participating secondary schools share their experiences regarding implementing Lesson Study. Both schools have different contexts: the smaller school (approximately 25 teachers, and 200 students, age 12-16) offers professional education, and the larger school (approximately 80 teachers, and 1250 students, age 12-18) offers general education.

The school-based facilitators share how they implement Lesson Study, what the schools’ significant features of the Lesson Study practices are, which conditions supported or made it more difficult to perform Lesson Study, what teachers learned so far and what they learned on how to strengthen the implementation process of Lesson Study.

     

Strengthening the plc of stp school to develop 21st century skills for all students

Paper207Phatarapol Lapkiartiporn, Satit Pattana School, Thailand

Belgrado '73Wed 10:30 - 12:00

Abstract

Satit Pattana School is a private school, most of the new teachers are novices who still have less experiences in classroom learning designs and management.

This project aimed at developing a school academic management model for connecting teachers, administrators and others to work collaboratively to develop skills needed in the 21st century for early childhood, primary and secondary education students.

Target groups were 115 teachers and administrators and 1,345 students of Satit Pattana School.

Research tools were 1) Teachers’ Id Plan 2) Log books 3) The 21st century skills assessment form and 4) Program plans of Lesson Study activities, meeting, workshop and symposium.

Findings:

Good Level structure, 3 cycles of Lesson Study are important parts of the model.

The 21st century skills of all the students were developed to good level.

Summary

Significance and History of Research Problems:

Satit Pattana School is a private school, most of the new teachers are novices who still have less experiences in classroom learning designs and management.More over our school have a large gap of teachers’ age ranges from novice to senior teachers. Resulting in these gaps of age and professional experience created diversity and difficulty for academic management and school culture development.

The school administrators saw these gaps as potential, limitations and needs of the school future development. Therefore they jointly studied and developed the concepts and practices in managing such obstacles as an opportunity to learn and develop creative problem solving methods together. The initial model is educational innovation named “Critical and Creative Friends in the Professional Learning Community of Satit Pattana School”. The model uses Lesson Study as a corporate culture to develop professional learning community by creating opportunities for all teachers at all levels to exchange their concepts practices and results of their teaching and learning designs and management to develop their students’ learning , skills and characteristics.

Continually in 2018 academic year, the school has supported teachers of all learning groups together to strengthening our Professional Learning Community (PLC) by strengthening our students’ the 21st century skills. This project aimed at structure, activities and tools for connecting teachers, administrators and others to work collaboratively to develop skills needed in the 21st century for early childhood, primary and secondary education students to be a strong Thai citizen in the age of Thailand 4.0

Research Objectives:

To develop a school academic management model for strengthening the PLC of Satit Pattana School to nurture the 21st century skills of the students

To analyze changes in the 21st century skills of early childhood, primary and secondary education students

Target Groups

All Satit Pattana Teachers (109) and administrators (6) in total 115

1,354 students of Satit Pattana School which compose of 554 early childhood students, 625 primary students and 175 secondary students of Satit Pattana School

Research Tools

Teachers’ I.D. Plan

11 assessment forms of the 21st century skills

Teachers’ learning Log Books

Program plans : workshops, activities of 3 cycles of Lesson Study, level meetings, school meetings and symposium

Research Results

The develop model compose of

learning outcome : 21st century skills

instructional approach : The Collaborative 5 Steps Learning Process

Structure of PLC members in doing lesson study were arrange by grade levels.

Important activities are “vision and planning workshop”, “instrument developing workshop”,

“3 cycles of lesson study’, “level meeting”, “school meeting” and “symposium”

Teachers who taught students at the same level worked is the same team and joined the meeting together leading the teacher to trust, open mind and help another in solving various problems of teaching and learning to help all students.The teachers worked collaboratively with the team to develop Lessons Study. The teachers understood more deeply in designing lessons and teaching through Lesson Study. There were obvious benefits to both teacher and student development.

All of the 21st century skills of the students from childhood to secondary students are at a good level.

Lesson Study and teacher professional development
Professional Learning Community

Action Research and Lesson Study as professional development strategies at NIS

Paper290Irina Madeyeva, Nazarbayev Intellectual Schools, Human Resourse Development, Kazakhstan

Belgrado '73Wed 10:30 - 12:00

Abstract

The study was carried out in order to identify the main features and barriers to the implementation of Action Research and Lesson Study at Nazarbayev Intellectual Schools (NIS), Kazakhstan.

Taking Stenhouse’s (1981) notion of the “teacher as a researcher” to be vital for teacher development, Elliott & Tsai (2008) emphasized the critical importance of teachers’ active involvement in discussions regarding curriculum issues. However, research in a Kazakh educational context is usually identified with “scientific research ... undertaken by university academicians,” (McLaughlin & Ayubayeva, 2015) which is therefore viewed as time-consuming and correspondingly treated with caution by teachers.

This research aims to deepen understanding of a teacher’s experience about Action Research and Lesson Study in practice based on teachers’ perceptions.

Besides, the study indicates the possibility of combining aspects of Action Research and Lesson Study in NIS practice, drawing on the Hong Kong tradition of Learning Study (Elliott & Tsai, 2008).

Summary

In this study we tried to find answers to the following research questions: What are the main benefits of Action Research and Lesson Study at NIS schools? and What are the main barriers to carrying out Action Research and Lesson Study in NIS schools?

NIS is a network of twenty intellectual schools for gifted children, which was initiated by the President of Kazakhstan in 2008.

Action Research and Lesson Study, as internationally recognized approaches to teacher professional development (Elliot, 1987; Fernandez & Yoshida, 2004; Whitehead, MakNiff, 2006), were first introduced in NIS in 2012.

The study involved a mixed method approach, which included a questionnaire, focus group interviews, and poster analysis. The focus-group interview method was chosen for a variety of reasons. One of them is that we could gather a collective answer, which in comparison with individual view is considered to be more objective (Cohen, Manion, & Morrison, 2011). And, another advantage is that it allowed us to collect large amount of data in a short period of time and at low cost (ibid, 432). However, certain information may be omitted due to its personal nature (Smeyers, Bridges, Burbules, & Griffiths, 2015). Despite this, we have an ethical obligation not to overburden hardworking teachers, and therefore elected to employ this method.

The response rate for the online survey was 28,3% (N = 679). The survey consisted of 15 questions including 14 multiple-choice questions and one open question.

The study presents an analysis of 79 posters as vignettes of Action Research and Lesson Study extension in NIS.Background enquiries to the main project identified that around 26% of NIS teachers are involved in Action Research, with around 30% involved in Lesson Study. According to the results the majority of respondents understand the importance of these two approaches and indicates following benefits: improvement of their teaching practice, development of collaboration among the teachers and generation of new pedagogical knowledge.

The results of the study have shown that the professional development of teachers involved in Action Research and Lesson Study is improved through reflection on actual problems encountered during the learning process in the classroom, through a study in which they find answers and solutions, thereby improving planning and teaching skills. All thеsе confirm that the studying of the practice in action has a transformational approach (Whitehead, MakNiff, 2006), which affects the improvement of teaching practice.

Although Action Research and Lesson Study are used widely as the tools of teachers’ professional development at NIS, we acknowledge that certain NIS teachers face obstacles, which they would consider as difficulties rather than challenges and opportunities for professional growth. The most common barriers faced by teachers are lack of time to conduct research, lack of support from the school leadership team, and the inadequacy of their research skills.

But overcoming all difficulties mentioned might be possible if the appropriate support for conducting research is provided by school administration. It in turn will contribute to the development of research culture in schools.

Lesson Study and teacher professional development
Action Research, Kazakhstan, Lesson Study, Nazarbayev Intellectual Schools

Comparative study of two study groups on Kyouzai Kenkyuu in Lesson Study project in Brazil

Paper97Yuriko Yamamoto Baldin, Universidade Federal de São Carlos, Mathematics, Brazil; Maria Alice Veiga Ferreira de Souza, Instituto Federal do Espirito Santo, CEFOR, Brazil

Belgrado '73Wed 10:30 - 12:00

Abstract

This paper aims to communicate about the first results of the joint Lesson Study project in Brazil in a partnership of two Groups of Study in Brazil, in different regions and cultural contexts. The Lesson Study project, developed as professional development programs for mathematics teachers, in collaborative learning environment, started in 2018 as consequence of the convergence of the objectives and the research methods with Lesson Study principles of the groups. The paper presents the current study of two groups about “the investigation of the teaching material” about “Fractions in the 6th -7th grades” of Brazilian basic education curriculum, to support the task of producing a lesson plan to be implemented in actual classrooms by participant teachers of two groups. The observed lessons and the outcome of two groups will be comparatively analyzed during 2019. The research methods include theoretical framework and orientations to careful change of classroom practices

Summary

The authors of this paper presented in WALS 2018 paper (Baldin, Silva, Souza & Wrobel, 2018) the discussion about the diverse cultural context of Brazil, stressing the educational challenges that a developing country faces, the most provocative fact being the one related to the educational gap of teacher education in basic schools. The teachers of 1 to 5th grades receive education with weak specific content knowledge, especially in early mathematics, whereas the teachers of 6 -12th grades receive higher level education in Mathematics contents but unsatisfactory connection to pedagogical practices. Such cultural context was the background to the two different Groups of Study, coordinated by the authors, to convey to the Lesson Study projects in their places. The common objective and the Methods of Problem Solving in the professional development courses in different regions of Brazil have brought together the two groups to propose a partnership in constructing a Lesson Study project to enhance the research activities and the impacts in the school education. The previous paper discussed the two dimensions of the research work about the transition years of the basic education, in which the skills in Problem Solving and Mathematical Thinking are strongly required. The dimensions refer to the growing of a school teacher as investigator of own practice and to the research on the improvement of the classroom practice through Lesson Study. The research question pursued by this present paper is restricted to the first step of Lesson study that bonds the two dimensions and the initial activities of two groups: “How the investigation of teaching material – kyouzai kenkyuu on the theme of fractions developed by two Groups will contribute to the elaboration of effective lesson plan?” The Group of São Paulo adopts as methodology the inquiry-based student centered problem solving methodology, using innovative challenging problems for 6-7th grades, aimed to develop the mathematical thinking as conceptualized in (Isoda & Katagiri, 2012; Isoda & Olfos, 2009; Baldin & Silva, 2013). The methodology of the Group of Espirito Santo is based in the development of the mathematical thinking of the fractions with problematizations with the use of the Cuisenaire Rods taking into account their magnitudes, the unit and number condition in consonance with a broad ontological perspective of this theme (Alqhatani & Powell, 2018; Powell, 2018; Siegler et al., 2012). Both groups consider the role of Problem Solving as classroom strategy to enhance the teachers´ learning to teach along with the students´ autonomous learning of mathematics, under the concept of Collaborative Learning Research (Fujii 2015; Takahashi & McDougall, 2016). As result, the comparative analysis of the outcome of the two groups for the first step is expected, to ground the rationale to the step of elaboration of a research lesson, to advance the Collaborative Lesson Study project, in construction.

Lesson Study and teacher professional development
Collaborative learning of school teachers, Lesson Study in the implementation of school curri, Teaching materials in Lesson Study project

Models for writing reflective practice records as a result of LS: cases of Philippines and Japan

Paper2Pauline Mangulabnan, Nara Women's University, Graduate School of Social Life and Human Environment, Japan

BoardroomWed 10:30 - 12:00

Abstract

The authors are particularly interested in the documentation and reflection that take place after lesson study cycles. What do teachers write after cycles of lesson study in Japan? How do teachers make sense of open classes and transform them to insights which impact one’s practice? More importantly, what school-based structures can support teacher writing and reflection? In Japan, teachers write narratives called Reflective Practice Records (RPR). This research focuses on two model cases, in Japan and Philippines, of structures that support school-based teacher collaboration, reflection, and writing as products of co-inquiry. Initial findings from Japanese RPR’s were contextualized into a school in the Philippines creating a localized version of a school-based RPR writing structure. Value, design for evolution, rhythm, and long-span reflection are strong points of the models. This research can serve as a hint to other researchers who are designing structures to support documentation, co-inquiry, and reflection among teachers.

Summary

This work originates from the exposure of the first author to a Japanese school with a long history of reflection, inquiry, community of practice and culture of writing reflective practice records (RPR). In summary, RPR’s are reflective narratives of a teacher’s practice as a result of longitudinal collaborative inquiry about learning and lessons (Mangulabnan, 2017). These RPR’s are written outputs of cycles of lesson studies which communicate complex interactions in the class involving content, students, tasks and teacher. However, limited researches are done in what teachers write, if they do, after the lesson study. Thus, this research focuses on RPR and the school-based structure of the cycle of inquiry (lesson study) that supports it in two settings (i.e., Japan and Philippines), and aims to add to the literature of the models that support teacher writing and co-inquiry.

For the case of the Japanese school, central to its lesson study practice is the writing of RPR which connects different inquiries (lesson studies), practice, student learning and reflections creating sustainable cycles of school-based research (Yanagisawa, S. 2010). It has been an effective practice in strengthening the community of inquiry and practice among the teachers. But how can such practice be localized in a school in the Philippines in which reflection and writing are not part of the school culture? This research has two elements: the analysis of RPR and model supporting it (Japan), and the contextualization of that model into a Philippine public school creating cycles of inquiry and collaboration among teachers. The cycles are designed in such a way that teachers will be able to examine students, teaching and content, and at the same time the hidden interactions among the three so that it will be able to improve future practice and curriculum design skills of teachers through collaboration while maintaining teacher autonomy in the process.

The primary goal of the model is to provide teachers with a framework that will encourage them to gain necessary skills to (1) understand their student learning, (2) learn from students and colleagues, (3) design a curriculum suitable to the learners at hand, and (4) write reflective practice records. The challenge was not the creation of the model but rather its suitability and appropriateness to the context and school rhythm. Thus, it was crucial for the teachers to gain autonomy in the design and the writing parallel to the structure of the Japanese school in the process. In the end, teachers were able to write their RPR’s while maintaining a positive attitude towards it.

In both cases, RPR’s contain the learning design (before), learning story (during), and reflection (after) of a learning unit. The RPR’s from Japan were written with a heavy emphasis on students compared to those written by teachers in the Philippines. More than social context, this is attributed to experience to lesson study, reflection, and writing. However, this can be fine-tuned over time and extension of practice (Kuno, 2015) as the model involves simultaneous study of the learners, content, and pedagogy.

Developing Professional Learning Communities: models and practices
Cycles of inquiry, Reflective practice records, Teacher narratives

An evidence-driven centralized whole school LS model in China

Paper321Yanping Fang, Nanyang Technological University, National Institute of Education, Singapore

BoardroomWed 10:30 - 12:00

Abstract

This study presents a centralized whole school LS model at the North-East China Normal University Affiliated Primary School which shares a few central features gearing towards large comprehensive research evidence for improving content design, student learning and teaching. The LS process targets on unit planning, systematic school-wide planning of the research design, adopting of rigorous research methods and careful and robust collecting and analysing of research data on content and student learning, to provide solid basis for designing, adjusting, and improving content of teaching and student learning. The purpose of the study is to answer the question of what and how the research evidences were created to improve teaching and learning by looking into three LS case studies in mathematics. Social cultural perspectives are used to contribute to the understanding of the role research evidence as essential mediations of practice for creating sustainable pedagogies with continuous improvement.

Summary

Introduction

This study focuses on a centralized whole school LS model practiced at the North-East China Normal University Affiliated Primary School for more than a decade with a remarkable feature of producing large comprehensive research evidence as basis for improving content design, student learning and teaching. First, the LS process is unit-based, with a systematic school-wide research planning (including literature review and textbook comparison related to the topic and student learning), and rigorous research methods (surveys, classroom observations, analysis of student work, interviews with students and teachers), and careful and robust collection and analysis of research data on content and student learning, to provide solid basis for designing, adjusting, and improving content of teaching and student learning. The purpose of the study is to answer the question of what and how the research evidences were created to improve teaching and learning by looking into three LS case studies in mathematics.

Theoretical framework: Social cultural perspectives view learning as situated in practice and mediated by tools and artifacts and human interacting with tools. In generating research evidence, rigorous research findings related to the topic, textbooks, students’ work samples and teaching discourse become essential tools and artifacts to mediate the alignment of lesson design and continuous improvement generating coherent sustainable pedagogies in transforming practice and learning.

Methods

Using instrumental case study approach (Creswell, 2014), three cases were carefully examined to tease out the research evidence from 3 major orientations. Together, the three cases provided the analysis to answer the research question mentioned earlier.

Results

Case 1 on teaching ‘ratio, ’ through a systemic review of literature on this complex concept and comparing different versions of national and international textbooks, solid and sound decision was made in determining the knowledge essence required for content sequencing of the unit and choice of the research lesson. Case 2 on teaching ‘one number multiplied by a fraction,’ a difficulty topic, focused on how a large scale of student work samples (n=950) were analyzed to diagnose and gauge the difficulties in student learning to inform betterment of task design. In Case 3 teaching ‘multiplication of decimals,’ the teaching discourse of nine teachers (n=9) of the third research lesson was meticulously analyzed using Flanders Interaction Analysis as basis for the teachers to improve their teaching styles and behavior. The three cases demonstrate the important role of research-based evidence in informing the key stages and dimensions of pedagogical improvement.

Conclusion and Discussion

The above cases were made possible by a centralized whole school approach to LS in which all teachers are involved across each stage of teaching an entire unit of lessons. With all the administrative functions supporting the management of the entire LS processes, the school aligned short-term aims with long-term goals of five-year planning in order to make visible transformation in ten years. Such systematic sustainable pedagogies have enabled a student self-directed and group collaborative open-space classroom learning environment in the school in all subject areas supported by essential resources developed through lesson study.

Research methodology and theoretical underpinnings of Lesson Study
A centralized whole school LS model, Evidence-driven

Facilitating sustainable development of teaching professionalism through learning study

Paper224Wing Yan Chan, The Education University of Hong Kong, Centre for Excellence in Learning and Teaching, Hongkong

Buenos Aires '72Wed 10:30 - 12:00

Abstract

Learning study is a hybrid form of lesson study with the underpinning of Variation theory that serves as a guiding principle for pedagogical design and offers a conceptual lens for lesson analysis. This paper aims to explore how a group of Mathematics teachers of a secondary school in Hong Kong adopted Learning Study as a sustainable tool to generate and share knowledge through engaging in a learning community for enhancing teaching professionalism. A recently conducted Secondary Three Mathematics Learning Study case will illustrate how Learning Study has been adopted to facilitate sustainable professional development in the context of the case school. Results indicated that teachers could develop capability of applying Variation Theory to design and evaluate the lessons, as well as to refine the pedagogical design through different cycles of teaching. The pre- and post-tests results also showed that there is an improvement in student learning outcomes.

Summary

Learning Study is a hybrid form of Lesson Study with the underpinning of a learning theory-Variation Theory. It is a kind of collaborative action research with the aim to help student learn a specific object of learning (the learning content) by enhancing the professional competence of teachers through collaborative construction of pedagogical content knowledge (Cheng and Lo, 2013). Learning Study takes the object of learning (OL) as the point of departure and Variation Theory is applied through the entire process of the action research. The conceptual framework of Learning Study is based on three types of variation: V1 refers to variation in students’ ways of seeing the object of learning; V2 refers to variation in teachers’ ways of seeing and dealing with the object of learning; and V3 refers to using variation as a guiding principle of pedagogical design. It is argued that Variation Theory can offer a conceptual lens for lesson analysis, as a guiding principle for pedagogical design as well as providing a platform to facilitate teacher professional development. Pang and Lo (2012) pointed out that the pedagogical content knowledge generated in the Learning Study is not simply the product of personal reflection, but also reflects the insights derived from disciplined efforts to improve teaching practice; it is knowledge that can be shared publicly and hence is open to scrutiny by others. In such a case, it is able to facilitate the establishment of a learning community that focuses on learning and teaching amongst teachers.

This paper presents a case study of a Hong Kong secondary school to illustrate how a group of Mathematics teachers adopted Learning Study as a sustainable tool to develop teaching professionalism, and to generate and share knowledge continuously through engaging in a learning community initiated by a Mathematics teacher who had been a team member of a Learning Study project. Learning Study has been implemented as one of the major professional development tools to enhance Mathematics teaching and learning in the case study school since 2004. Throughout all these years, Learning Studies have been conducted on a regular basis and Variation Theory has been applied to reflect on the effectiveness of Mathematics lessons in the school. A recently conducted Learning Study by a group of three Secondary Three Mathematics teachers of the case school indicates that the teachers involved have developed capability of applying Variation Theory in the entire Learning Study process, including identifying the object of learning and its critical features, making use of Variation Theory as the guiding principle for pedagogical design, as well as refining the pedagogical designs through a series of teaching cycles. The pre- and post-tests results also showed there is an improvement in student learning outcomes.

To conclude, systematic implementation of Learning Study in schools may provide a platform for teachers to share their knowledge, experience, and deepen their understanding of Variation Theory which can help facilitate sustainable development of teaching professionalism.

Learning Studies
Hong Kong, Mathematics, Variation theory

Working toward responsive facilitation

Paper242Ivy Mejia, Eligio Obille, National Institute for Science and Mathematics Education Development, Earth Science, Philippines

Buenos Aires '72Wed 10:30 - 12:00

Abstract

The involvement of our institute in lesson study on an ongoing basis started in 2006. While many workshops have been conducted since then to introduce lesson study to teachers, implementation remains a challenge. Part of the difficulty may lie in the lack of facilitation know-how among facilitators whose role is critical to the success of lesson study. This paper advances a facilitation approach that may help novice implementers as they engage in this instructional development model.

Using narrative and content analysis of field notes, memos, and audio transcripts from lesson study sessions conducted over four years, we identified three stages of a facilitation process, during which three types of facilitation emerged: prompting thinking; deepening of pedagogical content knowledge; and creating and sustaining a counselling environment. The results of this study may serve as springboard to start discussions on how facilitation may be conceptualized in the context of lesson study sustainability.

Summary

In the Philippines, lesson study is initiated and led not by teachers but by facilitators from outside the school. In this paper, we share our experience in a project working as novice facilitators with a lesson study team at a Junior High School in Metro Manila, Philippines. We found that mindful monitoring of the facilitation process seemed to contribute toward making the teachers feel secure and thus persevere in lesson study. We hereby describe a facilitation approach that may help in sustaining lesson study practice.

In the study, we searched for answers to the following questions: What stages of the facilitation process could be identified as the team engaged in lesson study? What facilitation types could emerge that might foster changes in the teachers’ behavior? To address the questions, we studied field notes, memos, and audio transcripts of lesson study cycles conducted by the team for four years (2011-2015) using narrative and content analysis. In a narrative method, a selective focus based on the criteria set by the researcher is adopted (Flick, 2009). The selected events were content analyzed and coded by the first author based on descriptions, not on prior definitions. The themes generated from this preliminary coding were audited by the other two authors in ten meeting sessions, during which the constant comparative method was used. Some codes were renamed using more appropriate terms while others were reclassified until all the authors shared a common understanding of the events and their contexts, and accepted the new codes and their definitions. A second round of the constant comparison method was conducted to arrive at the final codes and themes.

From the coding analysis, three stages of the facilitation process were identified: planning; applying and responding; and reflecting. Further, three facilitation types emerged from the study: prompting thinking; deepening of pedagogical content knowledge; and creating and sustaining a counselling environment.

As the entire team engaged in the lesson study process, the facilitators (the authors), were ‘unconsciously’ building routines which were recognized eventually as the aforementioned facilitation stages. During these stages, the facilitators engaged in deep thinking and reflection on how to address unanticipated occurrences during the lesson study process and carried out multiple facilitation types. We believe that this facilitation process, which we refer to as responsive facilitation, played a significant role in sustaining the teachers’ interest in participating in the lesson study sessions and in the creation of a non-threatening environment as they shared the status of their pedagogical practice and improvement.

Lesson Study and the facilitator
Facilitation

Plearnpattana school as professional learning community development focused on formative assessment

Paper64Phurithat Chaiwattanakun, Plearnpattana School, Thailand

Buenos Aires '72Wed 10:30 - 12:00

Abstract

Plearnpattana School implemented the School as Professional Learning Community Development process to develop teachers’ professionalism through class observation and lesson study, to promote collaborative learning, and not to leave anyone behind. We focused on collaborative and active learning and formative assessment. The students were assessed on their learning behaviors, emotional skills, and relationships with classmates and teachers. After class observation, the teachers brought the problematic cases into the meeting to identify the causes and planned the training guidelines. The parents also got involved in the training. In the end, all the cases were reviewed again to ensure that the problems were resolved successfully and to get the overall picture of the problems. Once the same problem was reported, we conducted a root cause analysis. This process was developed as School as Professional Learning Community to develop the teachers’ problem-solving skills and a team of teachers, leaving no one behind.

Summary

Plearnpattana School implemented the School as Professional Learning Community Development process to develop the professionalism of the teachers through class observation together with lesson study. The other two purposes of this implementation were to promote collaborative learning and not to leave any teachers and students behind. In learning management, collaborative learning and active learning were our main focus. In the evaluation, formative assessment was an important tool used by the teachers and the class observers. During class time, the students were assessed based on three easily observed aspects – their learning behaviors to see if they have any difficulties, their emotional skills, and their relationships with the classmates and the teacher through their dialogues. Every Monday afternoon, the homeroom teachers met to discuss the students who did not perform well in class. They reflected and discussed to identify the cause of the problem. After the problem were identified, the teachers planned together the training guidelines. At this stage, the parents of those students were asked to work with the teachers to ensure that the training at home went in the same directions as at the school. The teachers followed up the students’ development periodically. At the end of the semester, all of the cases were reviewed again to ensure that the students' problems were resolved successfully and to get the overall picture of the problems and their causes. If the same problem was repeated by many students, we would solve it at the macro level. Also, we would conduct a root cause analysis to figure out the remaining problems. This process was developed as School as Professional Learning Community to develop the teachers’ problem-solving skills and to create a team of teachers, leaving no teachers and students behind.

Developing Professional Learning Communities: models and practices
Formative Assessments, Professional Learning Community

A case study of teacher learning and teacher change through lesson study as school-based CPD

Paper314Yumiko Ono, Naruto University of Education, Japan

Londen '71Wed 10:30 - 12:00

Abstract

In Rwanda new Competence-Based Curriculum (CBC) has been introduced since 2016. It is a significant paradigm shift for teachers, which calls for a comprehensive change and new thinking on instructional approaches in teaching, learning and assessment (REB, 2017). This is a case study of a primary school teacher focused on her learning through lesson study as professional development. Three mathematics lessons (1 baseline and two research lessons) by a same teacher over two years of school-based CPD are analysed. Preliminary discourse analysis of 2019 lesson shows a significant difference from the 2017 math lesson which was characterized as “a teacher-dominated discourse promoting rote learning and recitation” (Hardman et al., 2012). The teacher interview after the 2019 research lesson seems to support Guskey’s model of teacher change (1986): successful experimentation of a new teaching practice can lead to a change in teacher belief and mindset.

Summary

This is a case study of a primary school teacher in Rwanda, focused on her learning through lesson study as professional development.

In Rwanda new Competence-Based Curriculum (CBC) has been introduced in pre-primary, primary and secondary schools since 2016. It is a significant paradigm shift for teachers, which calls for a comprehensive change and new thinking on instructional approaches in teaching, learning and assessment (REB, 2017). Rwanda Education Board (REB) devised a three-year induction program (2016-2018) which combined cascade-type training and school-based continuous professional development (CPD), to equip all 67,000 teachers with the competencies required to facilitate students’ learning according to the new curriculum. Project for Supporting Institutionalizing and Improving Quality of SBI Activity (SIIQS) launched in 2017 to support CBC implementation in classrooms through School-Based INSET (SBI).

In the CBC induction program, teachers were expected to conduct CPD after covering content of CBC induction program - to be able to transform what they had learned into practice. Although available data suggests that many schools are conducting school-based CPD regularly (REB & JICA, 2017), it is unknown what have been discussed or what activities have been conducted when teachers get together. The project started a small-scale intervention in several “model schools” to introduce Lesson Study as CPD model.

Four “model schools” were selected to implement Lesson Study1 in June 2018 and we met once a week for five consecutive weeks to complete a cycle of Lesson Study (orientation, lesson planning, micro teaching, research lesson and post lesson reflection) in June to July 2018 and Feb to March 2019. Among the teachers who presented a research lesson in 2019, there was one female teacher of primary level whose mathematic lessons were videotaped in 2017 and 2018.

Preliminary discourse analysis of 2019 lesson shows a significant difference from the 2017 math lesson which was characterized as “a teacher-dominated discourse promoting rote learning and recitation” (Hardman et al., 2012). The teacher interview after the 2019 research lesson reflects her confidence in teaching and change in her pedagogical belief. She referred the importance of lesson objectives and the role of formative assessment. There was a comment that hints her acceptance of responsibility to reach as many learners as possible (re-teaching a lesson when certain number of learners were found not understanding a concept or not mastering a skill). She also mentioned that she had used some ideas proposed in the reflection session after micro teaching and they worked very well. She feels confident teaching in front of visitors. This case seems to support Guskey’s model of teacher change (1986): successful experimentation of a new teaching practice can lead to a change in teacher belief and mindset. Detailed analysis of classroom discourses over time, lesson plans, contribution of collective lesson planning and reflection is on-going. Pre-and Post-test for the learners are being examined now. The results will be shared in the presentation and the authors will discuss how to support introduce and sustain Lesson Study in a resource scarce country like Rwanda.

Lesson Study and teacher professional development
Rwanda, Teacher change

Lesson Study in the educational reform: A school in Taiwan

Paper358Chun-Yi Lin, National Taiwan Normal University, Department of Education, Taiwan

Londen '71Wed 10:30 - 12:00

Abstract

A design case was conducted in an elementary school to study teachers' on-site professional development through lesson study in the national educational reform in Taiwan. The researcher will present the two-year experience in facilitating lesson study in this school and the findings regarding the following aspects: (1) recognizing teachers’ mini-theories and embodied knowledge during curriculum planning, class observations, and discussions (2) linking teachers’ mini-theories and students’ class engagement to a broader context such as societal changes or educational reforms, (3) encouraging teachers’ conversations with each other for collegiality, and (4) when needed, helping extract teachers’ tacit knowledge during their collaborative problem-solving to become the school’s collective knowledge shared with other teachers.

Summary

Lesson Study in the educational reform: A school in Taiwan

Teachers come to lesson study with their own mini-theories of teaching. These mini-theories do not just add up to a comprehensive theory that responds to the contemporary needs of education, such as content-and-competencies integrated curriculum designs and instructional approaches. In fact, many teachers in Taiwan are experiencing a productive struggle to create a school-based curriculum to support student-centered learning as a part of efforts in the coming national educational reform.

This selected elementary school used to be highly rated for its rigid curriculum and high teacher quality; however, it is now facing a challenge to change: Twenty years ago, each teacher in this school was encouraged to develop their own unique curriculum, which was all individualized by teachers’ strengths and interests but potentially considered private. Meanwhile, most teachers in this school had not collaborated on a regular basis for curriculum design or instructional innovation since then. The school’s emphasis was placed on excellence of student learning outcomes, but little on equity through teachers’ collaborative participation in lesson study.

The researcher, as a lesson study facilitator, started working with the teacher communities in this school two years ago. What we aimed was not only to develop a school-based curriculum but to re-engage teachers in their on-site professional development through lesson study with their colleagues. Therefore, the lesson study was proceeded through constant reflection and careful planning based on the research findings when possible. This presentation will address the importance of the following aspects found in the case: (1) recognizing teachers’ mini-theories and embodied knowledge during curriculum planning and class observations, (2) linking teachers’ mini-theories and students’ class engagement to a broader context such as societal changes or educational reforms, (3) encouraging teachers’ conversations with each other for collegiality, and (4) when needed, helping extract teachers’ tacit knowledge during the collaborative problem-solving process to become the school’s collective knowledge shared with colleagues in the school.

Lesson Study and teacher professional development
Collaborative knowledge building, Educational reform

Effective implementation of Lesson Study for improved learner performance: Kalonga secondary school

Paper87Emelia Kasonde, Kalonga Secondary School, Education, Zambia

Londen '71Wed 10:30 - 12:00

Abstract

Ministry of General Education introduced Lesson Study of teachers as part of initiatives to improve teacher’s knowledge and skills as well as learner’s performance. The impact of Lesson study manifested in the improvement of teacher’s teaching skills and learners’ performance in national examination pass rate. However, the inconsistence of the pass rate at Kalonga secondary school in Kabwe of Central Zambia prompted this research whose aim was to assess the implementation of Lesson study and establish the extent to which teacher involvement had enhanced learner performance. Data from a questionnaire for teachers, assessment and national examination results was collected and analysed. Findings revealed that as teachers got involved in Lesson study, learner performance improved gradually while a drop in performance was recorded when teachers relaxed. The study is hoped to help school management plan for sustainable strategies for effective implementation of Lesson study in school based continuing professional development.

Summary

Zambia adapted to the practice of Lesson study for professional development growth of teachers and improving learner performance. Teachers meet regularly to plan, implement, evaluate and improve lessons collaboratively as their Continuing Professional Development (CPD) activity. CPD activities are conducted using the already existing framework of School Programme of In service for the Term (SPRINT). At the beginning of each school term, planning of lesson study activities is done during the Head teacher’s In-service Meeting (HIM). The planned activities are conducted within the department facilitated by a teacher who feels comfortable to teach a particular topic after which improvements are discussed. Lesson study activities are meant to improve the quality of classroom teaching which in turn would enhance students’ learning achievement.

The effective implementation of Lesson study has however been a challenge for some science teachers at Kalonga Secondary School which was among the pilot schools when Lesson Study practice was introduced in 2006 as a tool for School Based CPD of in service. From the research by Chilufya and Hama, (2016), it was revealed that the passion of engaging in Lesson Study of some teachers has slowly dwindled along the years. This has negatively affected the schools in terms of learner performance in the national examination pass rate.

Therefore, this survey aimed at assessing the effectiveness of Lesson Study practice at Kalonga Secondary School and establishing the extent to which the activities enhanced learner performance by answering the following questions;

Has Lesson study been implemented effectively at school?

Is there a relationship between effective implementation of Lesson study and learner performance?

The effective implementation of Lesson Study was based on assessing teacher’s activities at school such as collaborative planning, how learners were considered during planning, readiness of teachers to facilitate during demo lessons, considering learners during the learning process, their performance in national examination pass rate and evaluate the sustainability of Lesson study. Data collection was largely through questionnaires where fifteen (15) science teachers practicing were targeted. Additionally, final examination and assessment results for grade 12 learners were analysed to assess learner performance. The questionnaires for teachers and the examination results were used for analysis.

Findings revealed that teachers had the knowledge on Lesson study implementation, collaborated and considered learners during planning and lesson delivery. It was also revealed that new teachers used teacher centred approaches and lacked lesson delivery skills but found the practice very interesting and educative.

It was clear that Lesson study practice had enhanced the grade 12 learner performance partially. In addition, it was discovered that most Lesson study facilitators had been transferred to other provinces or taken up managerial positions. The research has also established that the teachers at school required a reorientation on learner centred approaches as well as emphasising on personal development. It is therefore hoped that the survey will help teachers plan Lesson study activities that are more attractive and allow new teachers appreciate opportunities to sustain the school-based Continuing Professions Development (CPD) for improving learner performance.

Lesson Study and teacher professional development
Learner performance, School Based – Continuing Professional Development

Current status and issues of Lesson Study in Japan - Lesson Study’s crisis and new development

Paper143Shin Hamada, Former Chairperson for Akita City Principals, Japan

Madrid '69Wed 10:30 - 12:00

Abstract

Through ECORYS, the Directorate of Education and Culture of the European Commission requested information on Japanese Lesson Study and I reported the present situation and problems of Lesson Study in Japan from the viewpoint of practitioners, as well as the recent new development of the topic. In Japan, through the daily Lesson Study, we have developed a curriculum and teaching methods according to the actual situation of children. This has contributed to create a teacher’s occupational culture in which teachers learn from each other. However, the recent declining birthrate makes Lesson Study within individual schools difficult. Therefore, the Committee of School Principals in Akita City encourages the use of inter-school networks in Lesson Study, such as making any Lesson Study societies available for all teachers in Akita city. The results appear to be good, as found in the national academic achievement survey.

Summary

Japan has course of study guidelines that teachers should follow. However, it does not necessarily apply to all provinces. Therefore, it was necessary to transform the national curriculum according to the realities of the region / school. Through lesson study, teachers have developed curriculum and teaching methods according to the actual situation of children. This has also created a work culture in which teachers learn from each other. Also, it is important to note that in Japan, there is a view that graduating from a university teacher training course does not necessarily make a fully qualified teacher. There is a culture that conducts lesson study on novice teachers and trains them practically. A novice teacher improves his/her teaching ability in classroom through colleagues’ class observations and guidance from experienced seniors. Lesson Study in Japan is based on the teacher’s voluntary participation and the quality of education depends on the teacher's constant efforts to improve lessons.

  The results of national academic achievement tests show, although Akita Prefecture escaped from the lowest group in the 1960s, it made a leap in the nation's highest rank in 2007 and currently still maintains its high position. About 50 years ago, the Akita Prefectural Board of Education established a research school system and mandated open research group. At the same time, it supported voluntary research by all teachers. Each school organized a research group voluntarily, and carried out a public open research workshop group in a circle. Meanwhile, the teacher spontaneously performed a research presentation together with classroom study meetings. The Lesson Study, where the administration and the schools were united, became established as an educational culture in Akita prefecture, and contributed to dramatic improvement in students’ academic ability.

Currently, in Japan, the declining birthrate/ aging population is a rapidly progressing issue. Akita also suffers from the issue, thus the decrease of the number of students makes it increasingly difficult to continue the Lesson Study within each school. For this reason, the School Principal Association in Akita City established a new system of lesson study that allows teachers to learn from each other across schools by integrating Akita-wide in-school training, administrative training and voluntary training groups. As a result, the students’ academic ability in Akita City is improving steadily.

Developing Professional Learning Communities: models and practices
Inter-school networks in Lesson Study, Lesson Study's crisis, New development of Lesson Study

Lesson Study for sustainable learning development: review on context, input, process, and product

Paper293Paldy Jamil Pemma, Jakarta State University, Indonesia

Madrid '69Wed 10:30 - 12:00

Abstract

This paper presents the review process on monitoring and evaluation of implementation lesson study program in higher education. This program was implemented since 2013 in Cokroaminoto Palopo University. CIPP Model was used as a model to evaluate the implementation of the program. Context evaluation convey information about program policies, goals, and problems of learning process. Input evaluation concern of condition and qualification of lectures’ ability, students, and learning tools. Process evaluation provide information about monitoring of lesson study program related to process of plan, do, and see stages. It also reveals details the lecturers’ and students’ activities, collaborative, and collegialities. Product aspect provide information about improvement of lectures’ quality, students’ ability, perception, and program continuity. This study employed evaluation research. Collecting data by using questionnaire and interview and it is analysed by quantitative and qualitative. The result significance will be related to improvement of learning sustainable through lesson study.

Summary

Lesson study has implemented since 2013 in Cokroaminoto Palopo University, in all study programs of Teacher Training and Education Faculty. Why lesson study? Lesson study can be perceived as a cycle of instructional improvement since it involves teacher in active learning about content, is driven by data and goals, and is sustained, intensive, collaborative, and practice based (Lewis, et al. 2009). This study focused on evaluate the implementation of lesson study in English Education Study Program. According to Stufflebeam (2003), states evaluation is process of delineating, obtaining, providing, and applying descriptive and judgmental information about merit and worth of some objects’ goals, design, implementation, and outcomes to guide improvement decision, provide accountability reports, inform institutionalization decision and improve understanding of the involve phenomena.

In general, this evaluation concern of four aspects, namely context, input, process, and product evaluation (CIPP). The evaluation model from Stufflebeam is consider as appropriate way to conducting monitoring and evaluation of lesson study program. It provides details information about context which reveal to governance program policy and government regulation, goals, and learning difficulties. Input evaluation is designed to inform lecturers’ qualification, students understanding, and learning tools. Process of implementation of lesson study program involved planning (plan), application (do), and reflection (see) are evaluated as process evaluation. Product evaluation contributed to inform details about lecturers’ and students’ quality improvement, perceptions, and program continuity. The criteria are designed as success references for all components in each aspect (CIPP). The theoretical framework describe on the figure.

Evaluation research is employed as design of the study. The questionnaires and interview are used in collecting data and it is analysed quantitative and qualitative procedures, based on items of data. The questionnaires are given to lecturers (model lecturer and observers), students, and Head of English Education Study Program. The interview is conducted to Dean, Head of English Education Study Program, lecturers, students, and stake holders.

As discussion of this study (preliminary findings), it describes about the evaluation result of implementation lesson study program for five years. it reveals detail in each aspect to give information about what already conducting in learning process. In context and input component are evaluated by baseline survey, process component is evaluated by monitoring about process implemntation of plan, do, and see stages, and product component is evalauted by using end-line survey. This evaluation result will give contribution as consideration to revise the all of stages in learning process based on local wisdom and cultures. The results also create learning community for sustainable learning development.

Developing Professional Learning Communities: models and practices
CIPP Model, Learning sustainable, LS monitoring and evaluation

Towards lesson study maturity: a critical analysis of contextual factors influencing sustainability

Paper389Julie Jordan, University of Leeds, School of Education, United Kingdom

Madrid '69Wed 10:30 - 12:00

Abstract

Drawing on research carried out in secondary schools in the UK, this paper looks at how lesson study is reconstructed and reconfigured in different school contexts. Using complexity theory and Collaborative Lesson Research as a point of reference for effective lesson study and a model of maturity, I critically analyse the contextualisation of lesson study as a vehicle for professional development and whole school improvement. A case study methodology provides new empirical evidence of how and why lesson study was shaped by dualities of teacher and school level beliefs and values and local school and wider system conditions. The paper reports on creative ways kyouzai kenkyuu (the careful study of academic content and the curriculum) and the role of the koshi or knowledgeable other was interpreted and translated. Findings have implications for lesson study sustainability and maximising impact in different school cultures and organisational contexts.

Summary

Drawing on research carried out in secondary schools in the UK, this paper looks at how lesson study is reconstructed and reconfigured in different school contexts. Using complexity theory and Collaborative Lesson Research as a point of reference for effective lesson study and a model of maturity, I critically analyse the contextualisation of lesson study as a vehicle for professional development and whole school improvement. A case study methodology provides new empirical evidence of how and why lesson study was shaped by dualities of teacher and school level beliefs and values and local school and wider system conditions. The paper reports on creative ways kyouzai kenkyuu (the careful study of academic content and the curriculum) and the role of the koshi or knowledgeable other was interpreted and translated. Findings have implications for lesson study sustainability and maximising impact in different school cultures and organisational contexts.

and policy aspects of sustainable Lesson Study, Leadership, management
Contexts, Professional learning, Science teaching

Lesson Study for the elite?

Symposium302Klaus Rasmussen, University College Copenhagen, Denmark; Camilla Hellsten Østergaard, Jacob Bahn, Jakob Sebelin Skogø, Rikke Sofie Dela, Cecilie Eriksen, Denmark; Jens Harreskov Christensen, Hummeltofteskolen, Denmark

Omloop NoordWed 10:30 - 12:00

Abstract

This symposium examines the characteristics displayed by individuals and groups who engage in the processes of lesson study. In the absence of supportive (and formal) organizational structures or requirements, it is invariably a minority who take lesson study to their hearts (Takahashi & McDougal, 2018, s. 146. It is a great challenge to making a culture of lessons study sustainable when it is largely a voluntary practice. And even more so if it is true that “Only teachers who willingly receive the idea of LS and who fully believe in the effectiveness or benefits of LS process will continue to sustain lesson studies in schools.“ (Lim, Teh & Chiew, 2018, p. 58)

In particular we are going to discuss and examine in which manner it can be said that lesson study appeals to those who aim high in their profession as teachers.

Summary

During the symposium we are going to examine the following two research questions, which both have an intimate bearing on how lesson study will fare in the future:

What is the nature of “knowledge” learned from participating in lesson study, which some find attractive and others do not seek or desire?

Does participating in lesson study require a certain character? (e.g. Does it take a keen interest in students learning and one’s own development of knowledge for teaching? Is lesson study mostly for the ones who are willing to go the extra mile? Is everybody able to learn and profit from a lesson study process? Does it take a Herbartian attitude to learn and profit in a culture of lesson study?)

Chevallard (2015) introduced the notion of Herbartian attitude to indicate a “receptive attitude towards yet unanswered questions and unsolved problems, which is normally the scientist’s attitude in his field of research and should become the citizen’s in every domain of activity”. In a culture involving lesson study, it can be said that teaching continually presents teachers with an ongoing number of questions regarding how students learn, and consequently how to help/facilitate the learning process.

The overall theoretical framework to analyze the questions stated above are the Anthropological Theory of the Didactic: Dispositions and/or knowledge will be modeled as praxeologies, i.e. coherent sets of praxis and theory (disciplinary, didactic and paradidactic). The conditions and constraints to sustainable lesson study can be expressed in terms of paradidactic infrastructures, and the position actors have in the institutional ecology which is also affected by didactic co-determination.

The Symposium consists of three presentations of each 20 minutes followed by 10 minutes of discussion. The three presentations are related in that they all utilize data from lesson study initiatives around Copenhagen where teachers, teacher educators and pre-service teachers meet in different contexts and capacities. They relate each a different institutional perspective on the development of a lesson study culture.

Chair: Tijmen Schipper, Windesheim, the Netherlands

References:

Chevallard, Y. (2015). Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 173-187). Cham: Springer International Publishing.

Lim, C. S. , The K. H. & Chiew, C. M.(2018). Promoting and Implementing Lesson Study in Malaysia: Issue of Sustainability. In M. Quaresma et al. (eds), Matematics Lesson Study Around the World, ICME-13 Monigraphs, http://doi.org/10.1007/978-3-319-75696-7_3

Takahashi, A. & McDougal T. (2018). Collaborative Lesson Research (CLR). In M. Quaresma et al. (eds), Matematics Lesson Study Around the World, ICME-13 Monigraphs, http://doi.org/10.1007/978-3-319-75696-7_8

Symposium paper 1 (200 words):

Research Paper Presentation: “Talent among the talented: Is Lesson Study an elitist endeavor?”

Strand: 6. Lesson Study in different cultural, subject and learning contexts

Presenters: Teacher Educators: Klaus Rasmussen & Camilla Hellsten Østergaard

Abstract: Establishing a lesson study culture is a demanding process and clearly requires more than an occasional experiment with teachers. In the process of developing a culture we need certain teachers with high ambitions; teachers who are curious; teachers who are first-movers – teachers we can characterise as exceptional teachers (the elite). But what is exceptional and how do teachers become exceptional? Do teachers develop exceptionality in the lesson study process? Or are they already exceptional when they sign up to be a part of the lesson studies process? The question is “which came first, the chicken or the egg?” In our presentation, we analyse the different positions, pre-service teachers and teachers can take, to characterise the extraordinariness and answer the question “Is lesson study an elitist endeavour?” Our data come from the Danish context where lesson study has been experimented for more than 10 years.

Symposium paper 2 (200 words):

Student Paper Presentation: “Going beyond practicum: Are we the Elite?”

Strand: 2. Lesson Study in initial teacher training

Presenters: Pre-service teachers: Jakob Sebelin Skogø, Rikke Sofie Dela & Schultz Yde Eriksen

Abstract: From the research lesson we have conducted ourselves, we examine the knowledge about students learning that we have acquired. We characterize this knowledge about teaching particular topics by undertaking a praxeological analysis on the basis of self-interviews, and we present some suggestions as to whether our participation in, and knowledge development during, lesson study can be said to contain some kind of elite qualities.

Symposium paper 3 (200 words):

Walking the extra mile: Why lesson study was well received in our municipality and at our school

Presenters: Jacob Bahn (Municipality, Consultant) & Jens Harreskov Christensen (Teacher)

Abstract: We report on a yearlong initiative to foster a LS culture at Hummeltofteskolen. We present the organizational setup, and debate the conditions and constraints towards making LS an enduring paradidactic practice. At the same time, we take an introspective look at the future: Will LS continue long after “we” are gone?

Since 2015 Hummeltofteskolen has adopted LS as a major means of an intended effort to change the paradigms of teaching and teachers’ professional development. It has mostly been a positive experience, which has helped teachers focus on the connection between their teaching and students possible learning. Strongly encouraged and supported by the municipality administration, all nine school across the municipality work with LS in some form. But only at Hummeltofteskolen has the formats and work forms been integrated successfully into the general practice.

Why have the efforts at Hummeltofteskolen developed in a more sustainable fashion than at other schools? Which factors related to individuals, groups or the organisation have been crucial in instigating and sustaining a new paradigm for teachers’ professional development revolving around LS?

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Elite, Exceptional

Leading sustainable Lesson Study in a network of ten UK primary schools

Workshop43Stefanie Edwards, Learn Academies Trust/University of Brighton, United Kingdom; Alan Eathorne, Learn Academies Trust, United Kingdom

On Fifth 1Wed 10:30 - 12:00

Abstract

This workshop introduces particpants to practical aspects of doctoral research (see linked proposal for WALS paper – Stef Edwards) investigating the kinds of school and system leadership practices which successfully promote and sustain Lesson Study within and across a network of ten UK primary schools. The workshop leaders present the background to the inquiry and explain how it is influencing leadership of Lesson Study at scale in their organisation. They outline key routines and procedures, providing a rationale underpinned by emerging themes from research data. They explain the role of the RIPL (Research-Informed Professional Learning) Leader in creating conditions conducive to effective Lesson Study. They share resources, guidance and protocols developed to support this work. Participants are invited to discuss and ask questions about the research and the leadership approaches and to reflect on ways in which such strategies might be useful to adopt and adapt in their professional contexts.

Summary

This workshop introduces participants to school improvement work related to a doctoral study investigating the kinds of leadership practice which promote and sustain Lesson Study in UK primary schools. The inquiry started in 2013 and originated in a headteacher’s professional challenge to develop teachers’ professional learning in a small primary school context. Subsequently, the headteacher’s role developed to encompass leadership of a charitable trust of ten UK primary schools. This extended the inquiry’s scope, shifting from auto-ethnographic, participant observation to phenomenological investigation of school and system leaders’ leadership practices when implementing Lesson Study at scale.

Developing high quality teaching that enhances the quality of pupils’ learning requires opportunities for teachers to engage in effective processes of professional learning. Lesson Study appears to offer iterative, collaborative contexts which support engagement with authoritative research, curriculum and pedagogical guidance and to implement new learning in classroom practice. Saito, Sato( 2012) explored the use of Lesson Study to promote school improvement in Japan and suggested further research to investigate leadership of Lesson Study over time. Understanding the steps needed for teachers in UK contexts to learn in Lesson Study groups is a problem for school leaders (Xu, Pedder 2014, Dudley 2014). Seleznyov (2018) and Takahashi, McDougal (2016) suggest characteristics which may be key to the success of Lesson Study. Godfrey et al (2018) demonstrate ways in which Guskey’s (2000) approaches can be utilised to evaluate impact of Lesson Study on teachers’ and pupils’ learning. Opfer, Pedder (2011) and Cordingley et al (2015) illuminate features of effective continuing professional development (CPD) which are helpful to leaders implementing all forms of professional learning provision for teachers.

The inquiry’s overarching research question is: ‘What kinds of school and system leadership practices successfully promote and sustain Lesson Study within individual schools and across a network of ten UK primary schools?’

This workshop aims to explain how the inquiry is influencing the practices of leaders at all levels as they implement and support the development of effective Lesson Study in their schools and across the network. Workshop leaders outline ways in which leaders synthesise findings from research relating to Lesson Study, teachers’ professional learning and leadership in their work to establish a thriving Lesson Study programme within the constraints of the UK education system. Examples of this work were published in the Chartered College of Teaching’s journal, Impact, in March 2019 (Eathorne et al 2019).

Workshop outline:

A presentation outlining the research rationale, the development of a theory of action, the main actions taken and an evaluation of impact and progress so far, with integrated opportunities for questions and table discussions.

An opportunity to reflect on how Lesson Study is led at a macro and micro level in participants’ contexts and settings.

Guided discussions around some key aspects of embedding and leading Lesson Study as a driver for teacher development

Practical moments to allow workshop participants to review and evaluate the impact Lesson Study is having on outcomes for pupils, leadership, processes and schools’ professional learning cultures.

and policy aspects of sustainable Lesson Study, Leadership, management
Facilitation, Leadership, Lesson Study

Lesson Study from the prespective of chinese culture: generation of a demonstration lesson

Paper133Ge Yuna, Northeast Normal University, Faculty of Education, China

On Fifth 3Wed 10:30 - 12:00

Abstract

This study describes the whole process of the generation of a demonstration lesson through three teaching cycles of lesson study to probe the profound Chinese culture in education. A narrative inquiry was adopted to figure out the reasons why the participant, Teacher P, stood out to address the demonstration lesson after taking teacher recruitment examinations for three times. Nothing helpful suggestion appeared in the first cycle. The participant went to a broader access outside of her school to ask for assistance from more experienced helpers in the second cycle. The last cycle was operated from the authoritative expert. It is concluded that different levels of group members of lesson study have different impacts on the participant. The more authorized, the greater the influence will be. Strong intrinsic motivation was the main cause to drive the participant. Three aspects of Chinese culture were reflected as well.

Summary

Lesson study has been used as an important vehicle for improving teaching and learning as well as teacher professional development in China for over a century (Chen & Yang, 2013). With regard to “CLS,” Chen (2013) lists three features of typical CLS practices: the making of public lessons, deliberate practice of teaching the same lesson repeatedly and institutionalized apprenticeship for novice teachers.

There are different types of lesson studies in China, in which teachers at different stages of their careers are engaged. For example, novice teachers are often involved in lesson studies for “report lessons”; experienced teachers are more likely to engage in lesson studies for “research lessons”; and expert teachers conduct lesson studies for “demonstration lessons”(Pang & Marton, 2017). These three kinds of lessons can all be called public lessons. The public class is taught by one teacher and open for observation to a group of teachers and administrators from inside a school or outside a school. Public classes are now a routine activity and have played a role in securing incremental, accumulative and sustainable improvements of mathematics teaching in China (Huang et al., 2011).

A narrative inquiry was adopted to figure out the reasons why the participant, Teacher P, who was an English teacher in a junior high school, stood out to address the demonstration lesson after taking teacher recruitment examinations for three times. Three research questions are raised: 1)What details are the three teaching cycles? 2)Why did Teacher P get the second place in the competition of excellent lessons? 3)What typical Chinese culture was reflected behind this phenomenon?

Observation, inverview , and text analysis were adopted during the process of collecting data. The author of this research is a teaching research specialist for all junior English teachers in a district. The research work happened before, during, and after the competition of excellent lessons held by a municipal region. The researcher witnessed the whole process of the generation of a demonstration lesson. The collected data were coded according to some patterns.

Nothing helpful suggestion appeared in the first cycle. The participant went to a broader access outside of her school to ask for assistance from more experienced helpers in the second cycle. The last cycle was operated from the authoritative expert. It conclusdes that different levels of group members of lesson study have different impacts on the participant. The more authorized, the greater the influence will be. Strong intrinsic motivation was the main cause to drive the participant. Three aspects of Chinese culture were reflected as well.

References

Chen, X. & Yang, F. (2013). Chinese teachers’ reconstruction of the curriculum reform through lessonstudy, International Journal for Lesson and Learning Studies, 2 (3), 218-236.

Huang, R., Li, Y., Zhang, J. & Li, X. (2011). Developing teachers’ expertise in teaching through exemplary lesson development and collaboration, ZDM – The International Journal on Mathematics Education, 43,(6-7), 805-817.

Pang, M. & Marton, F. (2017). Chinese lesson study, Learning study and keys tolearning, International Journal for Lesson and Learning Studies, 6(4),336-347, https://doi.org/10.1108/IJLLS-01-2017-0005

and learning contexts, Lesson Study in different cultural, subject
A narrative inquiry, Chinese culture

The challenge of sustainability in lesson study in preservice teacher education

Paper395Amy Parks, Lynn Paine, Michigan State University, Teacher Education, United States of America

On Fifth 3Wed 10:30 - 12:00

Abstract

This longitudinal case study examines obstacles to sustaining lesson study over time in a large teacher education program, even when faculty members are knowledgeable about and committed to the practice. Drawing on an analysis of interviews and written artifacts, the paper illuminates challenges faculty had in continuing to use lesson study assignments in preservice education after they were introduce. Faculty identified a number of structural features, such as turnover among instructors, demands from outside bodies, and perceived pressure to do lesson study “right,” as factors that made the practice unsustainable.

Summary

Lesson study (LS) offers unique promise in teacher education. Despite variations, most models of LS offer opportunities for preservice teachers to engage in learning in and from practice (Ball & Cohen, 1999) in a collaborative setting that sharpens their ability to notice (Barnhart & van Es, 2015), and encourages them to work back and forth between content and kids (Ackerson et al, 2017). These features align well with current conceptions of high-quality pedagogy in teacher education (Grossman, Hammerness & McDonald, 2009). Thus, LS is increasingly widely introduced in US teacher education (Sims & Walsh, 2009). We begin from the assumption that LS has much to offer, but acknowledge that many teacher education programs have had difficulty putting lesson study into wide use and sustaining the practice over time. This paper aims to identity contextual features that act as barriers to sustaining lesson study work with preservice teachers. The central research question is: What obstacles to sustaining lesson study over time are identified by faculty members in a large teacher education program?

The analysis draws on actor-network theory (Latour, 2005), which emphasizes connections across people and material objects over both time and distance. This theoretical frame is useful as we seek to examine ways in which both human beings--such as faculty, graduate students and program directors--and written documents--such as syllabi or accreditation requirements-- create opportunities and challenges in relation to lesson study across different disciplinary areas of the teacher education program as well as over time. Latour’s notion of network helps us explore these tracing.

The study is a single longitudinal case study with an analysis that includes vertical comparisons across disciplinary spaces and transversal comparisons of data points within the case (Bartlett & Vavrus, 2017) over ten years in a large teacher education program in the midwestern US. Data include: interviews with faculty members and graduate students who have used lesson study in coursework over the last ten years; interviews with faculty who have removed lesson study assignments from courses; and interviews with faculty who direct teams of instructors; and written documents (e.g., course assignments, syllabi, and program requirements and regulations). Analysis includes open coding of benefits and obstacles and network maps of how ideas about lesson study traveled (or stopped traveling) within the program.

Faculty identified a number of obstacles to sustaining a lesson study practice – even when they could also articulate clear benefits. Obstacles included the need to negotiate among multiple stakeholders, challenges of changing instructional teams, pressures of external entities (e.g., accreditation bodies), fragile relationships with PK-12 schools, and tensions between the time demands of preservice education and the idea that lesson study should be done “correctly” or not at all.

Implications of the study include a need to shift research and faculty development attention to the creation of structures that sustain lesson study. We also argue for shifting focus to the implementation of practices like lesson study as an issue of the teacher education system rather than as pedagogical choices of individual faculty.

Lesson Study in initial teacher training
Actor-network-theory, Resources, Teacher education

Lesson Study: challenges with implementation in England

Paper6Sarah Seleznyov, London South Teaching School Alliance, United Kingdom

On Fifth 3Wed 10:30 - 12:00

Abstract

This case study explores the implementation of lesson study in an English school. Through documentary analysis, observations and interviews, the case study sought to find out which features of Japanese lesson study (Seleznyov, 2018) proved challenging to implement in an English state school and reasons why these features pose potential problems. The study identified several gaps between policy and practice that may pose a threat to the quality of teacher learning in lesson study, which were largely attributable to encouraging teacher choice and to dilution over time. The study throws light on the challenges of translating lesson study into an English school context, in which lesson study practices are neither embedded nor widely understood.

Summary

Given the current surge in popularity of lesson study in England, it is important to begin to explore the ‘translation’ process of Japanese lesson study into English schools. This case study explores the implementation of lesson study in one English secondary school which has been using it as an approach to whole school professional development for five years.

Three guiding questions were developed to shape the research:

Which features of lesson study (Seleznyov, 2018) are simple and difficult to adapt and use in English schools?

Which features of lesson study are included, left out or adapted in English schools, and what is the rationale for these decisions?

What implications might there be for English schools seeking to adopt lesson study as an approach to professional development?

The school's use of lesson study is explored in depth in order to understand the case of lesson study in particular; it also provides insight into the general translation of professional development models from one culture to another. The research adopted a three-pronged case study approach to enable the researcher to explore the degree and specifics of any adaptations to the Japanese model in this school, and to explore stated reasons for these adaptations:

A documentary analysis of the school’s ‘Lesson Study handbook’ which revealed its policy intent in relation to lesson study

Observations of lesson study practices

A series of interviews with participating teachers and the senior leader responsible for the implementation of lesson study in the school

Observations results showed that whilst there was general adherence to the principles of lesson study, there was some deviation from several critical features. Several overarching themes emerge from the interview data, including that desired lesson study practices at the school have become diluted over time, possibly due to the school giving teachers choices with the laudable intention of increasing professional autonomy, but also attributable to a cohort of teachers who were resistant to lesson study. Despite these challenges, all interviewees believed that lesson study was a positive and useful approach to professional development, as a more supportive approach to lesson observation than traditional performance management. However, several felt there was scope to increase the research-focus of the process and that this would improve the school’s lesson study model.

The study concludes that gaps can emerge between the school’s own lesson study policy and practices that may challenge the quality of teachers’ learning in lesson study. The study attributes these gaps partially to either cultural differences between Japan and England, or structural differences in the education systems.

Several implications for English schools seeking to implement lesson study are discussed, including the need to articulate the rationale for the protocols that shape lesson study and to check these principles are adhered to. The study points to the need for further research into the ‘translation’ of lesson study into England and the ‘translation’ of professional development approaches more generally.

and learning contexts, Lesson Study in different cultural, subject
Implementation, Schools, Translation

Transition from microteaching to lesson study approach in initial teacher education

Paper292Jimmy Kihwele, Beijing Normal University, Research Center for Teacher Education, China

Paris '69Wed 10:30 - 12:00

Abstract

Lesson study (LS) approach has been adopted to replace a long rooted traditional practice of microteaching (MT) in initial teacher preparation. The study aims at understanding pre-service student teachers’ perception of LS in instilling and improving their pedagogical skills and influencing innovation in teaching and factors that can affect its implementation. Design intervention was done to compare the same group of students in two different courses, one using microteaching and the other lesson study approaches. The LS was conducted for 16 weeks, involving discussions, reflections and improved planning. Interview was later conducted to understand their perceptions and factors affecting smooth implementation. The LS approach which is relatively new in the Tanzania context has proved to be more beneficial in igniting innovative and improved teaching skills as well as lesson management in their teaching career through the collaboration and team work among teachers.

Summary

The study involved students pursuing Bachelor of Education in Languages and Management at Mzumbe University in their two courses. These are pedagogical courses which give them theoretical and practical orientation in pedagogy and prepare them to become high quality professional teachers. The first course used MT while the other course used the LS approach. The study aimed to understand student teachers’ perceptions and factors affecting LS implementation in making LS a sustainable was of teacher learning.

LS offer a sustainable mechanism of teacher learning throughout their career through collaboration and team work. The approach will ensure teachers are updated through learning from and with each other while focusing on improving their weak points.

The study adopted the sociocultural learning theory by Vygotsky as explained by Shabani (2016). The key assumptions of the theory like ZPD, scaffolding, social artefacts and interaction in learning were potential in implementing LS. Teacher learning process involved these theoretical assumptions through collaboration and team work to achieve learning objectives.

What are participating pre-service teachers’ perceptions of using the LS approach?

What are the factors influencing the implementation of LS?

The empirical work of this study involved several steps. The first step was the implementation of the two approaches, MT and LS. Since LS was a new approach, it started with instructors reading to understand it well, to be aware of the implementation approaches of LS and to contextualize it to local context. The 16 participating student teachers from 16 groups were randomly selected one from each group. They were instructed on what to do and how to get prepared. The LS was implemented for 16 weeks involving the stages as explained by Lewis (2016). Students were grouped and had to explain how they worked in groups to come up with their lesson plan, one presented the lesson while others observed and noted down issues they thought would need clarification or improvement. Later, a discussion to reflect the lesson and shared their observations was conducted. After the 16 weeks, an in-depth interview was conducted and involved 16 participants and each took between 35 to 40 minutes.

The results show that, apart from challenges in implementation, LS had a significant impact on teachers in improving their teaching practices, content knowledge, collaboration and teamwork. The participating teachers showed that they had learned new ways of critiquing their peers and they have developed a mechanism of accepting those critiques in a positive way for improving their skills. They have developed skills of innovating new pedagogical ideas and practices within their working environment and use available resources. The findings resonate with Kelly’s (2006) findings on how teacher collaborates with each other.

The LS acts as sustainable teacher learning method that keep teachers updated through collaborating.

Lesson Study in initial teacher training

Collaboration between university- and mentor teachers to scaffold students learning through LS

Paper323Gro Næsheim-Bjørkvik, Nina Helgevold, University of Stavanger, Norway

Paris '69Wed 10:30 - 12:00

Abstract

Findings from previous work with LS in PE (2016-2017) show that student teachers point to implementation challenges, related to developing relevant research question and lack of assistance in lesson planning from mentor teachers. This study reports on the effect of introducing Kyozai kenkyu record sheets (Seleznyov 2016) for PE student teachers to scaffold the LS process when reviewing relevant literature before planning the research lesson. Mentor teachers, university teachers and student teachers met once on campus, before the field practice, and everyone was expected to read the relevant literature. Data was collected fall 2018 through written LS reports and through interviews with mentor teachers spring 2019. Analyses of the LS reports, with descriptions and reflections about the Kyozai kenkyu record sheets and the planning sheets, show that this way of working was of great support in student teachers’ planning.

Summary

There is a growing interest in adopting Lesson Study (LS) as a professional development tool for student teachers. Through collaborative planning and reflections, student teachers discuss instructional choices in relation to classroom observations, which support them in questioning their own practices (Sims & Walsh, 2009). This study reports on the effect of introducing Kyozai kenkyu record sheets (Seleznyov 2016) for student teachers, when planning a research lesson in physical education (PE). Findings from previous work with LS in PE (2016-2017) show that student teachers find the LS process as something that add particular value to the program, pointing especially to the planning process and how observation of and interviews with the pupils made them become more aware of the pupils’ learning and experiences during PE-lessons. Findings also point to implementation challenges, related to developing relevant research question and lack of assistance in lesson planning from mentor teachers.

To support student teachers in developing relevant research questions, the Kyozai kenkyu record sheets were introduced to scaffold the LS process when reviewing relevant literature before planning the research lesson. Mentor teachers, university teachers and student teachers met once on campus before the field practice, and everyone was expected to read the relevant literature. Data was collected fall 2018 through written Lesson Study reports and through interviews with mentor teachers spring 2019.

Analyses of 8 Lesson Study reports, with descriptions and reflections about the Kyozai kenkyu record sheets and the planning sheets, show that this way of working was of great support in student teachers’ planning. At the same time student teachers reported that the work with the Kyozai kenkyu record sheets was not a topic during mentoring sessions. Mentor teachers were then interviewed in order to find out in which ways university teacher and mentor teachers can collaborate in supporting student teachers’ professional learning. Based on these findings, better scaffolding of the work with the Kyozai kenkyu record sheets from university teacher and mentor teacher during the planning process, and more focus on individual responsibility and skills in collaborative learning will be highlighted in the presentation.

Lesson Study in initial teacher training
Kyozai kenkyu record sheet, Lesson study in initial teacher training, Scaffold PE students professional learning

Using elements of Lesson Study: an experience in secondary school mathematics

Paper206Paula Gomes, João Pedro Da Ponte, Universidade de Lisboa, Instituto de Educação, Portugal

Rome '96Wed 10:30 - 12:00

Abstract

We aim to know the dynamic of a teacher-led professional development activity that includes elements of lesson study and what teachers learn during this process regarding the use of tasks and leading of classroom discourse. This work was carried out in a Portuguese secondary school, with four participant teachers. The methodology is qualitative/interpretative with observations, collection of artifacts and writing a research journal. The results show that the participant teachers were used to share materials and experiences but not to undertake joint detailed planning of lessons. The joint reflections of the lessons led them to realize the need to make significant changes in the tasks to propose to students and in the ways to lead classroom discourse. It is concluded that elements of Lesson Study may be used in a fruitful way based in key elements such as joint detailed planning of lessons and joint reflections based on classroom observations.

Summary

The practice or context from which the work originates. This work was carried out in the school year of 2018/2019 in Portugal, in a secondary school. The participants are four teachers of the school who decided to undertake a professional development activity during the school year, including elements of lesson study: collaborative planning, mutual classroom observations, and joint reflection of observed lessons. The leader of the activity is a teacher from the school that is interested in exploring Lesson Study.

Theoretical framework. This study is based on a conceptualization of teacher knowledge (Shulman, 1986) that underlines the role of content knowledge and pedagogical content knowledge (Ball et al, 2008). Also important is the notion of teacher practice (Ponte, 2012), with special relevance for the notion of task and the way teachers lead classroom discourse (Ponte & Quaresma, 2016). Underlying the professional development process is a perspective of practice-based teacher education (Ball & Cohen, 1999; Smith, 2001).

Research question. Our aim is to know the dynamic of a teacher-led professional development activity that includes elements of lesson study and what teachers learn during this process regarding the use of tasks (selection and enactment) and leading of classroom discourse.

Method(s). This is a qualitative/interpretative research. Data collection was done through participant observation, with audio recording of the Lesson Study sessions, collection of artifacts produced by participants, and writing of a research journal. The classes observed involved grade 10 students and the topic of functions.

Relevance for educational practice. When the situation in which teachers work does not allow to carry out the standard Lesson Study process, elements of this process may still be used in professional development activities. It is important to know, however, what may be the potential benefits of this kind of adaptations and its possible drawbacks.

Results. The teachers in this group were used to share materials and experiences among them but not to carry out a detailed work in preparing lessons as they did in this activity, inspired by Lesson Study. Such work brought to the fore the need to pay great attention to the statement of the tasks, organizing the work of students so that they may write in a clearer way the conclusions that they arrive while solving the tasks. The joint reflections of the lessons observed led the teachers to realize some unforeseen students’ difficulties, especially regarding precision of mathematical language, and suggested further modification in the statement of the tasks to lead the students towards more organized presentation of their work.

Conclusion and discussion. This activity produced significant learning in participant teachers. One reason that may account for this success is the high motivation of the participants regarding the activity, which was designed and carried out by their own initiative. This study shows that elements of Lesson Study may be used in a fruitful way based in key elements such as joint detailed planning of lessons in key topics of the curriculum and joint reflections based on classroom observations.

Developing Professional Learning Communities: models and practices
Mathematics, Secondary school

The team teaching system as Lesson Study for 55 years: from visible to invisible

Paper254Sae Yamamoto, Teikyo Heisei University, Juvenile Education, Japan

Rome '96Wed 10:30 - 12:00

Abstract

The purpose of this presentation is to examine the significance of Chikuzan elementary school Team Teaching as Lesson Study. Since 1964, the school has adopted TT system for 55 years, in which teachers have utilized the system in various ways to improve student learning, teacher training, and school management. Although the interpretation of TT has changed with each period, it has always been at the center of Lesson Study. Why has the sustainable development of LS been continued so long? What has made the enabler of such system that teachers who replace yearly have inherited and cherished? It has been suggested that it is important for teachers to consider lessons flexibly and work collaboratively and with autonomy according to the challenges of each periods. TT as LS has encouraged a lot of teachers to learn in depth in order to improve their lessons focusing on how the children are learning.

Summary

The purpose of this presentation is to examine the significance of Chikuzan elementary school Team Teaching (TT) as Lesson Study. Since 1964, Chikuzan elementary school has adopted TT system for 55 years, in which teachers have utilized the system in various ways to improve student learning, teacher training, and school management. Although the interpretation of TT has changed with each period, it has always been at the center of Lesson Study (LS). Why has the sustainable development of LS been continued so long? What has made the enabler of such system that teachers who replace yearly have inherited and cherished?

In this research, we interviewed several teachers who were and now at the core of LS making use of TT. Except for one who is a current research leader within this school, the rest were all experienced principals or administrators. Chikuzan elementary school has accumulated a large numbers of records and published several books in the long history of research. We analyzed those documents regarding TT. In addition to that, we have been continuing classroom observations several times since eight years ago. Most of lessons were implemented by TT, but only the latest lesson in February 2019 was by 1 teacher.

The findings were as follows. There are 4 phases in Chikuzan TT; efficiency of the lesson, flexible improvement, mastery learning, and developmental inheritance. And now, due to the influence of educational policy for the staffing, it is almost impossible for 2 people to conduct TT in 1 classroom (1C2T). However, Chikuzan TT is not necessarily implemented in the form of 1C2T and there are variations like 3 teachers in 2 classrooms (2C3T), 4 teachers in 3 classrooms (3C4T) or 5 teachers in 4 classrooms (4C5T). These examples are all “visible TT”, but the concept of TT internalized through practices is carried out as “invisible TT”, even if there is a shortage of TT staffs. Both TT systems involve collaborative teaching, formative assessment, and creating professional learning community. The teacher who was teaching alone talked, “This lesson was an invisible TT, because the lesson plan before class and the reflection after class were consulted together with another teacher in the same grade.”

In conclusion, it has been suggested that it is important for teachers to consider lessons flexibly and work collaboratively and with autonomy according to the challenges of each periods. TT as LS has encouraged a lot of teachers to learn in depth in order to improve their lessons focusing on how the children are learning.

Developing Professional Learning Communities: models and practices
Developmental inheritance, Invisible TT, Team Teaching as Lesson Study

CANCELLED: Successful implementation of Lesson Study: a human resource development perspective

Paper353Nahid Naserinejad, Taghva School, Iran

Rome '96Wed 10:30 - 12:00

Abstract

In this paper presentation, we examined lesson study as a Human Resource Development (HRD) intervention to develop schools’ human capital and provided an organizational lens towards lesson study by identifying the key organizational features that must exist in schools to support sustainable lesson study.

Summary

HRD is a field of research and practice dedicated to develop adults’ work-based learning, knowledge, expertise, productivity, and satisfaction (McLean & McLean, 2001). Lesson study, as one of the most effective methods for the professional development and collegial learning of school teachers has gained a lot of popularity during the past few years. However, its successful implementation remains a challenge for many institutions. One major reason for the inability of many practicing schools to benefit from lesson study is the lack of organizational knowledge necessary to lead change.

HRD has the mission to facilitate change in the workplace by creating learning organizations that 'facilitates the learning of all their members and continuously transforms themselves'; (Pedler, Burgoyne, and Boydell, 1991, p. 9). Learning organizations are characterized by continuous learning and improvements, knowledge generation and sharing, systematic changes in the ways people think, and encouragement of flexibility and experimentation (Kumpikaite, 2008).

We argue that lesson study can be considered as an HRD intervention to develop schools' human capital. Within this framework, the knowledge of the HRD discipline, its strategies, mechanisms and approaches can facilitate the successful implementation of lesson study in schools to create sustainable change. If your school is practicing lesson study without obtaining significant results, you may want to ask yourself questions in the following domains:

Integration with Organizational Missions and Goals.Is lesson study so integrated with your school’s needs that it is seen as necessary for organizational survival? For any HRD intervention to be successful, it has to be integrated with organizational missions and goals. In this context, professional development of teachers should be considered vital for the good of the organization, its productivity and success.

Top Management Support.Does lesson study have the top management support in your school? Top management commitment and support is essential to ensure project continuance and success (Dong, 2001).

Middle Manager’s Commitment and Involvement.Does the principal/lesson director/ superintendent assess, on an ongoing basis, the training and development needs of teachers, facilitate lesson study projects and provide advice, direction and counselling? The competence of a supervisor is critical for implementing an intervention for organizational learning (Day, 2001).

Recognition of Culture.Did you take time to recognize the dominant culture of your school? Does your school have a collaborative learning culture or is it identified as having stiff competitions going on? Culture must be viewed as a central factor in the overall process of lesson study. A learning culture should prevail for the true engagement of teachers in lesson study projects. Proper culture-focused interventions are needed to help creating a learning culture that support lesson study.

Emphasis on Evaluation.After each lesson study project, did you take time to evaluate the process? Did you diagnose the strengths and weaknesses and make plans for improvement? For any HRD intervention to work, including lesson study, the evaluation of activities using proper and relevant measures is a key to success (Zenger & Hurgis, 1982).

and policy aspects of sustainable Lesson Study, Leadership, management
HRD, Human Resource Development, Lesson Study

Re-definition of collegiality in lesson study

Paper280Takashi Nagashima, Masatsugu Murase, Atsushi Tsukui, Azabu Institute of Education, Japan

Straatsburg '88Wed 10:30 - 12:00

Abstract

Lesson Study is believed to promote 'collegiality', while some studies presented doubts on this view. Considering this argumentation, there are two different ideas for collegiality; one is that collegiality means cooperation to create one shared product, the other is that collegiality means reciprocity, seeking for professionality by each individually. The research question is to find out why these two concepts of collegiality differentiate. We investigated three categories of study; a historical analysis of Japanese Lesson Study, a field research of school reform in Japan, and literature review for Lesson Study and teachers' knowledge. This study has revealed that there are two approaches to teachers' knowledge; one is universal approach oriented toward technical rationality, and the other is personal approach that respects autonomy. These two strongly influence and confuse teacher professional development. The two different ideas of collegiality also derive from the perspectives on teachers' knowledge above.

Summary

Context and research question

This paper theoretically examined how to build a professional learning community where every single teacher inside school can grow through Lesson Study and feel self-efficacy as a learner. 'Collegiality' (Little, 1982) must be the key concept for the issue. In the global attention of Japanese Lesson Study since Stigler and Hilbert’s work (1999) it has been generalized that Lesson Study promotes collegiality. On the other hand, some studies presented doubts on this view (Johnson, 2003; Vangrieken, et al., 2017). Considering this argumentation, there are two different ideas for collegiality in Lesson Study; one is that collegiality means cooperation to create one shared product (Fernandez & Yoshida, 2004; Perry & Lewis, 2008), the other is that collegiality means reciprocity, seeking for professionality by each individually (Sato, 2008; Ose, 2003; Saito, 2012; Nagashima, 2019). Although both ideas commonly challenge the isolation of teachers, they have different notion that what is collegiality in Lesson Study.

The research question of this paper is to find out why these two concepts of collegiality differentiate.

Method

We investigated three categories of study; a historical analysis of Japanese Lesson Study, a field research of school reform in Japan, and literature review for Lesson Study and teachers' knowledge. Japanese Lesson Study in 140 years has, in short, two types of approaches; lesson studies focusing on teacher and teaching method (Inagaki, 1995), and lesson studies focusing on children and their learning (Asai, 2008). Moreover, it has been shown that there are roughly five types of approaches within the latter (Nagashima, 2019). A case study of school reform suggested that among the five approaches there are approaches that are likely to contribute to collegiality while others and the former are not (Nagashima, Tsukui, & Murase, 2018).

Conclusion

This study has revealed that there are two approaches to teachers' knowledge; one is universal approach oriented toward technical rationality, and the other is personal approach (Ryle, 1949; Polanyi 1958) that respects autonomy. These two strongly influence and confuse teachers’ education including Lesson Study. For example, Schön's (1983) 'reflection-in-action' argues against technical rationality in the teaching professions, but it has been incorporated into the Plan-Do-Check-Action cycle for producing universal method contradictorily. Yamazaki (2012) pointed out, from teachers' life-history researches, that all the serious problems in teacher education arise from the assumption of objective knowledge and universal technique, and the alternatives to overcome them accept presumption of personal wisdom and improvisational judgement in lessons.

The two different ideas of collegiality also derive from the perspectives on teachers' knowledge above. While the objective perspective on knowledge supports cooperative creation of common knowledge in Lesson Study, the personalized perspective does the individual pursuit of professionality through reciprocal learning in live-lesson-observation and post-lesson-discussion and in daily chats at teachers’ room. The analysis of five approaches in child-centered Lesson Study (Nagashima, 2019) also unveiled an importance of the latter that can develop every teacher's agency. The concept of collegiality involves simultaneous pursuit of autonomy and collaboration.

Lesson Study and teacher professional development
Autonomy, Collegiality, Teachers' knowledge

Using Lesson Study to Develop Practices for Teaching High-Achieving Children in Primary Schools

Paper387Anne Jurczok, Nicole Zaruba, Eva Kalinowski, University of Potsdam, Germany

Straatsburg '88Wed 10:30 - 12:00

Abstract

To recognize and promote high-achieving and potentially high-achieving students is currently a key research issue in Germany. Especially regular classes in primary schools often lack enough opportunities for gifted and high-achieving students to learn new things and develop their full potential. More time for communication, cooperation, and joint reflection between teachers appear to be central for developing the strategies and practices needed to foster high-achieving students. In Germany, however, teachers rarely co-construct classes or cooperate to develop pedagogical concepts. By introducing Lesson Study as an approach to combine cooperation, concept development and teacher training, we support schools in creating sustainable classroom practices to meet the needs of high-achieving students. As part of a large research alliance, we implement our project on a sub-sample of 20 primary schools. We present a work-in-progress concept for teacher professional development and an accompanying evaluation design.

Summary

To recognize and promote high-achieving and potentially high-achieving students is currently a key research issue in Germany (KMK, 2015). Since 2018, a research alliance called “Leistung macht Schule (Excellence in School Education)” (BMBF & KMK, 2016) has started various research projects in 300 schools to develop concepts to foster (potentially) high-achieving students. Especially regular classes in primary schools often lack enough opportunities for gifted and high-achieving students to learn new things and develop their full potential. Already in the first years of school, underachievement poses a developmental risk with respect to the motivation and performance of students (Gronostaj, Werner, Bochow, & Vock, 2016). In order to meet the needs of these students in class, teachers must draw on various differentiated approaches, design cognitively stimulating tasks and promote a climate that values gifted and high-achieving students in the classroom (Vock & Gronostaj, 2017). Responding adequately to the different learning levels, learning speeds and learning needs of primary school children in regular classes is, however, a major challenge for teachers and cannot be accomplished by one teacher alone. More time for communication, cooperation, and joint reflection between teachers appear to be central for developing the strategies and practices needed to foster high-achieving students. In Germany, however, teachers rarely co-construct classes or cooperate to develop pedagogical concepts (Richter & Pant, 2016).

By introducing Lesson Study as an approach to combine cooperation, concept development and teacher training, we support schools in creating sustainable classroom practices to meet the needs of high-achieving students. As part of the aforementioned research alliance, we implement our project on a sub-sample of 20 primary schools. We present a work-in-progress concept for teacher professional development and an accompanying evaluation design.

Our research draws on two theoretical models. First, the offer-and-use model for research on teachers’ professional development (Lipowsky & Rzejak, 2015). Second, the change mechanism and intermediate outcome model of lesson study by Lewis and Perry (2015). According to these, the Lesson Study cycle is part of a scheme of relating phases of input, practice and reflection in a teacher development program. Teacher training effects can be evaluated on three levels: 1) teachers’ cognitions, 2) teachers’ classroom practices, and 3) student learning. The focus of our research lies on level one and two.

Our professional development concept consists of learning videos with pedagogical content knowledge and on-site training. The schools will perform multiple lesson study cycles during a period of four years. The concept is currently developed and will be tested as well as formatively evaluated. The accompanying formative evaluation includes an iterative mixed-methods design with a pre-post quantitative questionnaire and case studies. The pre-post questionnaire will focus on teaching enthusiasm, attitudes toward gifted- or high-performing students, attitudes toward differentiation, teacher self-efficacy and experience of stress. We would like to present and discuss our concept and mixed-methods design with other Lesson Study practitioners and researchers.

Lesson Study and teacher professional development
Germany, High-achieving students, Teachers’ professional development

Implementing new mathematics curriculum through Lesson Study in China

Symposium126Rongjin Huang, Middle Tennessee State University, United States of America; Xingfeng Huang, Zikun Gong, Wenjun Zhao, Stéphane Clivaz, United States of America

Tokio '95Wed 10:30 - 12:00

Abstract

This symposium presents the state-of-the-art of research on implementing new curriculum through Chinese LS, with a focus on co-learning of teachers and researchers, and the connections between theory and practice. Three papers focus on several aspects of Chinese LS including developing students’ core competency of mathematics, developing a learning trajectory of a specific topic and the interactions between the researchers and participating teachers. Together, this symposium shares the current practice of LS for implementing curriculum in China and explores theoretical issue of the connection of theory and practice during LS.

Summary

Lesson study (LS) has been in place in China for over a century (Chen & Yang, 2013; Li, 2019). Structurally similar to Japanese lesson study, Chinese LS has unique features, such as focusing on developing “exemplary lessons” that demonstrate innovative ideas through iterative cycles of planning-teaching-reflection/revision–re-teaching, with the support from knowledgeable others throughout the process of LS (Huang, Fang, & Chen, 2017). With a support system (Huang, Ye, & Prince, 2016), Chinese LS has been implemented nationwide (Yang, 2009) and has significantly contributed to the transformation toward reform-oriented mathematics teaching (Huang et al., 2019). Although Chinese LS has been effective in implementing curriculum standards (Ministry of Education [MoE], 2011) practically, there is a lack of empirical studies on documenting how mathematics educators and teachers work together to implement innovative ideas to change classroom-teaching practice, and develop their professional knowledge and expertise (Huang, Gong, & Han, 2016).

This symposium aims to share the state-of-the-art of research on implementing new curriculum through LS in China, what teachers and researchers learn from participating in LS, and promote a dialogue about this theme cross-culturally. The first paper focuses on how to develop students’ core competences (such as visualization, computation and reasoning and so on) (MoE, 2011). The other two papers demonstrate how to effectively teach core concepts of mathematics based on learning trajectory (Simon, 1995) and variation pedagogy (Gu, Huang, & Gu, 2017), and documented what teachers and researchers learn from participating in the LS process. The second paper focuses on the interactions between the researcher and participating teachers during developing exemplary lessons of teaching the topic of equivalent fraction and what roles the researcher and the teachers played during the LS process. The last paper examines how to develop a learning trajectory of multiplication with decimals through multiple cycles of LS and explore how research and practice could be informed mutually through the LS.

Each presentation focuses on a different aspect of the effects of Chinese LS within the context of implementing new curriculum. Together, the three papers offer current and rich perspectives and practices of how to use LS as a tool for implementing reform-oriented mathematics teaching and developing participating teachers and researchers.

The symposium adopts the format of presentations, interval Q&A sessions, and final discussion session. The first hour is evenly divided among the three presentations with each presentation taking 15 minutes including clarification questions and answers. The presenters will engage the audience through questions including: (1) what are the strengths and weakness of the practices of Chinese LS? (2) What is the feasibility of adapting Chinese LS in other countries? (3) What are the implications of Chinese LS cross-culturally? The remaining 30 minutes will be split evenly between comments from the discussant and further questions from the audience.

Symposium paper 1 (200 words):

Developing students’ mathematical core competencies is the main focus of the new mathematics curriculum in China (Shi, Lin, Tao, & Guo, 2017). However, how to implement these ideas in classrooms is challenging for teachers and researchers. This paper examines how the Chinese lesson study approach (Huang, Fang, & Chen, 2017), a core component of the nationwide teaching research system, can be an effective way to promote the implementation of these reform ideas at a district level through a case of an instructional innovation model in Chengdu city, China, called the Dao Jiang Ping (DJP) model (Zhao, Mok, & Cao, 2016). The DJP model has been promoted for 10 years and lesson study is the main way to support teachers to implement innovative ideas in their classrooms. This paper aims to answer two questions: (1) how are lesson study activities facilitated to promote the DJP model? (2) how does the implementation of the DJP model develop students’ core competencies? Based on a 6-year longitudinal study, we collected multiple data sets including classroom videotapes, teacher interviews, student questionnaires and student tests. Mixed methods are employed to analyze the data and results show lesson study activities help teachers change their attitudes and practices, and thus develop students’ mathematical core competencies.

Symposium paper 2 (200 words):

This study aimed to explore what roles of the researcher and participating teachers played during the multiple cycles of LS. The LS group includes a mathematics education professor from a teacher education university and 12 mathematics teachers from different primary schools in Shanghai, China. The goal of the LS was to develop an exemplary lesson on equivalent fractions based on the notion of Learning Trajectory (LT) (Simon, 1995). Through a typical LS process (Huang & Han, 2015), two of the teachers designed the lesson plans independently, and taught the lessons which were observed and discussed afterwards by other teachers and the researcher. Based on the feedback from the debriefing sessions, both lesson plans were revised and re-taught in other classes. A fine-grained analysis of data set including lesson plans, videotaped lessons and debriefs, and interviews with teachers found that (1) there was a tension between the theoretical ideas about hypothetical LT and participating teachers’ understanding of and implementation of LT-based instruction; (2) the researcher played a key role in promoting the LT-based instruction and modifying the specific LT based on classroom observation and teachers’ feedback. During the process, the theoretical notion informed the practice while the implementation offered insight in refining the theoretical ideas.

Symposium paper 3 (200 words):

Research has documented the difficulties in understanding of the multiplication with decimals (Van de Walle, Karp, & Bay-Williams, 2016). This study is designed to develop a learning trajectory (LT) (Simon, 1995) of multiplication of a decimal with a whole number through a lesson study approach. The LS group consisted of a mathematics educator from a teacher education university and three mathematics teachers from an elementary school in Hangzhou, China. The researcher identified a learning trajectory of multiplying a decimal with a whole number and shared it with the teachers in the LS group. A teacher designed a LT-based research lesson from his understanding of the learning trajectory and teaching experience, and taught in class A (i.e., LT-A). Based on the feedback of post- lesson debriefs, the teacher revised the lesson plan, specifically refining the LT, and taught the revised lesson in class B (i.e., LT-B). The data collected include lesson plans, videotaped lessons, and pre-, post- student assessments. Based on the classroom performance and post-lesson assessment, students gained more in the LT-B based classroom B. The refined LT include four levels and the associated mathematics tasks. This study demonstrates the power of exploring learning trajectories for a specific topic through lesson study.

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Chinese Lesson study

Sustaining Lesson Study: history, good practices and challenges (part I)

Symposium118Hiroyuki Kuno, Nagoya University, Japan

Wenen '95Wed 10:30 - 12:00

Abstract

Lesson Study (LS) has been promoted in many countries all over the world as a collaborative structure to promote teachers’ professional development and support improvement in teaching and learning. Yet, whether and how LS can be sustained in various education contexts is yet to be explored. This symposium aims to provide a panoramic view about the implementation and sustainability of LS in seven counties the Netherlands, Japan, the United States, China, Sweden, Singapore and the United Kingdom. It concludes with implications for further development and advancement of Lesson Study in the world.

Summary

Lesson Study (LS) has been promoted in many countries all over the world as a collaborative structure to promote teachers’ professional development and support improvement in teaching and learning. Yet, whether and how LS can be sustained in various education contexts is yet to be explored. This symposium aims to provide a panoramic view about the implementation and sustainability of LS in seven counties. The symposium consists of two parts and seven presentations. Part I features the experiences of the Netherlands, Japan, the United States and China. Prof Hiroyuki Kuno is the chairperson and Prof Peter Dudley is the discussant. Part II features the experiences of Sweden, Singapore and the United Kingdom. Mr Henrik Hansson is the chairperson and Prof Wouter van Joolingen is the discussant.

The seven presentations help enrich our understanding of the following components of LS development in seven different education contexts, i.e., people, programmes, processes and places. Lesson Study is a collaborative structure for teacher professional learning involving all kinds of stakeholders in education, teachers, students, teacher leaders, pre-service teachers, teacher trainers, scholars and researchers. LS programmes include mainly collaborative endeavors and professional dialogues by various stakeholders of planning, teaching, reviewing and refining lessons LS processes can be organized in different formats, such lesson analysis, collaborative action research, open lessons, or even integrated into teaching routines. These LS activities are enacted in different contexts, ranging from a classroom, a school, a district trusts, networks to an education system, locally and/or internationally. LS can be a pedagogy/ structure of teacher learning (Singapore and the US), a framework to support teachers’ improvement of teaching (The Netherlands), a part of school culture (Japan), a model for a new focus for teacher collaboration (Sweden), a platform to link up local and international teachers’ professional learning communities (the UK).

The rich experiences from seven countries highlight how LS activities are shaped and continuously supported by contextual forces. These critical factors include the availability and quality of LS facilitators or adviser, the use of guiding frameworks or organizational routines enhancing teachers’ analysis of subject matters, theories and students’ learning needs, intrinsic or extrinsic motivation of teachers, integrating LS practices into existing teaching routines and allowing flexibility of developing adapted localized LS practices, leadership, funding, resources and research. The challenges encountered in different countries are also discussed and implications provided for further development and advancement of Lesson Study in the world.

Symposium paper 1 (200 words):

1. Lesson Study Facilitator: What we learned so far

In the Netherlands we use a multi-tiered logic and the inclusion of case pupils as a framework of Lesson Study to support teachers in designing educational interventions for differentiated educational needs in inclusive education settings (Goei & Bosma, 2019). Teacher-teams in the Netherlands have been facilitated in the Lesson Study cycles since the introduction of Lesson Study in the Netherlands. Reasons lay in the educational culture and the difficulty to go from practical lesson designs to in-depth discussions. The critical lens as Fernandez (2002) described, needs to be supported. To grow the scope of Lesson Study in the Netherlands an educational training for facilitators was developed. In this symposium contribution we will describe the content of this training, share the experience of trainers and several trained facilitators. We will discuss the potential of this training for various educational systems and school-cultures.

Symposium paper 2 (200 words):

2. How Japanese professional culture sustaining ‘Lesson Study’: Role and function of “Shido-in”

The aim of this presentation is to provide an investigation on how Japanese school supports teacher professional development systematically in practice.

As Japanese school culture, there are a few Shido-in who are working under the “Shido Shuji” from local board of education for advising school reform and lesson improvement (Chichibu, 2013; Yamamoto et al., 2017). Shido-in contributions his experiences and professional knowledge to young teachers and collegially try to create an alternative mission for improving teaching and learning in practice, mostly through ‘lesson study’ process.

Around 10 hours of such contribution among Shido-in and teachers in school and through lesson study are provided for analysis and providing an effective argument. Especially, data from pre- lesson and post-lesson discussions as well as interviews with both Shido-in and teachers.

From this presentation it can be realized that how Japanese professional culture revises teaching systematically in practice and support teachers to enhance learning through satisfying and continuously lesson study.

Symposium paper 3 (200 words):

3. Sustainability of lesson study: A US case

This case examines a U.S. district where five elementary schools built and sustained school-wide lesson study over 4 years and are currently leading spread of lesson study to other schools. Our original theoretical model for sustainability of lesson study included three major elements:

Lesson study first produces proximal changes in teachers (e.g., knowledge, beliefs, information-seeking) and organizational routines;

To support instructional improvement, school-wide organizational routines must be (a) anchored in instruction, (b) support and maintain interactions among teachers about instruction, (c) make classroom instruction public, and (d) link to the prescribed curriculum or standards (Desimone, 2009; Louis & Kruse, 1995; Resnick & Spillane, 2006; Spillane, et al., 2011).

Supporting teachers’ intrinsic motivation to sustain the hard work of instructional improvement is crucial (Clarke & Hollingsworth, 2002); sense of agency, belonging, and competence are key contributors to intrinsic motivation (Deci & Ryan, 1985).

Using video and artifacts from the schools, we examine how each element of the model actually played out, and add three elements that were not originally anticipated: (1) shared subject matter focus (e.g., mathematics) throughout a school; (2) district professional learning structures; (3) outside “knowledgeable others” and (4) large public research lessons.

Symposium paper 4 (200 words):

4. Learning to learn to teach: Theory-oriented lesson study and sustainable development of student teachers

According to Hiebert et al. (2003), initial teacher education is not about providing teachers with a battery of ‘finished product’ skills, but focusing on how to learn to teach. LS can contribute to student teachers’ implementing theoretical knowledge in a social learning context and mastering self-learning strategies in learning to teach. The purpose of this study is to explore key characteristics of theory-oriented LS model and how participation in ToLS enables sustainable learning of student teachers. Unlike the traditional LS, the topic of a ToLS is derived from a pedagogical theory rather than a practical problem. Student teachers should select a theory related to the subject teaching and implement it in a research lesson. Through several “planning- teaching- observing- discussing- reflecting- reconstructing” circles, student teachers can integrate the theory with teaching practice and build their own practical knowledge. Based on multi-sources qualitative data, it is found that student teachers can perceive the complexities of teaching and decontextualization of theory with a more investigate lens. Student teachers also acquire tools they need for sustainable learning to teach, by observing, discussing, and reflecting on the process of practical and situational knowledge of both their classmates and mentors.

Lesson Study and teacher professional development
Lesson Study, Sustainability, Teacher professional development

13:00 - 13:45 Interactive postersession 1

A study of teaching with multimedia in mathematics classroom by using lesson study and open approach

Poster261Tatiyaporn Khotthanoo, Khon Kaen University, Thailand

Corner 1Wed 13:00 - 13:45

Abstract

This research aim to study the use of multimedia in mathematics classroom using Lesson Study and Open Approach. The target group was 1st grade students consisted of 8 students in Khon Kaen University Demonstration School International Division and 15 students of Beung Niam Beung Krainoon Thahin School which used Lesson Study and Open Approach. The Lesson Study teams which do Lesson Study daily and weekly cycle. Research conducted under Lesson Study Framework of Inprasitha (2011; 2014; 2017) Data analysis was based on Classroom Protocol, Worksheet and reflection of the Lesson Study team.

The findings found that: The multimedia used for create open-ended problem situations, show animation of problem situations, represent the real world and summarize the concepts. Students could relate with their real world to solve their own problems, connect the real world with semi-concrete aids and go forward to representation of Mathematical World and connect their conceptual.

Summary

Technology is one of the important aspects of mathematics learning in the 21st century. It will be able to make students more accessible to mathematics and supports students to connect mathematical concepts (NCTM, 2011). In the 1st grade classroom, the important thing is students’ real world representation. The real world representation materials is a huge role in posting open-ended problem situations and make it be authentic problem for the students. (Inprasitha,2017) In some classes, there are limitations from using materials. Therefore, the purpose of this research was to study the use of multimedia in mathematics classroom using Lesson Study and Open Approach.

The target group of this research was 1st grade students consisted of 8 students in Khon Kaen University Demonstration School International Division (KKU DSID) during 2017 academic year and 15 students of Beung Niam Beung Krainoon Thahin School during 2018 academic year which used Lesson Study and Open Approach according to Inprasitha (2011; 2017). The Lesson Study teams which do Lesson Study daily and weekly cycle comprised with the teachers, the experts, graduated students, the researcher, and internship students. Research conducted under Lesson Study Framework of Inprasitha (2011; 2014; 2017) which consists of 3 steps; (1) planning lesson with multimedia (2) The use of multimedia in the classroom by using Open Approach (3) Reflection of the use of multimedia in the classroom. Data analysis was based on Classroom Protocol, Worksheet and reflection of the Lesson Study team.

The findings found that: 1) Posing open-ended problem: The multimedia used for create open-ended problem situations, and students could relate with their real world. 2) Students’ self-learning trough solving problems : The multimedia used for show animation of problem situations, and students could relate their real world to solve their own problems. 3) Whole class discussion and comparison: The multimedia used for represent the real world, and students could connect the real world with semi-concrete aids and go forward to representation of Mathematical World. 4) Summing up by connecting students’ emergent mathematical ideas: the multimedia used for summarize the concepts, and students could connect their conceptual.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Multimedia, Open Approach

Students' mathematical creative thinking with Lesson Study approach

Poster300Risnanosanti Saleh, Muhammadiyah University of Bengkulu, Mathematics Study Program, Indonesia

Corner 1Wed 13:00 - 13:45

Abstract

The aims of this research are (1) to give an initial description of students about mathematical creative thinking level in Problem Posing Model with Lesson Study approach, (2) to describe the teaching quality of Problem Posing Model with Lesson Study approach toward students’ mathematical creative thinking, and (3) to find the pattern of students’ mathematical creative thinking in Problem Posing Model with Lesson Study at every creative thinking level. This research used qualitative method. Validation, observation, and test were used to collect the data of teaching quality. The results showed that (1) an initial description of students’ mathematical creative thinking level (CTL) is in the range of CTL 4 to CTL 1, (2) Problem Posing Model with Lesson Study approach has quality to improve creative thinking, and (3) the patterns of students’ mathematical creative thinking at every stage are various according to their own creative thinking level.

Summary

Creative thinking becomes very important to be given to someone since his early age. This can be realized by giving creative learning in the students’ mathematics class. Siswono (2010) viewed mathematical creative thinking as a combination of logical and divergent thinking in intuition but still consciousness. Efforts to improve creative thinking should be accompanied by efforts to improve teaching quality. Improving teaching quality can be done through Lesson Study Approach.

The purposes of this research are 1) to give an initial description of students’ mathematical creative thinking in teaching of Problem Posing Model with Lesson Study Approach, (2) to describe teaching quality of Problem Posing Model with Lesson Study Approach toward students’ mathematical creative thinking, and (3) to find the pattern of mathematical creative of students with Problem Posing Model with Lesson Study Approach at every creative thinking level.

The research method used in this research was qualitative methods. The subject in this research was 32 students of eighth graders in State Junior High School 11 of Bengkulu academic year 2018/2019. The data of mathematical creative processes was taken using observation, interview, and documentation. The data of initial ability of mathematical creative thinking were classified based on creative thinking level Siswono in Khumaidi (2013).

The result of this research were: 1) Results of the data collected showed that 4 students on Creative Thingking Level (CTL) 4, 20 students on CTL 3, 2 students on CTL 2, 6 students on CTL 1, and no students on CTL 0. 2) At evaluation stage, (a) problem posing with lesson study approach achieve classical mastery learning, (b) the average of creative thinking in class which was taught by problem posing with lesson study approach achieve higher score than that of mastery learning criteria. Therefore, it can be concluded that problem posing with lesson study approach setting is effective. 3) The pattern of students’ mathematical creative at (a) preparation stage, all research subjects were able to state the core of problem correctly and select relevant information to solve the problem; (b) incubation stage, different information on each CTL in finding ideas for solving problems, (c) illumination stage, research subjects on CTL 2, CTL 3, and CTL 4 were able to solve flexibility, fluency and novelty problems well while research subjects on CTL 1 solved fluency problems only, and (d) verification stage, there are 3 ways of testing solution done by research subjects, they were checking 2 ways of solving problems whether making the same result, looking back at the core of the problem and comparing it with the solution, and examining whether or not there is an error in every step of problem solving steps.

Based on the results of the study it can be concluded that the level of students' creative thinking can be improved through the problem posing model and lesson study approach. In addition, the combination of problem posing model and lesson study approaches is effective for developing students' creative thinking skills.

and learning contexts, Lesson Study in different cultural, subject
Creative Thinking, Lesson Study

Student Teacher Posed the Problem in Mathematics Classroom using Lesson Study and Open Approach

Poster324Panwipa Pornphirunroj, Khon Kaen University, Faculty of Education, Thailand

Corner 1Wed 13:00 - 13:45

Abstract

The purpose of the research was to study student teacher posing the problem in mathematics classroom using Lesson Study and Open Approach. The target was a student teacher teaching 4th-grade students and weekly planned lessons with a teacher using Lesson Study and Open Approach. The research conducted by protocol analysis under problem-posing episodes of Olson and Knott (2013) which consisted of 1) the problem setup, 2) the statement of problem and 3) the follow-up questions.

The research revealed that 1) the problem setup: the target prepared a short, clear and easily understood problem and posed the problem in a mysterious way to stimulate students’ interesting. 2) The statement of problem: the target explained rules and problem shortly while the class is voiceless in order to every student can hear. And 3) the follow-up questions: the target asked students their needs while they experienced difficulties and couldn’t answer the problem.

Summary

The mathematical tasks selection and construction were highlighted in the NCTM Professional Standards (1991) as one of the teacher’s most important pedagogical decision (NCTM, 1991 as cited in Crespo, 2003). Furthermore, the ways which problems were used to stimulate learning were critical components of teaching (Olson and Knott, 2013). Mason (2016) provided the important issue in posing problem was that when to introduce exploratory tasks, when to intervene, and in what way. Although there was no theory that explained how a teacher should act, there were various ways for a teacher to prepare for action. Therefore, learning to pose mathematical tasks was a challenge of mathematics teaching. Especially the student teachers who were inexperienced in teaching. Also, the first step of Open Approach was posing open-ended problem (Inprasitha, 2014: page 141-143 and 181). Accordingly, the researcher was interested to study student teacher posing the problem in mathematics classroom using Lesson Study and Open Approach.

The purpose of the research was to study student teacher posing the problem in mathematics classroom using Lesson Study and Open Approach. The target was a student teacher of Khon Kaen University who taught 4th-grade students during the 2017 academic year at Ban Nonghan (Wan Kru 2502) School. The target and a mathematics teacher weekly together planned lessons by using Lesson Study and Open Approach for teaching. The research conducted by classroom protocol analysis under three problem-posing episodes of Olson and Knott (2013) which consisted of 1) the problem setup, 2) the statement of problem and 3) the follow-up questions.

The research revealed that 1) the problem setup: the student teacher prepared a short, clear and easily understood problem and posed the problem in a mysterious way to stimulate students’ interesting. 2) The statement of problem: student teacher explained rules and problem shortly while the class is voiceless in order to every student can hear. And 3) the follow-up questions: the student teacher asked students their needs while they experienced difficulties and couldn’t answer the problem.

Lesson Study in initial teacher training
Lesson Study, Open Approach, Pose the Problem

Transformation of Task to Problem of Students in Classroom using Lesson Study and Open Approach

Poster416Chayanon Nampheng, Sampan Thinwiangthong, Khon Kaen University, Thailand

Corner 1Wed 13:00 - 13:45

Abstract The purpose of this study was to investigate of transformation from task to problem of the students in classroom using lesson study and open approach. The target group was 38 students in grade 4 at Bankhambong1 School, Mukdahan province in the first semester of academic year 2017. The research instruments were 1) Activity record on the cooperation of creating lesson plan, 2) Eight lesson plans of unit 2 (circle and sphere), 3) Classroom evaluation form focused on problem solving and 4) Learning reflection form. Data were analysed by calculate the average of assessment results from classroom evaluation focused on problem solving (Isoda, 2011) Summary (500 words) Open approach was divided into four steps. The first step is posing open-ended problem, it needs teacher as a facilitator to accommodate student’s learning (Inprasitha, 2014). According to the reason that teacher did not know how to transformation of task to problem of the students, it effecting students unable to solve the problems by themselves. The purpose of this study was to investigate of transformation from task to problem of the students in classroom using lesson study and open approach. The target group was 38 students in grade 4 at Bankhambong1 School, Mukdahan province in the first semester of academic year 2017. The research instruments were 1) Activity record on the cooperation of creating lesson plan, 2) Eight lesson plans of unit 2 (circle and sphere), 3) Classroom evaluation form focused on problem solving and 4) Learning reflection form. Data were analysed by calculate the average of assessment results from classroom evaluation focused on problem solving (Isoda, 2011) The research finding was found that the approach of transformation from task to problem of the students as following: 1) Teachers must be aware of the objectives of each lessons, in order to know what is the important focus. 2) Before creating tasks, teachers have to determine the students’ previous knowledge and understanding. The purpose of the lesson is to require students to apply all their knowledge in problem solving. 3) In posing open-ended problem as a task, teachers must to use questions for checking the comprehension before, during and after the posing open-ended problem. 4) Teachers must encourage students to think and solve problems according to their own comprehension. 5) Teacher can study the students’ ideas from post-teaching notes or related researches. 6) Teacher have to anticipate the students’ ideas, both correct and incorrect ideas. 7) When some students have new ideas, teacher must make all students to understand new ideas.

and learning contexts, Lesson Study in different cultural, subject
PROBLEM

Overviewing the outcomes of workshop-type school training from pe teacher's lesson planning ability

Poster205Aiko Hamamoto, Hiroshima University, Graduate School of Education, Japan

Corner 10Wed 13:00 - 13:45

Abstract

The purpose of this study is to give an overview of how PE teachers in junior high schools can acquire ‘lesson planning ability’ through participation in Workshop-Type School Training (WTST). We interviewed using the theory of Kirkpatrick and Kirkpatrick (2016) to teacher A who practiced the lesson and teacher educator (TEor) who managed the WTST. As a result, 1) PE teachers improved in their ‘lesson planning ability’ through preparation of a guidance plan in the WTST and in exchanges with others; and 2) WTST functions as a place to deepen exchanges between teachers, a place to share knowledge, and a place to contribute to the training of teachers’ ‘lesson planning abilities’. However, there were problems in the method of evaluating the WTST. In order to further promoteprofessional development of teachers, teachers and TEors need to work together to sustain LS and evaluation system.

Summary

The purpose of this study is to give an overview of how physical education teachers in junior high schools can acquire ‘lesson planning ability’ through participation in Workshop-Type School Training (WTST).

In Japanese schools, school trainings have been conductedbased on lesson study (LS). However, there are facts that school trainings hasnot proved the effectiveness of LS (Chihibu & Kihara, 2013). The focus of this study is, therefore, on the type of school training wherein teachers can act on their own initiative (Sato, 2011). As one way to eliminate the problem of school training as mannerism, attention has recently been paid to WTST. In particular in Japan, the improvement of teachers’ lesson planning abilities is needed. Therefore, in this research, we focussed on how to improve lesson planning abilities through WTST.

The research method is as follows. First, 31 physical education teachers and the Teacher Educator (TEor), who is a university teacher, participated in this WTST. This training implemented class observations and follow-up meetings with teacher A, as well as lectures by the TEor combined with a workshop to raise their lesson planning abilities. We then interviewed teacher A and the TEor who provided the lecture about the participants’ lesson planning abilities. In order to clearly express the result of the WTST, we created an interview guide following the theory of D. L. Kirkpatrick, involving the training of a 4-step evaluation method. The contents of the interview were analysed using NVivo 11. At this time, in order to raise the internal validity of the analysis result, we conducted a ‘member check’ and ‘verification among fellows’ (Merriam, 1998).

According to this case study, the findings can be summarised with two points: 1) physical education teachers improved in their ‘lesson planning ability’ through preparation of a guidance plan in the WTST and in exchanges with others; and 2) WTST functions as a place to learn theory, a place to produce outputs, a place to deepen exchanges between teachers, a place to share knowledge, and a place to contribute to the training of teachers’ ‘lesson planning abilities’.

In this way, it became clear that WTST is an effective LS style. However, the TEor said in an interview that ‘the problem remains as to how to evaluate (school training)’. In that respect, it is necessary to consider the application of the 4-step evaluation method by Kirkpatrick and Kirkpatrick (2016), as mentioned in the research method. In the future, when schools, boards of education, and universities collaborate and operate school trainings, we should repeatedly evaluate and improve the training more carefully using the evaluation method by Kirkpatrick and Kirkpatrick (2016). This will lead to qualitative improvements in school trainings.

In Japan, many LSs are carried out, but the evaluation is ambiguous. In order to further promoteprofessional development of teachers, teachers and TEors need to work together to sustain LS and evaluation system. Thus, what we would like to discuss with you is how to evaluate the outcomes of LS in your country.

Lesson Study and teacher professional development
Lesson planning ability, PE teacher professional development, Workshop-Type School Training

Effect of teaching and feedback on running motion in long-distance running

Poster275Yudai Matsuda, Student, Japan

Corner 10Wed 13:00 - 13:45

Abstract

In this research, we focused on the effects of teaching and giving feedback on the running motion in long-distance running classes. It is said that feedback from teachers to students is important in making students feel excited. Therefore, we consciously gave feedback in the class. Long-distance running classes are disliked in Japan. Moreover, it is believed that not much teaching is possible in terms of the running motion in long-distance running classes. Thus, our focus was on such teaching. The contents of the class included the running movement in the first part of the class; subsequently, a recording measurement of 2,000 m runs was performed. We also used a questionnaire. From these, we examined that it would be possible to improve the record and the exercise was exciting.

Summary

The effect of teaching and feedback on running motion in long-distance running

MatsudaY.,1, Saito K.,2,1: Graduate School of Education, Hiroshima University (Japan),2: Hiroshima University (Japan)

Introduction

It is necessary to improve certain physical strength and motor skills so students can experience the fun of exercise in physical education (Nishihara, 2006). Feedback from teacher to students is important for improving the skills of students and ensuring the establishment of classes that instill the fun of exercise (Uezu, 2011). As a matter of fact, continuous feedback based on the student’s trial content is rarely consciously performed (Uezu, 2011). Therefore, classes are conducted using continuous feedback. Long-distance running is one of the most hated classes in Japanese physical education (Takashima, 2017). Therefore, in this research, we thought that it was important to feel the pleasure of long-distance running by teaching and giving feedback on running motion in long-distance running and improving the record to giving a positive experience. The purpose of this research is to clarify the effects of teaching and feedback on running motion in long-distance running classes.

Methods

There were 56 participants in this research from second-grade junior high school students. A questionnaire was developed for this research based on Koiso et al. (2018), conducted as a pre- and post-test. This questionnaire consisted of questions based on a four-step scale and investigated the preference for long-distance running. After each class, I distributed the questionnaire created by the author and examined the effect on the class. Additionally, I also saw a difference in each class for records of long-distance running. We compared the changes in impressions and records for long-distance running and examined the effects of guidance and feedback on running motion.

Result

From the questionnaire conducted before and after the unit, it was shown that there was a statistically significant tendency (p<0.1) between the before and after the unit results on impressions of “good feeling” and “discomfort” for long-distance running. From the questionnaire conducted after the class, there was a substantial difference in the instruction content and the impression on the class, depending on the class. There were no significant differences in changes in the records of long-distance running. Conclusion Teaching and feedback on running motion may have had a positive impact on impressions of “good feelings” and “discomfort.” Also, depending on the teaching content, the student’s impression and ease of running will change. References Koiso T., Nishihara Y., Takashima K., Uezu T.,

Learning Studies

Case study of long-distance running classes focusing on competition in school physical education

Poster86Yusuke Matsumoto, Hiroshima University, Japan

Corner 10Wed 13:00 - 13:45

Abstract

This study aimed to analyze the achievements and issues of long-distance running classes focusing on competition in school physical education. By analyzing the results of the questionnaire we examined whether the participants’ attitudes toward long-distance running improved after participating in these classes. Further, we understood the achievements and issues of the classes through a semi-structured interview with the teacher who conducted the classes. The results of the questionnaire survey indicated that there was a statistically significant difference (p <0.001) between the pre- and post-test results for long-distance running classes focusing on competition in physical education due to factors of “engagement,” “achievement,” “favorability,” and “unpleasantness.” Further, the results of the semi-structured interview with the teacher indicated that the achievement of the classes is students’ high motivation toward long-distance running, and that the issue regarding the classes is setting an appropriate exercise intensity according to students’ stamina. Summary

Introduction

In the Japanese course of study for physical education classes, long-distance running is indicated as one of the contents students should engage in. Therefore, in most Japanese physical education classes in schools, students run long distances. However, Japanese students tend not to have a positive attitude toward long-distance running. To address this difficult situation, many studies in Japan have discussed students’ participation in long-distance running classes in school physical education; however, most studies have focused on improving students’ records. In other words, little is known about the effects of long-distance running classes focusing on competition in school physical education (Takashima et al., 2017). This study aimed to analyze the achievements and issues of long-distance running classes focusing on competition in school physical education. We established the following two research questions (RQ). Regarding long-distance running classes focusing on competition in school physical education, do students’ attitudes toward long-distance running improve when they engage in these classes (RQ1)? What does the teacher conducting these classes think about its achievements and issues (RQ2)?

Methods

The study participants were 75 first-year junior high school students, comprising 37 boys and 38 girls. A questionnaire was developed based on Koiso et al. (2018) and administered as pre- and post-tests. This questionnaire included Likert items based on a 4-point scale and open-ended questions. The questionnaire was given to participants at the beginning and end of the learning unit on long-distance running. By analyzing the results of the pre- and post-tests, for RQ1, we examined whether the participants’ attitudes toward long-distance running improved after participating in long-distance running classes focusing on competition in school physical education. As for RQ2, we understood the achievements and issues of long-distance running classes focusing on competition in school physical education through a semi-structured interview with the teacher who conducted the classes.

Results

The results of the questionnaire survey indicated that there was a statistically significant difference (p <0.001) between the pre- and post-test results for long-distance running classes focusing on competition in physical education due to factors of “engagement,” “achievement,” “favorability,” and “unpleasantness.” On the other hand, there was no statistically significant difference between the pre- and post-test for factors of “collaboration.” Further, the results of the semi-structured interview with the teacher indicated that the achievement of long-distance running classes focusing on competition in school physical education is students’ high motivation toward long-distance running, and that the issue regarding the classes is setting an appropriate exercise intensity according to students’ stamina. Conclusion It can be concluded that long-distance running classes focusing on competition in school physical education is effective in helping students develop a positive attitude toward long-distance running.

Learning Studies
Competition, Long-distance Running, School Physical Education Class

The implementation 2013 of curriculum in junior high school in indonesia

Poster227Rusman Rusman, Universitas Pendidikan Indonesia, Curriculum Development, Indonesia

Corner 2Wed 13:00 - 13:45

Abstract

The implementation of the curriculum is expected to give a push to an increasing quality of managing and processing educational efforts towards betterments at every unit of learning and education. Backgrounded by application of the curiculum, the present study is geard to reveal problematic aspects dealing with a query of “How do junior high school teachers respond to implementation of 2013 curriculum in Bandung city/regency viewed from the activity of planning, implementing, and evaluating the curriculum?” and “What best practices are applicably implementable in terms of planning, implementing, and evaluating the curriculum done by junior high schoolteachers in Bandung city/regency?” Results of the study indicate that school teachers’ response falls into the category ofpositive. while the activities of planning and evaluating the curriculu, they fall into the category ofpositive. The best practices include activities of “sharing”, “in house training”, "Bimtek, Lesson Plan" and "peer teaching" through their implementation atMGMP orMGMPS.

Summary

The Curriculum Implementation aiming at quality enhancement of education especially through the implementation of the new curriculum of the year 2013 commencing in July 2013 in schools. There are several factors possibly the cause of being successful or the other way around in implementing the curriculum. Viewed from the dimension of curriculum, Hasan (2007:479) explains that curriculum implementation means the dimension of process.

Ornstein & Hunkins (2009:250) elaborate that some schools have failed in implementing curriculum because of negtlecting the factor of people. Instead of focusing on the factor of people, the schools have devoted a lot of their time and budget on merely modifying the programs or on the process. On the other side, focusing on new programs give new ways to people to achieve new programs at schools. The process of organizing remains important for the reason that it motivates people to guide components needed to attain successful implementation.

Results of the research conducted in six Regencies/Cities of West Java Province show that experiences of the teachers as curiculum developers team involved in training or technical assitance in general fall into the category of sufficient with the percentage of 42%, and less than sufficient of 45%. Further explained is that 45% of the teachers as members of the curriculum developers team has never been involved in the training or technical assistance programs as run by the KTSP development, syllabus, and the RPP (Susilana, 2013:156).

Based on the findings and the data analysis, conclusion can be drawn as follows: (1) Junior high school teachers’ response to the 2013 curriculum implementation in Bandung city/regency falls into the category of positive. As of the planning activities, they fall into the category of positive while for the activities of implementation and evaluation of the curriculum, they fall into the category of positive; (2) A number of “best practices” are worth adopting from junior high school teacher in Bandung city in terms of 2013 curriculum implementation in the activities of planning to implement curriculum; (3) Several other “best practices” worth adopting from junior high schoolteachers in Bandung city/regency include the implementation of curriculum. The teachers are successful in optimizing learning sources available around in the process of learning concurrently with electronic learning (4) Other “best practices” are also good to adopt, namely evaluating the curriculum. The teachers have an authentic evaluation using various ways and through different activities like “hearing” with students’ parents in monitoring students’ learning progress.

Suggestions based on the results of the present study are as follows: There are three major activities teachers do in implementing the curriculum, namely planning, implementing, and evaluating. Competencies in doing the three activities are of an obligatory requirement to a teacher. Enhancement of the three major competencies can be done through various ways.

Developing Professional Learning Communities: models and practices
Best Practises, Curriculum, Teacher Professional

Analysis of the social values of “pacu jalur” tradition for social studies learning

Poster235Sapriya Sapriya, Universitas Pendidikan Indonesia, Civic Education, Indonesia

Corner 2Wed 13:00 - 13:45

Abstract

This study aims to analyze the social values of the “Pacu Jalur” (Path Runway) tradition found in Teluk Kuantan, Riau Province, Indonesia. Pacu Jalur is one of the traditions of the people of Teluk Kuantan, Riau Province, which has been going on for a long time until now, hereditary, which has become a distinctive characteristic and has become a pride and influence the lives of people. Pacu Jalur is a rowing boat race that is approximately 30-40 meters in size. The study used a qualitative method and data are collected through observation, interviews and analysis of documents about social values. Based on the results, the Pacu Jalur in the Kuantan Bay community has social values [quotrightB?]‹[quotrightB?]‹that are shared by the community as a guide in interacting and behaving so as to form a regular social order. The social value consists of the values [quotrightB?]‹[quotrightB?]‹of cooperation, responsibility, and tolerance

Summary

The Indonesian nation has a diversity of cultures, customs and traditions with a variety of different characteristics, with noble values [quotrightB?]‹[quotrightB?]‹that guide the community where the culture is located. Like the people of Teluk Kuantan in Riau Province, Indonesia who have a tradition of Pacu Jalur. Pathway is an activity that has long existed, has become a tradition and habit from generation to generation, as a distinctive feature and pride and influences the joint life of society (Hamidy, 2004); (Swardi, 1984/1985). Pacu Jalur Tradition is a rowing boat race of about 45 meters long, which is carried out in the river every year in August to celebrate the Independence Day of the Republic of Indonesia.

This type of research is qualitative, by collecting data through observations during the Pacu Jalur event, interviews with community leaders and citizens, and documentation studies. Data analysis is carried out with value criteria as something that is valued, related to affective aspects that have been carried out and adopted by previous individuals, strong emotional commitment, referring to individual relationships with other individuals in a society, which are used as guidelines for acting and behaving (Wicaksono, 2014); (Hakam, 2018). Social value is an abstract standard in society (Kiniker, 1997), has references or indicators as guidelines and benchmarks for behaving (Gordon, 2014; Sapriya, 2017). Based on the results of the study, it was found that the most dominant social values [quotrightB?]‹[quotrightB?]‹contained in the Pacu Line tradition were the values [quotrightB?]‹[quotrightB?]‹of cooperation, responsibility and tolerance. The value of the collaboration in the Path Runway tradition can be seen from the process of making Pathway to the Track Runway race. Costs collected during the construction of the Pathway to the Race Runway race are the result of voluntary contributions by the community according to their respective abilities. The community volunteered to work on making the Path until it was finished and ready to use in the Race Track without being paid together. The value of cooperation is reflected in: being compact in the work team, emphasizing mutual interests, respecting the contributions of others, taking turns in assignments. The value of responsibility in the Pathway tradition can be seen from the participation of the community and race members in the process of making the Pathway to the Runway Race. This community responsibility can be seen from voluntary material and moral contributions in accordance with their respective abilities, willing to sacrifice, participate in all activities. The "runway" responsibilities are seen from working on the tasks that are their responsibility, following the Runway Path in time, prioritizing common interests, and participating in groups. The tolerance value contained in the Pacu Jalur tradition can be seen from the process of making the track until the race. The path making process involves the community without differentiating between one another. Men and women, parents, adults and children participate in accordance with their respective abilities. During the Race Runway, tolerance can be seen from the differences in age and employment of race children involved as members.

Creating knowledge in practice: action research and other practice-based research approaches
Pacu Jalur" Tradition", , Sosial Values

An experience of Italian Lesson Study: insights from the cultural transposition perspectives

Poster378Carola Manolino, Miriana Gagliano, Miguel Ribeiro, Italy

Corner 2Wed 13:00 - 13:45

Abstract

In this poster we will present a research project that will be the main subject of the master’s degree thesis work of the first author. The research project has its roots in the framework of the cultural transposition. The purpose of the project, which has already begun, is to assess how Lesson Study can impact on the teacher's awareness of their educational intentionality.

Summary

The Lesson Study (LS) was born in the so-called Confucian heritage culture area and primarily developed in Japan (jugyokenkyu) and in China (guan mo ke), then it gradually spread through the rest of the world. In recent years there have been several discussions on how LS could be implemented in other countries (and different cultures), focussing on how much the "original" LS can be adapted without losing its essential characteristics. In this scenario Author 6, Other, Other & Other (2018) have developed a model of Lesson Study, adaptable to other cultural contexts, renaming it as Hybrid Lesson Study (HLS). Indeed according with the theoretical perspective of Cultural Transposition – CT (Author 3, Other, Other & Other, 2018), education practice coming from a certain cultural context can be experienced in other cultural contexts, without any attempt to translate elements from one culture to another, but rather a careful review of the different educational intentionality embedded in this practice, in order to rethink teaching habits rooted in specific cultural paradigms.

In this framework we have recognized the essential features of a LS cycle as composed by these three phases: i) collective design of a lesson through a fine design grid; ii) conducting the lesson by a teacher while others observe him and take notes; iii) collective reflection and possible redesign and organized the experience as explain in the follow: Each LS cycle is associated with a project group: this group consist of 4 or 5 teachers and sometimes other experts (e.g. researchers in education); in particular, one of the teachers will be the pilot-teacher who is going to held the class in the second phase. We would to study the impact that this experience of participating in LS can have on teachers’ awareness of their educational intentionality, we want to assess how the participation of teachers to the whole LS process can influence their mathematical school practice.

In particular, we would like to stress the fact that in the Italian school system there is shortage of moments to plan the lessons, to discuss with colleague teachers and to keep up to date with the acquisitions of educational research: implementing some HLSs cycles would provide teachers this kind of occasions.

These HLSs cycles (Figure 1) are taking place in Naples, in the same Compulsory school with a group of teachers working the sixth grade, seventh and eight grade. The subject, chosen by the teachers, is proportional reasoning. Experts support the teachers in each phase of the project; the peculiarity of our project is that three of the four teachers who are part of the project group will perform as pilot teacher in the three different cycles (Figure 1).

Lesson Study and teacher professional development
Teacher education

Adopting a Dutch program in Japanese moral education through a collaborative Lesson Study

Poster96Namiki Hagino, Hyogo Prefecture Kakogawa City Befu Elementary School, Japan

Corner 2Wed 13:00 - 13:45

Abstract

The lesson study has garnered international attention. However, it is difficult to incorporate into the lesson study new ideas that go beyond the existing framework to improve lessons. This research aims to fundamentally improve lessons by adopting a foreign lesson program through a collaborative lesson study between a researcher and a primary school teacher.

The research method comprised the following steps. First, the lack of correspondence between children’s moral education learning in extracurricular activities and their behavior in their daily lives was chosen as the research object. Second, the Dutch program “The Peaceful School” was introduced to overcome the chosen problem. Finally, the Japanese moral education lessons for extracurricular activities were redesigned and implemented according to the program concepts. It was discussed whether the problem had been overcome.

The results indicate that lessons were further improved through three dimensions of the program: intended educational activities, learning environment, and reflection sharing.

Summary

In recent years, the Japanese lesson study has garnered international attention as an effective methodology for the professional development of teachers and for the formation of professional learning communities. However, it is difficult to incorporate into the lesson study new ideas that go beyond the existing framework to improve lessons through lesson study. How do teachers fundamentally improve their lessons? This research aims to fundamentally improve lessons by adopting the concept of the Dutch primary school program “The Peaceful School” through a collaborative lesson study between Dr. Okumura, a researcher at Hyogo University of Teacher Education, and Mrs. Hagino, a teacher at Befu primary school.

The research methods comprised the following steps. First, the lack of correspondence between children’s moral education learning in extracurricular activities and their behavior in their daily lives, which is one of the problems most often pointed out in Japanese education, was chosen as the research object. In Japan, moral education is implemented not only in moral education classes, but also throughout the school education program, including extracurricular activities. Since the moral education content learned in extracurricular activities must be closely related to the concepts of moral worth learned in moral education classes, teachers tend to teach such concepts directly in extracurricular activities. However, children do not always behave morally, even if they learn directly the concepts of moral worth.

Second, the Dutch primary school program “The Peaceful School” was introduced by Dr. Okumura as a strategy to overcome the chosen problem. Intended for primary schools in the Netherlands, the Peaceful School program aims to foster social competencies and democratic citizenship. The Peaceful School program has many points in common with the educational objectives of Japanese moral education in extracurricular activities and offers many suggestions for dealing with the chosen problem as it encourages the connection between children’s learning and their behavior in their daily lives. Finally, Japanese moral education lessons in extracurricular activities were redesigned and implemented according to the program concepts. As for the educational practice, lessons were given to third-grade children with the purpose of making them understand each other and themselves.

The results indicate that lessons were further improved through three dimensions of the Peaceful School program, namely, intended educational activities, learning environment, and reflection sharing. Through such dimensions, children could learn different concepts of moral worth by themselves without direct teaching in moral education lessons in extracurricular activities. In conclusion, the research discusses that the implementation of the program concepts would be more effective if more school teachers designed and practiced the lessons cooperatively.

Creating knowledge in practice: action research and other practice-based research approaches
Collaborative lesson study, The Peaceful School

An Analysis of Students’ Mathematical Argumentation in Lesson Study and Open Approach Classroom

Poster330Thamonwan Kottapan, Khon Kaen University, Faculty of Education, Thailand

Corner 3Wed 13:00 - 13:45

Abstract

This research aimed to analysis of students’ mathematical argumentation in lesson study and open approach classroom. The target group was the 5th grade students consisted of four students in Raisresuk school. The lesson study teams were comprised with the in-service teacher, and the internship students. The lesson study teams worked together for creating a lesson plan, then one teacher taught by using open approach as a teaching approach, and the others in the lesson study teams collaborated on observing classroom, and finally collaborated on reflection and discussed about students’ ideas that occurred in the classroom. The analyzed data included protocols between students' problem solving, students’ worksheet, and filed note. Data were analyzed based on Isoda’s framework (2008).

The findings found that students’ mathematical argumentation in lesson study and open approach classroom had three levels; 1) the level of explanation, 2) the level of appreciation, and 3) the level of dialect.

Summary

Mathematical communication was an important aspect in the development of mathematical thinking. In a communication process need mathematical representation and mathematical explanation in the classroom in order to understand the mathematical idea of others. The argument in mathematical communication was found to be the most important features (Isoda, 2008). The development of a new teaching profession to promote mathematics learning required a concept of teaching improvement and development. Lesson study was the model of collaboration between teachers, integrating with the mathematics teaching model that focuses on Open Approach (Loipha & Inprasitha, 2004). According to the above statements, the argument in mathematical communication was important for the development of students' mathematical thinking. Teachers should provide opportunities for students to have a space for discussing related to mathematical ideas. Therefore, the purpose of this study was to analysis of students’ mathematical argumentation in lesson study and open approach classroom.

The target group was the 5th grade students consisted of four students in Raisresuk School during 2017 academic year which implemented Lesson Study and Open Approach according to Inprasitha (2004) since 2016. The lesson study teams were comprised with the in-service teacher, and the internship students. The lesson study teams followed 3 steps of Inprasitha (2014); 1) plan: the lesson study teams collaborated on creating a lesson plan, 2) do: one teacher taught by using open approach as a teaching approach, and the others in the lesson study teams collaborated on observing classroom, and 3) see: the lesson study teams collaborated on reflection and discussed about students’ ideas that occurred in the classroom. The analyzed data included: 1) protocols between students' problem solving 2) students’ worksheet, and 3) filed note. Data were analyzed based on Isoda’s framework (2008).

The findings found that students’ mathematical argumentation in lesson study and open approach classroom had three levels; 1) the level of explanation that a concept was accepted by friends in the group, 2) the level of appreciation that a concept was not immediately accepted because the recipient still had questions about the method that the proponent used to proceed in the next step. Therefore, they had to ask and answer to lead a common concept of understanding, 3) the level of dialectic that the ideas had not been accepted immediately because the recipient had objections causing an argument by trying to explain the details of the concepts that need to be clarify by facts or conclusions derived from the previous knowledge that had been learned to demonstrate the suitability of the methods to be used in solving problems.

Lesson Study and teacher professional development
Lesson Study, Mathematical Argumentation, Open Approach

Improvement of blackboard use in mathematics classroom using Lesson Study and Open Approach

Poster336Natcharida Nararuk, Khon Kaen University, Mathematics Education, Thailand

Corner 3Wed 13:00 - 13:45

Abstract

The aim of this qualitative study was to improve teaching by using the analysis of blackboard use in mathematics classroom implementing Lesson Study (LS) and Open Approach (OA). The target group was 2 seventh-grade mathematics preservice teachers and 71 seventh-grade students, Demonstration School of Khon Kaen university, during the second semester of 2018 academic year. Data were collected by document recording of lesson plans and blackboard plans, recording video, vocal and photo, and taking fieldnote of lesson reflection. Data in videotape, voice and photo were transcribed into protocols of lessons. Data were analyzed by the framework of level of sophistication of blackboard use (Yoshida, 2012).

Summary

The result reveals that Initial phase, mathematics preservice teachers’ sophistication of blackboard use at level 2. They began plan the lesson and emphasized planning the use of blackboard. They used blackboard by recording the problem situation, question, student solution, and summary of the lesson, it expressed direction to proceed the activities. For the terminate phase, sophistication of blackboard use was still at level 2, but teachers paid more attention on blackboard use, teaching materials was appropriate for the area of the blackboard, they used many color pens for whiteboard to record and highlight the important points of the lessons, they ask to stimulate the students’ ideas and emphasize the importance ideas by recording on the blackboard and also recording what students have learned as summary of the lesson. Moreover, teachers always practice and plan to use the blackboard for improving the teaching performance.

Lesson Study and teacher professional development
Blackboard use, Lesson Study, Open Approach

Teacher’s Questioning in Mathematics Classroom Using Lesson Study and Open Approach

Poster339Areeya Chapitak, Khon Kaen University, Faculty of Education, Thailand

Corner 3Wed 13:00 - 13:45

Abstract

The purpose of the research was to study teacher’s questioning in mathematics classroom using Lesson Study and Open Approach. The target was a student teacher teaching 1st -grade of students which used Lesson Study and Open Approach according to Inprasitha (2011).The Lesson Study teams were comprised with the researcher, in-service teachers, and student teacher. The Lesson Study teams followed 3 steps of Inprasitha (2014); plan,do,and see. The researcher analyzed data using qualitative research method that emphasized on analytic description and protocol analysis according to Schoenfeld’s framework.

The results revealed that when teacher’s questions started with “what” students tried to use words to describe their ideas. When teacher’s questions started with “why” students tried to find the ways to explain their ideas. In whole class discussion and comparison, teacher asked questions with in sequence “what”, “why” and “how” that students answered questions faster than started to ask with “why” only.

Summary

Polya (1973) said that a teacher helps students in class was an important class’s management

, which a teacher must try to asked questions that will help students solve problems by themselves. Isoda and Katagiri (2012) said that teacher’s questions were stimulate the thinking of children who can think by themselves. Open Approach is a teaching method which emphasizes on problem solving so that students can think by themselves. There are four steps of Open Approach 1) posing open-ended problem, 2) students ‘self-learning, 3) whole class discussion and comparison, and 4) summarization through connecting students’ mathematical ideas emerged in the classroom (Inprasitha, 2014). Lesson Study is a develop of collaborative skills of teachers and teams to improve and develop Open Approach (Inprasitha, 2014). According to the above statements, teacher’s questions are important part to make students improve and promote learning by themselves. Moreover, Open Approach is a teaching method that allows students to learn by themselves and teachers use Lesson Study to develop Open Approach. Hence, the researcher is interested in teacher’s questioning in mathematics classroom using Lesson Study and Open Approach.

The purpose of the research was to study teacher’s questioning in mathematics classroom using Lesson Study and Open Approach. The target was a student teacher of Khon Kaen University who teaching 1st grade of students during 2017 academic year at Baan Pasangnagoen School which used Lesson Study and Open Approach according to Inprasitha (2011) since 2016. The Lesson Study teams were comprised with the researcher as an observer, two in-service teachers, and a student teacher as a teacher. The Lesson Study teams followed 3 steps of Inprasitha (2014); 1) plan: the Lesson Study teams collaborated on creating a lesson plan, 2) do: the researcher was a teacher who taught by using Open Approach, and the others in the Lesson Study teams collaborated on observing classroom, and 3) see: the Lesson Study teams collaborated reflection on teacher’s questioning found in the classroom. The researcher analyzed data using qualitative research method that emphasized on analytic description and protocol analysis according to Schoenfeld (1987)’s framework which consist of 1) What are you doing, 2) Why are you doing it, and 3) How does it help you.

The results revealed that when teacher’s questions started with “what” (What are you doing), students tried to use words to describe their ideas. When teacher’s questions started with “why” (Why are you doing it), students tried to find the ways to explain their ideas. In whole class discussion and comparison, teacher asked questions with in sequence “what”, “why” and “how” that students answered questions faster than started to ask with “why” only and students could connect concept class’s idea and understand the answers of others more in class.

Lesson Study and teacher professional development
Lesson Study, Open Approach, Teacher’s Questioning

Unpacking science teachers’ technological content knowledge on professional development program

Poster71Liliasari Solaiman, Universitas Pendidikan Indonesia, Science Education, Indonesia

Corner 3Wed 13:00 - 13:45

Abstract

The purpose of this study was to unpack science teachers’ technological content knowledge during the preparation of integrated science lesson. This descriptive study employed 16 multiple choice questions as well as an open-ended questionnaire to 24 junior high schools science teachers of west Bandung during a teacher professional development program. There were eleven science topics covered which were demanded by Indonesian curriculum. The study shows that science teachers content knowledge on integrated science is high. Science teachers’ technological knowledge is low. However, science teachers’ technological content knowledge was found to be medium. This finding shows that content knowledge highly influences technological content knowledge. In contrast, teachers’ technological knowledge does not highly influence technological content knowledge. Other findings reveal that the teachers encounter difficulties in determining big ideas of each integrated science topic. The teachers view that the most difficult part of the professional program is writing HTML 5 tags.

Summary

The transition in teaching and learning condition due to the utility of technology in class setting has been being in concern [1, 2]. There has been various studies believing that the implementation of digital technology within science teaching is not fully effective [3]. A framework has been emerged for defining teachers’ knowledge in integrating technology into their teaching, that is, technological pedagogical and content knowledge (TPACK). Many studies concerning science teachers’ TPACK has been conducted. The creation of project prime PCK has been developed to unpack science teacher knowledge and practice [4]. However, there has not been any studies investigating science teachers’ content knowledge, technological knowledge and technological content knowledge quantitatively. This study, hence, was conducted to investigate science teachers’ content knowledge, technological knowledge and technological content knowledge quantitatively

This study used descriptive method to explore science teachers’ content knowledge, technological knowledge and technological content knowledge in integrated science. Twenty four junior high schools science teachers of west Bandung joined the study in the context of teacher professional development program. The participants were asked to answer questions in written test. Furthermore, the participants joined workshop aimed at developing HTML 5 – based teaching media.

Instruments used in this study were a set of written test consisting of 16 questions and an open-ended questionnaire. Each of written test questions address to explore certain construct of TPACK. Technological content knowledge (TCK) was explored using questions about the most suitable digital technology to support teaching certain science content. The average of each construct’s score were then analysed and converted into diagram.

The data shows that the highest score is achieved on content knowledge which is 90. The lowest score is on technological knowledge which is 21. The score of technological content knowledge is 62. Content knowledge refers to knowledge about subject matter that is going to be delivered to the students. Technological knowledge is the knowledge about various technology such as, hardware and software. Technological content knowledge refers to how teachers use technology to deliver the subject content [5].

Science teachers reach the highest score for -measurement and unit, classification of living things and living organization system- that is, 90. Those three topics are integrated into ‘preparing science experiment theme’. Score for other two integrated science themes are 61 and 60. This finding shows content knowledge of science teachers. The score of content knowledge indicates the readiness of the teachers to teach those contents. Content knowledge stands for the subject knowledge that is going to be learned by student and taught by teacher [6].

The domain constructs explored in this study are content knowledge and technological knowledge. Those two constructs for an interplay construct which is technological content knowledge. Technological content knowledge explored in this study is mainly influence by science teachers’ content knowledge. Meanwhile science teachers’ technological knowledge does not affect the score of technological knowledge. It is indicated by the high score of content knowledge and the low score of technological knowledge.

Lesson Study and teacher professional development
Professional development program, Technological content knowledge

The correlation between the international exchange events and motivation

Poster100Yuko Uesugi, Kure National College of Technology, Humanities and Sciences, Japan

Corner 4Wed 13:00 - 13:45

Abstract

This paper aims to prove a close correlation between the international exchange events and the enhancement of students’ motivation toward the acquisition of target languages. The research question is how they are related to each other. The effects of the international exchange events between National Institute of Technology, Kure College, NIT Kure, and Radford College in Australia are analyzed. Some cases are introduced such as the Skype­used communication classes and the homestay programs. By conducting Skype sessions along with the exchange programs, both sides of the students can have a reunion and build a firmer and longer friendship.

There are two main resources to be analyzed as follows: the questionnaires from the students and the transitional scores of English tests.

As a result, the correlation was found between them. It will continue to help students to cross cultural barriers, think globally and build human understanding rather than cross cultural understanding.

Summary

This paper aims to prove a close correlation between the international exchange events and the enhancement of students’ motivation toward the acquisition of languages. The research question is how they are related to each other.

In order to find an answer to this question, the effects of the international exchange events between National Institute of Technology, Kure College, NIT Kure, and Radford College in Australia are analyzed. Some cases are introduced such as the Skype­used communication classes and the homestay programs. Thus, this paper provides the report on how effective the international exchange events between National Institute of Technology, Kure College, NIT Kure, and Radford College in Australia are.

In the Skype sessions, where both sets of the students exchange their cross-cultural information with each other both in English and Japanese, we try to achieve the tandem education. The tandem education is an education system where both sides aim to develop their different target languages; in this case, English for the NIT Kure students and Japanese for the Radford College students. By conducting Skype sessions along with the exchange programs, both sides of the students can have an effective reunion and build a firmer and longer friendship.

Having a sister school where we can exchange our different languages has been an interesting journey, bringing about new learning opportunities for students in Australia and our sister students in Japan. It started with a friendship between the teachers of the two schools. This then developed into a Memorandum of understanding to allow our two Colleges to enter into exchange opportunities. This is where it started. This collaborative sister-relationship between our schools has been conducted for 7 years. We regularly send our students on the homestay programs with the purpose of the international exchange.

Introducing some preceding exchange events between our schools, one recent case of hosting a boy from Australia is introduced. Having an experience to be a host family for a foreign student, an NIT Kure host student showed some significant changes in himself: his motivation for learning English got higher; he showed a great improvement in his English tests; and he could broaden his horizons. Also, the classes which accepted this Australian student either as a homeroom student or a teaching assistant showed a great sign of enhancement of motivation toward the language acquisition.

There are two main resources to be analyzed as follows: the questionnaires from the students and the transitional scores of English tests.

As a result, the correlation was found between them. The further discussion and goal in the future is the teachers’ exchange to allow for professional development for them from both schools. We will continue to explore every opportunity in the future to have cross collaboration, Skype sessions, exchanges both short and long term. Consequently, these events will give you some unique educational insights from different cultural perspectives. It will continue to help students to cross cultural barriers, think globally and build human understanding rather than cross cultural understanding.

Creating knowledge in practice: action research and other practice-based research approaches
Homestay program, Sister-relationship, tandem education

The potential of Lesson Study for the professional development of teacher that teach math in England

Poster12Thuysa Schlichting de Souza, Universidade de Lisboa, Instituto de Educação, Portugal

Corner 4Wed 13:00 - 13:45

Abstract

In this poster, we intend to present the doctoral project in development, which aims to analyze Lesson Study as conducted in England and its particularities, in order to identify its potential and challenges to promote the professional development of teachers who teach mathematics. The conceptual framework deals with professional development, specifically regarding collaboration, ways of reflection and didactic knowledge, and Lesson Study as a professional development process for teachers. This investigation follows a qualitative and interpretative approach. Two cycles of Lesson Study will be observed in groups of teachers who teach mathematics in the first years of schooling. The non-participant observation will enable the understanding of the behaviors of the subjects observed as participants of a Study Lesson group. The instruments for collecting data will be interviews with the participants, observation records and documents produced by the teachers during the process.

Summary

In this poster, we intend to present the doctoral project in development, which aims to understand how Lesson Study adapted to the English context promotes the professional development of teachers who teach mathematics, specifically regarding the development of their collaborative relationships, the ways of reflection and their didactic knowledge. The theoretical framework discusses the main aspects of teachers’ professional development, the professional knowledge of mathematics teachers, and Lesson Study as a professional development process.

According to Dudley (2012), the Lesson Study became known in England on the beginning of this century. In 2011, this author began a research project to work with forty-five primary and secondary schools in order to investigate how the Lesson Study process could help the professional teacher development. After completing the pilot study and analyzing the data collected from the project, Dudley (2014) created a handbook, which is a guide on how to use the Study Lesson to develop and refine teaching, learning and knowledge of teacher practice. We want to know if the schools are developing Lesson Study as suggested by the researcher. We will focus on understanding and analyzing the specificities of the Lesson Study in England in order to identify its potential and scope as a process of professional development.

The research will have qualitative and interpretive approach in order to understand the complexities involved in the English educational context and the understanding of the Lesson Study’s potential to promote the professional development of teachers who teach mathematics. According to Erickson (1986), observational and interpretive field research involves intensive participation in a field setting, careful recording of what happens in the environment, and reporting through detailed description. We will use this model in our research, because the locus of the investigation will be the school, where it is possible to collect the necessary data, observing the phenomena that permeate the teaching practice, dialoguing with the participating teachers, gathering their perceptions about the integral activities of the process and the documents they produced in the Lesson Study.

We will observe two cycles of Lesson Study in groups of teachers who teach Mathematics in the first years of schooling. Both case studies will be comparable, in order to help us better understand the diversity of realities that exist within the English context. Thus, some techniques for data collection will be necessary to allow us to analyze such aspects, among which we highlight the non-participant observation. The instruments for data collection will be interviews with the participants, records of the researcher’s observation and documents produced by the teachers during the Lesson Study process, from planning to final reflections. We believe that this research will contribute to the understanding of the Lesson Study in different cultures and contexts of teaching, showing its potential for teacher professional development.

Lesson Study and teacher professional development
Didactic knowledge, England, Professional development

Lesson Study as a professional learning model in Saudi Arabia

Poster18Maged Almadi, University of Glasgow, School of Education, United Kingdom

Corner 4Wed 13:00 - 13:45

Abstract

Since 2016, the Ministry of Education in Saudi Arabia started a pilot project that utilized Lesson Study(LS). The purpose of this study is to understand the impact of LS as a model adopted by Primary Schools in Saudi Arabia for teachers’ professional development. A combination of quantitative and qualitative research methods will be utilized to collect data. The data sources for this research will include an online survey for teachers and in-depth interviews with teachers and their school leaders. There are no results for this study yet, as it is still in progress; however, we expect the LS to serve as an effective tool for teachers’ professional development for different reasons, such as the fact that LS adoption has led to improvement in different countries and the government leadership has implemented an LS strategy through providing financial support for the project, preparing the required infrastructure for this strategy to succeed.

Summary

Lesson Study

Lesson Study

Lesson Study

Lesson Study

and learning contexts, Lesson Study in different cultural, subject
Lesson Study in Saudi Arabia

The study strategies for problem solving mathematical in matrix

Poster125Aukkarawut Kanhapong, Khon Kaen University, Demonstration School, Thailand

Corner 5Wed 13:00 - 13:45

Abstract

The objectives of this research were to study the strategies to solve mathematical problems in the matrix of grade 10 students from Demonstration School of Khon Kaen University. The target group of 20 students. This research is qualitative research. Manage to teach by using 5 matrix learning plans. Used Open Approach 4 steps of as follow: 1) Posing open-ended problem, 2) Students’ self-learning, 3) Whole class discussion and comparison and 4) Summarization through connecting students’ ideas emerged in the classroom. This collects data by analyzing the data from the presentation of the class Student work and interview data.

Summary

The findings revealed that students have systematic strategies to solve problems. 1)Solving problems from experiences 2) Solving problems from Making a Drawing or Visual Representation 3) Solving problems from mathematical symbols 4) Solving problems from logical reasoning and 5) Solving problems from trial and error.

Learning Studies
Open Approach, Problems solving mathematical

Students' Mathematical Problem Solving in Open-ended Problems

Poster328Pornpimon Jansawang, Khon Kaen University, Faculty of Education, Thailand

Corner 5Wed 13:00 - 13:45

Abstract

This research aimed to explore students' mathematical problem solving in Open-ended problems. The target group was 15 grade 5 students in the second semester of the academic year 2018 at Ban Meng School. The Lesson Study teams from the Mathematics Education Program, Khonkaen University, which conducted a study in three steps of Inprasitha (2014). Which reflected the results of the problem solving of students according to Polya's problem solving model framework found in the classroom. The researcher analyzed the data used qualitative research methodology. By analyzing lectures and protocol analysis according to Polya's conceptual framework (1945 referred to in Inprasitha, 2014)

The research found that understanding the problem, devising a plan, carrying out the plan and looking back. As a result, students became more involved in mathematical activities. Students are aware of their own problems and can expand further to solve various mathematical problems in the future.

Summary

Problem solving becomes a complex phenomenon. Which has been involved in the thinking and learning of problem solvers especially in the context of mathematics (Inprasitha, 2014). That students cloud contribute to mathematical problem solving according to the research Schoenfeld's frameworks (1985), said that the knowledge and mathematical skills that students used to solve problems were the way of mathematical thinking and mathematical belief of students, which depended on the effort to solve the problem. Therefore, teachers should plan of teaching used open-ended problems, which are part of teaching with an Open Approach. Open-ended problems were a type of problem that how to solve with a variety of solutions (Inprasitha, 2004). If used Lesson Study conjunction with Open Approach will allow teachers to develop problems that were suitable for students' ability in the classes (Inprasitha, 2004). Mathematical activities are meaningful to students. Students became more involved in mathematical activities. That to promote the learning process and solving problems of future math learners (Nohda, 1984).

The purpose of this research was to explore students' mathematical problem solving in Open-ended problems. The target group was 15 grade 5 students in the second semester of the academic year 2018 at Ban Meng School. The Lesson Study teams comprised with the researcher as a teacher and Master's degree students, five Master's degree students, and two doctoral student from the Mathematics Education Program, Khonkaen University, which conducted a study in three steps of Inprasitha (2014) as follows: 1) Plan, 2) Do, and 3) See. Which reflected the results of the problem solving of students according to Polya's problem solving model framework found in the classroom, constitute; 1) Understanding the problem, 2) Devising a plan, 3) Carrying out the plan, and 4) looking back. The researcher analyzed the data used qualitative research methodology. By analyzing lectures and protocol analysis according to Polya's conceptual framework (1945 referred to in Inprasitha, 2014)

The research found that: students had problem solving according to Polya's problem solving model as follows: 1) Understanding the problem, found that students had read to problem situation before problems solving and questioning and interacting with teachers to showed their understanding of the problem. 2) Devising a plan, found that students had agreed to solve problems and offered solutions together before solving problems. 3) Carrying out the plan, found that at the beginning, students had followed the methods that they had planned. When over time students formed a new concept, therefore there were additional solutions. 4) looking back, found that during the presentation of friends' ideas allowing students to look back at their own ideas and tried to solve or thought differently until further expansion of the concept.

Innovative uses of Lesson Study
Lesson Study, Mathematical problem solving, Open-ended Problems

The study of problem solving process through mathematical connection in matrix of grade 10 students

Poster369Suphanat Setthaphongsakorn, Khon Kaen University, Demonstration School, Thailand

Corner 5Wed 13:00 - 13:45

Abstract

The objective of this research was to study the strategies to solve mathematical problems in the matrix of grade 10 students from Demonstration School of Khon Kaen University. The target group were 25 students. This research was qualitative research which was managed by using 5 matrix learning lesson plans. The research was used 4 steps of Open Approach as following 1) Posing open-ended problem, 2) Students’ self-learning 3) Whole class discussion and comparison and 4) Summarization through connecting students’ ideas emerged in the classroom. Data collection was analyzed from in class presentation of the Students’ work and interview. Analytical research was based on Evitt's learning framework (2004)

Summary

The finding result found that the students used problem solving strategies through Mathematical connection which was based on Evitt's learning framework as these following 1) Representational connection was used to find the position point of Matrix, the type of Matrix and the size of Matrix. The students drew a picture, wrote a word, acted and explained a word. 2) Mathematic structural connection: Students found variety of Mathematical conceptions to solve problem and lead to class conceptual agreement.

Learning Studies
Lesson Study, Mathematical Connection, Mathematical problem solving

Pre-service teachers’ learning on the process of lesson study and open approach

Poster225Nabhatsorn Saithong, Khon Kaen University, Mathematics Education, Thailand

Corner 6Wed 13:00 - 13:45

Abstract

The purpose of this research was to analyze pre-service teachers’ learning on the process of Lesson Study and Open Approach. The target group was 14 pre-service teachers in two lesson study teams,. They had to create lesson plans and teach by using Open Approach. The researcher collected data from lesson plans, classroom’s observation, reflection on teaching and pre-service teachers interview. Data were analyzed by using Inprasitha’s conceptual framework of Lesson Study and Open Approach. (Inprasitha, 2011)

The results found that in the 3 steps of Lesson Study, pre-service teachers exchanged ideas about analyzing mathematics textbooks and design teaching activities and learned about students’ ideas that occurred in classroom. Teaching by using Open Approach, they learned how to posing the open-ended problem, how to be a good observer and the last one, they learned how to sum up the students’ ideas.

Summary

Lesson Study is an innovation for development of Japanese professional teachers (Shimizu, 2006). Japanese teachers must be learning and self-developed from the beginning of the teaching profession (Inprasitha, 2014) according to Baba (2007) said that Lesson Study is a process in which teachers progressively strive to improve their teaching methods by working with other teachers to examine and critique one another’s teaching techniques. Open Approach is a teaching method that focus on solving problems by students so that they can think by themselves. Inprasitha (2014) said that teachers who use Open Approach in teaching have to try to understand students’ ideas . Yeping, Yunpeng & Jeongsuk (2008) said that teachers and teaching of teachers are important factors for the development of students' mathematical learning. Rowland, Huchstep and Thwaites (2005) affirmed that pre-service teacher education programs should aim to develop the mathematical knowledge of teachers and their attitudes toward teaching mathematics. Pre-service teacher are groups of people who will become teachers in the future. Having experience with real classroom since become a student is beneficial to pre-service teacher, students and the development of teaching and learning.

The purpose of this research was to analyze pre-service teachers’ learning on the process of Lesson Study and Open Approach. The target group was 14 pre-service teachers in two lesson study teams, they were the 4th year undergraduate students in Mathematics Education Program, Faculty of Education Khon Kaen University, academic year 2018. They had to create lesson plans and then they used these plans to teach by using Open Approach, and the other pre-service teachers collaborated on observed classroom, after that reflected about teaching and learning. The researcher collected data from lesson plans, classroom’s observation, reflection on teaching and pre-service teachers interview. Data were analyzed by using Inprasitha’s conceptual framework of Lesson Study and Open Approach. (Inprasitha, 2011)

The results found that in the 3 steps of Lesson Study, pre-service teachers learned as follows : step 1) Collaboratively designed a research lesson(Plan), they exchanged ideas about analyzing mathematics textbooks and design teaching activities. Step 2) Collaboratively observe the research lesson(Do), they learned about students’ ideas, in addition, see the advantages and problems that occurred in the classroom. Step 3) Collaboratively discuss and reflect on the research lesson (See), they exchanged ideas from classroom observations, learned the students’ ideas that occurred thoroughly the observations of other pre-service teachers. And teaching by using Open Approach, they learned how to posing the open-ended problem, how to be a good observer, that do not give the answer to students and the last one, they learned how to sum up the students’ ideas.

Lesson Study in initial teacher training
Lesson Study, Open Approach, Pre-service Teacher

How effective is the mixed method for the lesson analysis?

Poster30Minoru Kobayashi, University of the Ryukyus, Japan

Corner 6Wed 13:00 - 13:45

Abstract

Teachers, who give the lesson usually would like to know, what was the progress of every individual in the class, as well as what was the progress of class as a whole. Therefore, for more adequate lesson analysis, mixing of both qualitative and quantitative analysis methods is considered desirable.

The aim of this research is to achieve realistic mixed method application to lesson analysis, which would be easy to implement in the school practice.

For the qualitative research, freeware text mining software (KH-coder) was used, and the co-occurrence network visualization gained from text mining was interpreted by several teachers, thanks to which the resulting analysis had reliability higher than before. Furthermore, it was proven that mixed method analysis has the function of complementing mutual disadvantages of qualitative and quantitative research methods.

Summary

Methods of lesson analysis can be generally divided into two types: 1) a group of teachers is focusing on individual or several representatives of a group and evaluate the progress on the base of the students’ statements or written comments, 2) the progress is analyzed on the basis of questionnaires administered to every member of a group or class, before and after the lesson unit. First one is the qualitative, and second the quantitative analysis. Teachers, who give the lesson usually would like to know, what was the progress of every individual in the class, as well as the class as a whole. Therefore, for more adequate lesson analysis, mixing of both qualitative and quantitative analysis methods is considered desirable.

Mixed method, also known as between method or cross paradigm, fuses qualitative and quantitative analysis methods. Although quantitative analysis is superior from the qualitative analysis with regards to procedure of ensuring reliability, it has been reported that “The ground for hypothesis (in quantitative analysis), which is stated at the beginning of research is non-contextual and separated from the cause, […] and therefore it is clear that the previous research paradigm, which based on experiments simply designed with emphasis on reliability is absolutely inapplicable to lesson analysis,“ (ÅŒtani, 2006) Hence mixed method, which utilizes the advantages of both qualitative and quantitative methods is recommended for the lesson study. Mixed method is a relatively new research approach, which since 90’s has been actively implemented in research fields such as education, medicine, nursing, and welfare. In just 10 years, since the Journal of Mixed Methods Research has been first published, its impact factor reached 1st position in the ranking of 98 journals in social sciences and interdisciplinary research methods of SAGE Publishing.

However, in the school practice the application of mixed method into lesson analysis requires exceeding time and effort, and although it is understood that mixed method is desirable for the lesson analysis, in reality it is not yet being commonly implemented.

Research objectives:

The aim of this research is to achieve realistic mixed method application to lesson analysis, which would be easy to implement in the school practice.

Research method:

The object of this research was one 6th grade class in A primary school in Naha City, Japan (19 boys, 17 girls, total of 36 students), with the research period of around one month in November 2018. In particular the case of hurdle and long jump combination event was taken under consideration, where the basic hypothesis was that active introduction of mutual praising among students would reinforce the feeling of competence, which in turn would increase intrinsic motivation to exercise.

Results and Discussion:

For the qualitative research, freeware text mining software (KH-coder) was used, and the co-occurrence network visualization gained from text mining was interpreted by several teachers, thanks to which the resulting analysis had reliability higher than before. Furthermore, it was proven that mixed method analysis has the function of complementing mutual disadvantages of qualitative and quantitative research methods.

Research methodology and theoretical underpinnings of Lesson Study
Lesson analysis, Mixed method, Physical education

A comparative analysis for instructional designing and decision making skills of preservice teachers

Poster313Tsendsuren Tserendolgor, National University of Mongolia, Geography, Mongolië

Corner 6Wed 13:00 - 13:45

Abstract

There are programs for teacher education in areas such as mathematics, chemistry, physics, biology, geography, social sciences, Mongolian and literature, and foreign languages [quotrightB?]‹[quotrightB?]‹(English) at the National University of Mongolia. Our university organizes many activities to improve the professional skills of the students who studying in the teacher education programs. One of them is “Teaching Skills Competition” and was held from 2016. The competition takes place in two stages. In the first stage, students perform and document the following:

- Lesson planning

- Conduct “research lesson”

- Conduct lesson discussion and improvement

- Repeat the first 3 stages at least 2 times and recording video of the final version.

Present research was aimed at comparing preservice teachers’ instructional designing and decision making skills by professions and academic years. The study is based on final videos of “research lessons”. We have analyzed 32 video lessons which taught by students.

Summary

There are programs for teacher education in areas such as mathematics, chemistry, physics, biology, geography, social sciences, Mongolian and literature, and foreign languages [quotrightB?]‹[quotrightB?]‹(English) at the National University of Mongolia. Our university organizes many activities to improve the professional skills of the students who studying in the teacher education programs. One of them is “Teaching Skills Competition” and was held from 2016. The competition takes place in two stages. In the first stage, students perform and document the following:

- Lesson planning

- Conduct “research lesson”

- Conduct lesson discussion and improvement

- Repeat the first 3 stages at least 2 times and recording video of the final version of the lesson.

Present research was aimed at comparing preservice teachers’ instructional designing and decision making skills by professions and academic years. The study is based on final videos of “research lessons”. We have analyzed 32 video lessons which taught by students. The survey is set to 2016-2018.

Lesson Study in initial teacher training
Instructional designing skills

A retrospective questionnaire survey about high school learning and experiences

Poster70Akiko Takahashi, Nanzan University, Psychology, Japan

Corner 6Wed 13:00 - 13:45

Abstract

Japanese high school education is changing dramatically in these ten years. “Active Learning” will be introduced, and many kinds of inquiry–based learning will be introduced in the high school curriculum from 2022. In this study we will explore the teaching methods in high school, the implementation status of “Period for Integrated Study” in high school, and the students’ experiences and learning in high school. We conducted questionnaire surveys in 2016 at five universities, on 374 undergraduate students. The findings indicated that their impression of the “Period for Integrated Study” was poor. Teaching styles in each subject were mainly in a lecture style. The findings indicated that Japanese high school education has not changed yet, although policies are changing. However, it also indicated that there is a possibility that high school plays a role in the students’ identity formation and gives experiences in creating and maintaining interpersonal relationships.

Summary

The purpose of this study was to explore teaching methods in high school and implementation of the “Period for Integrated Study” in senior high school through a retrospective questionnaire survey with Japanese university students.

Japanese high school education is changing dramatically in these ten years. “Active Learning” will be introduced in the next revision of the National Course of Study, aiming to break away from the conventional “talk and chalk” tutoring style.

The Ministry of Education in Japan is also trying to change the National Center Test for University Admissions. In these tests, deeper critical thinking and the ability for high school students to make up their own thoughts are needed.

In addition, The Ministry of Education is trying to introduce many kinds of inquiry –based learning, or thematic learning, in the high school curriculum from 2022, such as” Scientific and Mathematic inquiry” and” Historical Inquiry”.

However, Japanese high school education is hard to change. For example, although the “Period for Integrated Study” was adopted in senior high schools throughout Japan in 2003, there have been difficulties in implementing the program.

In this study, we will examine the current state and the purpose of high school lessons and curriculum.

Through a retrospective questionnaire survey with Japanese university students we will explore

The teaching methods of each subject in high school.

The implementation status of the “Period for Integrated Study” in high school and integrated learning or inquiry learning experiences outside the classroom

The students’ experiences and learning in high school

A questionnaire survey was conducted from June to July in 2016. Students were recruited from five universities. The questionnaire survey consisted of five subsections and each is made of multiple questions and free descriptions.

This study sample consisted of 374 undergraduate Japanese university students. The respondents were distributed throughout four class levels: 14 freshmen (3.7%), 251 sophomores (67.1%), 48 juniors (12.8%), 60 seniors (16.0%).

Concerning the “Period for Integrated Study”, 36.6% of those surveyed answered, “I don’t remember well”, and 37.4% answered, “I don’t remember at all”. Impressions of the “Period for Integrated Study” were poor, because it was mainly replaced by career guidance classes and the extended field trip preparation.

Teaching methods and teaching styles of each subject were mainly in a lecture style. It revealed that students felt bored with “talk and chalk” style tutoring and they wanted to participate more in lessons.

Concerning what they learned in their high schools, 61.2% of those surveyed answered, “I gained knowledge to pass the university entrance exam”, 54.3% answered, “I gained experience to work and cooperate together.” And 49.7ï¼…answered, ”I gained friends who could talk and help each other”.

The findings indicated that Japanese high school education has not changed yet, although policies are changing. However, it also suggested that there is a possibility that high school plays a different role other than academic achievement. It might give experiences in creating and maintaining interpersonal relationships through extracurricular activities.

Learning Studies
High school, Integrated learning, Student participation

The results of observing the previous imagination of students by using the modeling methodology

Poster232Erdene Munkhzul, University of Finance and Economics, Mongolië

Corner 7Wed 13:00 - 13:45

Abstract

Despite the fact that in the core curriculum of a subject of “People and nature” of primary education, there were reflected the learning targets to raise the issue of how the human being can watch, to elaborate the hypothesis, and describe the process of “watching” in relationship with light source, light receiver and light ray, there were not included in the text book the contents of how to implement this target. Learning about shadow production from the text books in prior to learning about why the objects are seen influences why students misunderstand the concept that light rays dissolve into the object directly or the incident rays disappear, too. We have selected this subject, where the students were elaborate the method of watching the objects inside of closed box, prove that the light is being incited from the object and to explain this by modelling and experimenting.

Summary

By this research, we have elaborated the 2hours methodological solution and had amended and improved it 5 times, while teaching. There were involved in the research the 210 pupil of 5 groups. As the result of this survey, it was determined that the students had the following 10 different misconceptions:

The 25.4 % of involved students imagined that every object can be seen, because it has a body;

8,1 % - that the object can be seen because we want to see them;

10,1 % - that the object can be seen because it has the weight;

25,8 % - that the object can be seen because it has the color;

0,9 % - that the objects in gas state can’t be seen;

10,9% - that the object can be seen because it is solid;

1,9 % - that the objects can be seen in the darkness;

0,5% - that the object can be seen because it is shape;

3,3% - - that the object can be seen because it is human has eyes;

8,1% - that the object can be seen because it is object needs me;

After finishing the teaching of this lesson, it was determined by using the work sheet analysis that the 77.6 % of students had right concept that you see an object because light travels from a light source to the object, and is then reflected off the object and travels to your eyes, but rest of them had the concept they can see the object since the incident rays are on the object.

Learning Studies
Misconception, Misunderstanding, Modelling

Development of analytical skills of students in informatics lessons using ict-technologies

Poster249Natalya Kim, Nazarbayev Intellectual School of Physics and Mathematics in Taldykorgan, Informatics, Kazakhstan

Corner 7Wed 13:00 - 13:45

Abstract

This action research is devoted to the development of analytical skills of students in Computer Science lessons. The main focus of the research is defining formative assessment tasks that most effectively contribute to the development of students' ability to analyze and interpret various types of information.

Through observation, comparison, analysis, development of the studied skills was monitored, changes were made to the learning process in a timely manner.

The study developed and tested many tasks involving the use of ICT technologies. Experiments have shown the effectiveness of approved tasks, moreover, they can be used in the lessons of other subjects.

In the modern world, the ability to use information is one of the main requirements for achieving success in any field of life; therefore, this study remains relevant for school education.

Summary

For a successful person in the modern world, it is important not only to possess relevant information, but also to be able to analyze it. That is why the problem of forming general data handling skills remains relevant to school.

The research topic was prompted by 11 grade students, who often performed the same task and came to different results, which is not corresponding to the required one. The reason was the inability of students to correctly use the available information. There was a need to work on this problem. Thus, the object of the research became the analytical skills of students. There was a hypothesis that the use of the capabilities of computer programs can significantly improve the efficiency of training.

The research began with the determination of the level of formation of logical operations in students, on which analytical skills are based. Development tests were compiled and used, the results of which served as a starting point for creating and testing assignments.

In the process of the experiment, the recommendations of IvanovD. on two main approaches leading to an increase in the efficiency of analytical work (exercise and the using of various tools) were used.

The stage of creating and testing assignments, experimenting with software training tools has begun. Here are some examples:

* problem situation: turn on interactive board and display the teacher’s desktop, next, ask to open one of the shortcuts on the screen. In practice, after several unsuccessful attempts to do this. Group decided to do analysis. One after another, the guys put forward hypotheses, which were followed by their classmates argumentatively refuted. Everybody got the joy of solving the riddle: the one who timidly made the correct assumption that the desktop is covered with a desktop image with links, which, naturally, as part of the picture cannot fulfill their role as a guide to the file, and those who were surprised by the simplicity and unusual solution;

* 3-minute essay: tasks based on Padlet.com (electronic wall), very convenient for presenting your own opinion, discussing with others. According to the scenario, the student was a programmer in a software development company. The company received funding to create only one software. It was necessary to choose its type and justify the choice. The task allowed to see the ability of students to analyze the software market.

A sufficient number of software tools were used as learning tools, each of which allowed not only to achieve the learning goal, but also to increase the interest of students, to motivate them to complete the task.

Monitoring of the results revealed a positive trend for all students, regardless of their level of ability.

The study led to the conclusion that:

* approved tasks can be effectively used not only in computer science lessons;

* drawing up such tasks requires a creative, analytical approach from the teacher and increases the cognitive interest of students;

* the learning process enhances the functional literacy of students, incl. ICT competence.

Creating knowledge in practice: action research and other practice-based research approaches
Analytical skills, Development, ICT-technologies

Success criteria in assessments enhance students’ motivation for self-directed learning.

Poster264Haryana Dom, Wanyu Goh, Joy Ang, Priscilla Goh, River Valley Primary School, Aesthetics, Singapore

Corner 7Wed 13:00 - 13:45

Abstract

Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met (Edutopia, 2008). In River Valley Primary School, enhancing assessment is a crucial process to measure students’ progress and engagement in their learning. It focuses on the opportunities to develop students’ ability to evaluate themselves, to make judgements about their own performance and improve on it (Boud, D.1995). Progressive artistic assessments via the success criteria checklist/rubric (self-peer-teacher) allow students to take charge of their artistic development and enhance their motivation for self-directed learning.

Summary

Giving and receiving feedback in formative assessments has been an essential part of our teaching repertoire and one’s learning process; providing a measure of students' progress as well as the effectiveness of the lessons conducted. It focuses on the opportunities to develop students' ability to evaluate themselves, to make judgements about their own performance and improve upon it (Boud, D.1995). We believe that artistic assessment should be an ongoing process whereby students take charge of their artistic development and understanding through regular feedback via the success criteria checklist.

The objective of our project is to find out if the implementation of success criteria in self and peer assessment checklist, would affirm students’ learning, deepen their understanding and enhance their motivation in their artistic process and development.

Meaningful formative assessments which involves self–peer–teacher’s feedback take centre stage in place of a product orientated, summative assessment. These bridge gaps between the varied students’ performances in their given tasks and allow them to take charge of the progress of their learning.

Surveys (quantitative and qualitative analysis) were crafted for the various levels and teachers unpacked the questions before they (students) answered them. From the survey, we made comparisons between the control group and the group who was given the revamped checklists with success criteria.

Through our regular PLT (Professional Learning Team) sessions, we shared data and reflections. We concluded that students generally like to receive feedback from their peers and teachers. They like knowing how successful they are in their weekly tasks as well as monitoring how well is their progress towards achieving a goal. They also felt that feedback would help them improve in their tasks. This motivates them to do better.

The results from the post survey showed an increase in motivation. The use of success criteria checklist which consists of ‘I Can/I Am Able’ statements, helped the students focus on their tasks at hand and identify the different stages of learning. When the success criteria is used consistently and accurately, students begin to take ownership and become more responsible and reflective in their artistic processes. They are more aware of their strengths and areas for improvement. This heightened awareness is made safe by the teachers’ assurance that our art and music classrooms are safe environment for feedback.

For 2019, we continue with the success criteria checklist as it has proven a good start in creating a safe culture of giving and accepting feedback in our art and music classrooms. We modify our approach; success criteria – I CAN statements will be in their weekly tasks (instead of modular checklist), delivered in a more timely manner for them to observe their progress. This would provide just-in-time feedback and allow students to be better informed of their next course of action. We involve students in co-creating the success criteria for their assessments. We hope that this will motivate them to take more ownership in their learning. Students’ reflection and thought processes are also documented through their art and music portfolio.

Innovative uses of Lesson Study
Formative Assessment, Motivation, Success Criteria

Student question-assisted drta strategy in reading comprehension of fiction

Poster282Andoyo Sastromiharjo, Universitas Pendidikan Indonesia, Indonesian Language Education, Indonesia

Corner 7Wed 13:00 - 13:45

Abstract

The education in Indonesia based on the 2015 PISA is still problematic, particularly in terms of the students’ competences of reading comprehension. The students’ competences in reading had increased by only one point compared to the 2012 PISA result. (http://www.researchgate.net). This increment is not significant for a literate nation. Therefore, solutions to this issue are needed. This study was aimed at developing the strategy of DRTA (Directed Reading Thinking Activity) with the help of student question in learning reading comprehension of fictional discourse. This study employed Research and Development (R&D) method. The result of the implementation showed that there is a significant difference in terms of the reading comprehension of fictional discourse between the control group and the experimental group. Thus, it can be concluded that the SQ-assisted DRTA strategy is considered to be effective in improving the reading comprehension competence, particularly in fictional discourse.

Summary

Reading activities become the key to the success of the students in achieving improvement in the 4.0 Industrial era. With adequate reading ability, students will be easier to dig any information from various written sources. Darmiyati Zuchdi and Budiasih (1997, pp. 78) state that reading is indispensable for everyone to expand thinking power, sharpen reasoning, and achieve progress and self-improvement. Reading activity is not merely looking for information but also becoming a culture so it will form a literate community. Castello and Charlton (2007, p. 697) reveal that "Literacy is defined as the cognitive processing of text information, a motivational attitude toward reading, and the integration of texts into everyday life".

From several learning strategies, DRTA strategy is considered to be the right choice. This strategy is a reading plan consisting of surveying the content, making questions, reading the content, reciting the content of the reading, and reviewing the reading (Tarigan, 1994, p. 35). Stauffer (in Stieglitz & Oehlkers, 1989, p. 374) who initiated the DRTA states that the DRTA encourages children to think as they read, to make predictions, and to check their accuracy. DRTA strategy trains the students to concentrate and think hard to seriously comprehend the content of the reading. Stauffer (in Rahim 2007, p. 47) creates the DRTA activity used for critical thinking skills.

Based on the level of appreciation, the fictional discourse needs to be understood from the point of the elements building the discourse and the values contained in the story. Therefore, this study observes how the effectiveness of student question-assisted DRTA strategy development is in improving the reading comprehension ability of fiction. In this study, the students aim at understanding the fictional discourse (fantasy story and fable texts) that becomes a source of learning.

This research employed research and development method by following steps as stated by Sukmadinata (2005, pp. 167), that are descriptive, evaluative, and experiment. In the descriptive stage, the empirical and theoretical data were presented to produce a draft learning model. The evaluative stage was conducted to evaluate the draft of learning model and expert test. The last stage (experiment) was done in order to test the effectiveness of the learning model.

Based on the data processing above, it can be argued that the implementation of SQ-assisted DRTA strategy is considered to be more effective compared to explanatory model (conventional) in improving the ability of reading comprehension of fictional discourse. This strategy was developed in order to create conditions that can think, learn, and assess. SQ-assisted DRTA strategy guided the students through reading, prediction, re-reading, and confirming or re-adjusting predictions, and questioning. This strategy helped the students in the development of reading comprehension and critical thinking skills (Wiesendanger, 2001, p. 178). The Students had high response rates toward the implementation of SQ-assisted DRTA strategy. This is evident from every histogram of posttest results of reading comprehension of fictional discourse which is improving starting from the level of factual, interpretative, and applicative comprehension.

Creating knowledge in practice: action research and other practice-based research approaches
DRTA strategy, Reading comprehension, Student question

The results of using the modeling methodology on teaching the subject of “time relevance”

Poster208Enkhmaa Bayarsaikhan, University of Finance and Economics, Mongolië

Corner 8Wed 13:00 - 13:45

Abstract

The pupil may read the time indicators of digital clocks, however can’t distinguish the hourly, minute and second hands of analog clocks. They couldn’t interrelate and understand that when the minute hands of analog clocks come to the number 1, it implies the 5 minutes in accordance with the rotation of minute and second hands, and thus memorized in connection with multiplication table of number 5. This makes problematic to calculate the duration time of any event by using the analog clocks. This is why, we have chosen this subject and experimented the lesson methodology which we elaborated in order to familiarize the 2nd grade pupil with the interrelation of hour, minute and second hands of analog clocks by means of observing their rotation.

Summary

By research, we have elaborated the 2 hour methodological solution and had amended and improved it 4 times, while teaching. There were involved in the research the 207 pupil of 4 groups.

In order to determine, if pupil can distinguish the hourly, minute and second hands of analog clocks, we have asked them to express the meaning of 07:05 of digital clock on analog clock and the 38% of pupil adjusted the hands to 07:25 hours, and the 27% adjusted to 13:35. This shows that the 65% of pupil can’t distinguish the value of 5 minutes and are confusing the hourly, minute and second hands. At this point, we have asked the pupil to observe the movement of second hands, compare the sizes of the hourly, minute and second hands and made them understand that there are 3 hands in the sequence: hourly, minute and second hands. Despite of this, the majority of pupil didn’t understand the accuracy of minutes and thus adjusted hands to the value of 7:25 hours, instead of 7:05. This is why, we asked the pupil to observe that there are 4 lines in between values of 12 and 1 of analog clocks, the 4 lines in between 1 and 2, the 4 lines in between values of 2 and 3 and etc., meaning the there are 4 lines separating the 5 minute unit and in order to determine their reason, asked them to observe the rotation of second hands of analog clocks in correlation with movement of minute hands. The 1 whole rotation of second hands was marked as 1 line on the model clock and we’ve made them acquainted with interrelation of second and hourly hands. Also, during this step, the pupil had counted and found by themselves that there are 60 lines in between the numbers 1 and 12, meaning 60 minutes.

In order to determine, either the pupil understood that when the minute hands are getting closer to the next hour, the hourly hands are also getting closer to the next hour value, we have asked them to select the value of 7:55 hours on analog clock from differently adjusted several values (6:55, 7:55, 8:55) and the 50% of them selected the wrong option. This is why, when we asked them to observe again the rotation of minute hands and transference of hourly hands and correct their mistakes, the 80% of pupil had managed to read properly the time value.

Learning Studies
Modelling, Time relevance, Time unit

Evaluating students’ alternative conceptions to the produced diagrams (single displacement reaction)

Poster244Amartuvshin Enkhjin, University of Finance and Economics, Mongolië

Corner 8Wed 13:00 - 13:45

Abstract

One of basic conceptions, which is continuously repeating and deepening starting from 7th through 12th grades is the “chemical reaction” conception. The conception of a chemical reaction is being reflected in the core curriculum for 7th grade only to extend in macroscopic level, whereas for 8th grade, is reflected on symbolic and sub-micro.And the students can’t understand the interrelation by and between macro and symbolic level while diagrammatically representing chemical reaction on sub-micro level. This is why, we have selected the 8th grade, where the pupil just start learning about interrelation by and between macro, symbolic and sub-micro levels, which express the chemical reactions. Within this subject, we have elaborated the 2 hours methodological solution and conducted the 5 hours teaching to the total of 61 students of 2 classes.By this research, we are introducing the results of evaluating the students’ alternative conceptions by means of analyzing their work sheets.

Summary

It was found as the result of a research that there are 6 different alternative conceptions among the students. These conceptions are:

77% of all students had alternative conception in symbol level that the “Elements, and atomic or ionic indexes of chemical compound no relation with the numbers of atoms in this chemical compound”;

16% of all students had alternative conception in sub-micro level that the “Particles composing the chemical elements and compounds are located in layers”;

18% of all students had alternative conception that the numbers of atoms in a reactant are changing after the reaction;

75% of all students had alternative conception that the “Atoms in a chemical compound are not associated by chemical bonding and remain as single atoms”;

41% of all students had alternative conception that the “Chemical compounds and elements is as a single particle”; and the

8% of all students had alternative conception that the “Substances (elements, compound) remain unchanged after the completion of reaction”.

As the result of experimental teaching, the 61% of students could express the realistic macro levels by using the chemical symbols and formulas, which shows that they could interlink macro levels with symbolic level. However, there was found a difficulty that the pupil couldn’t fully understand and interlink the sub-micro levels with symbolic level due to the fact that were not able to understand the reasons and draw diagram of particles at sub-micro level. This is why, the next research shall be aimed towards reducing the alternative conceptions of students by means of making them understand interrelation between macro, symbolic and sub-micro levels.

Learning Studies
Alternative conception, Difficulty, Modeling (depicting method)

Class action-training research on the movement of body disentangling

Poster276Ren Fujishima, Student, Japan

Corner 8Wed 13:00 - 13:45

Abstract

Class action-training research on the movement of body disentangling among junior high school students:

A focus on exchange with company

Abstract

This study’s aim was to examine the implementation of the movement of body disentangling, which is required in Japanese junior high schools, using class action-training methods.

The movement of body disentangling received that an involved chance with others decreases in society, and was introduced into Japanese physical education classes.

However, the order of priority of the movement of body disentangling is low in the field of education.

The purpose of this research was to reveal that how influence of “challenge movement,” among junior high school students.

My company’s concern is with the validity of the program for schoolchildren, as indicated in several preceding studies. This research examined the effects on those at the junior high school stage.

Summary

Introductions

Owing to urbanization and changes in work settings, opportunities to communicate with others are decreasing in our country.

Therefore, it is important to include movement of body disentangling in physical education.

However, when teaching materials are not established by movement of body disentangling in the actual physical education session, and it is possible to catch (

Method

The participants of this study were 38 first-year junior high school students (19 boys and 19 girls). Only over the unit for 4 hours and the 4th hour put challenge movement into effect and compared a questionnaire result with other 3 hours respectively.

The questionnaire was created based on the work of Komatsuzaki and others (2001). And it was put into effect after each school.

The scoring 4 questionnaires make them answer by law, and which is the value to the challenge movement and other school teachings answers, it was compared.

Results

The score of the evaluation which is about a* cooperative campaign collectively in each class was compared.

Significant differences were observed in scores on synthesis (p=0.01) and consideration (p=0.03) in the 1st and 4th hour; in the total score (p=0.00096) and in that on interaction (p=0.008) in the 2nd and 4th hour; and in scores on synthesis (p=0.0001), consideration (p=0.03), and reciprocal action (p=0.003) in the 3rd and 4th hour.

No other significant differences were observed.

Conclusion

It can be said that the challenge movement which made a junior high school student the subject could indicate the validity to the involved campaign with my company because student's collective* had an influence on the value to the cooperative campaign.

References

MIDURA and Grover: Group forming by Takeo Takahashi translation supervision (2000) challenge movement. Taishukan Shoten: Tokyo. 

Lesson Study and the facilitator
Body disentangling, Class action-training

Teaching voltage stabilizers using a project-based learning approach in Lesson Study model

Poster82Ida Hamidah, Universitas Pendidikan Indonesia, Mechanical Engineering Education Department, Indonesia

Corner 8Wed 13:00 - 13:45

Abstract

Generally, students have knowledge that was limited by the context within which learning take places. They rarely expand their knowledge because they have difficulty with open-ended and ill-defined problems. A project-based learning approach was implemented in a part of a series of lessons, that is in teaching electrical circuits on voltage stabilizer, and examine the effect on students’ problem solving ability and critical thinking skills by means of quasi-experimental method. The objects of this study are the students majored in mechanical engineering from two universities in Indonesia, divided into treatment and control group. The treatment-group students are given project-based learning and control group students are given conventional learning during three weeks’ period of courses. Research instruments consist of problem-solving ability and critical-thinking skills. The research results showed that project-based learning not only could enhance problem-solving ability, but facilitate their critical-thinking skills. However, the study concludes with implications for practice.

Summary

Teaching electrical circuits in a voltage stabilizer with a project based learning approach has been implemented in one of the four stages of lesson study, namely the do. During implementing a project based learning approach, the team conducted observations to observe events and to ensure that learning took place as planned. The events that took place during the implementation were used as an input for the next stage of reflection. Based on the results of the study, it was obtained the following conclusions:

Implementation of project based learning to teach electrical circuits on voltage stabilizers took three weeks’ period of courses until students are declared to have reached the target of problem solving ability and critical thinking skills.

Implementation of project based learning effectively could further enhance students' problem solving ability compared to conventional learning with a large effect size. Students who got project based learning had N-gain of problem solving ability in the medium category.

Students' critical thinking skills in electrical circuit effectively can be further improved compared to conventional learning with a large effect size. The N-gain of the students in critical thinking skills is in the medium category.

Students provided positive responses to the implementation of project based learning. Students were motivated to study electrical circuit on voltage stabilizer when project based learning was applied. They agreed that project based learning helped them to understand the concept of electrical circuits in a voltage stabilizer properly.

Learning Studies
Critical thinking skills, Problem solving ability, Project-based learning

Dialogic Teaching for Special Education Needs in Japan

Poster404Keiko ARAMAKI, Teikyo University, Graduate School of Teacher Education, Japan

Corner 9Wed 13:00 - 13:45

Abstract

The purpose of this study focuses on the dialogue between students and teachers in mainstreaming education including special education needs. Alexander (2004) focused on classroom discourse research and suggested "Dialogic Teaching" that the five essential features of collective, reciprocal, cumulative, supportive, and purposeful dialogue.

Ravenscroft & McAlister (2008) suggested the possibilities of "Dialogic Teaching" is necessary to explore between independent learning and traditional learning methods. The target in this study selects the five subjects (the Japanese language, Mathematics, Science, Geography. History), the 15 lessons of the classrooms from 1-year to 3-year in Japanese public junior high school including special education needs. In all practice, it suggested that the teacher's discourse had a dialogue of reciprocal and supportive elements. Based on the results and achievements, in mainstreaming education, the special education needs students were engaged by the teacher's and students' dialogue. Dialogic Teaching was found to be successful in mainstreaming education.

Summary

(Introduction)

The purpose of this study focuses on the dialogue between students and teachers in mainstreaming education including special education needs.

Alexander (2004) focused on classroom discourse research and suggested "Dialogic Teaching" that the five essential features of collective, reciprocal, cumulative, supportive, and purposeful dialogue. According to Alexander & Wolfe (2008), classroom discourse research is a higher-order form of collaborative interaction with specific types of interaction: exploratory conversation, argumentation, dialogue, and collaborative activities of teacher and learner semantic composition and knowledge construction. Have sought to promote the thinking and intellectual development of Classroom discourse practice research in the UK (e.g., Dawes, Mercer and Wegerif 2000) has been pervasive in traditional teaching methods such as joint thinking, dialectics, and interactive teaching methods research. "Dialogic Teaching" is the most effective dialogue for implementing teaching-learning based on the principle of cumulation, through dialogue, the teacher helps the learner's thinking and understanding, explain ideas, clarify the purpose of activities, express typical scientific methods by language, and describe events by scientific methods. It is not a single teaching method, nor a mere communication skills improvement method. Also, Alexander (2005) suggested an improvement in the role of the teacher using "Dialogic Teaching."

"Dialogic Teaching" is intended for not only all students but also special education needs. On the other hand, it has been difficult to verify the effectiveness of the student and teacher interaction that requires special education needs from discourse analysis using classroom discourse. Ravenscroft & McAlister (2008) suggested, although "digital tools" enhance the student's demonstration skills, the possibilities of "Dialogic Teaching" is necessary to explore between independent learning and traditional learning methods.

(Methods)

The target in this study selects the five subjects (the Japanese language, Mathematics, Science, Geography. History), the 15 lessons of the classrooms from 1-year to 3-year in metropolitan area public junior high school including special education needs.

The method in this study, for the target class, we will collect discourse and episode descriptions and perform qualitative research using observer records (field notes), recorded videos, and recorded records by an IC recorder. Also, we analyze discourse records by text mining using KH-Coder to relate to the five essential features of "Dialogic Teaching."

(Conclusions)

The figure1 represents the correspondence analysis results of discourse record of the mathematics class. The right area of the graph represents the teacher(T), and the left area of the graph represents the students(S). The teacher side had reciprocal and supportive elements, and the left of the students' side was a cumulative element. The figure2 represents collocation networks in the discourse of the mathematics class analysis. This result represented the students' participation in the cumulative dialogue.

In all practice including special education needs, it suggested that the teacher's discourse had a dialogue of reciprocal and supportive elements. Based on the results and achievements, it considered inclusive education in Japan. In mainstreaming education, the special education needs students were engaged by the teacher's and students' dialogue. Special education needs students were found to be successful by inclusion in mainstreaming education.

and learning contexts, Lesson Study in different cultural, subject
Dialogic Teaching, Special Education Needs

Using Lesson Study to understand the effectiveness of teaching the Arts in Special Education with the infusion of Universal Design for Learning

Poster415Noriytah Sani, Nuryani Yahya, AWWA School, Singapore

Corner 9Wed 13:00 - 13:45

Abstract This practice aimed to introduce 8 teachers who were new to the UDL framework. The objective was to help teachers understand the effectiveness of using UDL in teaching the Arts in Special Education. Most teachers were already implementing UDL principles in their teaching practice but were not aware that they were already doing so. For others, the awareness of the multiple means of student engagement, representation, action & expression required further development. This practice also served to help teachers understand that the Arts is not only an outcome based activity that results in a product but most importantly offers the opportunity for teachers to help students learn about themselves and the environment. The process of making art can encourage emotional growth and development. By collectively observing each other’s art lessons, teachers offer insights on how to improve specific areas for optimal effectiveness. _x000D_

_x000D_

The practice of context The 2 classes involved were : Class 1 Number of Students 5 Age group 16 - 18 Diagnosis Autism Spectrum Disorder Support Needs Moderate to High Lesson Study Subject Visual Arts (Annexes 3 & 4) Class 2 Number of Students 6 Age group 10 - 15 Diagnosis Cerebral Palsy; Spastic Quadriplegia, Shaken Baby Syndrome,Global Developmental Delay, Prader - Willi Syndrome, OSAHS, Retinal dystrophy, failure to thrive, febrile seizure, Severe Brain Injury Secondary to Submersion Injury Support Needs High Lesson Study Subject Music and Movement (Annexes 5 & 6) _x000D_

Relevance for educational practice The Arts offer the opportunity to enhance students’ overall development. Through Visual Arts and Music and Movement activities, students were engaged in creating new ideas through inquiry-based approach of learning as they experience, explore, discover and reflect on their participation. _x000D_

Theoretical framework * Video recording was important versus physical observation by team in the classroom as minimal distraction was required for students. _x000D_

_x000D_

Method or methods Qualitative research · Video recordings of lessons were observed by the team for reflections and recommended changes were surfaced during Professional Learning time (protected time slot). · Two rounds of observations were made for 2 different Arts lessons _x000D_

Results On instructional practice : Class 1 (Visual Art) The team observed that the students explored creating tints with their existing skill & develop new skills, eg. painting with paintbrush, using fingers to explore paint. Recommendation: The team recommended to continue with providing more time for the students to explore and experiment with materials. A student was observed to take paint from another peer when the teachers were not looking. Recommendation: The team recommended to include language and communication opportunity by providing accessible communication support/devices according to student’s needs. The team observed that the lesson could have been expanded towards including functional goals in relation to preparation and cleaning up of activity. Recommendation: The team recommended to provide students with the opportunity to set up and make choices on materials and also be responsible in the cleaning of tools and work area. Class 2 (Music and Movement) The team observed that the lesson objective needs to be more specific. Recommendation: The team recommended that the objective needed to be clearly stated to guide teachers/caregivers to work towards helping students to understand what is expected of them. The team observed that there was a lack of opportunity given to the students to respond. Parents and caregivers were quick to intervene by giving too much of physical prompting. Recommendation: The team recommended to give students ample time and space to respond independently with guided questions and directions. The observation has given the team to understand more on the students’ abilities and preferences. Recommendation: The team recommended that teachers should observe students from various disability groups in the school to development more awareness and understanding of student’s needs. Key Learning Points : 1. Ensure that space and time is provided for students to express themselves and for adults to limit unnecessary prompts. 2. Allocated time is necessary to bring teachers together for the purpose of lesson study - reflections, sharing of resources and ideas. 3. Teachers need to observe more in order to reflect on their practice. 4. Clarity of shared objectives amongst teaching partners and caregivers is key in achieving the goals. 5. Teachers need to realize that the essence of lesson study is the study of the lesson and not the teacher. In that way, with clear understanding among teachers this would encourage openness and flexibility to receive new ideas and ways of doing things. Bond and chemistry develop good camaraderie that leads to trust and respect. _x000D_

Conclusion and discussion The lesson study cycles provided the 8 teachers to learn together on the understanding and implementation of the UDL principles. Teachers who were new to the UDL framework were able to grasp the principles better through observing and reflecting on each other’s practices beyond theory. (Annexes 1 & 2) The UDL framework guided teachers to plan a more effective and meaningful lessons. It was observed that there was an increase in students’ engagement levels as teachers provided different materials for students to make personal choices and decisions. There was more active participation when students’ needs were taken into consideration by providing multiple means of representation. Moving forward, time for teachers to meet to reflect on their practices must be allocated to continue to refine the quality of teaching and learning. The number of lesson study sessions in a cycle is dependent on the need to improve the lesson. _x000D_

and learning contexts, Lesson Study in different cultural, subject
ARTS, UDL

How channel of perception, the style of knowledge contributes to the assimilation of knowledge

Poster79Saule Idrissova, Nazarbayev Intellectual School Almaty, School, Kazakhstan

Corner 9Wed 13:00 - 13:45

Summary

Research in action at the school is a process that allows practitioners to analyze, reflect, and solve school problems.

In order to implement the Lesson Study approach within our school, our group conducted a series of lessons. The main objective of our research was: Development of research and analytical skills and exchange of experience on improving the lesson on the results of applying the Lesson Study.

The research objective:

1. How cognitive needs of students contribute to the deep learning

How to develop motivation for the learning process and the concentration of attention from students in the classroom?

Topicality:

Differentiated approach and active methods in learning.

Tasks of the research:

To co-plan taking the characteristics of students into account;

To increase motivation to the subject using active teaching methods.

Research question:

Through what cognitive needs can you improve the learning and reproduction of educational material?

Research subject:

Leading channel of perception and style of knowledge of information

Research object:

Control group - 9K grade

Experimental group - 9 L grade

In order to provide support for students in situations of academic difficulties, the interaction and cooperation of all employees of the intellectual school is necessary. A safe educational environment, an atmosphere of well-being, must simultaneously contain challenges to overcome difficulties. Only then, in this atmosphere, personal barriers disappear, energy is spent not on anxiety and struggle, but on learning activities, on the production of ideas, on creativity and the development of students.

For this purpose, a focus group was formed. At the beginning of the study, we monitored the cognitive needs of students:

Gardner – «Multiple intelligence theory»;

Yefremtcova N.S. – «Diagnosis of the dominant perceptual modality»;

Hannaford– «Dominant profile»;

Kolba – «Style of knowledge»;

Eysenck – «Characteristic personality traits».

Student survey

A survey was conducted on the personal request of students. Based on these indicators of students, integrated lesson planning has been compiled and selection and development of multi-level tasks has been carried out.

Research results:

- use of instructions for carrying out practical work;

- step-by-step algorithm for the activities of students;

- the use of audio, video resources;

- motivation increase towards learning through the leading channel of perception. Positive thinking techniques.

Teaching forms and methods:

- differentiated approach;

- active learning methods;

- new approaches

Conclusion:

students with a visual-audial channel of perception of information, and such styles of knowledge as: abstract conceptual, reflexive observation show higher abilities for in-depth learning of knowledge.

the use of infographic techniques is effective when working with text (facilitates quick memorization of material with its subsequent reproduction in speech, trains attentiveness and observation).

Recommendations:

- encouragement to activity where the student will be forced to work and interact with the details and logical aspects of learning.

- to arrange students' seating during the lesson taking into account the dominant profile.

-model level assignments on the subject

Currently, high demands are placed on education. Training should be aimed at student-centered development. Teachers need to study the reasons for low motivation of students to learn, to develop their critical thinking. Therefore, the school needs a teacher who owns powerful modern pedagogical tools, introducing innovative teaching experience in their daily practice.

There are many opportunities for the professional development of teachers. One of them is the pedagogical approach of the Lesson Study, which is one of the effective ways of cooperation and interaction of teachers, the formation of the professional community in the school.

В настоящее время высокие требования предъявляются к образованию. Обучение должно быть направлено на развитие, ориентированное на студента. Учителя должны изучить причины низкой мотивации учащихся к обучению, развить их критическое мышление. Поэтому школе нужен учитель, который владеет мощными современными педагогическими инструментами, внедряет инновационный педагогический опыт в свою повседневную практику.

Существует много возможностей для профессионального развития учителей. Одним из них является педагогический подход к уроку, который является одним из эффективных способов сотрудничества и взаимодействия учителей, формирования профессионального сообщества в школе.

Currently, high demands are placed on education. Training should be aimed at student-centered development. Teachers need to study the reasons for low motivation of students to learn, to develop their critical thinking. Therefore, the school needs a teacher who owns powerful modern pedagogical tools, introducing innovative teaching experience in their daily practice.

There are many opportunities for the professional development of teachers. One of them is the pedagogical approach of the Lesson Study, which is one of the effective ways of cooperation and interaction of teachers, the formation of the professional community in the school.

Research methodology and theoretical underpinnings of Lesson Study
Style of knowledge of information, The deep learning of students', The leading channel of perception

13:50 - 15:20 Concurrent session 5

Lesson Study in initial teacher training: an international perspective

Featured symposium411Aisling Leavey, Mairead Hourigan, Mary Immaculate College, Ireland; Therese Dooley, Miriam Ryan, Dublin City University, Ireland; Aoibhinn Ni Shuilleabhain, University College Dublin, Ireland; Tetsuo Kuramoto, Aichi University of Education, Japan; Carien Bakker, University of Groningen, Netherlands; Deborah L.S. Larssen, University of Stavenger, Norway

Amsterdam '72Wed 13:50 - 15:20

FEATURED SYMPOSIUM

Abstract

A prerequisite for sustainable Lesson Study (LS) in schools is that teachers develop a research stance towards teaching practice. One way to establish this is by already starting with LS in initial teacher education (ITE). In this featured symposium, we discuss how lesson study nowadays is used in ITE four different cultural contexts, how adaptations are used in ITE contexts, the challenges that implementation poses, experiences of student teachers and teacher educators, and outcomes for student teachers. The different approaches from Ireland, Japan, the Netherlands and Norway will be presented and critically compared and discussed.

General summary

A prerequisite for sustainable Lesson Study (LS) in schools is that teachers develop a research stance towards teaching practice. One way to establish this is by already starting with LS in initial teacher education (ITE). Lesson Study in China originated in ITE, where student teachers learned the teaching profession together with their experienced colleagues through Lesson Studies (Huang & Shimizu, 2016). In contemporary Japanese teacher training LS is also incorporated, for example, as a form of final assessment in which the student teacher individually prepares a lesson that he/she then conducts, and on which the student teacher receives comments and suggestions for improvement from an internal or external professional mentor (Chichibu, 2016). For Lesson Study in ITE elsewhere in the world there are different variants, for example, in terms of team composition: teams of student teachers only (Chew, 2013; Lamb, 2015), teams of student teachers with an experienced teacher and teacher educator as knowledgeable others (Amador & Weiland, 2015), and duos of a student teacher with the school-based mentor, where the mentor gives the first research lesson and the student teacher the second (Cajkler & Wood, 2016). Other variations in implementation are that the research lesson is prepared during the lectures and given during internship (Mostofo & Zambo, 2015), or that the research lesson is not conducted at school with pupils, but that the entire Lesson Study takes place during the lectures at the teacher training institute (Myers, 2013). Further research is required on the implementation of Lesson Study in ITE to explore the features which encourage learning for student teachers (Larssen et al. 2018; Ponte, 2017).

 

In this symposium, we discuss how Lesson Study  is presently incorporated in ITE in different cultural contexts, how adaptations used in ITE contexts, the challenges that its implementation poses, experiences of student teachers and teacher educators, and outcomes for student teachers. The different approaches from Ireland, Japan, the Netherlands and Norway will be presented, and then critically compared and discussed with the public.

 

Structure of the session:

  • Chair  – 3 min.
  • Presenter 1 from Ireland – 15 min.
  • Presenter 2 from Japan – 15 min.
  • Presenter 3 from the Netherlands – 15 min.
  • Presenter 4 from Norway – 15 min.
  • Discussant – 15 min
  • Q&A – 12 min

 

Ireland

Lesson Study (LS) is gaining traction in the Irish educational landscape. This is evident in the uptake of initiatives by Irish professional development bodies charged with the continuing professional development of teachers and in the increasing number of masters and doctoral theses focusing on Lesson Study. One factor supporting this growth in engagement with Lesson Study is the prominence of Lesson Study in Initial Teacher Education in primary and post-primary contexts. This presentation reports on Lesson Study initiatives with over 500 pre-service primary and post-primary teachers in MIC-University of Limerick, Dublin City University and University College Dublin. We describe some of the outcomes of engaging in Lesson Study in ITE which include bridging the theory-to-practice gap, promoting noticing and reflection, developing content and pedagogical content knowledge. We also report on the affordances and constraints of the variants of Lesson Study in use in ITE contexts in Ireland and provide recommendations for further developing its use within the Irish educational context.

Japan

As a national educational policy in Japan, the Ministry of Education officially recognizes the concept of curriculum management, including lesson study, in the documents concerning school management as a nationwide standard. Lesson study in Japan, from the perspective of curriculum management, has been enthusiastically discussed as the key concept of the new national curriculum guidelines for 2020. Lesson study is well organized to contribute to developing school curriculums, deepening educational instruction and improving the quality of teachers. In addition, for initial teacher education (ITE), the compatibility between lesson study and knowledge management has been effective with an emphasis on the SECI model and KJ method. In Japanese teacher’s society, the KJ method is commonly used in the post-discussion after the lesson observation and even during it. This is a methodology fitting with ITE. The ITE often consists of personal thinking (Internalization/socialization), group thinking (externalization) and holistic thinking (combination) with the SECI model and KJ method. It is common that individual teaching experiences are shared with others (initial /veteran teachers) and the ideas of the group are organized. This presentation will elucidate the details of this process.

The Netherlands

In the Dutch context, educational research is seen as an engine for innovation and practical improvement. Teachers of the future are viewed as self-responsible and have decision-making power. They use educational research and do practical research themselves to develop their practice and vision. To develop knowledge and skills to be able to conduct practical research for the benefit of professionalization and practical improvement, the University of Groningen has opted for Lesson Study (LS) in ITE. In recent years, experience has been gained with various forms of LS in ITE: a variation in which three student teachers who share the same subject matter work together, and a form in which student teachers work together with experienced subject teachers at their school practice. In school year 2018-2019 school, all 120 students of the teacher training program carry out LS: the majority of the student teachers in the first variant, supervised by trained teacher educators, and some 10 student teachers in the second variant, in the context of a school-university partnership, supervised by trained mentors, and where their subject matter teacher educators can be consulted as knowledgeable others. The experiences and outcomes gathered this year will be reported at the WALS 2019 in Amsterdam.

Norway

From 2018, all students enroll on a 5-year Masters course in ITE course in Norway. The motivation for this extensively discussed change by the Ministry of Education, comes in part from the idea that schools need to become learning communities (OECD) if they are to be able to succeed in offering equal opportunities to an increasingly more diverse population of pupils. Therefore, our students need to be able to access and make use of others’ research but also be able to take part and share the results of small-scale classroom-based research in their schools.

In order to develop their research skills but also to give them a deeper awareness of the connections between teaching and pupil learning, 3 groups of teacher educators in English as a foreign language (BA & MA level), Physical education (BA level) and Mathematics (MA level) have embedded lesson study in their courses to support these aims. The approach that we use is loosely based on Dudley’s model and includes case pupil close observation and two repeated lessons. However, we have also been developing additional tools of recorded summaries and critical questions which support noticing and reflection and these will be described as part of the symposium.

  

Lesson Study in initial teacher training
INITIAL TEACHER TRAINING

Lesson Study: advantages and barriers

Paper132Yelena Marchenko, Ust-Kamenogorsk branch of the Center of Excellence, Kazakhstan

Belgrado '73Wed 13:50 - 15:20

Abstract

The study was conducted to identify the experience of teachers obtained in the implementation of the approach Study a lesson, which is carried out in one of the schools of Kazakhstan. The data obtained indicates that participation in joint activities of Lesson Study has a positive impact on teachers’ professional development, provides opportunities for exchanging pedagogical knowledge and acquiring teaching skills, strengthens the sense of involvement in the team. Analysis with respect to barriers has revealed the following: lack of time, resources and resistance. The practical significance of the study is to summarize the initial stage of implementation of this approach in the case study school in Kazakhstan and, also, to develop appropriate mechanisms to overcome the identified barriers to support teachers in the implementation of Lesson Study in the schools of Kazakhstan at the system, organizational and personal levels.

Summary

Relevance:

In Kazakhstan, Lesson Study was introduced in 2012 due to the nationwide reform of education. According to the report by the Center for Excellence (2016), from April 2012 to 2015, the idea of [quotrightB?]‹[quotrightB?]‹ Lesson Study was presented to 52,885 teachers and 1,736 heads of secondary schools in all regions of Kazakhstan, which amounted to 19 percent of the country's teaching staff. However, today the number has noticeably increased. It is also important to note that in 2016, Kazakhstan, represented by the Center of Teaching Excellence, became a member of the World Association of Lesson Study. This can be considered to be a significant achievement on the development path of Lesson Study as an approach to the professional development of teachers in the country and therefore indicates the relevance of studying this phenomenon in the context of the Republic of Kazakhstan.

Research question:

The purpose of this study is to highlight the experience of teachers and the perspective regarding the benefits they see from participating in Lesson Study. And also we have to determine what kind of barriers teachers face in implementing this approach at school in order to be able to develop appropriate mechanisms to overcome these barriers.

Theoretical framework:

An analysis of the literature from 2002 to 2018 shows that numerous studies have reported on the positive impact of the lesson Study on learning and improving well-being of individual teachers, school culture and helping teachers in solving educational transformations in various contexts.

Study Design:

The study is exploratory in nature. It is in the form of a “pilot project”. This study is based on a quantitative paradigm and uses a case study as the main method. It is also carried out through the analysis of school documentation. The case study is chosen because Lesson study has been practiced on a systematic basis for more than three years in the case school, which means that it is possible to assume the presence of certain conclusions and results.

The results of the study:

The data obtained indicates that participation in joint activities of Lesson Study has a positive impact on teachers’ professional development, provides opportunities for exchanging pedagogical knowledge and acquiring teaching skills, strengthens the sense of involvement in the team. Analysis with respect to barriers has revealed the following: lack of time, resources and resistance.

Conclusion and discussion:

To reduce barriers, teachers can be given time to pay for the Lesson Study as part of the study load, and scientific publications can be financially encouraged. An important factor is the availability of a competent external mentor who is able to systematically support and guide teachers.

Also, the results show that, subject to conducting a Lesson Study systematically, this approach can become a tool to help teachers overcome the difficulties of introducing innovations in education. Moreover, the findings correlate with the results of international studies and indicate that the lesson Study has a deep potential for changing school culture as a whole.

Lesson Study and teacher professional development
advantages and barriers for teache, Kazakhstan, School culture

Complexity Thinking and Lesson Study

Paper327Mike Jess, University of Edinburgh, Moray House School of Education, United Kingdom

Belgrado '73Wed 13:50 - 15:20

Abstract

While Lesson Study is becoming popular in many countries, concerns have been voiced about the lack of theoretical frameworks informing this important approach to teachers’ professional learning (e.g. Xu & Pedder, 2015). This presentation proposes that key principles from complexity thinking can help frame the lesson study process as a central component of teachers’ professional learning. Using examples from ITE students, primary teachers and secondary teachers in Scotland, the presentation explores how three key complexity principles, self-organisation, ambiguous boundaries and recursive elaboration, not only offer an insight into the professional learning potential of the lesson study process at the immediate micro level but also help position lesson study within the broader professional learning portfolios of teachers and schools. The presentation will conclude by considering how future lesson study projects can be framed by a complexity thinking perspective in order to support teachers’ long term professional learning.

Summary

With moves towards teachers’ career-long professional learning becoming a regular feature of education systems in many parts of the world, calls for more theoretically informed, collaborative and situated approaches to professional learning are becoming more common (e.g. Kennedy, 2014). Towards this end, it has been argued that ideas from complexity thinking can be useful in helping inform the professional learning journeys of teachers as they move through their careers (Keay, Carse & Jess, 2018). In line with this viewpoint, our presentation proposes that key principles from complexity thinking can help frame the lesson study process as a central component of teachers’ professional learning. Using examples from ITE students, primary teachers and secondary teachers in Scotland, the presentation explores how self-organisation, ambiguous boundaries and recursive elaboration not only offer an insight to the professional learning potential of the lesson study process at the immediate micro level but also help position lesson study within the broader professional learning portfolios of teachers and schools. First, the presentation will discuss how the direct lesson study process offers teachers the opportunity to reflect on the ways that different personal, environmental and task-related boundaries influence the self-organising and emergent behaviours of both the teacher and pupils engaged in the lesson study process as it progresses. In particular, we discuss how the ‘self-organisation within boundaries’ process is influenced by the ambiguous manner in which the different boundaries are perceived by both teachers and pupils across the lesson study cycles. To this end, we present examples of teachers employing their understanding of different boundaries to help them consolidate, challenge and be creative as they develop their teaching as part of the lesson study process. In the second part of the presentation, we report on teachers experiences of lesson study as a long term feature of their professional development. We discuss how important teaching and learning issues can be revisited in a recursive manner as part of the lesson study process over time. This helps teachers rework or elaborate on these key features of their classroom practice. However, we also discuss how the inclusion of lesson study as a regular feature of teachers’ professional learning is influenced by various constraining or enabling boundaries at the national, school and colleague level. The presentation will conclude by considering how future lesson study projects can be framed by a complexity thinking perspective in order to support teachers’ long term professional learning.

Keay, J., Carse, N., & Jess, M (2018): Understanding teachers as complex professional learners, Professional Development in Education, DOI: 10.1080/19415257.2018.1449004

Kennedy, A., (2014) Understanding continuing professional development: the need for theory to impact on policy and practice, Professional Development in Education, 40:5, 688-697, DOI: 10.1080/19415257.2014.955122

Xu, H., & Pedder, D. (2015), Lesson Study: an international review of the research, in Dudley, P., (Ed), Lesson Study: Professional Learning for Our Time, pp. 29-58, Routledge, London

Lesson Study and teacher professional development
Complexity

Lesson Study effectiveness for teachers’ learning - a best evidence synthesis

Paper98Iris Willems, University of Antwerp, Education Science, Belgium

Belgrado '73Wed 13:50 - 15:20

Abstract

Purpose-This review aims to gather evidence for the effectiveness of Lesson Study for teachers’ learning.

Methodology- A systematic review of relevant papers published between 2010 and 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength/weakness analysis. Data sources included relevant articles identified through digital searches and through snowball sapling. A total of five studies were retained for this review.

Findings- Lesson Study is a powerful professional development approach because of its positive impact on teachers’ learning. A significant improvement or change among teachers for knowledge, skills, behaviour and beliefs was found. Originality- Only studies with a well-controlled design were selected.

Summary

Existing literature shows the need for well-controlled research that demonstrates the effectiveness of Lesson Study (LS). This review gathers evidence for teachers’ learning for the period 2010 – 2018, regarding the research question: “Is Lesson Study effective for teachers’ and teacher candidates’ learning?”.

Teachers’ learning

Darling-Hammond et al. (2009) and Desimone (2009) report the impact of teachers’ professional development (PD) on student achievements. To visualize teachers’ PD, Desimone (2009) drew up a conceptual framework (Figure 1). Teachers’ PD leads to changes and learning outcomes in terms of knowledge, skills, beliefs or behaviour.

Hierarchy of Evidence

Most LS research has a case study design, so the effectiveness is not convincing (Cheung and Wong, 2014; de Vries et al., 2017; Xu and Pedder, 2014). To obtain a systematic review, Evans (2003) recommends to only retain well-controlled designs. This research design enables to check whether an intervention is effective or not and to ensure the reliability and validity of the research.

Best evidence synthesis

The search process has four main steps: identification, screening, eligibility and inclusion. To accomplish the best evidence synthesis, a first selection of relevant studies through Boolean searches in ERIC and WoS was based on well-chosen keywords. Doubles and not-peer-reviewed publications were removed.

To decide about the sound statistical approach in the published research and to retain articles that can provide an answer to the research question, the remaining studies were assessed on the basis of five inclusion criteria: the main topic is LS, the publication date is from January 2010 to April 2018, the target group is teachers or teacher candidates, eligibility in data reporting and suitability in design and by using a critical appraisal checklist (CAC) combined with a strength/weakness analysis.

Studies were excluded when the study has a score of eight or less on a maximum score of twelve on the CAC in combination with no maximum score on the inclusive criteria checklist.

Five articles were retained.

Findings: teachers’ learning across four domains

The retained studies found statistically significant effects of LS interventions on teachers’ learning on four domains (Table 1): behaviour (Schipper et al., 2018), beliefs (Lewis et al., 2015; Schipper et al., 2018), skills (Chizhik et al. , 2017; Lewis et al., 2017; Mutch-Jones et al., 2012) and knowledge (Lewis et al., 2017; Mutch-Jones et al., 2012).

Conclusions based upon review

A systematic review of studies which use well-controlled designs identifies five studies which evaluate the effectiveness of LS for teachers' learning. The review demonstrates that the effectiveness depends on a correct moving along all LS steps and on the use of research-based lesson material. In such settings, the answer to the question “Is LS effective for teachers’ (candidates) learning?” is positive.

Future directions

The academic world continues to focus worldwide on small, qualitative research. So, we recommend future (European) research to invest in well-controlled research with operationalized constructs for measuring teachers’ learning in knowledge, skills, behaviour and beliefs, and embedded in a theoretical framework.

Lesson Study and teacher professional development
Best Evidence Synthesis, Teachers’ Learning

Scaling up Lesson Study through technology: an exploratory study

Paper129Rongjin Huang, Middle Tennessee State University, United States of America

BoardroomWed 13:50 - 15:20

Abstract

Scaling up Lesson study is a critical and challenging issue globally. In the US, the lack of accommodating teaching schedules and the lack of qualified lesson study facilitators are two major obstacles. This study explores how using technologies, situating lesson study within the existing professional learning community system, facilitated by knowledgeable others (University faculty and local school mathematics specialists), the core components of observing research lesson and evaluating research lesson could be replaced with examining self-taped research lessons (with multiple images of class) through online conference system. The possible benefits and constraints of this technology-assisted lesson study are examined.

Summary

Lesson study (LS) is a type of student-focused, teacher-led, and job-embedded professional development for teachers which originated in China and Japan and has spread worldwide (Huang et al., 2019; Lewis & Lee, 2017). The positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented (e.g. Huang & Shimizu, 2016). In contrast to the pervasive use of lesson study in China and Japan, lesson study has faced a challenge in scaling up the US, with the lack of accommodating teaching schedules and the lack of qualified lesson study facilitators being two major practical obstacles in the US (Akiba et al., 2019).

Although there are variations of LS when adapting in different countries, we value the following core features of lesson study: (1) clear research goals; (2) study of relevant teaching materials and research literature; (3) planning a research lesson; (4) doing a live research lesson; (5) reflecting on and revising the research lesson; (6) iteration of the process of planning-doing-reflecting-revising, (7) involvement of knowledgeable others; and (8) disseminating instructional products (Huang et al., 2018; Takahashi & McDougal, 2016). By using technology, a lesson study process is modified by replacing live research observations with teacher self-videotaped lessons (using Swivl to capture the teacher image and three student groups’ activities), and replacing post-lesson debriefings with individual teacher reflections on the videotaped lesson guided by a specific protocol, followed by a group discussion about the lesson. A school-based lead teacher facilitated the process with the mentoring carried out by a research team. This is an exploratory study designed to examine the impact of this technology-assisted LS on teachers’ learning. The LS group includes three third grade mathematics teachers, a school-based lead teacher, and a research team. The goal of the lesson study is to explore how to implement research-based effective teaching of a specific topic (NCTM, 2014).The data set includes two self-videotaped research lessons, online tracked discussion dialogues, and post-lesson study teacher interviews.

The data analysis aims to answer the following research questions: (1) how is the research lesson improved towards effective research-based teaching if any? (2) What are the characteristics of post-lesson discussions? and (3) what do the teacher perceive their benefit or challenges of this technology-assisted LS? A mixed method will be used to analyze relevant data. Both research lessons and post-lesson discussions will be coded to determine the quality of lesson and discourse using well-validated instruments. The interview data will be analyzed using constant comparison. We will report our findings in this paper.

Innovative uses of Lesson Study
Scaling up, Technology

How a single lesson study can benefit many

Paper343Jop Schaap, HU University of Applied Sciences Utrecht, Instituut Archimedes, Netherlands; Egbert-Jan Jonker, Roelof van Echten College, Netherlands; Theo van den Bogaart, HU University of Applied Sciences Utrecht, Instituut Archimedes, Netherlands; Paul Drijvers, Utrecht University, Freudenthal Institute, Netherlands

BoardroomWed 13:50 - 15:20

Abstract

We present a project where we used lesson studies to generate rich collections of authentic materials to be used in initial teacher training. In this way, we implement lasting opportunities in the curriculum of teacher education to train domain specific pedagogical skills, using mechanisms derived from lesson studies in a situation where a full lesson study would be too costly. In the project, we carried out three lesson studies. The innovative aspect appeared at the days the study lessons were delivered. During these days, we collected films and scans of pupils’ written materials. Examples include pre- and post-interviews with individual pupils, teachers and experts and multi-perspective video-registration of the lesson. In this paper, we report on the materials we collected and the model we use to transform these into activities for student teachers.

Summary

Domain specific pedagogy is a subject in the teacher education’s curriculum that is difficult to implement (Daemen, Van den Bogaart & Konings, in press). As in all vocational learning, students need ample opportunity to discuss cases and practice in authentic situations. Lesson study provides a powerful tool for this (e.g., De Vries, Roorda & Van Veen, 2017). However, lesson study is a time-consuming and expensive method; so in teacher education it can only be used sparingly. Therefore, it is of interest to enable the insights of a single lesson study to reach a student population that is larger than the lesson study team and, ideally, to let it have a lasting impact on the curriculum.

With this in mind, in 2018–2019 the HU University of applied sciences Utrecht carried out three innovative projects in mathematics teacher education. In each project, a team was formed consisting of two teacher educators and a student who did a comprehensive internship. In these teams we went through the usual phases of the lesson study cycle (Stepanek, Appel, Leong, Mangan & Mitchell, 2007) to design, deliver and investigate a lesson with a specific questions in mathematics pedagogy in mind. But in contrast to an ordinary lesson study, the data collection (i.e., monitoring of individual pupils’ learning) took a different form.

Inspired by recent research on resource-rich materials (Pepin, Gueudet & Trouche, 2013), we used technology to capture as much information about the study lessons as possible. To accomplish this, two persons from our institutes’ video crew were attached to the team for filming and editing. Not only did we film the lesson with multiple cameras and did we scan pupils’ materials, but we also interviewed pupils, teachers and experts on camera before and after the lesson. In these interviews, we explored for instance expected or actually encountered misconceptions and reflected on unexpected situations that happened during the lesson. See Table 1 for an example from one of the lesson studies.

After these intensive days, we coded the approximately four hours each of footage that were generated. As a coding scheme, we used categories that corresponded to the theme of the lesson study, as well as categories that emerged during the reflections on the lesson as delivered.

The coding led to several ‘bundles’ of multimedia materials around specific topics in math pedagogy. Each bundle can be used as a resources in a course in our department of teacher education. To facilitate this, we enriched the resources with assignments and proposals for discussion aimed at higher order learning (Agyris & Schön, 1978). This was structures by a special model we developed. In this way, the outcomes of the lesson studies were permanently embedded in the teacher education’s curriculum. The projects we carried out last year, hopefully form the starting point of a PhD research project on using resource-rich materials to facilitate the development of teacher noticing (Sherin, Jacobs & Philipp, 2011). This research proposal is being reviewed at the time of writing.

Innovative uses of Lesson Study
Resource-rich, Teacher training

Lesson Study in CPD: from a culture of receiving to action and reflection

Paper114Claudia Mewald, Elisabeth Mürwald-Scheifinger; University College of Teacher Education Lower Austria, Austria

Londen '71Wed 13:50 - 15:20

Abstract

This paper describes how lesson study achieves to create a process of teacher learning while developing student learning through collaborative planning, guided observation and reflection. It presents a framework for conducting lesson study in a teacher development programme in Lower Austria. The role of knowledgeable others in the development of ownership for educational change towards competence-oriented teaching and learning is explored and an overview of the organisational requirements and practical effects in the implementation of professional learning communities is given.

Summary

Although a shift away from knowledge-based teacher development has been propagated in the favour of a more practice-oriented approach towards teacher learning (Ball D. L., 1990; Ball & Cohen, 1999; Schratz, Paseka, & Schrittesser, 2011), the practice of professional development still seems to favour piecemeal, one-off training. This frequently shows little effects on teachers’ daily practice beyond the takeaway recipes adopted for their next lessons. In order to change in-service cultures in Lower Austria, an attempt has been made to improve teaching and learning through collegial interaction and lesson study (LS) initiated and organised by the regional school authority in collaboration with the university college for teacher education.

This contribution describes a train-the-trainer programme grounded in LS, which was established to help implement educational change and to further competence-oriented learning based on educational standards in primary school education. In this programme, teacher learning is conceptualised as a process of collaborative planning, teaching and addressing problems of instruction to improve student learning (Dudley, 2014a; Fang, Lee, & Yang, 2011; Kazemi & Hubbard, 2008; Lewis & Tsuchida, 1998). Based on a theoretical framework for conducting LS and teacher development, the programme tried to explore the role of knowledgeable others (Lewis & Hurd, 2011; Takahashi, 2013) and the question how ownership for innovation in teacher as well as student learning could best be established.

In addition to the replacement of a short-term in-service culture, the state-wide programme thus established organisational and practical strategies for professional learning communities (PLCs) (Hord, 2004), which were expected to guide collaborative teacher learning through LS in an ongoing process beyond the organised research lessons (RLs). In doing so, it promotes professional training materials developed in the course of a Train-the-Trainer Course. The first year of implementation has provided new insights into teacher thinking towards a perspective of continuous dialogic sharing, acting and reflecting (Habermas, 1987; Halliday, 1975; Halliday, 1977; Elliott, 2012; Vygotsky, 1978). In the classrooms, a safe and engaging learning environment, as encouraged through LS, and move from a culture of receiving to one of action and reflection were found to support the volitional and motivational aspects of competence-orientation (Weinert, 2001) as well as cognitive and procedural goals.

Lesson Study and teacher professional development
Competence-oriented education, Continuous professional development, Professional learning communitites

Teachers are afraid of feedback: how to be?

Paper147Zhanar, Zhanna Kalginbayeva, Ospanova, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Londen '71Wed 13:50 - 15:20

Abstract

Goals of feedback: support and encouragement of actions leading to an increase in the work efficiency. The task of the teacher-researcher is to substitute an expert-friendly help in the form of objective feedback.

During the observation process, we saw that lesson discussion was often seen as something unsafe. One of the solutions is to create a positive feedback experience, that is, the ability to build trusting relationship, asking questions, analyzing facts.

Objective: To help overcome the fear of feedback from teachers, through their involvement in the implementation of the Lesson Study.

Study Design: Feedback method study was selected in the process of implementing Lesson study to develop skills for constructive discussion of the observed lesson.

Expected research results:

- creating a positive feedback experience;

- ability of methods of effective, constructive feedback;

- overcoming the fear of feedback;

- use of feedback results for professional development.

Summary

In the process of conducting Lesson Study, we observed difficulties for teachers related to their fear of receiving feedback. There was the question how to help teachers overcome the fear of feedback from colleagues.

The reaction of colleagues to the feedback results may be different, since his/her emotional sphere is affected. Those teachers who seek to get meaning from the feedback and assess its importance in relation to their own knowledge of the subject area are in a more advantageous position.

Effective constructive feedback is not praise, not advice, not evaluation, but the prevalence of facts, not interpretation; emphasis is on the result of work, and not the evaluation of the individual, connection with the objectives of the lesson, work (therefore, the feedback is verification of how far a person is from the objective, how close his/her actions are to it); polite and trusting atmosphere (it is necessary to remove the threat from the person, to keep confidentiality); the non-directivity and complicity of the feedback recipient (the teacher who gives feedback does not just analyze the situation, he/she asks questions that allow the colleague to find his/her own way to achieve the objective); a positive image of the future (feedback is tied to the objective; it is important to create confidence that this objective can be achieved); systematic (feedback is not a one-time phenomenon, but a systematic work. After feedback, a colleague should be able to make adjustments in his/her work and assess the progress). Thus, feedback not only provides information about the lesson and what can be done better, but also contributes to the emergence of the spirit of “continuous development”, as well as the ability to build trusting and secure relationship, ask questions, analyze facts, reduce evaluations and interpretations to a minimum.

To overcome the fear of receiving feedback, teachers need to follow the following rules for receiving feedback: listen to the end, do not interrupt, do not insert counter arguments along the way; it is important to understand that, without hearing a person, you do not catch important issues; retell in your own words how you understood this feedback; when retelling it is important to convey the thoughts and feelings of the interlocutor; take note, but remember that this is a point of view of a particular person, others may have a different point of view; encourage feedback, give thanks for it; it is not necessary to change your behavior after receiving feedback.

Research Question: How to help teachers not be afraid of feedback in the process of implementing Lesson study?

The feedback method was chosen in the process of implementing Lesson study to develop the skills of constructive discussion of the observed lesson. The expected results of the research are the creation of a positive feedback experience and an atmosphere of trust when discussing lessons; knowledge of methods of effective, constructive feedback; overcoming the fear of feedback; the ability to use feedback results for their professional development and making changes to lesson planning.

Lesson Study and teacher professional development
Constructive feedback, ,

The effect of different group reflection formats during the lesson study process

Paper391Rebecca Stuvland, University of Stavanger, Norway

Londen '71Wed 13:50 - 15:20

Abstract

How do teachers reflect through their discussions following the teaching of the lesson study lesson (kenkyuu kyougikai)? Does the teachers’ ability to notice and reflect change depending on the format required for the recording of these discussions? The data is collected from two cohorts (14 groups) of in-service teachers taking a partial-distance learning course during which they conducted a Lesson Study cycle. The participants taught the first lesson, then conducted the discussions in groups. Following the discussion, the participants recorded their results from the observations and student interviews; cohort one used written reflections, whereas cohort two recorded audio log summaries. These reflections were collected and the two methods of recording observations and reflections about student learning will be compared. The audio logs and written reflections will be analysed using descriptors for levels of teacher discussion (Murata et al. 2012). The analysis will focus on evidence of teacher learning (teacher-talk analysis).

Summary

The first aim of the current study was to discover more about teachers’ reflections through their discussions following the teaching of the lesson study lesson (kenkyuu kyougikai), and whether the teachers’ ability to notice and reflect changed depending on the format required for the recording of these discussions. An additional aim was to learn about the teachers’ experience working with the audio logs. Given that in the current study the mentor is not present during the group LS discussions, what type of feedback can be given by the mentor following the audio logs that the teachers feel will help them to progress in their lesson study cycle?

The data for this study is collected from two cohorts (2019 and 2017), 14 groups total, of in-service teachers taking a part-time partial-distance learning course. The cohorts conducted a Lesson study cycle in small groups during the course. The participants taught the first lesson, then conducted the discussions after in groups. Following the discussion, the participants recorded the “results” from the observations and student interviews. The first cohort wrote this as a part of their lesson study report. The second cohort recorded audio log summaries. The written and audio recorded reflections were collected and the two methods of recording observations and reflections about student learning will be compared. Additionally, a selection of participants from the LS groups in the second cohort will be interviewed to discuss the use of audio logs and how they contribute to the group discussion and reflection process.

Research suggests that a key benefit of working in professional learning communities is the opportunities for dialogue in a safe environment where participants feel they can ask questions and where uncertainty is valued and supported (Snow-Gerano, 2005). A safe environment for dialogue and openness for uncertainty is an important part of the LS group discussion process and is supported through both formats for recording reflections and discussion. It is important that the results are recorded to be fed into further lesson study cycles (Murata et al., 2012). However, it is uncertain whether the process of recording a spoken summary of the discussions will further extend the teacher’s dialogue in order to create new understanding. In contrast, the process of writing can also be reflective, creating the necessity to be precise in one’s communication to the audience. Thus, another consideration is whether through use of written language the teachers come to a deeper level of understanding or whether they notice other aspects of student learning (Hamlin, 2010). An additional factor for this cohort of teachers is that they were communicating through a foreign language. Writing versus speaking in a foreign language may also be an additional factor in differences between the recorded reflections on their students’ learning outcomes.

The audio logs and written reflections will be analysed using descriptors for levels of teacher discussion (Murata et al. 2012). The analysis will focus on evidence of teacher learning (teacher-talk analysis).

Lesson Study and teacher professional development
Audio log, Discussion, Reflection format

Supporting Professional Learning Communities: The Leadership Factor

Paper356Salleh Hairon, National Institute of Education/Nanyang Technological University, Policy and Leadership Studies, Singapore

Madrid '69Wed 13:50 - 15:20

Abstract

The idea of teacher learning communities in Singapore schools took shape in 2000 in the introduction of Learning Circle, a form of action research, as a form of collaborative teacher learning, albeit at group-based in nature. Since then, other forms of collaborative teacher learning mushroomed (e.g., Lesson Study), all of which are enacted at the group level. In 2009, the education ministry took the next bold step in making professional learning community (PLC) school- and system-wide, along with the endorsement to use three forms of group-based collaborative teacher learning – namely, Learning Circle, Action Research, and Lesson Study. The growing importance given to teacher learning communities, or collaborative teacher learning, stems from the increasing importance of pedagogical innovations emanating from the ground. This also explains the rising importance placed on leadership to support teacher-led collaborative learning. This study reports on how leadership, albeit across the school organization, support effective PLCs.

Summary

The idea of teacher learning communities in Singapore schools took shape in the introduction of Learning Circle in 2000, as a form of collaborative teacher learning, albeit group-based action research (Hairon & Dimmock, 2012; Hairon, 2017a). Since then, other forms of collaborative teacher learning mushroomed such as Lesson Study, all of which are enacted at the group level. In 2009, the education ministry took the next bold step in making professional learning community (PLC) school- and system-wide, along with the endorsement to use three forms of group-based collaborative teacher learning – namely, Learning Circle, Action Research, and Lesson Study. The growing importance given to teacher learning communities, or collaborative teacher learning, stems from the increasing importance of pedagogical innovations emanating from the ground. This also explains the rising importance placed on leadership, including teacher leaders (Frost, 2012), to support teacher-led collaborative learning (Hairon, 2017b).

The importance of school leadership supporting collaborative teacher learning (e.g., PLCs) has been well argued (e.g., Louis & Wahlstrom, 2012; Huffman et al., 2016). However, more empirical work is still needed to fully understand the extent of this support. This is especially so when leadership supporting collaborative teacher learning has overtime become more distributed. Support to collaborative teacher learning would thus involve leadership beyond the school senior leadership and even middle leadership, and to include teacher leadership. What is equally essential is to understand the synergy of leadership support given to collaborative teacher learning amongst the leadership roles across the school organization – consistent with Leithwood et al. (2006) claim that some patterns of distribution are more effective than others.

This paper thus seeks to answer the question, “How do leaders synergize their support to PLCs?” using qualitative focused group discussions with Grade 5 Math teachers, Math middle leaders and senior school leaders (principal and vice-principals) from five public primary schools in Singapore. The findings surfaced 14 key leadership practices distinct across the various levels in schools that that synergistically support collaborative teacher learning that are considered effective in bringing about student learning, albeit in a hierarchical manner. These findings also highlights the high power distance and collectivist work culture, and the Singapore societal cultural value for pragmatism within the dualistic centralized-decentralized education system. Implications on practice, policy and future research work in supporting PLCs and the models that it potentially draws such as Lesson Study, Learning Study and Action Research will also be further discussed in this paper.

Developing Professional Learning Communities: models and practices
Distribute Leadership, Professional Learning Communities, Teacher Leadership

A case study of support for building learning communities in a large urban city in Japan

Paper370YUKI KURODA, Nihon Univerisity, Japan

Madrid '69Wed 13:50 - 15:20

Abstract

The purpose of this presentation is to examine the support for building a ‘learning community’ in public schools in a large urban city in Japan. Japanese schools have been conducting lesson studies in each school. However, many schools have to do their lesson studies on their own without being provided much money, resources or other support. I will focus on the support of city A in western Japan, that is uniquely geared towards building learning communities and improving lessons and school. I used data gathered from interviews with supervisors and examined the support strategies. City/district provides schools with some kinds of support: money, advises by city/district supervisors or faculty of some universities and so on. One of the keies was support of city/district supervisors, who had built learning communities as a principal. These supports help to sustain the culture of lesson studies and professional development in each school.

Summary

The purpose of this presentation is to examine the support for building a ‘learning community’ in public schools in a large urban city in Japan. Japanese schools have been conducting lesson studies in each school. However, many schools have to do their lesson studies on their own without being provided much money, resources or other support.

Now a few cities tackle to build learning community through lesson study in Japan (Manabu Sato, 2018), but making support system is not easy. And we don’t have the detail study of support for building community in each school in large urban city in Japan. Therefore, I will focus on the support of city A in western Japan, that is uniquely geared towards building learning communities and improving lessons and school. I used data gathered from interviews with supervisors and examined the support strategies.

Findings are as follows:

-the city/district made a list of high needs schools which are lower-achievement and which have many troubles

-the city/district allocated money to some schools for improving lessons and school

-the citydistrict provided strategies that the schools and principals wanted to implement in their school: ex) School X needed experienced teaching assistants, former principal and teachers. School Y needed supervisors (professors of university) to give them advice about school management and their students’ learning

-the city/district made some pilot schools for building learning community

-the city/district supervisors often visit schools and advise teachers to make a lesson plan so that students can learn the content knowledge deeply

-the city/district supervisors are experienced principals who worked with teachers to make learning communities and collegiality in schools and know teachers and situation in city A

-the city/district supervisors are the key to support teachers and schools directly and connect schools to university

This study shows these supports helped to sustain the culture of lesson studies and professional development in each school and proposes one of the better ways and models to assist teachers and schools in urban city.

[Reference]

Atsushi Tsukui and Masatsugu Murase (2018) Lesson Study and Schools as Learning Communities: Asian School Reform in Theory and Practice, Routledge.

Sato Manabu (2018) Manabi no kyoudoutai no chousen (Challenge of learning communities: The present of school reform), Tokyo: shougakukan.

and policy aspects of sustainable Lesson Study, Leadership, management
Building learning communities, School improvement, Support for lesson studies

Leadership of sustainable Lesson Study in UK primary schools

Paper42Stefanie Edwards, Learn Academies Trust/University of Brighton, United Kingdom

Madrid '69Wed 13:50 - 15:20

Abstract

This paper summarises work in progress of a doctoral study of the kinds of school and system leadership practice which successfully promote and sustain Lesson Study within individual schools and across a network of UK primary schools. The investigation employs a crystallisation methodology to synthesise findings drawn from a range of qualitative methods. Data include auto-ethnographic field notes collected through complete participant observation; phenomenological interviews conducted with teachers, school leaders and system leaders across a network of primary schools, using the Pictor, semi-structured technique(King, Horrocks 2010); and narrative writing. This snapshot from the wider study presents emerging findings from a taxonomic analysis of research data relating to the work of a network system leader, school leaders and teachers in their leadership and facilitation of and participation in Lesson Study in one school, alongside the narrative, ‘story’ of this exemplar case.

Summary

This inquiry originated in my professional challenge as headteacher to develop teachers’ professional learning to impact positively on pupil learning in my school. My study began in 2013, focussing on my Lesson Study leadership. Subsequently, my role developed to encompass leadership of ten UK primary schools. This extended my inquiry’s scope, shifting from auto-ethnographic, participant observation to a phenomenological investigation of school and system leaders’ leadership practices when implementing Lesson Study at scale.

Developing high quality teaching that enhances the quality of pupils’ learning requires opportunities for teachers to engage in effective processes of professional learning. Lesson Study appears to offer iterative, collaborative contexts which support engagement with authoritative research, curriculum and pedagogical guidance and to implement new learning in classroom practice. Saito, Saito( 2012) explored the use of Lesson Study to promote school improvement in Japan and suggested further research to investigate leadership of Lesson Study over time. Understanding the steps needed to provide for teachers in UK contexts to work, learn and develop in Lesson Study groups is a problem for school leaders (Xu, Pedder 2014, Dudley 2014a). This study explores ways in which school leaders establish effective lesson study within the constraints of the UK education system and could support leaders keen to learn from the experiences of colleagues working in this field.

Based on my synthesis of research literature relating to learning, teachers’ professional learning and educational leadership (see Literature Review Summary, Table 1), I argue that Lesson Study may provide a structure conducive to teacher learning within professional inquiry communities. It seems feasible, therefore, that leaders seeking to effect school improvement may find that the implementation of Lesson Study supports the achievement of these objectives.

The overarching question framing this study is ‘What kinds of school and system leadership practices successfully promote and sustain Lesson Study within individual schools and across a network of ten UK primary schools?’

I adopted a Crystallisation methodology encompassing auto-ethnographic, phenomenological and narrative inquiry (see Research Design Summary, Table 2). Data collection methods included Participant Observation, Pictor semi-structured interviews and writing. In the early stages, I collected observational field-notes as a complete member researcher. As my role broadened to encompass a system leadership perspective, emphasis shifted to semi-structured, Pictor interviews of teachers, school leaders and system leaders. To date I have conducted forty interviews. Through iterative, reflexive writing and crystallisation, this research text synthesises formal reporting of data analysis with the story of Lesson Study leadership in one school in my network.

In this paper I discuss some provisional findings from the early stages of data analysis and writing. I consider especially:

the value teachers and leaders place on the provision of reliable, dedicated time within the school day to support their participation in Lesson Study;

the role of the school-based facilitator in supporting the sustainability of the Lesson Study process;

The role of system leaders and subject specialists in supporting facilitators, school leaders and teacher participants in Lesson Study;

The role of routines, procedures; protocols and guidance.

and policy aspects of sustainable Lesson Study, Leadership, management
Crystallisation, Leadership, Lesson Study

Collaborative Lesson Study on integrated curriculum in China

Symposium270Shenji Zhou, Chinese University of Hong Kong, Faculty of Education, China; Yuchen Wu, Yujie Liao, Beijing Normal University, Faculty of Education, China

Omloop NoordWed 13:50 - 15:20

Abstract

This symposium is based on a project conducted between Beijing Normal University and Institute of Education Research in Dongcheng District (Beijing), in order to improve integrated curriculum (IC). There cases, namely maker education, vocational education and traditional culture education, will be presented based on authors' observation of LS process and qualitative analysis. Distributed leadership was adopted as the theoretical lens to get insight into LS partnership. Findings include that sustainable leadership of partnership is about the community volition. It is closely related to the hard-soft degree of IC’s domain, as well as teaching researcher’s episodic agency. Particularly, teaching researcher works both between partners and within the curricular team. Reflections and proposed strategies will also be presented.

Summary

Chair: ZHOU Shenji

Discussant: Prof. SONG Huan

There is a worldwide stronger discourse in terms of competencies in today’s education policy (e.g. Kabita & Ji, 2017; Lee, 2014; Nordin & Sundberg, 2016; Sivesind & Wahlström, 2016). To empower citizens with knowledge, skills and attitudes requisite for individual and nation’s future, curriculum as the vehicle should address such needs, and integrated curriculum (IC) therein is envisioned effective to resolve challenges related to development of these capabilities (Drake & Reid, 2018; Mohr & Welker, 2017). In China, followed by international tendency, Core Competence for Students’ Development had been issued in 2016. However, curriculum reforms have preliminary focus and impact on subject-discipline curriculum, while IC only takes a backseat.

In September 2018, in pursuance to push forward IC improvement from the local, Beijing Normal University and Institute of Educational Research in Dongcheng District (IERDD), a district-level education authority, reached an agreement on a collaborative lesson study project with engagement of curricular teams from within-district schools as well as relative extra-school institutions (e.g. museums, NGOs). Inspired by previous experience, e.g. Shanghai’s teacher-expertise infusion system (Cravens & Wang, 2017), we embraced that expertise of the teaching researcher – IERDD’s agent as district-level advisor with profound teaching experience – could contribute appreciably to curricular team’s capacity. Said otherwise, it was about tone-up learning-focused leadership which meant “the shared work and commitments that shape[d] the direction of a school or district and their learning improvement agendas, and that engage[d] effort and energy in pursuit of those agendas.” (Knapp, 2014)

We university researchers began with importing LS approach by lectures to our partners and then endeavored to keep the LS process adhered to standardized paradigm. Additionally, we gave viewpoints to a moderate extent but made no excessive interventions during LS activities.

Considering the critical research need to explicate innovative mechanism (Lewis, Perry & Murata, 2006), during this experimental project’s implementation, we university researchers as well as undergraduate assistants made participant observations and thick descriptions to capture actions as well as their meanings by interpretation (Denzin, 2001). By qualitative analysis via coding (Strauss & Corbin, 1991) and sociological imagination (Mills, 2000), we implicate our LS partnership through (and sensitized by) the lens of distributed leadership which is thought to be a heuristic tool rather than a type of or prescription for practice (Lumby, 2013). It is mainly because in our focus of concern, leadership is a contextualized outcome of interactive process of LS rather than properties of individuals (Gronn, 2002). Generally speaking, distributed leadership signifies that leading is exercised by the whole community, enabling educational decision to be managed and directed by all individuals according to community’s certain conditions (Vernon-Dotson & Floyd, 2012).

This symposium will be in three sections: First, the LS project coordinator will give a brief introduction of the project’s implementational and theoretical background. Then, three cases, namely maker education, vocational education, and traditional culture education, will be reported. Finally, we will make comparisons between cases and discuss how to support quality and sustainable collaborative LS.

Symposium paper 1 (200 words):

Strong-man leading: A Teaching Researcher-centralized Lesson Study on Maker Education

ZHOU Shenji

The teaching researcher Mr. Gao, a maker education specialist, was assigned to the curricular team from a youth museum. Mr. Gao played as a dominator of the LS process. For instance, after reviewing Ms. Wang’s previous lesson plans, Mr. Gao set a series of training lectures in terms of ‘deficiencies’ he identified, and directed her as well as other team members to his ideal manner hung upon his steady professional beliefs and capabilities, revealing habitus of Chinese traditional teaching research (Jiaoyan).

There was a critical event after the first research lesson that Mr. Liu, the curricular team leader got into quarrel with Mr. Gao in regards to observation on an evaluation segment in the research lesson. The source of the quarrel was divergent ideas on maker activity design and finally Mr. Liu quitted this partnership as resistance. From this case, Mr. Gao’s strong-man leadership approach was almost a completely masculine process (Manz & Sims Jr., 1991) characterized by unshakable authority in the domain of maker education and lack of affectiveness. Community’s practice was privatized to a great extent; it hindered team members’ reflection on essential elements of teaching (Korthagen, 2017), and ultimately partnership’s sustainability.

Symposium paper 2 (200 words):

Bridging-role leading: An Expertise-balanced Lesson Study on Vocational Education

Wu Yuchen

I this case, the teaching researcher Ms. Wei needed to carry out a LS on vocational education with a diversified team. In this team, a delicate balance is arisen from the distribution of functional expertise. This function-oriented balanced is not strongly affectively sustained, but the affective exists to some extent. Ms. Chen was the research lesson “executor”, and the university expert Dr. Liao provided theoretical guidance on pedagogy. As for Ms. Wei, she played as a bridging role to maintain the balance of diverse expertise.

Some special events happened during the LS process. For instance, teachers from the vocational school with superior executive power refuted Ms. Chen’s own thoughts for the transferability of the context setting harshly and aggressively. The incident not only frustrated Ms. Chen, but also made curriculum team's collective content knowledge trap into divergency. At such a moment, Ms. Wei stepped forward, expressed her views and encouraged Ms. Chen to express her own opinions as well. Ms. Wei’s action recovered the balance. This reconciliation, which combined affective encouragement with the authority of teaching experience, was a bridging-role leading. It secured the community’s practice and made members apply this bridging strategy to maintain the balance.

Symposium paper 3 (200 words):

Female-led leading: A Pure Collaborative Lesson Study on Traditional Culture Education

LIAO Yujie

“Let’s help Ms. Liu to think about these problems,” Ms. Zhang said at the beginning of the discussion. As the leader of this curricular team, Ms. Zhang’s words led to the emergence of the shared willingness to work and the common goals of the team, which contributed to the formation of a flat collaborative team culture. This pure collaborative culture was formed in the complex practice mode.

The curriculum, whose cultural themes and forms of inquiry learning enabled teachers to learn together in an open expression space through a de-authoritative way, brought about a perceived dilemma. In that case, Ms. Zhang made use of her administrative power to promote the connection between teachers and university experts, and facilitated the formation of the “relationships based on mutual respect and trust” (Wagner, 2001) through empowering other teachers and the emotional connection. For example, Ms. Zhang made sure that every teacher could make a voice and communicated, ensuring “everyone’s voice valued”. The leadership of Ms. Zhang, which was also related to her gender identity, promoted the collaborative culture of the team. Combined with the centripetal force of the problem-oriented team, it ultimately contributed to the improvement of the curriculum.

Symposium paper 4 (200 words):

Distributed Leadership in Collaborative Lesson Study on Integrated Curriculum

ZHOU Shenji, WU Yuchen, LIAO Yujie

Stigler and Hiebert’s (2016) commentary paper laid emphasis on the institutional context of LS. They argued that LS was evolved cultural practice and it was important to consider how to support such practice with high quality and sustainability. From a distributed leadership perspective, which concludes two main facets: 1) Episodic agency implies use of his or her positional power with intentional action; and 2) community volition implies the synthesis of the whole community’s activities and aspirations (Lumby, 2013).

Showed in the table, from three cases we find that the sustainable leadership of partnership was about the community volition. It is closely related to the hard-soft degree of IC’s domain, as well as teaching researcher’s episodic agency. Particularly, teaching researcher works both on 1st and 2nd level.

However, this study also shows that teaching researchers contribute to teachers’ reflection merely in a light degree. It may be related to the possible negative correlation between domain’s hardness and teaching researcher’s insight based on observation.

This study moderately controls the impact of university researchers and empowers teaching researchers and curricular teams. These results lead to our reflection about improvement strategies of LS partnership.

and policy aspects of sustainable Lesson Study, Leadership, management
Distributed Leadership, Integrated Curriculum

Empowering teachers to nurture student reflection and leadership through lesson study

Workshop145Timothy Soon Inn Tay, Anglo-Chinese Junior College, Singapore

On Fifth 1Wed 13:50 - 15:20

Abstract

In Singapore, teachers play a pivotal role in developing students’ values as part of the Ministry of Education’s “Student-Centric, Values-Driven” Education. With an increasing emphasis on a values-driven education, it has become particularly important to develop teachers’ competencies to effectively nurture students’ values.

At Anglo-Chinese Junior College, we believe that guiding students to understand their values is important for students to become effective leaders, as one’s values shape one’s actions, and leaders communicate their values and beliefs through their everyday actions (Sparks,2008; Stengel,2008).

Hence, this presentation will show how through the use of lesson study, teachers may strengthen their ability to encourage students’ reflection regarding their values, and enable their students to develop their leadership competencies intentionally. This presentation will also highlight how the assessment of students’ leadership competencies can help inform review of the student leadership curriculum to refine it to better cater to the students’ needs and profiles.

Summary

In Singapore, teachers play a pivotal role not simply as transmitters of knowledge, but also in developing students’ values as part of the Ministry of Education’s “Student-Centric, Values-Driven” Education. With an increasing emphasis on a values-driven education in Singapore, it has become particularly important to develop teachers’ competencies and dispositions to effectively nurture students’ values. Through lesson study, teachers are able to collaborate, design, and refine formal curriculum in values education and adopt a repertoire of instructional practices.

In particular, at Anglo-Chinese Junior College, we believe that guiding students to understand their values is important for students to become more effective leaders, as one’s values shape one’s actions, and leaders communicate their values and beliefs through their everyday actions (Sparks, 2008; Stengel, 2008). As such, teachers have an important role in influencing the students’ values and beliefs through various opportunities and their daily interactions with students. In ACJC, formalised lessons pertaining to nurturing leadership competencies and values are weaved into the curriculum as part of a whole school approach.

To this end, the team recognises the importance of deepening the skills and competencies of our teachers and more critically, their ownership and belief regarding why they do what they do. Thus, the team decided to leverage lesson study to understand and improve our current curriculum and lesson design. The project aimed to use lesson study as a means of professional development to empower teachers in nurturing values and leadership skills amongst students. Pre-lesson surveys were conducted amongst students to gather their feedback and perceptions regarding how they develop leadership competencies as well as internalise their beliefs and values. Based on the feedback gathered and our literature review, the team re-examined the lesson packages to design the lessons. Following which, research lessons were conducted and data was collected during the lesson observations so that the team could refine the lesson. In addition, post-lesson surveys were conducted to gather students’ feedback on the lessons, and post-lesson dialogues were held with teachers for their input. From these various sources of data, the team could then improve the lessons for subsequent sessions, thereby benefitting more students and teachers. One such improvement was to encourage students’ reflection so as to deepen understanding and foster values. Other findings include teachers having greater confidence in implementing the lessons through the co-creation of the lessons, thereby instilling a deeper belief and ownership in what they do.

The process of lesson study has provided an approach in guiding the team to designing and refining lessons as well as enhancing our teachers’ competencies. Teachers are able to strengthen their ability to encourage reflection amongst students regarding their values, and by extension, enable their students to develop more intentionally their leadership competencies. The use of lesson study also provided a means to how the assessment of students’ leadership competencies, and the collection of data, can help inform review of the curriculum, so as to refine our curriculum to better cater to the needs and profiles of our students.

Lesson Study and teacher professional development
Student leadership, Teacher development

Lesson Study in the context of the International Baccalaureate curriculum in NISA, Kazakhstan

Paper305Tatyana Mashinets, Nazarbayev Intellectual School Astana, Language B Department, Kazakhstan

On Fifth 3Wed 13:50 - 15:20

Abstract

Challenges of the global education make teachers gain and develop skills to research, analyze and select better teaching practices for themselves and learning approaches for students. The article will answer the question "Is it possible to organize the Lesson Study research process on the sustainable base while working due to the International and National Curricula?" on the sample of the Nazarbayev Intellectual School of Astana International Baccalaureate. Teachers, working in the double curricula, simultaneously provide educational services meeting requirements of both of them. Moreover, it means lots of responsibilities in a limited working hours. Conducting research is one more duty but, from another side, it is obligatory claim of the school itself.

The first step to do research work possible was made by school admin team: one hour of Lesson Study work was included into the paid working hours. The other problems are being solved by teachers-researchers themselves.

Summary

Teachers of the school have an obligation to participate either in Action Research or Lesson Study. That is why, at the beginning of the academic year, The Professional Development Courses Fair is held and leaders of each research group present their course for a year or more to attract faculty to take part in any of them. Teachers decide themselves which group to join due to their interests or needs. This event reflects one of the basic principles of the IB programme - the principle of voluntariness and choice. It makes the pedagogy process not only sustainable, but balanced.

One more problem was solved by organization of two Lesson study groups working at the same time, but using different languages of instructions: Russian and Kazakh, which makes the teachers' communication more convenient and it meets National Standards. Participants of these groups work due to their own needs and aims using classical observation methods of Lesson Study, but orientating on different Lesson Study Schools (Japanese, American and others), and adjusting research aspects to the groups' ideas.

The Lesson Study group in the Russian language instructions, consisting of 25 teachers of different subjects, works in the following directions: changing pedagogy to provide students more freedom in learning and changing learning dynamic itself considering students' needs, interests, motivation and communication. The participants of the group choose themselves what they want to improve: own teaching or students' learning approaches. The only thing they need to do is to inform observers about it while lesson planning discussion. teachers of any subject visit lessons of colleagues if they do not have their own lessons at that time; then they discuss and give recommendations for further improvement.

The leaders of this group try to organize the research cycle effectively and created s GoogleDoc with the special table where each teacher may write down the necessary information about a lesson for observation (date; room; aim; Case Study students). Another innovation made by them was the 'Observation Protocol Form' of A-4 paper format divided into three zones: The Seating Map; Teacher's Activity and Case Study Students' Activity. Such kind of Protocol makes it possible to note the lesson events due to the three methods at the same time. Moreover, it is possible to write the time periods in each of the zones and it is the usage of the Time Sequential Method as well. To make observation results more visible, observers should use three colours: green for notes during the Challenge Stage of the lesson (beginning stage); red one at the Knowledge Activation Stage (usually the main one or activities) and black one to mark the Reflection Stage (the end of the lesson). The colours allow to see details of the observation clearer. The necessity to work out and use such a Protocol was justified by the lack of time for additional visits of the lessons; one teacher may use all methods at the same time to provide a detailed picture of the lesson and the busy teachers' schedule.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Nazarbayev Intellectual School of Astana, Sustainable pedagogy and research

The use of lesson study in a nonformal youth education program: a case study in 4-h

Paper50Martin Smith, University of California, Population Health & Reproduction and Human Ecology, United States of America

On Fifth 3Wed 13:50 - 15:20

Abstract

The 4-H Youth Development Program, a leading nonformal educational organization, offers learning opportunities to youth aged 5-18 in out-of-school time settings, including clubs, afterschool programs, and camps. The 4-H program reaches millions of youth in the United States and internationally. Professional development for 4-H educators – staff, adult volunteers, and teen volunteers – needs improvement. Lesson study represents an opportunity to introduce a professional development model that is consistent with the pedagogical foundations of the 4-H program, namely constructivism and experiential learning, to 4-H educators. Prior research on the use of lesson study in 4-H has been promising, but limited in scope. This study represents work from a U.S. national collaboration to expand and sustain the use of Lesson Study in 4-H. Using a case study approach, findings from this investigation revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, social support, and use of reflective practice.

Summary

The 4-H Youth Development Program offers educational opportunities in nonformal settings – clubs, afterschool programs, and camps – to youth aged 5-18. Administered through land grant universities in the United States, 4-H reaches over 6 million youth in rural, suburban, and urban areas (National 4-H Council, 2017). Furthermore, independent 4-H programs serve youth in more than 50 other countries (National 4-H Council, 2015).

With approximately 500,000 4-H volunteer and 4,300 staff educators in the United States (USDA, 2017; NAE4-HA, n.d.), effective professional development is essential to ensure high-quality programming. However, most 4-H professional development involves traditional, episodic events (e.g., one-time workshops), and there is a “…need to introduce more reform-based professional development opportunities into the 4-H landscape…” (Author, 2017, para. 21).

Lesson Study, a reform-based professional development model, is helps advance classroom teachers’ and pre-service educators’ knowledge, skills, confidence, and pedagogical practices in various content areas (e.g., Doig & Groves, 2011; Lewis, Perry, Hurd, & O’Connell, 2006; Marble, 2006). In contrast, empirical literature on the use of Lesson Study in nonformal education programs is limited (Author, 2008; Author, 2013). In 4-H, only two studies involving Lesson Study have been published to date (Author, 2013; Author, in press).

Our paper will present data on work from a national collaboration to expand and sustain the use of Lesson Study in 4-H (Author, 2019). As part of this effort we completed a case study involving three state 4-H programs. Informed by prior research in 4-H, this project explored the use of Lesson Study with different 4-H educators in various 4-H contexts when administered through state programs. Representatives from participating state 4-H programs oversaw the recruitment of Lesson Study group members, the 4-H contexts where curricula were implemented, and the training needs of participating educators. Our team provided professional development on Lesson Study to the state representatives and collected survey and interview data from participants. Findings revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, social support, and use of reflective practice.

Nonformal education programs differ from schools in a number of ways. Recognizing these differences, we adapted the traditional Lesson Study model to work within the 4-H context. Necessary modifications included the use of written reflections from educators and youth participants as main sources of formative data instead of third-party observers (Fernandez, 2002; Lewis & Hurd, 2011). Additionally, opportunities to reteach lessons (Lewis & Hurd, 2011) were limited in 4-H contexts.

This study provided additional evidence that Lesson Study has potential for use in 4-H. Furthermore, the 4-H Program shares similarities with other nonformal youth education programs; thus, we believe Lesson Study could be a viable professional development option in nonformal education settings writ large.

Overall, our project placed an emphasis on the craftsmanship required for Lesson Study to be effective. Researchers and program administrators focused on being systematic and intentional with respect to the Lesson Study process. We also emphasized the need to better incorporate the pedagogical foundations of 4-H, namely constructivism and experiential learning, into program implementation.

and learning contexts, Lesson Study in different cultural, subject
Nonformal education, Out-of-school time education, Professional development

The comparison of English education between Malaysia and Japan

Paper99Yuko Uesugi, Kure National College of Technology, Humanities and Sciences, Japan

On Fifth 3Wed 13:50 - 15:20

Abstract

This paper outlines the differences of English education systems between Malaysia and Japan in terms of learning and teaching. What is required for Japanese students to deveop English speaking skills? And why is the English level of Malasian students so high? These are the research questions.

There are two main resources to be analyzed as follows: my local research of the language program in Manaysian high schools and universities conducted in 2017 from the viewpoints of Lesson Study and the interviews of the Malaysian students studying in KOSEN. The aspects from students’ points of view can eventually lead to unique and insightful future perspectives in the hope of the improvement of English learning and teaching.

As a finding, the exposure is the key in language education. Also, how to create an environment where students are exposed to their target language is significant. To do so, the teachers’ education is essential.

Summary

This paper outlines the differences of English education systems between Malaysia and Japan in terms of learning and teaching. What is required for Japanese students in order to deveop English speaking skills? And why is the English level of Malasian students so high? These are the research questions.

In Malaysia, English has been educated since primary school, which mainly focuses on vocabulary and grammar.It is noteworthy to mention that when entering the secondary school and the university, English is widely used as a mandatory language in both teaching and learning; therefore, most of the lessons, even maths and physics, are taught in English.

On the other hand, in Japan, English has been educated since primary schools but started from fourth grade which is at the age of ten and mainly focuses on pronunciation. When entering junior high schools, in addition to the main focus on pronunciation, it is the grammar lessons that become important in English education. Therefore, the learning period of English lessons are increased from three to four times a week. The teaching methods also differ according to their school types, such as high schools, national institutes of technology (KOSEN) and universities. In KOSEN the main focus is to develop students’ translation of English into Japanese and English grammar for the entrance examination. Recently, however, the educational reform of English has been heatedly discussed in order to nurture global engineers. Not only the skills such as reading and writing forcused mainly grammar learning but also the communication skills such as listening and speaking are necessary to be acquired. In order to achieve this goal, it is time we searched andfound a strategy in English education.

There are two main resources to be analyzed as follows: my local research of the language program in Manaysian high schools and universities conducted in 2017 from the viewpoints of Lesson Study and the interviews of the Malaysian students studying in KOSEN.

The interviews of the international students who experienced English studies both in Malaysia and in Japan bring to the paper fresh and authentic aspects about leaning from the students’ points of view. These aspects from different angles can eventually lead to unique and insightful future perspectives in the hope of the improvement of English learning and teaching.

As a finding, the exposure is the key in language education. Also, how to make an environment where students are exposed to their target language is significant. Manalysian students use English almost all day both on and off campus. Most of the lessons as well as the students’ discussion are conducted in English.

In order to create this exposure and immersion environment, teachers’ education is essential but one of the serious problems to conquer in Japan. Gaining teachers’ understanding about the significance of the exposure should be pursued for the future discussion.

With the analysis in this research, both countries could exchange their learning and teaching methods with the aim of improving the quality of English education in both respective countries.

and learning contexts, Lesson Study in different cultural, subject
Comparison, English education, Exposure

Measuring and describing the effect of ls on pre-service teachers’ self-esteem

Paper136Julien Buchard, University of Teacher Education Vaud, Laboratoire 3LS, Switzerland

Paris '69Wed 13:50 - 15:20

Abstract

Aim: Our PhD research aims to estimate the impact of each component of a Lesson study (LS) on teachers’ self-esteem.

Method: In 2018, we produced, tested and enhanced a tool to gather information about the impact of each part of the LS on participants’ self-esteem. With this tool (individual and group surveys, lesson plans, …), we will collect data until June 2019 by 250 pre-service teachers.

Preliminary findings: The test phase of 2018 revealed a significant effect of LS on students’ self-esteem but could not determine whether some parts of the LS had a higher effect than others.

Significance: This research provides quantitative information about LS effects. It also provides a tool we can implement in other contexts, particularly with in-service teachers.

Relevance: This presentation questions the sustainability of LS as a training method for teachers. It also informs about adaptations of LS to the context of pre-service teachers.

Summary

We will present our ongoing PhD research in Lausanne, French-speaking Switzerland. It was launched in 2015 with support of the Lausanne Laboratory Lesson Study (3LS), in the local university for teachers’ education.

This research aims to produce a tool that can quantitatively inform the effectiveness of Lesson Studies (LS) and that will be tested with 250 pre-service teachers. This tool is the first main contribution of our work. It will bring more evidence of LS effectiveness, which can help to convince politics to invest in them and teachers to take part, despite the time it takes. The second main contribution consists of the results we expect. Indeed, the sample of pre-service teachers allows our study to provide information on LS with this kind of participants. It also makes it possible to point out the adaptations of the LS process necessary for its implementation in initial training.

To highlight these adaptations and build our tool, we had to precisely define LS and to pick out an indicator of their impact. Firstly, a wide literature review led us to propose a general definition of LS. Secondly, this literature review guided us to investigate the effect of LS on teachers’ self-esteem.

Considering this framework, we expect to answer this question: How the components of a Lesson Study impacts teachers’ self-esteem? To answer it, we produced three surveys and a framework to analyse lesson plans. In 2019, 250 students take part to our final data collection made of surveys and lesson plans:

Two individual surveys are collected, one at the beginning and one at the end of the LS. A first part gives individual information (gender, age, …); A second part informs students’ self-esteem and consists on Vallieres and Vallerand’s translation of Rosenberg’s self-esteem scale (Vallieres & Vallerand, 1990). The third part, inspired by Clerc and Martin (2012), Cohan and Honigsfeld (2007) and Fernández (2005), informs more specifically about the abilities that LS are expected to develop.

One group survey is administered twice during the LS. Questions concern the way the group works, and the content discussed during meetings.

One lesson plan per group is collected during the semester. We analyse it though a grid based on what Lewis and Hurd (2011, pp. 48–51) expect to find in such a plan.

The test phase of 2018 revealed a significant effect of LS on students’ self-esteem but could not link it with the components of the LS. Therefore, we enhanced our surveys. With our upgraded tool, we expect to describe more precisely how LS and its components impact pre-service teachers’ self-esteem.

These results bring some first quantitative evidence of LS’ effectiveness, because in fine, teachers’ self-esteem development is linked with a better teaching, which leads to increased pupils’ learning (Hartley, 1997). By using our tool in other contexts, we could expand our data collection in the future and strengthen our results.

Lesson Study in initial teacher training
Effect, Initial training, Self-esteem

Professional development as teacher educators in a learning community

Paper267Lena Knutsson, University of Gothenburg, Department of Pedagogical, Curricular and Professional Studies, Sweden

Paris '69Wed 13:50 - 15:20

Abstract

In a project as teacher educators we wanted to develop our teaching about communication in the mathematic classroom for our students in pree-service teacher education. We created knowledge in our own practice and developed a framework for communicating in mathematics, which included an iterative process, a lesson study in four cycles. We tried out our framework in our teaching and analyzed how our students interpreted the framework by filming the student’s discussions. The process was followed in a participating action research study. In the study the theory of practice architectures was used to try to explain the projects possibilities and limitations.

Summary

In a participating action research study, I followed our work in the project (Rönnerman, 2018). The aim for the study was to find out how the arrangement around the project contributed to the cooperation between the teacher educators, which processes developed in the group and what makes it possible and what is limiting our work for creating knowledge in our own practice. In the study is the theory of practice architectures is used to analyze the work in our community of practice.

We formed a group of teacher educators at our institution at Gothenburg University, IDPP (Department of Pedagogical, Curricular and professional Studies). We wanted to develop our teaching about communication skills in the mathematics classroom for our students. We formed a framework together as a tool for teachers to lead productive mathematical discussions in the classroom. The framework developed from a research overview done by the group and is inspired by a framework from USA (Kazeimi & Hintz, 2014).

With the framework as a foundation we developed our own teaching about communication in mathematical classroom for our pree-school teacher students. We designed a lecture and a workshop and tried it out in four different groups in a lesson study process. During the process our teaching developed but also the framework. When we analyzed our filmed lectures and our students’ workshop, we could see how our students interpreted the framework and we understood that we needed to do clarifications and changes in our framework. During the project we realized that our students also needed a textbook and after the project we started to write such a book (Kilhamn, Nyman, Knutsson, Holmberg, Skodras, Frisk S. & Gallos Cronberg, in press.)

In order to follow the work in our group I used a logbook and the projects documentation together with recordings from our meetings. The theory of practice architectures was used as a theoretical framework when analyzing data to understand what regulate and affect our collective practice in the project (Kemmis & Grootenboer, 2008).In the first part of our groups work we decided together what to do and how to do it. We where a group with different employment and education and it turned out that this part of our work was crucial for the proceeding. Here we made agreements and decisions together which affected all our work together. The material-economic arrangements, cultural-discursive arrangements and social-political arrangements made it possible for us to develop a group where all members knowledge and experience was recognized and charred in a respectful way. We all had time in our employment, places to meet and the technic and equipment needed. The way we did things in the group was built on an idea of equal power and shared responsibilities. It showed in our sayings and thinking and the development of our relating. Gradually we begun to function as a community of practice.

Creating knowledge in practice: action research and other practice-based research approaches
Participating action research, Professional development, Teacher education

Lesson Study in the preparation of future mathematics teachers

Paper81João Pedro da Ponte, Universidade de Lisboa, Instituto de Educação, Portugal

Paris '69Wed 13:50 - 15:20

Abstract

This study aims to know prospective secondary school mathematics teachers learning regarding critical issues in mathematics teaching, as they participate in a lesson study, and what conditions enhance their participation in this learning process. The participants are nine prospective teachers in the first year of the master of teaching, the cooperating teacher and two university instructors. The research methodology is qualitative research, with data collection through the writing a research journal, interviews with prospective teachers and collection of artifacts. The preliminary results, regarding the first working sessions, show an active involvement of prospective teachers in selecting tasks and in analyzing possible students’ difficulties. Lesson study may play a very important role in the preparation of future teachers, but much is still necessary to study regarding its organization, its dynamics and the necessary conditions to make it a successful learning experience. This paper will bring new insights regarding these issues.

Summary

The practice or context from which the work originates. This work concerns a lesson study currently in progress in the initial education of secondary school mathematics teachers. The participants are nine prospective teachers in the first year of the master of teaching (fourth year of university studies), the cooperating teacher and two university instructors. This activity is carried out in the frame of a field study course in the second semester of the two-year program.

The lesson study takes place at grade 10. The topic is solving equations and inequalities with absolute value, chosen taking into account the school students’ difficulties and also the annual planning of the cooperating teacher. Two consecutive lessons are planned, observed, and reflected. Since the prospective teachers are still in an early stage of their professional preparation, the research lessons are taught by the cooperating teacher. The prospective teachers assume an active role in the study of the issues related to the teaching and learning of the topic, and in preparing, observing and reflecting on the lesson.

Theoretical framework. This study in based on a conceptualization of the mathematics teachers’ knowledge, that establishes as key domains teachers’ content knowledge and teachers’ knowledge of mathematics teaching (Ball et al., 2008; Ponte, 2012) as well as on a perspective of practice-based teacher education (Ball & Cohen, 1999; Smith, 2001).

Research question. We seek to know what do prospective teachers learn by participating in a lesson study conducted by the university instructors and the cooperating teacher regarding critical issues in mathematics teaching (such as the nature of tasks, the role of representations, reasoning processes and classroom dynamics) and what conditions enhance prospective teachers’ participation in this learning process.

Method(s). This is a qualitative research. Data collection includes the writing a research journal, interviews with prospective teachers (to be held at the end of the study) and collection of artifacts (prospective teachers’ written progress and final reports). Data analysis is carried out in an inductive way, focusing on (i) prospective teachers’ learning regarding mathematics teaching and (ii) views regarding lesson study.

Relevance for educational practice. Lesson study has been used in the education of future teachers, but there are still many open issues regarding the aims it may address, the structure it may assume and the learning that it may promote in participants (Larsen et al., 2018; Ponte, 2017).

Results. The preliminary results, regarding the first working sessions, show an active involvement of prospective teachers in selecting tasks and in analyzing possible students’ difficulties. In September we will have preliminary results concerning the whole lesson study process.

Conclusion and discussion. Lesson study has great potential as a formative experience that brings to the fore all the most significant issues of the educational process. Therefore, it may play a very important role in the preparation of future teachers. However, much is still necessary to study regarding its organization, its dynamics and the necessary conditions to make it a successful learning experience. This paper will bring new insights regarding these issues.

Lesson Study in initial teacher training
Knowledge of Mathematics Teaching, Secondary school

Lesson Study in teachers' practice from top down to bottom up

Paper111Kyzzhibek Abdramanova, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Rome '96Wed 13:50 - 15:20

Abstract

In 2016, Center of Excellence in Kyzylorda and Department of Education of the region jointly designed a Lesson study project. Through the project Lesson study was implemented to 25 innovative schools’ practice“Top Down”. The process was planned and managed by school principals, the trainers of CoE and department methodologists. After the project, main issue was to determine if teachers carry out Lesson study independently. This paper focuses on the teachers' initiation to carry out Lesson study independently. Bottom up implementation is important and it proves the sustainability of the process. 84 leading teachers conducted Lesson study independently. Bottom up approach was examined. The study describes advantages and disadventages of Top down approach in the context of Lesson study, positive impact of Bottom up approach to school culture.

Summary

This study focuses on the shift from top down to bottom up implementation of Lesson study.

Research question: How do school leaders organize Lesson study process: top down or bottom up? The aim is to identify which approach works best in the context of Lesson study.

Research Structure / Methods Used: The research covered three stages. The first stage (2017) -gathering data. Thirty-seven leading teachers from twenty-five schools filled in the questionnaires, twenty-two of teachers were interviewed. Data analysis showed that Lesson study is implemented top down. However, the survey showed that there are leaders who are able to initiate and conduct Lesson study.

The second stage (2018) eighty four leader teachers of the innovative schools attained in-service training course. Leader teachers were trained under the program “Research in teacher's practice” which covered Lesson study and Action research. These leaders created research groups and conducted Lesson study. Over period of six months Lesson study cycles were observed and each cycle was video recorded.

Third stage was final data collection. Questionnaires and Interviews were carried with team members. Leaders’ reflective accounts were collected and observed. To increase the validity and reliability of the study (Golafshani, 2003)I used different methods of data collection.Patton (2001) advocates the use of triangulation by stating “triangulation strengthens a study by combining methods”.

Data analysis revealed advantages and disadvantages of top down approach.The strength of top down approach is a ready-made scheme of the process for teachers to follow. It has a synergy effect and a great coverage of participants. Weak points of the top down implementation are 1) teachers think that it is one-time process, like conducting an experiment, 2) less autonomy.

At the beginning stages of Lesson Study, the Top down approach is required. Through a certain repetition of the process itself, teachers will have an understanding of the importance of Lesson Study for professional development, then teachers can initiate the process. The advantages of "bottom up" approach is that teachers take responsibility for their own professional development, set common goals and demand contribution of each.

and policy aspects of sustainable Lesson Study, Leadership, management
bottom up, Leaders, Teacher initiation, Top down

Teachers' network structure in lesson study

Paper121Yuta Arii, The University of Tokyo, Graduate School of Education, Japan

Rome '96Wed 13:50 - 15:20

Abstract

The purpose of this research is to clarify the structure of teacher's knowledge network in the Japanese Lesson Study. Therefore, in this research, the author conducted a social network analysis and interview survey to clarify the teacher's knowledge network in the Lesson Study.

The following two points were clarified by this research. The first, it was possible to clarify that the presence of principal, leadership teams, teachers from the same subject group, other school advisers, teacher working together at previous school, the same grade group, and independent community of teachers outside the school as a source of teachers' information in Lesson Study. Second, it was possible to clarify what role each community or leader was required in the network structure. These results show a new perspective as a school organization in Lesson Study.

Summary

The purpose of this research is to clarify the structure of teacher's knowledge network in the Japanese Lesson Study. Collaboration in Lesson Study has been shown to be effective for teachers’ learning. However, in the Lesson Study, varieties knowledge network teachers have is not explored. Also, the collegiality that has been pointed out to be important in the Lesson Study is the concept that focuses not only on the teacher's relationship within one school , but also on the teacher's network outside of the school. Japanese Lesson Study is considered to be sustained because knowledge is accumulated in the school organization not only by formally designated leaders within the school, such as principal and leadership teams, but also by informal leaders, such as teacher working together at previous schools, teacher leader belongs to the board of education, and independent community of teachers outside the school.

Therefore, in this research, the author conducted a social network analysis and interview survey to clarify the teacher's knowledge network in the Lesson Study. In this research, the school that the author chose as a survey subject has been working diligently on Lesson Study for a long time. First, the author asked all the teachers, "Who would you like to ask for advice or consult when you got into trouble in a Lesson Study," using a questionnaire. Next, being based on this data, the author interviewed nine teachers, "What advice do you want to ask or consult with this person (or community) ?"

The following two points were clarified by this research. The first, it was possible to clarify that the presence of principal, leadership teams, teachers from the same subject group, other school advisers, teacher working together at previous school, the same grade group, and independent community of teachers outside the school as a source of teachers' information in Lesson Study. As a factor that has supported the continuation of Japanese Lesson Study, this result suggests that not only the knowledge network structure within the school but also the network structure where knowledge enters from outside the school plays an important role. Second, it was possible to clarify what role each community or leader was required in the network structure. This made it possible to clarify the way of collaboration in the Lesson Study in more detail.

By clarifying the knowledge network of the teacher in the Lesson Study, the knowledge of this research reveals the flow of knowledge in the school organization in the Lesson Study, and the role played by each teacher and the community there. It shows a new perspective as a school organization. This shows the point that when considering the teachers’ learning in school-based Lesson Study, what emphasis should be put on building a system of Lesson Study in a school, or how to pass on such knowledge in a school organization to sustain and develop Lesson Study.

and policy aspects of sustainable Lesson Study, Leadership, management
Network, School organization, Teachers' learning

From practice to policy of sustainable Lesson Study

Paper401Sumar Hendayana, Indonesia University of Education, Chemistry Education, Indonesia

Rome '96Wed 13:50 - 15:20

Abstract

This paper aims to describe a case study of 13-years practice of lesson study in Sumedang regency West Jawa Indonesia. A JICA technical assistant introduced lesson study cycle from 2006 to 2009. Several school principals took initiative to sustain lesson study activity in the form of school-based lesson study involving all teachers within a school. How is lesson study management at schools, why do school leaders take initiative to sustain lesson study, and how is lesson study practice become local government policy? Data were collected through interviews (school teachers, school principals, school committee, and education department officer) and lesson observation of three junior secondary schools. An officer of Sumedang education department realized that students enjoy learning because teachers have facilitated students with contextual and challenging task, as well as it’s inexpensive teacher training for teacher capacity building. Now, lesson study is become Sumedang government’s regulation for classroom-based school quality improvement.

Summary

This paper aims to describe a case study of 13-years practice of lesson study in Sumedang regency West Jawa Indonesia. A JICA technical assistant project of Strengthening In-Service Teacher Training of Mathematics and Science Education at Secondary Level (SISTEMS) introduced lesson study cycle in 2006 in 3 regencies in Indonesia (Sumedang, Bantul, and Pasuruan Regencies in 3 provinces). The JICA project was ended in 2009. In case of Sumedang regency, several school principals took initiative to sustain lesson study activity in the form of school-based lesson study involving all teachers within a school. We have three research questions: how is lesson study management at schools, why do school leaders take initiative to sustain lesson study, and how is lesson study practice become local government policy? Data were collected through interviews (school teachers, school principals, school committee, and education department officer) and lesson observation of three junior secondary schools. It was found that three schools have unique systems to manage school-based lesson study practice. School A organizes monthly lesson observation by all teachers on Monday afternoon followed by post-class discussion. School committee (parent association) has supported financially practicing school-based lesson study. In case of school B, school-based lesson study was run every Saturday afternoon follow by post-class discussion and revision of lesson design. Revised lesson design was implemented at other class of the same grade on regular daily schedule. However at school C, school-based lesson has been done twice a month on Saturday afternoon followed by post-class discussion. An officer of Sumedang education department who is in charge of curriculum section come visit school so often and observed lesson. Then he realized that students enjoy learning because teachers have facilitated students with contextual and challenging task. He also realized that it’s inexpensive teacher training for teacher capacity building. As a consequence, Sumedang Education Department proposed lesson study to legislative to be included in Sumedang government regulation for school quality improvement. Detail finding will be presented at the WALS 2019 conference.

and policy aspects of sustainable Lesson Study, Leadership, management
From practice to policy, School-based lesson study

Sustaining Lesson Study learning: how does potential learning embed after a Lesson Study?

Paper10John Mynott, Central Primary School, United Kingdom

Straatsburg '88Wed 13:50 - 15:20

Abstract

Mynott (2019) proposed an outcome model for Lesson Study which identified the outcome options for the potential learning that could occur within a Lesson Study cycle. This paper explores how the moments of potential learning (Pella, 2011; Dudley, 2013) that inform a Lesson Study’s position on the outcome model may develop or wane after a Lesson Study cycle completes. Following participants who took part in Lesson Study cycles between 2014 – 2016 an exploration of the learning generated was undertaken, using Guskey’s (2000) levels of development. Using in-depth semi-structured interviews to generate participant case studies link to Guskey’s (2000) levels, this paper considers how the perceived learning from a Lesson Study cycle can be embed into the organisational workings of a primary school and how other pieces of learning wane, and diminish over time.

Summary

o The practice or context from which the work originates

Mynott (2019) proposed an outcome model for Lesson Study which identified the outcome options for the potential learning that could occur within a Lesson Study cycle. This paper explores how the learning moments (Pella, 2011: Dudley, 2013) from a Lesson Study are actualised into practice. In doing so, this paper explores the lived experience of participants, post Lesson Study, while they worked in a primary school in England. In addition, the paper will also consider how Lesson Study learning could be better incubated and facilitated once the Lesson Study cycle has ended.

o Relevance for educational practice

While Lesson Study in England is experiencing a growth in enthusiasm and a developing literature base, little research has been conducted about the impact of Lesson Study cycles after their completion. Godfrey et al. (2018) suggest that a more evaluation-led model of Lesson Study is important. Borrowing from this notion and through an evaluation based on Guskey’s (2000) outcomes this paper will consider what learning endures after Lesson Study work. This is an important consideration for Lesson Study research as understanding the learning that is sustained could support improvements to Lesson Study methods and research.

o Theoretical framework

Using in-depth exploration of the lived experience of participants, who have engaged in Lesson Study cycles placed at different points of Mynott’s (2019) outcome model, case studies will be created. These case studies will focus on the individual participants and these will be framed using the five levels of Guskey’s (2000) outcomes to explore how Lesson Study impacts on participants and their organisation after a Lesson Study completes.

o Research question

Are moments of potential learning sustained after a Lesson Study cycle completes?

o Method(s)

The initial Lesson Study cycles took place between 2014 and 2016. The participants of each Lesson Study were interviewed. Participant case studies were formed using in-depth semi-structured interviews which took place over a series of weeks. These interviews are linked to examples of practice, teaching resources and organisational features identified by the participants. Transcripts were analysed and themed by application of Guskey’s (2000) five levels of development.

o Results

The interviews and themed transcripts indicate that not all potential learning develops in the same way. There are variations in how quickly and how deeply learning takes with different participants and how learning embeds within the organisation. Learning moments that appear strong, and that participants identify as useful wane while smaller moments of potential learning transform the school’s curriculum provision.

o Conclusion and discussion

While generating more questions about how learning embeds, this paper explores what happens after Lesson Study cycles complete. In doing so it shares an exploration of how some potential learning embeds and other learning wanes. It suggests that while Lesson Study outcomes can be identified as potential learning using Mynott’s (2019) outcome model, how the learning embeds or does not embed, will need further research to profile the conditions that can support the manifesting of moments.

Lesson Study and teacher professional development
Learning, Outcomes, Potential

Developing pre-service teachers' critical thinking through lesson plan

Paper34Dan Lu, Northeast Normal University, China

Straatsburg '88Wed 13:50 - 15:20

Abstract

Pre-service teachers’ critical thinking abilities play an important role in their professional development. This research aims to examine the effects of lesson study on the development of pre-service teachers’ critical thinking. The lesson study group composed of the middle school mentors, the university teacher advisors and the other pre-service teachers in the same middle school. Adopting a qualitative approach, four pre-service EFL (English as a Foreign Language) teachers were the chosen as the participant of the study. Data were collected from the video recordings of each research lesson meeting, the interviews and the reflection journal of the participants. The preliminary data analysis of the video recordings indicates that during the process of the lesson study, the pre-service students’ critical thinking abilities have been developed gradually. The data from the interview and the reflection journal also suggest that students perceived that their critical thinking abilities have been promoted through lesson study.

Summary

Critical thinking, as one of the key components of the 21st century skills, is emphasized by the education ministries and departments in the countries and regions all over the world. Teachers’ critical thinking abilities would influence their teaching and cultivation of students’ critical thinking. Therefore it is of great importance to enhance pre-service teachers’ critical thinking. The current study was set in the context of EFL pre-service teachers’ teaching practice program in a normal university in China. The pre-service teachers are master students of education and they are required to finish their internship in the local middle school while taking the academic courses. During the internship, the pre-service teachers should give one lesson each semester in the local school, and the university teacher advisors, the middle school mentors and several pre-service teachers comprise the lesson study group to help crafting the lesson.

The theoretical framework adopted in the study is Paul and Elder’s model of critical thinking. According to the model, critical thinking is composed of three dimensions: the first is the elements of thought (reasoning); the second is the intellectual standards; the third is the intellectual traits.

The research questions of the study are: (1) What are the effects of lesson study on EFL pre-service teachers’ critical thinking abilities? (2) In what way can lesson study influence pre-service teachers’ critical thinking? Adopting a qualitative approach, four pre-service EFL (English as a Foreign Language) teachers were the chosen as the participant of the study. Data were collected from the video recordings of each research lesson meeting, the interviews and the reflection journal of the participants. The video recordings and students’ reflection journal were analyzed by Paul and Elder’s critical thinking model and students’ interview transcripts were examined for emerging themes relating to critical thinking. The preliminary data analysis of the video recordings indicates that during the process of the lesson study, the pre-service students’ critical thinking abilities have been developed gradually. The data from the interview and the reflection journal also suggest that students perceive that their critical thinking abilities have been promoted through lesson study. During each session of lesson study, discussions were held to evaluate and offer suggestions on the teaching content, design, interaction, effect and so on. Through the discussions, students learn to perceive the lesson critically, communicating ideas clearly and unbiasedly in order to reach a reasonable solution. Meanwhile, university teacher advisors and middle school mentors’ modeling also play a positive role in promoting pre-service teachers’ critical thinking.

Lesson Study and teacher professional development
Critical thinking, Pre-service teachers

Unfolding reflective Lesson Study practices of in-service teachers in Japanese schools

Paper41Linfeng Wang, University of Fukui, Graduate School of Education, Japan

Straatsburg '88Wed 13:50 - 15:20

Abstract

This presentation aims to show that how in-service teachers develop their professional development through reflective lesson study in Fukui, Japan. Students in Fukui has maintained top level of scholastic abilities nationwide. Lesson study is said to be one of the main reasons to the achievement. The significance of reflection in professional development of teachers has been recently addressed in teacher education. There have been attempts to incorporate reflection in lesson study to enhance teachers’ competence to understand teaching and learning in a professional way. However, there appear to be few studies of reflective lesson study. This presentation provides case studies of two in-service teachers' reflective lesson study practices in Japanese schools. Their reflective practices were documented periodically and their reflective writings were analyzed. Unfolding their process of reflective practices, the findings reveal what kinds of supports teachers need and what challenges they face in enacting school-based reflective lesson study meetings.

Summary

This presentation aims to show that how in-service teachers develop their professional development through reflective lesson study in Fukui, Japan. Students in Fukui has maintained top level of scholastic abilities nationwide. Lesson study is said to be one of the main reasons to the achievement. The significance of reflection in professional development of teachers has been recently addressed by a collection of researches in teacher education. There have been attempts to incorporate reflection in lesson study to enhance pre- and in-service teachers’ competence to understand teaching and learning in a professional way. However, there appear to be few studies of reflective lesson study.

This is based on the following studies and projects: Schon’s (1983, 1987, 1991) concept of reflective practitioner; Wenger’s (1998, 2002) principles for cultivating a community of practice; and a two-year master course featuring collaborative reflection and co-inquiry practice, which was initiated at the professional graduate school of teacher development at the University of Fukui in 2008. It is considered as a pilot graduate school in Japan. The framework underpinning the design of pre-service and in-service teachers’ programmes is elaborated along with case studies. Two teachers representing focused groups from the course are selected, and their reflective writings spanning two years are analyzed so as to unfold their teaching and learning trajectories as reflective practitioners.

This presentation provides case studies of two in-service teachers in Japanese schools. Their reflective practices are documented periodically and their reflective writings are analyzed. Four modes of lesson study are refered to interpret their reflective lesson study practices. It unfolds the processes of teachers’ longitudinal reflective practices by analyzing reflective writings and related documents of three teachers. It reveals what steps teachers underwent, what strategies they applied, and what challenges they may face to be a reflective practitioner in enacting school-based reflective lesson study meetings.

Lesson Study and teacher professional development
Japanese schools, Professional development of in-service teachers

Sustaining Lesson Study: history, good practices and challenges (part II)

Symposium119Hiroyuki Kuno, Nagoya University, Japan

Tokio '95Wed 13:50 - 15:20

Abstract

Lesson Study (LS) has been promoted in many countries all over the world as a collaborative structure to promote teachers’ professional development and support improvement in teaching and learning. Yet, whether and how LS can be sustained in various education contexts is yet to be explored. This symposium aims to provide a panoramic view about the implementation and sustainability of LS in seven counties the Netherlands, Japan, the United States, China, Sweden, Singapore and the United Kingdom. It concludes with implications for further development and advancement of Lesson Study in the world.

Summary

Lesson Study (LS) has been promoted in many countries all over the world as a collaborative structure to promote teachers’ professional development and support improvement in teaching and learning. Yet, whether and how LS can be sustained in various education contexts is yet to be explored. This symposium aims to provide a panoramic view about the implementation and sustainability of LS in seven counties. The symposium consists of two parts and seven presentations. Part I features the experiences of the Netherlands, Japan, the United States and China. Prof Hiroyuki Kuno is the chairperson and Prof Peter Dudley is the discussant. Part II features the experiences of Sweden, Singapore and the United Kingdom. Mr Henrik Hansson is the chairperson and Prof Wouter van Joolingen is the discussant.

The seven presentations help enrich our understanding of the following components of LS development in seven different education contexts, i.e., people, programmes, processes and places. Lesson Study is a collaborative structure for teacher professional learning involving all kinds of stakeholders in education, teachers, students, teacher leaders, pre-service teachers, teacher trainers, scholars and researchers. LS programmes include mainly collaborative endeavors and professional dialogues by various stakeholders of planning, teaching, reviewing and refining lessons LS processes can be organized in different formats, such lesson analysis, collaborative action research, open lessons, or even integrated into teaching routines. These LS activities are enacted in different contexts, ranging from a classroom, a school, a district trusts, networks to an education system, locally and/or internationally. LS can be a pedagogy/ structure of teacher learning (Singapore and the US), a framework to support teachers’ improvement of teaching (The Netherlands), a part of school culture (Japan), a model for a new focus for teacher collaboration (Sweden), a platform to link up local and international teachers’ professional learning communities (the UK).

The rich experiences from seven countries highlight how LS activities are shaped and continuously supported by contextual forces. These critical factors include the availability and quality of LS facilitators or adviser, the use of guiding frameworks or organizational routines enhancing teachers’ analysis of subject matters, theories and students’ learning needs, intrinsic or extrinsic motivation of teachers, integrating LS practices into existing teaching routines and allowing flexibility of developing adapted localized LS practices, leadership, funding, resources and research. The challenges encountered in different countries are also discussed and implications provided for further development and advancement of Lesson Study in the world.

Symposium paper 1 (200 words):

5. How to create a sustainable Lesson Study approach of developing teaching systematically in Sweden?

The aim of the presentation is to highlight some important issues from the experience of trying to create a sustainable culture of learning-focused Lesson Study activities. This study was conducted in Sweden, where collaborative and systematic development of teaching on specific objects of learning, is not an existing part of the culture (OECD, 2015). The findings were drawn from observations of developmental work in 35 schools and reflections with different stakeholders (teachers, teacher leaders and school leaders on different levels). A few factors were found critically facilitating the development of this culture: 1) having a detailed framework to jointly strive for, including an approach to effective learning and teaching (mainly from Variation theory principles) and to systematically investigate the relation between teaching and students learning; 2) training all stakeholders how to use and support the use of the framework; 3) developing a culture based on the prerequisites in each local context, instead of trying to implement it as a non flexible model; 4) systematically identifying strengths, progresses and ways for improvements; 5) encouraging teachers and school leaders to try out new ideas. The presentation gives an alternative perspective on how to make Lesson study activities sustainable.

Symposium paper 2 (200 words):

6. Lesson Study: Towards a Pedagogy for Teacher Learning in Singapore

This study considers a range of issues that are relevant for understanding how teachers collaboratively make use of lesson study as pedagogy for teacher learning in the present reforms within the Singaporean educational contexts. Specifically, I address following questions: (1) How do Singapore teachers practice lesson study? (2) Why do they practice such lesson study? (3) What do teachers learn from participating in lesson study in the Singaporean contexts?

Based on fieldwork over two years in two primary schools and one secondary school in Singapore, this study reveals how teachers participate and adapt lesson study in their particular contexts. The nuance represented in each case raises the awareness of significant variety within the commonly referred to as “lesson study”, which was originally imported by the Singapore researchers from the Japanese model recommended by American researchers (Lewis et al., 2009; Lim-Ratnam et al., 2014; Stigler & Hiebert, 1999), and is actually constitutive of the interests of the actors in specific contexts. Also, it suggests how innovative adaptations of lesson study could be practically identical as a pedagogy for teacher learning in different schools as the teachers strive to address the fundamental learning issues of their students.

Symposium paper 3 (200 words):

7. 18 years on, what are the factors that are critical to sustaining Lesson Study in schools in the UK?

Lesson Study was introduced into the UK by Dr. Pete Dudley in 2001 and is now established in individual schools, multi academy trusts and networks particularly in England. Several large-scale funded Lesson Study projects have taken place in the last 5 years, including the Camden ‘Higher Order Learning Mathematics Project’ supported by the Greater London Council and brought together 90 schools across the Capital. In recent years, a changing educational landscape has meant the end of large scale funded projects but has promoted school led improvement partnerships, research learning hubs and a national network linked to the ‘Chartered College for Teachers’ which was established in 2017. Our challenge is now to link up the local and national networks to share learning and find ways to continue to promote and sustain Lesson Study across the UK. As part of this work, research at the University of Exeter is focusing on the extent to which some factors are essential to sustaining high quality Lesson Study in schools including leadership, funding, access to specialist knowledge, support and research. Early findings from the Exeter research will be introduced and discussed as part of this symposium.

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Lesson Study, Sustainability, Teacher professional development

Theory and practice of participatory educational research

Symposium196Ingrid Carlgren, Stockholm University, Department of Humanities and Social Sciences Education, Sweden; Jacquelien Bulterman-Bos, Open Doors Education, Netherlands; Angelika Kullberg, University of Gothenbrurg, Department of Pedagogical, Curricular and Professional Studies, Sweden; Anna Vikstrom, Luleå University of Technology, Dept of Arts Communication and Education, Sweden; Ulla Runesson, Jönköping University, School of Education and Communication, Sweden; John Elliott, University of East Anglia, School of Educationa and Lifelong Learning, United Kingdom

Wenen '95Wed 13:50 - 15:20

Abstract

The growth of participatory, collaborative, interventionist and classroom-based educational research can be understood as response to the persistent concern that conventional educational research has too little influence on improving classroom teaching and learning. The aim of this symposium is to create a possibility to go deeper into discussions and reflections regarding methodological and philosophical aspects of participatory educational research. However, an emerging issue is what kind of knowledge claims can be warranted and on what grounds. Educational research is often divorced from the problems and issues of everyday school practice, which has resulted in a credibility gap. There is a need for new research approaches carried out together with teachers that can contribute to making teachers’ knowledge explicit, public, storable and sharable, while at the same time being rigorous enough to generate knowledge and knowledge products that reach beyond the local situation.

Summary

Chair: Professor: Airi Rovio-Johansson, University of Gothenburg, SwedenDiscussant: Professor Keith Wood, Universiti Brunei Darussalam, Brunei

Practice and the context from which the research originates.The interest in, and emergence of classroom-based research approaches involving teachers has grown over the last few decades under different headings: design experiments, design-based research, engineering research, developmental research, formative research, practice-developing research, teacher research, action research, Lesson and Learning Studies, clinical research. Results from a number of these studies are available to the teachers and researcher through research journals such as International Journal of Lesson and Learning Studies; in late autumn 2019 a Special Issue is devoted to Participatory Educational Research.

Relevance for educational practiceThis growth of collaborative, interventionistic and classroom-based research may reflect a response to the persistent concern that educational research has too little influence on improving classroom teaching and learning. Educational research is often divorced from the problems and issues of everyday practice – a dichotomy that has resulted in a credibility gap and created the need for new research approaches that speak directly to problems of practice and lead to ‘usable knowledge’. There are critics who claim that very little of educational research has relevance for the daily work of schoolteachers’ context.

Theoretical frameworkThese new research approaches carried out together with teachers, in the classrooms and in relation to teachers’ professional tasks and teachers’ professional development open up new opportunities for the growth of a professional knowledge base for teachers.

Research questions- Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context?

- What is the current state of Participatory Educational Research?

- What are the future directions of Participatory Educational Research?

MethodsQualitative methodologies.

ResultsThe “Public Research Lessons” is a way to share in public ‘knowledge products’ from a joint teacher and researcher project in a great number of Lesson Studies or Learning Studies.

Conclusions and discussionsA future question: What do teachers and researcher need to learn in order to bridge the theory-practice gap?

The structure of the symposium

1. Learning study as theory-building research on subject specific knowing, Ingrid Carlgren, Stockholm University, Sweden

2. What should the results of participative research look like? - Jacquelien Bulterman-Bos, Netherlands

3. Mechanisms enabling knowledge in Learning study, Kullberg, A., Vikström, A. and Runesson Kempe, U., University of Gothenburg, Luleå University of Technology and Jönköping University, Sweden

4. Quality Criteria for Lesson and Learning Studies as forms of Action Research, John Elliott, University of East Anglia, United Kingdom

Symposium paper 1 (200 words):

1. Learning study as theory-building research on subject specific knowingIngrid Carlgren, Stockholm University, Sweden

The focus in my contribution will be on learning study as a research approach for studying subject specific ways of knowing as well as how such knowing is enabled through teaching. Learning study is organized around specific learning objects that function as open and unfolding objects of knowledge. It combines a practice-based development of theory with a theory-based development of practice. This contribution explores the knowledge generating mechanisms in some of the characteristic features of a learning study: collaboration between teachers and researchers, the pre- and post-tests as well as the design and revision of interventions. The research process can be described as a process of theory building through specification. An important tool in this is abduction, e.g., new observations are theorized and thereby contribute to gradually giving the teaching-learning relation a more differentiated meaning.

Symposium paper 2 (200 words):

2. What should the results of participative research look like?Jacquelien Bulterman-Bos, Netherlands

According to the dominant western epistemology, research is expected to contribute to knowledge construction. More and more, ‘relevance for practice’ is used as a criterion for judging the quality of research (Gutiérrez & Penuel, 2014). But, what do we – in the light of this criterion - consider to be ‘knowledge’? Eisner (1997) warned against reducing all research results to text and numbers. In epistemic cultures where knowledge is always connected to action (such as Japan), other ways of making research results relevant beyond the local context are used, for instance public research lessons. They endorse a much wider conception of ‘knowledge’. What should the results of participative research look like – especially if we want this research to be academic? I will discuss this question in the light of current insights in teacher learning, while also acknowledging different epistemological views and I will draw consequences for Lesson and Learning Study.

Symposium paper 3 (200 words):

3. Mechanisms enabling knowledge production in learning studyKullberg, A., Vikström, A. and Runesson Kempe, U., University of Gothenburg, Luleå University of Technology and Jönköping University, Sweden

The purpose of this paper is to discuss a particular type of practitioner research in schools—a research model that offers mechanisms and systematic strategies based on theory, which enables the creation of knowledge products that enhance student learning and are sharable between teachers. The question addressed in the presentation is - ‘Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context?’ We will present empirical examples from three learning studies (natural sciences, mathematics, and language). We will account for empirical data indicating that teachers in learning studies can create practical public knowledge relevant beyond the borders of the local school and that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

Symposium paper 4 (200 words):

4. Quality Criteria for Lesson and Learning Studies as forms of Action ResearchJohn Elliott, University of East Anglia, UK

The purpose of this paper is to articulate criteria for assessing the quality of lesson and learning studies as forms of practice-based educational action research, grounded in practical experience of those engaged in such research. The paper explores the implications of Stake and Schwandt’s distinction between quality as measured and quality as experienced for assessing lesson and learning studies in higher education contexts, where ‘standards templates’ are increasingly used to measure ‘quality’. Such templates claims distance research from the action context of teachers’ work. Previous published work, in which the author distils quality criteria for good educational action research from his own narratives of experience, is then summarised as the basis for conceptualising lesson study as good action research. This poses the issue of whether the use of learning theories to inform lesson study distorts their quality by distancing them from action; and does not apply to lesson studies that are informed by theory of variation. In doing so they distils a set of experience-based quality criteria for assessing learning studies, and demonstrates a high degree of congruence between pedagogical implications of variation theory and Stenhouse’s idea of ‘teachers as researchers’.

Research methodology and theoretical underpinnings of Lesson Study
Epistemic cultures, Knowledge products, Participatory research

15:50 - 16:35 Interactive postersession 2

Using open-ended problems to enhance students’ problem solving by themselves

Poster230Rasiggarn Rattasiri, Khon Kaen University, Thailand

Corner 1Wed 15:50 - 16:35

Abstract

This research aimed to study of using open-ended problems to enhance students’ problem solving by themselves. Lesson study team consisted of teacher and graduate students who worked together on weekly cycle of lesson study. The target group was 10th grade students during 2018 academic year. Research conducted under lesson study framework of Inprasitha (Inprasitha, 2011) which consisted of 3 steps (1)Planning the lesson from open-ended problems (2)Using open-ended problems (3)Reflection the results of using open-ended problems. The researcher collected data from lesson plan with open-ended problems, an observation form and work sheet.

The results founded that 1) Most of students had only one answer and worried about how to solve the problem by themselves. 2) When the teacher changed the teaching approach from the lecture to use open-ended problems, it was opportunities for students that they solved the open-ended problems, exchanged, and argued their ideas with their friends.

Summary

For the real world, students’ ability to investigate and define mathematics by themselves is the important goal of teaching mathematics, (Stacey, 2007). In the same way, learning mathematics by schooling with the highly complex activities is the way to enhance students’ problem solving by themselves with the characteristics which compost of specializing, generalizing, conjecturing, and convincing. Mathematics problem solving is the heart of learning mathematics, (NCTM, 2000). This research aimed to study of using open-ended problems to enhance students’ problem solving by themselves.

This research is qualitative research, researcher is the teacher. Lesson study team consisted of the teacher at Khonkaenwittayayon school and graduate students who worked together on weekly cycle of lesson study. The target group of this research was 11st grade students during 2018 academic year which consisted of 45 students and freely divided to 15 groups who have never passed learning mathematics by using open-ended problem before. Research conducted under lesson study framework of Inprasitha (Inprasitha, 2011) which consisted of 3 steps (1) Planning the lesson from open-ended problems together (2) Using open-ended problems in classroom (3) Reflection the results of using open-ended problems in classroom. The researcher collected data from lesson plan with open-ended problems, an observation form, an interview form and work sheet.

The results founded that 1) Most of students had only one answer and worried about how to solve the problem by themselves, after students learned with open-ended problems for a while, the students were accustomed to solve problems with using open-ended problems. Mathematical activities from using open-ended problems enhanced the students solved the problem by themselves 2) When the teacher changed the teaching approach from the lecture to use open-ended problems, it was opportunities for students that they solved the open-ended problems, exchanged, and argued their ideas with their friends.

Lesson Study and teacher professional development
Open-ended problem, Problem solving

Lesson Study as a model for enhancing arabic language learning and teaching

Poster236Mohamad Azam Zakaria, Dewi Faizah Rahim, Madrasah Aljunied, Singapore

Corner 1Wed 15:50 - 16:35

Abstract

This presentation highlights Madrasah Aljunied’s experience in overcoming its challenges in teaching a third language, Arabic, to students who are non-native speakers and have limited exposure to the language. Implementation of Lesson Study as a model of enhancing student learning has produced positive outcomes. Using the framework of Understanding by Design, teachers work collaboratively to identify student learning gaps and fill them with appropriate pedagogies based on student feedback and teachers’ observations. Students’ challenges in learning the subject give the teachers an insight of their level of understanding and attitude, and the opportunities for teachers to innovate interesting lessons. Lesson study emphasized the need (i) to craft a practical lesson plan, and (ii) conduct an in-depth study of the lesson that investigates the effectiveness of teaching and learningpedagogies, particularly on how instructions can be modified to respond to students’ different needs. This process has sustainable effects on teachers’ growth.

Summary

In Madrasah Aljunied, a private co-ed school in Singapore, learning Arabic language is compulsory to understand Islamic subjects. However, students have difficult time learning it and consequently, they tend to be demoralized to speak fluently and write confidently. Thus through Lesson Study, teachers began analyzing students’ performance in examinations and identifying which areas they were struggling. The results were shared with other Arabic teachers for discussions coupled with student feedback. This is imperative to ensure root of the problem is given due attention. The findings pointed out to students’ difficulty in comprehending word forms such verbs and nouns, affecting the way they construct sentences.

Crafting lessons requires problem-solving and innovation to deliver the objectives and pique students’ interest in learning Arabic. Realizing that most students are visual-learners, activities comprise digital books and ipad are devised. Furthermore, taking into account the students’ background and exposure, teachers come out with age-appropriate themes and texts to sustain their interest in learning new words and applying them in their writing and speaking. Lessons became interesting and fun with variety of pedagogies infusing 6 tenets of understanding to meet the language learning.

To ensure that Lesson Study is carried out effectively, 1.5 hours were allotted for the Arabic lessons. Student engagement was observed and teacher’s instructions were closely recorded for further review. By grouping students according to their abilities, teacher observers could understand students’ response to lessons in order for differentiated learning to be conducted effectively.

In general, teachers felt that learning Arabic language demands students to repeatedly use the words and expand them in different word forms. With collaboration among teachers and advice from the Knowledgeable Other, teachers gain better insight of student learning and improve their teaching methods and approach to the subject.

The cycle continues and the prepared lesson plans are shared and tried out on other classes. In fact, teachers teaching English and Malay have been invited to observe the lessons and share their viewpoints.

Lesson Study and teacher professional development
STUDENT LEARNING

Improving the academic language of the pupils in social and humanitarian disciplines

Poster38Nazigul Muratbekova, Nazarbayev Intellectual School Almaty, Social Subjects, Kazakhstan

Corner 1Wed 15:50 - 16:35

Abstract

«Improving the academic language of the pupils in socialand humanitarian disciplines»

Purpose of the research work: to improve students' academic language through differentiated tasks in CLIL.

Methods used in the Lesson Study Cycle were selected thoroughly and tasks were developed by CLIL methods for the improvement of academic speaking skills of the students. Planning and coaching were the first steps taken in pedagogical education and development. Elimination of the language barrier: paraphrasing, working with dictionaries, students’ knowledge, understanding, higher-order of thinking skills, researching skills, skills to analyze, self-assessment and the use of feedback-based approaches, all of the above-mentioned things were an effective way to achieve the expected result.

Lesson Study results greatly helped to build creative relationships with colleagues; by observing the ABC students’ actions, both effectiveness and ineffectiveness of the planned lessons were taken into account. The difficulties encountered and their solutions were found.

Summary

«Improving the academic language of the pupils in socialand humanitarian disciplines»

Purpose of the research work: to improve students' academic language through differentiated tasks in CLIL.

Expected outcome of the research work:

To improve students’ current language in use to academic level through accessible differentiated tasks;

To improve students’ speaking skills through subject-related terms, basic concepts, and textual tasks.

In order to conduct the research work based on Lesson Study, team members were guided by the following resources and the research works from other colleagues in the country:

Pete Dudley. "Lesson Study Guidelines for Research Methods", 2011,Overview of CLIL methodsTypes of Teaching Differentiation (Article)The main stages of the research work included the following activities:

- Material sampling and research plan. Selecting the main resources of the research work, the three-cycled plan of this research work, mid-term plan and observation lists;

- Photos and videos. Photographs and video footage as a proof of each study;

- Questionnaires and interviews. Surveys and interviews taken from colleagues and students who took part in the research work;

- Feedback types and opinions of colleagues. Feedback from colleagues, students, psychologists and parents involved in the research.

Methods used in the Lesson Study Cycle were selected thoroughly and tasks were developed by CLIL methods for the improvement of academic speaking skills of the students. Forms of organizational work: group work, pair work and individual work. Elimination of the language barrier: paraphrasing, working with dictionaries, students’ knowledge, understanding, higher-order of thinking skills, researching skills, skills to analyze, self-assessment, group-assessment, and the use of feedback-based approaches, all of the above-mentioned things were an effective way to achieve the expected result.

Future adjustments are as follows: to identify student’s individual abilities by creating a psychological card file together with a school psychologist. Build a chain of tasks and methodologies in accordance with the student's needs. Impove how we relate the evaluation process with the learning process in the classroom.

Lesson Study observers were versatile and multidimensional in their views on the methodology and assessment they used. For example, having joined the lesson study group, by observation teachers were able to understand better that there is a possibility to give an opportunity for gifted and talented pupils to work with the less-talented and less-gifted pupils. Teachers could improve many aspects of a teacher's personality, learn more about the effectiveness of their methodology, the appraisal of pupils, asking questions properly, the effect of learning how to work with different level students, and co-planning. Teachers could learn how to handle the skill of leadership throughout the lesson, learn how to fully cover all students in the classroom, learn how to observe students effectively during lessons, observe how students evaluate each other after completing the task, and see how the teacher evaluates students on the basis of descriptors.

Students’ feedback on the research:

Lesson Study was helpful. Firstly, as teachers attended each other’s lessons, each of them tried not to repeat their mistakes. Secondly, the lessons were interesting.

Lesson Study and teacher professional development
Academic, Improvement, Language

Developing critical and reflective thinkers through the use of rubric in the arts

Poster80Mavis Tan, Karen Tan, Xiao Ting Lim, Carolyn Chan, Nanyang Primary School, Aesthetics, Singapore

Corner 1Wed 15:50 - 16:35

Abstract

This study seeks to examine the effective use of rubrics and how it can help to develop students to be critical and reflective thinkers in the area of art and music. The study involved looking at different rubrics used in Art and Music lessons in an elementary school and how teachers and pupils used rubrics to enable learners to critically evaluate their creative works. Lesson examples through analysis of students’ learning talk will be presented. Focus group discussions are also conducted to find out from the students the extent in which rubrics helped them in directing their attention to specific aspects of their works, whether rubrics enhanced the richness of their reflection and thereafter improving on their arts creation and appreciation.

Summary

Assessment is an important part of teaching and learning, It helps provide useful information to teachers, students as well as parents. Assessment for Art and Music lessons in Singapore is generally carried out for two main purposes – (i) to measure students’ attainment and report evidence of learning in different learning areas and (ii) to support students’ learning and classroom teaching. Since the PERI’s (Primary Education Review and Implementation) recommendation in 2009, elementary schools in Singapore use holistic assessment to support students learning and development. There was systemic implementation approach and plan, building school leaders’ capacity and teachers’ capacity and resources. Rubrics, is one holistic assessment resource that Art and Music teachers commonly use to obtain information about students’ attainment in learning. Thus in this study, the team serves to look at how rubrics can be supportive in supporting students’ learning and classroom teaching.

Lesson examples through analysis of students’ learning talk will be presented. Focus group discussions were conducted to find out from the students the extent in which rubrics helped them in directing their attention to specific aspects of their works, enhanced the richness of their reflection and thereafter improving on their arts creation and appreciation. Students shared that rubrics help them to be more guided in understanding the different components necessary in their arts creation. They felt that it is important that the learners are given the opportunity to understand the rubrics through purposeful discussion as it gives them a direction to work towards. Teachers found that rubrics can help scope meaningful discussion in class and direct students to be more reflective and evaluative in their creative process.

and learning contexts, Lesson Study in different cultural, subject
Art and Music, Rubrics, Students' learning talk

Effect of formative assessment for learning and teaching in lesson study: OPPA in elementary school

Poster103Masako Nakajima, Saitama University, Japan; Michitaka Enomoto, Yagisaki Elementary School, Japan; Koichi Ishida, Omiyahigasi Elementary School, Japan

Corner 2Wed 15:50 - 16:35

Abstract

Japanese lesson study has garnered attention abroad for its effectiveness in fostering professional development and professional learning communities of teachers. Its self-assessment procedures allow teachers to reflect on their activities.

We focus on the OPPA-One Page Portfolio Assessment method, which has been validated in previous studies, which have also looked at the teacher’s thinking processes. Two rather different implementation cases in elementary schools in Saitama are outlined. The first applies OPPA to science learning, the second uses it in a teacher training workshop.

Four points emerge as important: attention to formative assessment as learning and teaching; self-awareness in concept formation and thinking development; the teacher as a self-aware implementer of the lesson plan; the principal's leadership.

We discuss how the actual implementation of OPPA leads to improvements for the teachers, and how implementation might be enhanced. We summarize the necessary elements and the most important outcomes of the OPPA method.

Summary

This study was designed to clarify the effect of formative self-as a learning and teaching tool for lesson study.

The Japanese version of lesson study has garnered attention from abroad as an effective methodology in the professional development of teachers and for forming professional learning communities. It provides a place where the teacher takes the center stage. This kind of “assessment as learning and teaching” is important because it gives teachers as practitioners a vantage to reflect on their activities and improve instruction.

We focus on how to apply the OPPA-One Page Portfolio Assessment method. OPPA was developed in Japan in 2002 to meet three teaching and learning challenges:

1) How cultivate abilities and competencies in learners/teachers/researchers.

2) How to validate that this is achieved.

3) How to help teachers improve their teaching.

It attempts do this by promoting learners’ competencies through internalization, reflection, and externalization of thinking and cognitive processes.

Previous studies have validated that using OPPA in a class leads to improved teaching. Here we outline two rather different implementation cases in elementary schools in Saitama prefecture. The first applies OPPA to science learning, the second uses it in a teacher training workshop.

Elementary school students filled out the OPP sheets in first case, trainee teachers in the second. The teacher’s/researcher’s self-assessment was based on the OPP record of the students/trainees self-assessment. The second case is the first application of OPPA in teacher training.

The study clarifies three points based on the descriptions found on OPP sheets for learners/trainees. First, it is important to pay special attention to formative assessment as learning and teaching; second, self-awareness in concept formation and thinking development is an essential element; third, the teacher’s role as a deliberate and self-aware implementer of the lesson plan is very important; a fourth important point noticed was that the school principal's leadership was .

The structure of the learning experience can be described as follows. As learners become aware of the process of transformation of their concepts and thoughts through questions, their qualification and ability, such as metacognition, are promoted. Now, as the teacher confirms the learners’ self-assessments and gives feedback, he/she can observe problems encountered by the class in detail and improve the class. The learners’ and teachers’ self-assessment can be combined under the unifying viewpoint of self-awareness in concept formation.

The principal’s attitude towards “teachers as learning coordinators” or as “teaching researchers” determines whether lesson study can proceed smoothly, because the principal decides whether OPP sheets be used in class or at training workshops.

Our poster will give an overview of the two cases followed by considerations on how the actual implementation of OPPA led to improvements for the involved teachers. We also touch on how the method might be tweaked to yield even better results. Finally, we will give a concise overview of what we consider the necessary elements and the most important outcomes of the OPPA method.

Lesson Study and teacher professional development
Lesson Study, OPPA, Self-Assessment

Application of student worksheet based on constructivism through lesson study in amine material

Poster142Susilawati Susilawati, Universitas Riau, Chemistry Education of FKIP, Indonesia

Corner 2Wed 15:50 - 16:35

Abstract

The purpose of this study is to apply Student Worksheet (SWs) based on contructivism through lesson study to improve activites and motivation of student in amine material. This research was conducted in the department of chemistry education, Universitas Riau. Total samples were 37 people on fourth semester and the data were collected via observation and questionnaire. The data were analyzed using descriptive statistics with qualitative and quantitative approaches. The motivation data were taken by using the Kolmogorov-Smirnov normality test and the Wilcoxon hypothesis test. The learning activities observed from the first, second, and third meetings were obtained an average value of 22.77%, 19.30%, 30.98%, respectively. Based on the Wilcoxon test, student motivation increased from 58% to 82% with a significant value of p<0.05. The applied CSW based on contructivism through lesson study in amine material can improve the activities and motivation of student. Summary

IntroductionTo support the learning process required teaching materials that can arouse enthusiasm and motivation for student to be more active in learning. One of them is used teaching material of student worksheet (SWs) based on constructivism. The SWs based on constructivism can facilitate and create student independence in learning. In addition, them can find knowledge and participate actively in learning. The four stages developed in the SWs based on constructivism are apperception, exploration, discussion and explanation of concepts, development and application of concepts. The SWs is developed and discussed through activities of lesson study to got better SWs. Recently learning models based on lesson study have been successfuly proposed to increase learning outcomes of students (Fadillah et al 2017; Halim et al 2017), to improve mathematic teachers’ quality (Lamibao, 2016), to enhance chemistry teachers’ competency (Lucenario et al 2016) and to develop students’ character (Sabang and Suherman, 2017). The purpose of this study was to increase the activity and motivation of student learning at the Department of Chemistry Education, UR by using SWs based constructivism on amine material.

Research Methodology

The collected data was obtained form the observation sheet and motivation questionnaire. The data were analyzed using descriptive statistics with qualitative and quantitative approaches. Motivational data analysis was performed by using the Kolmogorov-Smirnov normality test and the Wilcoxon hypothesis test.

Results and Discussions

Assessment of learning activities in this study was conducted three times an open lesson are plan, do, see and follow-up activities. The planning stages provided an opportunity for observers to give suggestions and inputs. In the do stage, the model lecturer applied learning and observed by the observer. Then the see stage, the first meeting, lecturer and observer found the student were still difficult to give responses and shame to ask the lecturers. At the follow-up stage, improvements are made to create a good learning process. At the last meeting of the see stage, lecturer and observers found during discussions, cooperation between group members had been seen to be very good and improved from previous meetings. Table 1 shows the percentage of working together in discussions that increased from meeting one to three were 50.50%, 56.92%, 86.48%, respectively. The student activities from the first to the third meeting did not increase were 22.77%, 19.30%, 30.98%, respectively. This was due to the fairly complex material characteristics.

Evaluation of student learning motivation could increase from 58% to 82% and obtained significant value of p<0.05. The percentage value of student learning motivation showed that all indicators have been achieved well. Constructivism learning is very helpful for students to understanding lecture material and motivate them to find concepts. Conclusions

The conclusions that can be taken are the application of SWs based on constructivism through lesson study can improve the activity and motivation of students in learning chemistry at the Department of Chemistry Education, UR. Motivation of students was increase from 58% to 82% towards the application of SWs-based constructivism in amine material.

Lesson Study and teacher professional development
Constructivism, Student Worksheet

Importance of Lesson Study experience for professional development of young teachers

Poster295Zhadyra Seissenbayeva, Nazarbayev Intellectual School Astana, Kazakhstan

Corner 2Wed 15:50 - 16:35

Abstract

This report will focus on the perspective of a young teachers on participation in The goal of the article is to evaluate the importance of Lesson Study for young professionals and the impact it has on the their career development. During the study newly arrived teachers without significant teaching experience has joined the Lesson Study team of 10 grade language teachers as an observer. As a result of observation young teachers could get acquainted with the organization process within the class, start to understand and see students’ capabilities, problems and talents, be able to distinguish gifted students and understand the importance of picking a differentiated approach towards each of them. Lesson study allowed teacher to dive into teaching process. Lesson study for the young teachers is a discussion, planning with colleagues, as they provide deep professional experience exchange, and navigate into further career development.

Summary

NIS - the program requires leadership skills from the teacher, which is supposed to take take the initiative to improve the practice: take strategic decisions with colleagues to make changes, contribute to the creation and spreading knowledge, taking initiative to improve own practice. [1, p.120] To solve this problem, the school administration asked us to organize work to attract teachers to research activities to improve the quality of teaching in schools through conducting a study of your lessons. This work was assigned to us, the teachers of Russian and Kazakh language, as there was experience in the work Lesson study. The results of our work were presented at the Lesson Study WALS conference in 2016.

Analyzing the work of school teachers in research activities for previous years, we saw that teachers from year to year began to be involved in this work, but most of the teachers showed no interest in this pedagogical approach. So, if in the last school year for school, only one group, then in this academic year the number of groups increased to 3. Us, the coordinators had to interest and involve all young teachers in research his practice. Analysis of the survey showed that most young teachers do not understand that the teacher who defines the problem of self-employment, independently corrective action plan checking their correctness in practice is a leader who will not only work on improving his practice, but also can help others.

And before us, the coordinators of the Lesson study, was the question "How to interest teachers to improve their teaching activities to improve your practice and leadership development? ” Work began with the expected results of its activities, i.e. our The study will focus on the participation of teachers in research activities of the creative team with the prospect of creation by each young teacher in further their group to train other teachers, which will be an indicator teacher leadership development skills. Therefore, our task as researchers within of this study, is to study the activities of selected teachers of our schools to take initiative to improve their own practice by participating in the works of creative groups [2, p. 19]. In this study, we used questioning, observation, and reflective interviews. The survey questions helped determine the position of the teacher on a specific issue, the observation provided an opportunity to study the behavior selected teachers. A reflexive interview made it possible to track changing the position of a teacher on research issues:

-How does research help improve your practice?

-Does working in a creative research group help you develop self-confidence?

Working in creative groups taught teachers to collaborate with colleagues not only in the subject they teach, but also in other educational subjects within the network professional community, which is an indicator leadership.

Lesson Study in initial teacher training
Professional development

The effect of Lesson Study to improve pedagogical competencies of selected grade IV teachers

Poster60Corazon Zinampan, Department of Education, Schools Division Office of Quezon City, Philippines

Corner 2Wed 15:50 - 16:35

Abstract

This action research aims to investigate the effectiveness of Lesson Study as a means of continuing professional development to improve instructional competencies of selected Grade IV teachers and consequently improve student performance. Lesson Study will be done across learning areas-Science, Math, English and Filipino using evidence-based practices such as Guided reading, Shared reading,Inquiry-based teaching and Problem-solving. Mixed qualitative-quantitative research method will be used to investigate the effects of lesson study on the pedagogy of the selected teachers and performance level of selected Grade IV classes in Science, Math, English and Filipino.

Summary

This action research aims to investigate the effectiveness of Lesson Study as a professional development model to develop instructional competencies of selected Grade IV teachers and consequently improve student performance.It will be done across learning areas-Science, Math, English and Filipino. Empirically proven strategies such as Guided Reading, Shared Reading, Inquiry-based teaching and Problem-solving will be used.

Mixed qualitative-quantitative research method will be applied to investigate the effects of Lesson Study on the pedagogy of the selected grade IV classes across learning areas.

Specifically, this study will seek to answer the following questions:

1. What type of activities and approaches can be used in Science, Math, English and Filipino during the lesson study process?

2. How will lesson study be conducted in the selected learning areas?

3. How much is the improvement of the learners' performance across the selected learning areas?

4. How much is the improvement of the learners' overall performance in some selected grade four classes after the pilot program?

5. Is there an improvement of Grade IV teachers' pedagogical competencies in teachingScience, Math, English and Filipino?

Lesson Study and teacher professional development
Lesson Study, Pedagogy

A Lesson Study for the teaching of chemical bonding and crystals

Poster16Anna Stiby, Daina Lezdins, Nacka gymnasium, Sweden

Corner 3Wed 15:50 - 16:35

Abstract

A challenging area in chemistry is understanding chemical bonding. A lesson study was conducted with upper secondary school students in order to evaluate the students’ knowledge and to improve their learning of chemical bonding. The lesson study included both theoretical and practical parts. It lasted two lessons and was repeated for four cycles.

The students first answered questions about chemical bonding and crystals in a pre-test. Thereafter, the teacher briefly reviewed bonding in different crystals. The students then grew fast-growing and slow-growing crystals. In the second lesson, the students observed their crystals and filled in a worksheet. Finally, a post-test was performed. Preliminary results show that the students achieved a good knowledge of ionic and metallic crystals, but that they had difficulty understanding chemical bonding in molecular crystals. In addition, the results from the tests showed that the lesson activities improved with each cycle.

Summary

Chemical bonding is one of the most important topics in chemistry at upper secondary school. However, students and teachers generally find it to be a challenging topic. Usually, chemical bonding is taught using models and the role of models in explaining scientific phenomena is described in the curriculum for the upper secondary level.

To evaluate the students’ knowledge and to improve their learning of chemical bonding, a lesson study was conducted. This study focused on bonding types in solid phase crystalline materials and it included both theoretical and practical parts. Two teachers and four classes from the science program of Nacka Gymnasium, an upper secondary school, participated in the lesson study. The teachers collaboratively planned two lessons and repeated these for the four groups, with minor changes between the cycles (Fig. 1). The lessons included a pre-test, a brief review of bonding in different crystals, practical crystal growing, a worksheet and a post-test. The practical section included the cultivation of three different types of crystals, a fast-growing molecular crystal of urea, and two slower-growing ionic crystals, ammonium dihydrogen phosphate and potassium aluminum sulfate. The fast-growing urea crystal is detected already after 15 minutes and it is possible to follow the crystal formation process. The practical section was included in the lesson in order to concretize the models for chemical bonding in solid phases.

The pre-test and the post-test were the same in all four cycles. The results of the pre-test showed that the students had at the start almost the same knowledge of chemical bonding as each other. Only a few students did not know that sodium chloride consists of ions that bind to each other with ionic bonding. The post-test after the first cycle showed that these students had difficulty in understanding that a salt is the same as an ionic compound (Fig. 2). Therefore, the lessons were revised for the following cycles and it was found that the students’ results improved over the succeeding cycles. The presentation was shortened and a worksheet with exercises in which the students decided which chemical bond keeps the crystals together was included. Preliminary results show that the students have a good knowledge of ionic and metallic crystals, but that they have difficulty understanding the chemical bonding in molecular crystals. The results from the post-tests further show that the lesson activities improved for each of the four cycles, with the last group having the best results on the post-test. The student comments indicated that they enjoyed the mixture of practical and theoretical work and that they were fascinated by the beauty of the different crystals.

Lesson Study and teacher professional development
Chemical bonding, Crystals

High school 21st century skills in lesson study through development of biology teachers’ tpack

Poster220Riandi Madnahri, Diana Rochintaniawati, Universitas Pendidikan Indonesia, Biology Education, Indonesia

Corner 3Wed 15:50 - 16:35

Abstract

Study of improving senior high school students’ competency of 21st century skills aims to identify how teacher construct learning which relevant to the 21st century instruction. This should be drawn in the teachers TPACK and its implementation. The study was carried out by MGMP-based lesson study. The study involved 104 students from two schools and 27 teachers as MGMP members, consisted of 3 model teachers and 24 teachers as observers. Data of students’ 21st skills was measured by observation sheet and rubrics. Teachers’ TPACK development was measured by Content Representation + Technology (CoRe + Technology) and Pedagogical and Professional experience Repertoires (PaP-eRs). The study resulted in the improvement of students’ 21 skills during MGMP-based lesson study which in line with teachers’ TPACK development. The improvement of senior high school students’ 21st century skills showed the relationship with the improvement of teachers’ TPACK in preparing students with 21st century skills.

Summary

US-based partnership for the 21st skills (P21) identified the competency needed for 21st century, they are “4C” - communication, collaboration, critical thinking and problem solving, creativity and innovation. Those competencies are very important for students to have from the core subjects and the theme of 21st century education. When the teacher teaches, he/she represent his/her knowledge to integrate content and pedagogy known as pedagogical content knowledge (PCK) (Shulman, 1987). The next development of PCK is the integration of technology aspect into teachers’ PCK. Therefore, teacher competency is not only about the aspect of content and pedagogy but also technology (Koehler & Mishra, 2009; Koehler, et al., 2013; Koehler, et al., 2014). This research was carried out to identify students 21st skills and in association with teachers’ TPACK development during biology teachers association (known as MGMP)-based lesson study. The program of lesson study was carried out in West Bandung District involving 104 senior high school students from two schools in academic year 2017/2018, 3 teachers as a model teacher and 24 teachers as observers. Data of students’ 21st skills was measured by observation sheet and rubrics adapted from Van (2012) which includes four students’ skills: 1) creativity, (2) critical thinking and problem solving, (3) communication, and (4) collaboration. Teachers’ TPACK development was measured by Content Representation+Technology (CoRe+Technology) and Pedagogical and Professional experience Repertoires (PaP-eRs) adapted from Loughran (2012). The study resulted in the improvement of students’ 21 skills during MGMP-based lesson study which in line with teachers’ TPACK development. The average score of students 21st century skills form 1st teacher improved from 59.96 (medium category) to 73.60 (good category). Even though students of 2nd teacher average score was still in the same category (good category) but the average score of improved from 618 to 74.41. The students of 3rd teacher improved the average score from 69.96 (good category) to 80.09 (very good category). The improvement of students’ 21st century skill showed the relationship with teachers’ TPACK development during the program of biology teachers association based lesson study. Based on this finding it can be concluded that lesson study can be used as a strategy to solve the problem of teachers professionalism, mainly related with the task of conducting the lesson (Riandi, 2015), including how to conduct the lesson for the purpose of 21st century education. Lewis (2002) argued that lesson study not only give contribution to teachers’ professionalism knowledge but also to a wider educational system. Based on the study conducted by Trisnayanti, Said & Suma (2014) there was a significant effect of lesson study training to the improvement of science teachers’ pedagogical competency. Lesson study creates collaboration among member of community (prospective teachers and teachers, teachers and teachers, teachers and lecturers) that gives information based on real experiences of how to create better learning environment for students (Munthe, Bjuland & Helgevold, 2016). Lesson study teaches us how to improve teaching learning process from our own experience and someone else experience

Lesson Study and teacher professional development
MGMP-based lesson study, The 21st century skills, TPACK

Uniting middle school and university algebra instructors through Lesson Study

Poster7Alison Marzocchi, Bridget Druken, California State University, Fullerton, Mathematics, United States of America

Corner 3Wed 15:50 - 16:35

Abstract

In this project, we report on findings from a university and K-12 district partnership which built on prior lesson study teacher professional development with pre-service teacher educators. The professional learning community (PLC) set out to co-develop, teach, and improve an algebra lesson for university pre-service middle school teachers. This lesson study project is unique in that it links knowledge to practice by involving collaboration between K-12 and university faculty around a university-level middle school mathematics course. The PLC will use practice-based knowledge to craft student-centered, active learning opportunities, use co-teaching pedagogies, and reflect on a research lesson targeting algebraic reasoning. This work sustains relationships among the university math department, college of education, and two local school districts, who are all involved in teacher preparation. Findings on the nature of the collaboration, development of the research lesson, and debrief improvements for next steps will be shared.

Summary

Context

Three cross-departmental university faculty members and two practicing middle school teachers (students aged 11-14 years) formed a professional learning community (PLC), using lesson study to share skills and systematically improve teacher education pedagogies. This work sustains professional relationships between a large university teacher preparation program and two local school districts, with the goal of incorporating practice-based expertise to improve an algebra lesson for future middle school teachers.

Relevance

Many middle school pre-service teachers (PSTs) will be expected to teach algebraic reasoning differently from how they learned it, presenting the need for effective learning experiences. It is crucial to use lesson study in teacher professional development to better support PSTs (Lewis & Perry, 2015) and to think critically about effective pedagogies for teaching algebra (Lee & Lo, 2013). This work links knowledge to practice by examining lesson study as a collaboration tool between middle school teachers and university professors. The lesson study will allow the PLC to craft a conceptually-rich algebra lesson for the PSTs. This work investigates whether university faculty and middle school teachers can use lesson study to collaboratively improve mathematics teacher preparation, sustain university and school partnerships, and engage in practice-based teacher professional development.

Framework and Methods

This project builds on existing research (Druken, Marzocchi, & Brye, under review; Druken & Marzocchi, 2017a; Druken & Marzocchi, 2017b), that uses lesson study as a professional development model (Lewis, Perry, & Hurd, 2009). The research question was: What improvements are made to a university algebra lesson for future middle school teachers, when the lesson uses both theoretical and practice-based knowledge among university and current middle school teachers? Data came from two iterations of a lesson study involving three university professors and two local middle school teachers in the United States. Lesson materials, field notes, and audio recordings will be analyzed to better understand the use of lesson study for crafting rich algebra lessons and for sustaining university and district partnerships.

Results

We share results on the nature of the collaboration, crafting of the research lesson, and improvements to pedagogy following debriefs. We conjecture that the middle school teachers will contribute practice-based knowledge to enhance the learning opportunities for the pre-service teachers enrolled in the algebra course, and the university faculty will contribute theoretical knowledge on algebraic reasoning. Together this suggests potential for improvement to PSTs’ learning experiences through linking research on algebraic reasoning and teachers’ practice-based content knowledge.

Conclusion and Discussion

To meet the complex demands of the teaching profession, it is important for university courses to link knowledge to practice. One way to accomplish this is through university and school partnerships. In this project, university faculty collaborated with middle school teachers to craft a student-centered algebra lesson for middle school PSTs. This work used lesson study as a tool to design, develop, and systematically improve algebraic reasoning. We conjecture that involving both practicing teachers of mathematics and mathematics teacher educators in lesson study will enrich the teaching and learning of mathematics for PSTs.

Lesson Study and teacher professional development
Mathematics, School partnership, Teacher preparation

Development of E-SW thermochemistry based on Lesson Study to improve teacher’s critical thinking

Poster85Maria Erna, Universitas Riau, Chemistry Education, Indonesia

Corner 3Wed 15:50 - 16:35

Abstract

The purpose of this study was to develop electronic student worksheet (E-SW) of thermochemistry based on lesson study to improve critical thinking skill of students and teachers. The population of this research was involved all student of grade XI of Senior High School and chemistry teachers in Rokan Hulu, Riau, Indonesia. The learning instrument was made using application of Flipbook Maker. The produced research was performed using four step namely define, design, develop, and disseminate (4-D). The data were collected utilizing an objective test and analyzed including activities of teachers and students. The data were analyzed using N-Gain formulation. The developed E-SW in material thermochemistry has exactly validated. The produced E-SW was effective for increasing critical thinking skill of students and teachers with medium and enough categories, respectively. As result, it has been concluded that lesson study has well demonstrated increasing critical thinking for the students and teachers.

Summary

Development of E-SW Thermochemistry Based on Lesson Study to Improve Teacher’s Critical Thinking

Maria Erna, Rasmiwetti and Dedi Futra

Department of Chemistry Education, Universitas Riau, Kampus Binawidya KM 12,5, Pekanbaru, 28293, Riau, Indonesia

Introduction

Lesson study is a systematic process to test the effectiveness of teaching in order to improve learning outcomes and be applied in learning for the first time by Japanese teachers (Garfield, 2006). Stages of Lesson study includes plans, do, and see (Doig and Groves, 2011). Recently, learning models based on lesson study have been successfully reported to improve learning outcomes of students (Fadillah et al 2017; Halim et al 2017; Lucnario et al 2016: Erna et al 2016), to develop pre-service teacher’s capacity in teaching science (Zhou et al 2017; Bachiven, 2017: Clivaz, 2018), to increase critical thinking skills (Kincal et al 2016), to enhance metamatics teacher’s quality (Lamibao 2016), to improve chemistry teacher competency (Lucenario et al 2016) and to built student’s character (Sabang and Suherman 2017). This work aimed to investigate the electronic student worksheet (E-SW) on thermochemical materials based on lesson study to increase the critical thinking skills of students and teachers.

Reasearch Metodology

This research was conducted in senior high school in Rokan Hulu, Indonesia. The produced instrument was E-SW and made by utilizing application of flipbook maker. While, the research population was included all student of grade XI of Senior High School and chemistry teachers community in Rokan Hulu. The developed research was performed by using 4-D model which consists of four stages, namely define, design, develop, and disseminate.

Results and Discussions

Validator of E-SW provides input and suggestions for improvement and assesses three aspects, namely the components of content, constructs and graphics. The results of the developed E-SW validation can be seen in Table 1.

The results of the open class stage activities are reflected by the learning community team by discussing after the learning process. Reflections were made by model teachers and observers. Reflections are carried out three cycles after the learning process for three meetings and learning outcomes can be seen in Table 2. Learning outcomes show that the lesson study can improve student’s learning abilities. This can be illustrated in the value of N-Gain an increase from the value of 0.395 to 0.599 with the medium category, even though the average value of evaluation for each cycle has a significant increase.

While the value of cognitive evaluation of chemistry teachers in Rokan Hulu regency can be seen in Table 3. Generally, the category of critical thinking chemistry teachers were grouped in the moderate category. This means that the application of lesson study based learning is familiar with critical thinking questions, but the level is already high compared to the evaluation questions given to students.

Conclusions

Conclusions in this study are as follows: The application of E-SW in the learning process can improve student’s critical thinking skills in the Rokan Hulu regency with a moderate category. While, critical thinking skills of chemistry teachers was obtained in enough category.

Lesson Study and teacher professional development
Critical thinking, Electronic student worksheet, Thermochemistry

Problems of teacher training in Japan

Poster17Minoru Kobayashi, University of the Ryukyus, Japan

Corner 4Wed 15:50 - 16:35

Abstract

Recently in Japan, the in-school training, which targets all teaching staff in their working hours is considered most effective. The objectives of this study are to identify problems of the in-school teacher training in Japan from the previous research, and in the present condition, as well as to define what can be improved.

First, the problems concerning in-school teacher training in Japan were identified by review of 31 positions from the previous research, classified inductively by KJ method, and put into named categories. Furthermore, semi-structured interviews about the in-school teacher training problems were conducted with 5 teacher training leaders from the public primary schools in Okinawa, Japan.

In result, total of 63 problems were sampled and divided into 7 categories and 11 subcategories. The present situation seems to indicate that the lesson observations are event-like activity, which do lead to continual activities and improvement of regular year-round lessons.

Summary

Research background and objective:

There are 5 types of training undertaken by the teachers in Japan: 1) self-training, 2) in-school training, 3) training in the training facilities, 4) training in the research organizations, and 5) long-term or oversea training (Takagi and Fuji, 2010). In the present situation the long working hours of the teaching staff in Japan is becoming a problem, which makes it difficult to expect training after school. Therefore, in-school training, which targets all teaching staff in their working hours is considered more effective. The objectives of this study are to identify problems of the in-school teacher training in Japan from the previous research, and in the present condition, as well as to define what can be improved in the in-school teacher training.

Research Method:

First, the problems concerning in-school teacher training in Japan were identified by review of 31 positions from the previous research, classified inductively by KJ method, and put into named categories. To increase internal validity of the achieved results the KJ method classification was conducted by 2 teachers of primary and junior high school with more than 10 years of experience, and furthermore verified by the university teacher.

Furthermore, semi-structured interviews about the in-school teacher training problems were conducted with 5 teacher training leaders from the public primary schools in Urasoe, Nakagusuku, Okinawa, and Ginowan. The interviews content was transcribed and classified deductively by 3 teachers of primary and junior high school with more than 10 years of experience.

Results:

Table 1 indicates part of the results. Total of 63 problems were sampled and divided into 7 categories and 11 subcategories. With regards to the problems concerning class evaluation, the following items were sampled: “there is little discussion on children learning on the school meetings,” “discussion on the school meetings incline toward teacher’s skills and lesson development,” “there is a need to learn from the response to unexpected events during the class.” It became clear that evaluation of children’s learning is requested. Additional problems were sampled from the interviews such as: “points observed on the lesson observations were too abstract,” “problems with evaluation of different lessons (no common criteria),” “new teachers do not have concrete understanding of what is the profile of desired student,” “evaluation of lesson observation is not clear.”

3 problems concerning “year-round work” were sampled. The present situation seems to indicate that the lesson observations are event-like activity, which do lead to continual activities and improvement of regular year-round lessons.

Lesson Study and teacher professional development
In-school teacher training, Issues, Japan

Improving initial english teachers’ pck through strengthening of collaboration based on lesson study

Poster204Shuo Li, Liyan Liu, Northeast Normal University, School of Foreign Languages, China

Corner 4Wed 15:50 - 16:35

Abstract

This study aims to investigate four initial teachers PCK changes using lesson study and what features of lesson study that contribute to their PCK development. This longitudinal study conducts three rounds of lesson study during the teaching practicum. Data are collected using content representation, classroom observations and interviews, then quantitated using a PCK scoring rubric as a measure of initial teachers’ PCK. Further qualitative analysis is conducted on finding out the influencing factors of lesson study to PCK changes. The quantitative analysis shows that these four initial teachers’ PCK all experienced changes during lesson study. Among four PCK categories, knowledge of instructional strategies and knowledge of learners have witnessed a considerable growth. As for the features contributing to the PCK changes, the researchers find that lesson study enables initial teachers to enact their PCK, especially the process of planning and reflecting are important impetus to their PCK development.

Summary

Pedagogical content knowledge is an important predictor of teachers’ quality. Studies investigating the collaboration effects of lesson study on PCK development mainly focus on the question whether collaborating with experienced teachers will improve initial teachers’ PCK. In this mixed methods study, the aim is to investigate four initial teachers’ PCK changes using lesson study and what features of lesson study that contribute to their PCK development. Lesson study is embedded in a teaching practicum within a typical initial teacher cultivating program in Northeast Normal University. The lesson study involves two secondary schools, four initial teachers, ten mentor teachers and two university supervisors. This longitudinal study lasts about two years and conducts three rounds of lesson study including planning, teaching research lessons, and post lesson reflections. Data are collected using content representation, classroom observations and interviews, and then quantitated using a PCK scoring rubric (Gess-Newsome, 2017) as a measure of initial teachers’ PCK. To trace the participants’ PCK changes, the four initial teachers’ PCK scores are compared across different phases within the program. Further qualitative analysis is conducted on finding out the influencing factors of lesson study to the PCK changes. The quantitative analysis shows that these four initial teachers’ PCK all experienced changes during lesson study in the program. Among these four PCK categories, knowledge of instructional strategies and knowledge of learners have witnessed a considerable growth. As for the features contributing to the PCK changes, the researchers find that lesson study enables initial teachers to enact their PCK in the cycles of studying, planning, teaching and reflecting. Especially the process of planning and reflecting are important impetus to initial teachers’ PCK development. In the planning, initial teachers could cooperate with their secondary school mentors and university supervisors to polish their lesson plans together, they appreciated the constructive suggestions from these mentors and useful feedback from peers, which contribute a lot to their PCK development. And in the reflecting, they could receive professional and social support from cooperating teachers, and all the strengths and weaknesses of their lessons will be reflected. Although this longitudinal study was conducted with great efforts, it still has great potential to improve. There are some constraints in the implementation of lesson study, the reality of teaching in the secondary school is a major challenge in lesson study. The other is the dominant role of the knowledgeable others may weaken the degree of involvement of the initial teachers in the process of collaborations.

Lesson Study in initial teacher training
Pedagogical content knowledge

The relationship between teachers’ directions to all and advices to the students act unexpectedly

Poster342Satoshi Kawashima, Musashino University School of Distance Learning, Department of Human Sciences, Japan

Corner 5Wed 15:50 - 16:35

Abstract

Teachers plan and deliver their lessons with a view to motivating their students to learn the specified curriculum. In order to do this, they work out the way of motive their students through communication, using utterances such as directions and advices. In the view of the discourse politeness(Usami, 2008), the purpose of this study was clarifying how teacher attract deviating students’ attention analyzing relations between directions and advices in lessons.

The study focused on classroom discourse in one classroom with 34 first-graders taught by a female teacher. The teacher had 25 years of experience in elementary school education.

The results showed that utterances had extraordinary meanings in contrast with her mundane utterances were made in lessons as directions or advises, and would be effective for attracting her students’ attentions. And also they showed that time was always problem in lessons.

Summary

Research question and purpose

Teachers plan and deliver their lessons with a view to motivating their students to learn the specified curriculum. In order to do this, they work out the way of motive their students through communication, using utterances such as directions and advices.

Kawashima(2015, 2017) showed that the expression of directions had variation in the view of the Politeness theory(Brown and Levinson, 1987). They discussed the way how experienced teacher uses specific expressions according to addressed students’ behaviors. When she directed to students who were listening, she treated herself as the colleague of those students because teacher and students were doing same act: listening. To students who had permissions to speak, her directions moved the students to upper positions because the speech were necessary and important for learning in the lesson. And to students who were not listening, her directions were formal style and made those students feel diverse distance from their teacher.

Usami(2008) improved the politeness theory for the tool of discourse analysis and propose the discourse politeness. The discourse politeness is so to say the way of grasping perceived degree of (im)politeness. Perceived degree of (im)politeness of some expression calculated by differences to baseline expressions. Changing the degrees means using extraordinary expressions and would make listeners pay attention to a speaker.

In the view of the discourse politeness, the analysis of classroom discourse should produce much findings. Therefore, the purpose of this study was clarifying how teacher attract deviating students’ attention analyzing relations between directions and advices in lessons.

Methods

The study focused on classroom discourse in one classroom with 34 first-graders taught by a female teacher. The teacher had 25 years of experience in elementary school education. The teacher herself, the students’ parents, and the school principal agreed to participate in this study, which was based on four Japanese lessons (the students’ mother tongue) that occurred in January.

Results and Discussion

The findings through discourse analysis in the view of discourse politeness were the followings.

First, the teacher often structured activities not to waste students’ time, and she advised some students to follow the rules of activities with pointing out that they made other students’ time be wasted.

Second, the teacher directed on the position of her students, and she showed her —not her students— emotion such as anger and sad caused by students’ act. Showing emotion was done as advises for deviating students.

Third, she usually praised students for doing suitable act, and she mentioned that some students had not done suitable act though the act is SIMPLE and EASY one.

These findings could be supported theoretically by Lim and Bowers (1991): the second finding was about the students needs for fellowship; the third finding was about the students needs for competence.

It was concluded that utterances had extraordinary meanings in contrast with her mundane utterances were made in lessons as directions or advises, and would be effective for attracting her students’ attentions. And also they showed that time was always problem in lessons.

Creating knowledge in practice: action research and other practice-based research approaches
Directions, Discouse analysis

LESSON STUDY: teacher collaboration on development learning and experience

Poster402Zhanar Sarsenbayeva, Nazarbayev Intellectual School FMN, Kazakhstan

Corner 5Wed 15:50 - 16:35

Summary

«Accept the nature of the child such, what it is - the task of all teachers, not one»

A. Amonashvili

How did we start...

Despite the high potential of 9 “A” students, they lacked organization skills at the lessons. To address this problem, a research group including several teachers and school psychologists was established. Teachers’ interaction at lessons motivates students [2.25].

Students’ opinion on learning process helped us to identify a problem: students make no efforts to study.

Theoretical framework

Lesson Study is a form of classroom action research focusing on teacher practice knowledge development. It includes planning, teaching, observing and analyzing the lesson and teaching process. The widespread use of Lesson Study in NIS over the past 8 years has also contributed to the research process.

Research question

At the first meeting, the ABC-controlled students were explored. In the joint research group, the subject specification, the structure of the research question, the differentiation of tasks were discussed and a problem of the second stage was identified: to create tasks developing students analytical and computational skills and to monitor students' performance abilities.

Methods

Gloommerman and Zimmerman (2002) argue that the solutions usually affect the approach to the problems. According to three simple types of problems they described, the study group teachers worked with the classical model of problem solving, i.e. all the teachers planned the Lesson study.

Results

After 7 lessons the research could be conducted at a more complex level. The work was based on the students’ achievement through certain methods contributing to the organization of analytical and computational skills ("4 sentences", research questions, SWOT, PEST, STEEPLE, experimental tasks, laboratory works, from simplicity-difficult tasks). They allowed the students to coordinate and evaluate their learning activities.

Conclusions and discussions

Final analysis was conducted after several cycles of the process. The geography lesson “Migration Direction” showed effectiveness of methods used in developing students analytical and computational skills. Learning biology allowed students to understand the terminology efficiently and various ways of calculating at Physics and Math had increased students' motivation in calculating the natural growth coefficient; while at Kazakh students learnt to identify problems and explain their causes and solutions. Thus, the Case method provides an excellent opportunity to discuss the problem in a group. Moreover, developing students’ analytical and computational skills can be more effective in group work.

Cooperative culture

Effective learning in a modern school is conducted in an open, communicative and broad vocational educational community. Collaboration of teachers with a large number of scientists from around the world allows the team to achieve some success.

References:

How to conduct qualitative research: methodical recommendation / A.O. Oshakbaeva. - Astana, NIS, WTO, AUCA, 2016. - 35 p.

Distribution of materials. First week Second edition.

Distribution of materials. Third week Second edition.

http://www.vokrugsveta.ru/encyclopedia/index.php?title=%D0%A4% D0% BE% D1% 80% D0% B4% 2C_% D0% 93% D0% B5% D0% BD % D1% 80% D0% B8_I - Around the World. encyclopedia

Learning Studies
Group work, Lesson Study

LESSON STUDY: teacher collaboration on development learning and experience

Poster403Meirambek Uazyrkhanov, Nazarbayev Intellectual School FMN, Kazakhstan

Corner 5Wed 15:50 - 16:35

Summary

How did we start...

Despite the high potential of 9 “A” students, they lacked organization skills at the lessons. To address this problem, a research group including several teachers and school psychologists was established. Teachers’ interaction at lessons motivates students [2.25].

Students’ opinion on learning process helped us to identify a problem: students make no efforts to study.

Theoretical framework

Lesson Study is a form of classroom action research focusing on teacher practice knowledge development. It includes planning, teaching, observing and analyzing the lesson and teaching process. The widespread use of Lesson Study in NIS over the past 8 years has also contributed to the research process.

Research question

At the first meeting, the ABC-controlled students were explored. In the joint research group, the subject specification, the structure of the research question, the differentiation of tasks were discussed and a problem of the second stage was identified: to create tasks developing students analytical and computational skills and to monitor students' performance abilities.

Methods

Gloommerman and Zimmerman (2002) argue that the solutions usually affect the approach to the problems. According to three simple types of problems they described, the study group teachers worked with the classical model of problem solving, i.e. all the teachers planned the Lesson study.

Results

After 7 lessons the research could be conducted at a more complex level. The work was based on the students’ achievement through certain methods contributing to the organization of analytical and computational skills ("4 sentences", research questions, SWOT, PEST, STEEPLE, experimental tasks, laboratory works, from simplicity-difficult tasks). They allowed the students to coordinate and evaluate their learning activities.

Conclusions and discussions

Final analysis was conducted after several cycles of the process. The geography lesson “Migration Direction” showed effectiveness of methods used in developing students analytical and computational skills. Learning biology allowed students to understand the terminology efficiently and various ways of calculating at Physics and Math had increased students' motivation in calculating the natural growth coefficient; while at Kazakh students learnt to identify problems and explain their causes and solutions. Thus, the Case method provides an excellent opportunity to discuss the problem in a group. Moreover, developing students’ analytical and computational skills can be more effective in group work.

Cooperative culture

Effective learning in a modern school is conducted in an open, communicative and broad vocational educational community. Collaboration of teachers with a large number of scientists from around the world allows the team to achieve some success.

References:

How to conduct qualitative research: methodical recommendation / A.O. Oshakbaeva. - Astana, NIS, WTO, AUCA, 2016. - 35 p.

Distribution of materials. First week Second edition.

Distribution of materials. Third week Second edition.

http://www.vokrugsveta.ru/encyclopedia/index.php?title=%D0%A4% D0% BE% D1% 80% D0% B4% 2C_% D0% 93% D0% B5% D0% BD % D1% 80% D0% B8_I - Around the World. encyclopedia

Research methodology and theoretical underpinnings of Lesson Study
Group work, Poster

Algebraic reasoning in upper secondary school

Poster110Roger Fermsjö, Werner Gerholm, Stockholm University, Sweden; Helena Buchberger, Birgitta Nilsson, Nacka gymnasium, Sweden

Corner 6Wed 15:50 - 16:35

Abstract

The aim of the study was to use Learning Study, with Learning Activity as a theoretical framework, to explore how learning tasks could promote the development of students’ algebraic reasoning.

The teachers and the research team prepared three research lessons, each executed and revised in an iterative process. A mathematical tool was constructed for the study, a line divided by a marker. It was intended to be used for algebraic expressions, as a tool with which students could reduce variables. Preliminary findings show that the tool could be used either as intended or not, depending on how it was introduced. Other findings were the importance of tasks – both how they were introduced and whether their aim was to promote algebraic reasoning.

Summary

The participants (n = 85) in this study were 16-17 years old and in their first year of upper secondary school in Sweden. In total, three lessons were recorded and transcribed, all with the same teacher. The first two lessons were conducted in a class of the Social Science Programme, i.e. a university-preparatory programme, and the third lesson in a class of the Building and Construction Programme, i.e. a vocational programme. The difference between the classes could be understood from their grade averages from compulsory school, 265 and 278 for the former two classes and 200 for the latter, where 340 is the highest possible score. The classes were chosen for different reasons, such as if there would be any differences according to former grades or choice of education. The intention was to use the same learning tasks in all classes, but small changes were made according to the analyses made after each lesson.

Learning Study has been used in several studies, initially to test the Variation Theory, and is therefore also the most commonly used theory. It originates in the iterative process used in Lesson Study, and the methodology for Learning Study could be described by this iterative process:

Find an object of learning

Make a pre-test

Design the lesson

Implement the lesson

Make a post-test

Analyse the lesson

Revise the lesson

Return to 4

Other theories have been used in former Learning Studies, e.g. Learning Activity (LA). This study also uses LA as a theoretical framework and the research questions are:

What kind of tasks and discussions in the classroom could lead to the development of algebraic reasoning?

What learning actions, i.e. algebraic reasoning, could be shown orally, bodily or symbolically?

What qualities in the reasoning could be seen?

In order to analyse the lessons, the LA framework was used. Aspects to examine and questions to ask were, for example:

What is the learning task, and what is it possible for the student to understand of the task?

What is intended with the lesson, and what are the students trying to do?

What is known/unknown for the students?

An important part of LA is reflection, e.g. considering goals, motives, means of action by oneself and others, etc. Important questions were thus:

How are solutions handled (both by the teacher and by classmates)

How are solutions evaluated in class?

What kind of reflections are made?

The preliminary results from the study show that the mathematical tool could be helpful, if used, in developing algebraic reasoning. Its usefulness could depend either, or both, on the way in which the tool was introduced and the way in which the learning tasks were presented and handled in class. Analyses in relation to the LA framework also raised questions about the motive of the tasks, e.g. reducing variables. The importance of this in a mathematical sense is clear, but the task did not enable the students to see this.

Learning Studies
Algebra

Student’s mathematical thinking classroom using open approach and lesson study

Poster124Aree Pawattana, Khon Kaen University, Demonstration school, Thailand

Corner 6Wed 15:50 - 16:35

Abstract

The study aimed to explore analytical Mathematical Thinking on the topic Multiplication topic of grade 2 students. The target group was 38 students in class 2/1 of The Demonstration Elementary School of Khon Kaen University (Modindang). The study was conducted in the second semester of the academic year 2015. The class used the Open Approach (OA) and Lesson Study (LS). The process of Lesson Study (LS) consisted of 1) Planning stage. The teachers’ mathematics department planned to learn management altogether. 2) Observation stage and 3) Refection stage. For Open Approach (OA), it comprised 4 steps as follows: 1) Posing open-ended problem, 2) Students’ self-learning, 3)Whole class discussion and comparison and 4) Summarization through connecting students’ idea emerged in the classroom. The research tools consisted of multiplication lesson plans, audio, video recording in class, student’s interview and student’s works. The study was a qualitative - method research.

Summary

Results found that students showed their analytical thinking in Mathematics 3 parts. Which were 1) Component analysis: students were able to count and group objects each type into the same groups. 2) Relationship analysis: students were able to identify the relationship between the number of groups and the number of equivalent members. 3) Principle analysis: students were able to group the same type of object in a group and the number of members of each group must be equal. The principle of multiplication sentence was the number of groups x the number of members in the group.

Learning Studies
Lesson Study, Mathematical thinking, Open Approach

Socio scientific issues based science learning for character building and scientific literacy

Poster259Evi Suryawati, Universitas Riau, Biology Education, Indonesia

Corner 6Wed 15:50 - 16:35

Abstract

Curiculum 2013 has been implemented through the scientific approach consisting five learning experiences namely: observing, inquiry, information gathering, rationalizing and communicating. This study aims to design and develop student worksheet based on Socio Scientific Literacy (SSI). The lesson study was conducted collaboratively involving Biology lecturers, graduate students, and the science teachers of SMPN 1 Kampar Riau Indonesia. Teaching and learning process includes plan, do and see on the topic of Environment Pollution. In learning activities, students look enthusiastic about observing and collecting data on environmental pollution in groups. The results of this study showed that the application of the PBL learning model on the topic of environment pollution using student worksheet based on SSI can foster the students’ characters, especially environmental care, and enhance scientific literacy involving curiosity, scientific knowledge, procedural knowledge, epistemic knowledge, planning scientific research, interpreting scientific data and results, and explaining scientific phenomena.

Summary

Curriculum 2013 revised in 2017 formulate 3 things that will be achieved, namely knowledge, character building, and literacy. Knowledge is trained with Higher Order Thinking Skill (HOTS), character building through the education character movement and literacy with the school literacy programme. K-13 is implemented through Scientific Approach consisting five learning experiences namely: observing, inquiry, information gathering, rationalizing and communicating. This study aims to design and develop student worksheet based on Socio-Scientific Issue (SSI) for character building and scientific literacy of junior high school students using the lesson study approach which consists of three stages, namely, Plan, Do and See. The lesson study was conducted collaboratively involving Biology lecturers, graduate students, and the science teachers of SMPN 1 Kampar Riau Indonesia.

In Plan phase, teachers, students and lecturers agreed with the learning plan. In this case, it was agreed to use the Problem Based Learning (PBL) Model on the topic of environmental pollution which consists of sub topics of water, soil and air pollution.

In Do phase, learning was carried out by science teachers to 26 junior high school students who were Grade VII. When the learning process took place, the learning activities were observed. The learning phases follow the PBL Model with learning resources in the form of SSI-based Student Worksheets accompanied by learning videos of water, soil and air pollution. The first stage is problem orientation, students were given environmental issues and images of unlicensed gold mining (PETI), forest fires, and urban waste. The second stage, the students identified the problems found in the text and the picture given, this stage aims to train students' scientific literacy in identifying the issues. The third stage is scientific inquiry, the students observed experimental videos about water, soil and air pollution, then the students guided by the teacher answered questions at student worksheet. This stage aims to train students' scientific literacy. In the fourth stage, the students presented the workbased on the images and experiment. The students were asked to present the data in the form of narratives, tables, and flowchart, and arguments for the process of of water, soil and air pollution and its impact on rivers, soils, air and human health. The fifth step is analyzing and evaluating the problem solving process. At this stage, the students presented the results of group discussions and other groups provided questions, responses, criticisms and suggestions. The teacher provided reinforcement for each question and response delivered by the students.

The See phase was carried out after the learning activities to evaluate the learning activities that had been carried out at Do stage. At this stage, suggestions and improvements as feedback used for the next learning proces were given.

The results of this study showed that the application of the PBL on the topic of environmental pollution using SSI-based student worksheet can foster the students’ characters, especially environmental care, and enhance scientific literacy with the aspects of curiosity, scientific knowledge, procedural knowledge, epistemic knowledge, planning scientific research, interpreting data and results, and explaining scientific phenomena.

Developing Professional Learning Communities: models and practices
Lesson Design, Science Literacy, Socio Scientific Issues

Scenery Photo Reports as Education for Sustainable Development: Active Learner 21st Century Skills

Poster333Kihachiro Sakai, Minami Kyushu University, Japan

Corner 6Wed 15:50 - 16:35

Abstract

The New Course enacted since March, 2017 in Japan has placed a premium on active learning, which has received remarkable attention from education researchers and practitioners.

In particular, overcoming the difficulties in lesson design for regional study in primary schools has become a hot topic, with emerging studies in teacher training based on the concept of active learning.

The study presented in this paper is along the line of research.

Its aims to enhance social studies education method in university on lesson planning and teaching skill development of students in social studies.

The students take scenery photos and think lesson plan include inquiry questions and then evaluate their works each other collaboratively.

To test the effectiveness of this method, the author conducted three-year empirical study.

This would lead to lesson plans developed from diverse sceneries with regional characteristics, and

may further encourage interaction among regions within and outside Japan.

Summary

1 Aim

The author acted sole instructor for the course on social studies method in a university since April, 2015.

Participants of the course were mainly students who were prospective primary school teachers.

The objectives of the course were to help the students understand the content of the course by Ministry of Education,

and to cultivate their skills in designing the social studies lessons.

The students then engaged in their own task to design their own social studies lesson plans from scenery photos.

2 Practice of University

(1) Outcome

・The students can pay attention to and critically reflect on the scenery of familiar places.

・The students can improve lesson plan skills in designing teaching materials social studies.

(2) Procedure

â‘ The students were assigned the task of writing scenery photo reports during the Golden Week holiday in May.

â‘¡The task involved taking scenery photos as teaching materials, but also show the scenery photos and writing

reports with considering the inquiry questions to engage pupils in the discussion.

â‘¢By mutual evaluation to scenery photo reports, the students learn to appreciate each other’s work and seek inspirations to improve their own study.

3 Examples of Student works

Student Work 1: Kumamoto Castle ( Student A, senior year 3 in university)

Student A’s lesson design was based on a photo of Kumamoto Castle, with a focus on its earthquake-wracked stonewalls (ishigaki). The theme to be addressed in the lesson included reconstruction of the historic building and disaster prevention.

Students works 2 Cosmos in rice field (Student C)

Students C reported that the farmers planted cosmos in the fields where there no rice was

cropped. This practice aim to adjust the production of rice.

The farmer planted cosmos and turned the rice field into a cosmos field to adjust the production of rice.

Student work 3 Usage of solar power (Student I)

Students I’s lesson design focused on energy, based on photo taken in Miyazaki Prefecture, the major percentage of solar power provider in Japan.

4 Findings

The activity of scenery photo reports and mutual evaluation aroused, the students’ interest in generating original ideas from familiar sights.

Its also helped foster the students’ awareness of respecting the merits of others and learning from each other.

This can be taken as positive evidence for their gradual progress towards becoming active learners.

In order to enable the students to apply the acquired the skills to actual teaching practice, the students are engaging in this photo task not only on novelty, originality, visuals but also place selection, teaching material development. it is suggested that the students draw from their photo taking and idea sharing practice to cultivate skills in developing teaching materials and lesson planning that leads to effective teaching.

The study has demonstrated the value in designing social studies lesson from familiar scenery as potential teaching materials. Furthermore, it has proposed experimenting with a photo reporting activity to encourage students to learn from each other. (collaborative learning by mutual evaluation)

Lesson Study in initial teacher training
Active Learning, Education for Sustainable Development, Scenery photo

Lesson research at school in the framework of Lesson Study

Poster141Saule Idrissova, Nazarbayev Intellectual School HBD, Kazakhstan

Corner 7Wed 15:50 - 16:35

Abstract

Today, the learning process should be directed to the development of an intellectual and highly moral personality capable of changing the world for the better. The teacher is faced with the issue of personal growth, because the school needs a teacher who owns modern teaching tools and is able to introduce innovative teaching experience into personal practice.

In an ever-changing world, one of the effective approaches is Lesson Study aimed at the interaction and cooperation of teachers, as well as the formation of the professional community in the school.

Lesson Study into the school, we developed a single document for teachers (“Study Plan”), in which they wrote out a plan of their activities for the upcoming school year. This approach is necessary in order to organize research in school. At the second stage, we developed a “Check List” in which the teachers prescribed the expected results

Summary

High-quality ensuring the satisfaction of the educational needs of society in a dynamically changing world is achieved by creating a good atmosphere of cooperation at school. Our main task of the study, as coordinators for the implementation and organization of research in the school, was to create a favorable environment

To determine the needs of teachers, we conducted a survey. Taking into account the data obtained, a plan was prepared for upcoming training seminars for teachers with the aim of providing methodological assistance.

We developed and approved the school director a list of necessary documents for the study within the framework of the Lesson Study approach.:

Research plan;

Check list;

Minutes of meetings;

Parental permission for video and photography;

lesson plan;

Watchlist;

Additionally:

Questionnaire, interview or survey of students studied after the lesson;

Monitoring student achievement;

Reflexive report.

For the introduction of the Lesson Study into the school, we developed a single document for teachers (“Study Plan focus group within the Lesson Study for the 2018-2019 school year), in which they wrote out a plan of their activities for the upcoming school year. This approach is necessary in order to organize research in school. At the second stage, we developed a “Check List” in which the teachers prescribed the expected results.

Purpose of the study:

1) Improving teaching practices

2) Analysis of lessons

3) Professional cooperation

Relevance:

The involvement of school teachers in the process of discussing the research conducted and the self-reflective report of our own practice in order to improve its understanding and further improvement.

Research Question:

Guidelines for the systematization and organization of the study of the lesson in school.

Object of study:

School teachers who use the Lesson Study pedagogical approach in their educational practice

Methods:

- active learning methods;

- differentiated approach.

The results of the study:

- at the first stage of the implementation of the Lesson Study approach, a collaborative environment was created in the school;

- Each department has a coordinator approved who provides advice on issues of interest;

- a single “Research Plan” document was developed for the school;

- each focus group identified a moderator (host) to organize work within the group;

- it is planned to conduct poster protection for the study of the lesson of school teachers for the half year.

Conclusion and discussion

Analysis of lessons, research and materials can be used in practice by other teachers and will allow, based on the experience of colleagues, to improve their practice.

You can start lesson planning based on your own experience, but in order to improve it you can more effectively use the experience of your colleagues. Therefore, it can be said with confidence that only in collaboration can teachers develop an effective lesson.

Participants' efforts Research in action is aimed at modernizing the curriculum, rethinking the existing school practice, through continuous identification of problems, data collection, their analysis and, on the basis of it, practical actions.

Developing Professional Learning Communities: models and practices
Check List, Lesson Study, Study Plan

A school–university partnership mediated by lesson study to promote professional learning

Poster217Dian Hendriana, Indonesia University of Education, Faculty of Mathematics and Science Education, Indonesia; Sumar Hendayana, Indonesia University of Education, Chemistry Education, Indonesia; Eri Sarimanah, Pakuan University, Indonesian Language Education, Indonesia

Corner 7Wed 15:50 - 16:35

Abstract

Professional learning has a major importance for educational practitioners. Professional learning in the workplace must be focused on promoting networked learning that exceed traditional learning that exist within institutional boundaries. Based on the theoretical framework of Cultural Historical Activity Theory (CHAT), this paper points out on a study from three years TCTP Program on the professional learning that was afforded by a school–university partnership in the TCTP program mediated by lesson study. The study showed that the program provides participants to exchange ideas, information and experience among TCTP Program Trainees and the Indonesian counterparts in the field of Mathematics and Science education. During the program, they negotiated the mediating tool and consequently they created an activity system that transformed from learning how to teach into learning how to help the students learn.

Summary

Government of Ethiopia and Government of Indonesia have agreed to conduct the Third Country Training Program (TCTP) in Capacity Development of Mathematics and Science Educators under support of Japan International Cooperation Agency (JICA) since FY 2012/2013. Government of Indonesia assigned Indonesia University of Education (UPI) as implementing agency of TCTP. In the term of education, the collaboration between educational organizations has showed promising benefit, such as provided an excellent way to integrate technology into classroom (Patterson, Shaver-Wetzel, Wright, 2002), enhanced the competence of secondary preservice as well as inservice teachers (Boudah et al, 2014), promoted school based teacher education (Bezzina, Lorist, van Velzen, 2006). Based on the theoretical framework the third generation of Cultural Historical Activity Theory (CHAT) (Engestrom, 2001), this paper points out on a study from three years TCTP Program on the professional learning that was afforded by a school–university partnership in the TCTP program mediated by lesson study. The data collection in this study consisted of recording of every plan, do and see sessions followed by interviews by university mentors (lecturers). These recording and interviews were transcribed and analyzed. Planning begins from the analysis of the problems faced in learning may include subject material, for example how to explain a concept. Other things such as: 1) pedagogy, how to develop curriculum-based learning methods applicable to produce active learning, creative and its assessment; and 2) the facility issues, how to anticipate a shortage of learning facilities. After planning the teaching tools developed in Plan Session, the next step is the implementation (Do session). In this case, both teachers and also TCTP participants conduct the lesson for their own class or act as model teacher. And the last, soon after Open Class and Observation activities are completed, the activities continued on the reflection phase (See session). Based on the framework of the activity theory, the activity systems between school and university can be seen by two triangles in figure. 3. The right tringle represents the activity system in school and the left triangle represent the activity system in university during the program. The left triangle represents the activity in university, the main purposes of the TCTP participants are also student learning, but the differences appears here because the lesson that must be conducted by the participants are influenced by university mentors which focus not only on the lesson but also to relate the theory into practices in the classroom. As we can see from the description of the systems, we found that when two activity system interact by lesson study, the multiple point of views appears not only to strengthen each other but also some contradiction appears. This interaction created a boundary zone as they cross community boundaries (object 3) when they are engaged in the new activity system (Tsui and Law, 2006). If this this new activity system sustainability can be reach, it is not impossible for the school to become a Professional Development School (PDS).

Lesson Study and teacher professional development
A School–University Partnership, Lesson Study

Accessing the effectiveness of instructional coaching through Lesson Study

Poster341Aini Haziah Amirullah, Seremban District Education Office, Malaysia

Corner 7Wed 15:50 - 16:35

Abstract

The best strategy to improve teacher’s teaching is by instructional coaching.The purpose of the study is to see the impact of the instructional coaching to teacher’s competency. The lesson study approach was used in this research for the purpose of finding the effectiveness of the Instructional Coaching. Two Mathematics teachers participate in this research. An experience Mathematics teacher and an out-of-field novice Mathematics teacher. Collaboration among teachers in each school involved in the Lesson Study cycle. The coaching session was conducted by using the Instructional Coaches’ Toolkit. The main focus of the observation is to see the differences in quality of teaching between the two lesson. According to the attitude survey assessment by students,showed better quality of teaching. The transcript base analysis shows evidence of more active student involvement. The coaching sessions give good impact to teachers' competencies as well as promoting the effectiveness of instructional coaching to other teachers.

Summary

School improvement has been the most important agenda discussed in schools. The best strategy to improve teacher’s teaching is by instructional coaching thathas been known as anapproach to enhance teacher’s competency in the process of teaching and learning in the classroom.The purpose of the study is to see the impact of the instructional coaching to the quality of teacher’s competency. The lesson study approach has been used in this research for the purpose of finding teachers' reflection about the effectiveness of a coaching session.It will also involve collaboration and sharing knowledge among teachers within the discipline. Two teachers from two different schools in Seremban area has been chosen to participate in this research. One of them is experiencing more than 20 years in teaching Mathematics and the other one is an out-of-field Mathematics teacher. Collaboration among five other teachers in each school were involved in the Lesson Study cycle. The coaching session after the first lesson was conducted by using the Instructional Coaches’ Toolkit. The main focus of the observation in the second cycle of the Lesson Study is to see the differences in quality of teaching between the two lessons from the reflection in the second teaching as well as accessing the attitude survey of theInstructional Coaches’ Toolkit for students’. According to the attitude survey assessment by students,show positive actions due to the better quality of teaching after the first coaching session. Through the transcript base analysis of both lessons shows evidence of more active student involvement in activities. The teachers’ competencies increasesafter a few series of instructional coaching. The coaching sessions give good impact in raising the teacher competencies in implementing different approaches and strategies in the lesson as well as promoting the effectiveness of instructional coaching to other teachers. Teachers involved in the collaboration in lesson study and instructional coaching can help them to learn and have a better understanding of how the learning process by students can raise the quality of the teachers’ competencies.

Lesson Study and teacher professional development
Instructional coaching

Collaboration effectivity through student movement to improve understanding of matrix subject

Poster363Nurhasanah Jusuf, Universitas Khairun, Biology Education, Indonesia

Corner 7Wed 15:50 - 16:35

Abstract

Collaborative learning usually use in lesson study. Typical of this learning was conducting two steps collaboration namely sharing task and jumping task. This research was aim to find collaboration patterns which gain on student learning group along the matrix subject at eleventh grade of SMK Pembangunan, Ternate District. Indonesia, This was a descriptive-qualitative research by using intra and inter movement of students in their learning group. We conducted the lesson study cycles.Every group could solve the sharing task with different finishing time. There are two students could finish with right answer when we gave jumping task while twelve students couldn’t finish it. We found six patterns of students movement when they did the sharing task.

Summary

Collaborative learning usually use in lesson study. Typical of this learning was conducting two steps collaboration namely sharing task and jumping task. Identifying position for matrix and operating the positive and negative number were the major problems which found in the students when they learned matrix subject. The study was conduct on eleven grade at Senior Vocation School at Ternate district, Indonesia, called SMK Pembangunan The aim of our study was to find collaboration patterns which gain on student learning group along the matrix subject This was a descriptive-qualitative research; We used lesson study cycles that consist of three stages namely design, implementing and observing and reflection. Four groups were forming through the lesson. The result gave us that every group could solve the sharing task with different finishing time. Group one could finish the sharing task less than fifteen minutes meanwhile three other groups consuming more times. Along the sharing task process in the class, we found certain movement of the students in those groups. Effect of students movement among their intra and inter group may caused the pattern. Some aspects which determine the quality of learning are the quality of task that teacher gives to student, dialog and collaboration in the class and cognitive, emotional, motivation and active of the student.. Two students could finish with right answer when we gave jumping task while twelve students couldn’t finish it. We reported about six patterns of students movement which form when they did the sharing task.

Lesson Study and teacher professional development
Collaboration pattern, Student movement

How lesson observation in Lesson Study contributes to the professionalism of schoolteachers

Poster19Masataka Kizuka, Kyoto Prefectural University of Medicine, Communication, education and language, Japan

Corner 8Wed 15:50 - 16:35

Abstract

This paper explores the role that lesson observation plays in Lesson Study (LS) to promote the professionalism of schoolteachers. It is initiated by describing the background of professionalism in the Education of Medical Doctors (EMD) because it has traditionally played the leading role in professional education. Thereafter, the code of conduct/practice during lesson observation for LS which comprises fundamental features of professionalism, the correlation between professionalism and LS, and the case analyses of promoting professionalism through lesson observation in LS in Indonesia follow because, interestingly, professionalism is incorporated into lesson observation in Japanese LS. The aspect of professionalism inherent to lesson observation should be given more attention specifically in LS in other countries because schoolteachers need to fully comprehend its original ethos and fundamental principles in order to implement it properly. Finally, how professionalism is nurtured through lesson observation in LS is demonstrated and discussed.

Summary

This paper explores the role that lesson observation plays in Lesson Study (LS) to promote the professionalism of schoolteachers because lesson observation is a prerequisite for LS comprising its pivotal component.

In relation to professional education, the Education of Medical Doctors (EMD) has continually played the leading role throughout its history because medical doctors are always commonly ranked at the top of distinct professions in the world. In other words, they are required to demonstrate their exclusive, paramount, and outstanding professional expertise. Even the Global Standards, which prescribes the international EMD, were set as early as in 2003. Additionally, professionalism in the EMD has been a high-profile issue over the last two decades in advance of other fields of professional education.

Alternatively, in Teacher Education (TE), professional standards or the national core curriculum in Initial TE has recently beccome prevelent in many countries around the world, but the issue of professionalism has not yet been highly valued, although the concept of it is indispensable for producing and educating professionals. Hence, it is highly reasonable to examine professionalism in the EMD and search for its applicability to TE particularly in that schoolteachers are not viewed as professionals in many countries, including Japan.

Interestingly enough, professionalism is, as a matter of fact, incorporated into lesson observation in the Japanese LS: The participants (teaches) in LS at schools in Japan covertly follow many rules which contain professionalism, although this feature has not yet been recognised or addressed in Japan as it should be.

The aspect of professionalism which is inherent to lesson observation in LS in Japan should be given more attention explicitly in the context of LS in other countries because, in order to implement it appropriately, schoolteachers there need to fully comprehend and appreciate its original ethos and fundamental principles. For example, in a country such as Indonesia where my contributions to LS in TE have been made, LS has not been fully rooted yet because of the lack of the concept of professionalism, even though LS has continued as an on-going process for more than 15 years. The awareness of the concept of professionalism is the initial step for schoolteachers to enhance their status in society and to be regarded as genuine professionals. Fortunately, LS offers opportunities for continuing professional development on the basis of schoolteachers daily practices, which, then, necessarily leads those involved to increase their awareness of professionalism. In this paper, my work in Indonesia will be referred to as a showcase for promoting professionalism by demonstrating how professionalism is nurtured through lesson observation in LS at school.

This paper is initiated by describing the background of professionalism in the EMD, being followed by the code of conduct/practice during lesson observation for LS which comprises fundamental features of professionalism, the correlation between professionalism and LS, and the case analyses of promoting professionalism through lesson observation in LS in Indonesia.

Lesson Study and teacher professional development
Continuing Professional Development (CPD), Lesson Study, Professionalism

A Study on Cross-curricular Learning in JAPAN-Focusing on Curriculum Management in Attached School-

Poster317Hiroshi Ishii, Hokkaido University of Education, Japan

Corner 8Wed 15:50 - 16:35

Abstract

Curriculum management is the core of the course of study in Japan.

Therefore, this paper will clarify the success and problems about cross-curricular learning through analyzing the process and the lesson at the attached school which is engaged in advanced activities of curriculum management.

Survey of this study was conducted in July, 2017. The attached school considered that the context of learning is important for the realization of active learning, and reflected the connection of versatile abilities in curriculum design.

In this lesson, all student groups were able not only to guess but also to explain the rationale based on the data. The reason why the students could guess adequately in the one lesson is considered to be the result of the cross-curricular management.

Curriculum design have necessity of efforts, and it is necessary to have an outlook for the overall academic year beyond the subjects.

Summary

Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan announced a new course of study from 2020.Curriculum management is the core of the course of study in order to develop the students’ abilities required in a new era. It is required to create a cross-curricular which has more connected of different subjects by reducing the period of integrated studies from 105 periods to 70 periods a year. Lesson Study at elementary schools are not required to consider only one lesson, but unit or cross-curricular. Therefore, this paper will clarify the success and problems about cross-curricular learning through analyzing the process and the lesson at the attached school which is engaged in advanced activities of curriculum management.

Survey of this study was conducted in July, 2017. The attached school considered that the context of learning is important for the realization of active learning, and reflected the connection of versatile abilities in curriculum design. From the past Lesson Study, the attached school recognized that "continuity of learning", “necessity" and "relevance" are important in order to develop the students’ abilities. The teachers also understand necessity of the connection with other subjects and the connection of ability based on the student's developmental stage. Constructed curriculum design is as follows.

This contents "Age pyramid of population” had an extremely low rate of correct answers in national survey. It was suggested to read the graph in context as a remedy. In the conventional lesson, students are suddenly given data and analyze it without any sense of purpose. Therefore, teacher make students perceive as authentic problem in designing the cross-curricular as a context to give them a sense of purpose. ex) they become a manager of a car company and make management decisions.

They set a major theme of planning a car of the future by predicting Japan in 2050 based on data reading. This cross-curricular design was designed with the aim of enabling students to learn independently in a clear sense of purpose and to improve their ability to process and express statistically. In this lesson, all student groups were able not only to guess but also to explain the rationale based on the data. The reason why the students could guess adequately in the one lesson is considered to be the result of the cross-curricular management.

Curriculum design have necessity of efforts, and it is necessary to have an outlook for the overall academic year beyond the subjects and an outlook for the school annual plan. So, there are few cross-curricular practice so far in Japan. In the future, cross- curricular indicated by the new course of study would be more practiced in Lesson Study. In order to shift the conventional view of knowledge to the functionality of knowledge, it is required to accumulate cross- curricular practical research.

and learning contexts, Lesson Study in different cultural, subject
Cross-curricular, Curriculum management

Difficulties in the year of starting a lesson study focusing on advance consultation session

Poster335Daisuke Choshi, Teikyo University, Graduate School of Teacher Education, Japan; Sumiyo Nakado, Osaka Prefectural Education Center, Japan; Masahiro Shimbo, Kansai Gaidai University, Japan

Corner 8Wed 15:50 - 16:35

Abstract

Our group is developing a lesson study with an emphasis on advance consultation. The purpose of this study is to clarify the problems that arise when teachers started that style. We conducted semi-structured interviews with the teachers in the case school, and categorized the data of the interview. As a result of analytics, we found a particular problems at the time of start up. Those are a cost of adjusting the schedule, conflict with another approach, and hesitation to downsize the post-lesson conference. It seems that these are due to a lack of recognition of the new style. Although previous research has pointed out that there are various effects of a lesson study with an emphasis on advance consultation, in order to get those effects, it is necessary to overcome the difficulties of the start time. In that sense, our findings have a practical significance.

Summary

Lesson study in Japanese schools has resulted in great progress to date. Stigler and Hiebert (1999) pointed out that the high academic ability found in Japan is related to lesson studies, and their effects have been noticed on a global scale.

However, in Japan, while lesson study has long been practiced, some problems have been noted (Inagaki / Sato 1996), such as with the post-lesson meetings. Generally, lesson studies are conducted as part of a cycle including advance consultation meetings (teaching material research, preparation of instructional plan), implementation of classes (research lessons), and post-lesson council. Reflecting on practice is important for enhancing teachers’ expertise (e.g., Sato et al. 1996), so the post-lesson research council has been regarded as significant. However, the skills of an individual who conducted the lesson and teachers who created the lesson have at times been subject to criticism in the post-lesson council, and mental burdens may increase, creating a problem.

Therefore, in this research, we focus on a lesson study in which teachers emphasize the advance consultation meeting as a way for many teachers with diverse positions and experiences in the school to participate collaboratively. Nakado et al. (2018) and Wakimoto et al. (2018) investigated schools that had used that style for three years, focusing on outcomes. Their findings show that this methodology broadens the view of each teacher, improves lessons, reduces mental burdens from research lessons, and improves collegiality.

In this study, we are interested in the practical implementation of the approach. Therefore, in this research, we investigated one school that started new style that emphasis advance consultation this year. We visited advance consultation meetings multiple times and conducted semi-structured interviews with teachers about various events and recognition. We qualitatively analyzed the speech data (Sato 2008) and categorized the results.

Several categories were extracted, some of which are found in previous studies as well as some new ones. In the latter category are cost for the coordinator to adjust the schedule so that everyone can meet multiple times, conflict with other teaching methods, the fact that a lecturer was invited to the post-lesson meeting, and so on.

Based on these remarks, the adjustment cost, conflict with other teaching methods, and emphasizing on post-lesson meeting either are peculiar to starting the system fresh. It is possible that there is an lack of recognition regarding the advance meeting style. Although the original way of of the style that emphasizes advace meetings is based on voluntary participation (Wakimoto 2018), and schedule adjustments are generally not required, teachers remarked on the adjustment cost. In addition, external lecturers only participate in the advance consultant meetings (Nakado 2018), and the post-study meetings are attended only by teachers, but at the case school, they invited another lecturer to the post-study meeting. From the lack of awareness of the new methods, it seems that they did not successfully change their approach. We would like to think about how this situation and recognition will change in the future.

Lesson Study and teacher professional development
Advance consultation session of lesson study

WOTS a game and a tool for research and practice of ideas on student ownership of learning

Poster75Freek Wevers, We Own The School, Netherlands

Corner 8Wed 15:50 - 16:35

Abstract

Content of the paper and aims for WALS 2019 AmsterdamThe paper describes the process and content thinking of a small group of teachers-researchers working together with the Schoolinfo foundation. The aim is to increase ownership of learning by students in schools. A theoretical and practical approach on research, networking and engaging with schools in a more horizontal or bottom-up types of relationships within schools is being developed in response to this.

Starting from the definition of ownership of learning and taxonomy of schools, both Dutch and English versions of the game “We Own The School” (WOTS) have been successfully launched. The concept purpose is to playfully but seriously engage students, teachers and school leaders in talks on ownership, to challenge their ideas about how the learning systems are organized, developed, resourced and supported. In 2018, WOTS successfully connected with schools abroad and is now aiming at creating an international network.

Summary

Rethinking roles and relationships within and outside systems. WOTS-initiatives have been receiving positive acclaim nationally and internationally. PLEION (http://www.pleion.nl ) schools in which the contributors of WOTS initiatives work, have stated their commitment to play the game with students, teachers and school leaders.

One school in particular, Orion Lyceum Breda is preparing a research project to measure the experience on ownership from all participants to enable them design future school policy statements. Other local and national meet-ups have made the news on the WOTS game initiative.

The game creates awareness of ownership of learning in school systems. Participants recognize roles and relationships in their school, section or the larger networks in which they operate. From the taxonomy of ownership, gameplayers see the game mostly as a break-through-moment and a start-up to redefine their learning and relations. WALS can help build this network as the WOTS developers will have an opportunity to present and invite more schools and networks to participate and strengthen thinking on ownership concept.

Definition, taxonomy, game, practice.

For the purposes of this research, the concept of “ownership” is defined as ”a characteristic of learning and learning activities that is visible to and experienced by learners and is of guiding influence in a learning environment.” This definition includes four core principles:

Ownership is an experience of learning that leads to optimal and / or deep learning.

For example, this occurs in a situation of flow or when we speak of a growth mindset.

Ownership refers to the mindset that personal development is visible in the competences, autonomy and relationships of the learner.

This concept derives its theoretical frame from authors like Luc Stevens and John Hattie.

Ownership is a guiding concept in a learning environment or learning activity, with an optimum pursuit of learning opportunities and wishes of the learner.

The pursuit of (more) ownership in the school promotes reflection, directing change and renewal, creating a professional learning community or a Learning organization.

Ownership is visible in taxonomy of school development.

We outline various (school) models in which ownership is visible at the level of learners, learning activities, learning environments and organizations.

The taxonomy that we have used to describe different types of schools in which ownership of students have a different meaning was inspired by the ideas of John Macbeath on ”Distributed leadership” and experiences from both traditional as well as innovative schools in the Netherlands. The visuals below shows six different types of schools exhibiting their own characteristics: formal, pragmatic, strategic, incremental, competent and cultural. Each type of school has been described in terms of visible behaviour of students, teachers and in terms of organizational characteristics. All these characteristics relate to ownership in an arrangement of the different types of schools. It is important to stress that this is not in ascending order. The model is rather an organic one, thus more relating to a diversity of different, but equally valued, situations of educational practice. Different schools practice different cultures where ‘ownership’ has a different meaning.

Creating knowledge in practice: action research and other practice-based research approaches
Ownership of learning, Practise based research, Professional Learning Communitie

Implementation lesson study at fundamental physics

Poster271Nova Susanti, Universitas Jambi, Physics, Indonesia

Corner 9Wed 15:50 - 16:35

Abstract

in basic physics courses in the D3 chemistry analysis program, applied chemistry D3 and Chemistry S1 with a sample of 50 students. This study is qualitative data, namely data about student activities during the implementation lesson studies and quantitive data about understanding student concepts in regular straight-motion material. Data retrieval is done using observation sheets of student activities during lecture activities and video recordings during lectures and GLB test questions. The researc question is 1) How is the activity of students during the learning process in basic physics courses and 2) How to understand the concept of students in irregular straight motion material. from the results of the student test of 50 people who contract basic physics courses and take only 25 tests to solve the test illustrate in the graph the relationship of speed to time, the relationship of distance to time and the relationship of acceleration to time

Summary

Learning is very necessary for activity, because without the activity of the learning process it is not possible to go well. In the process of learning activities must involve all aspects of students, both physical and spiritual so that changes in behavior can change quickly, precisely, easily and correctly, both related to affective and psychomotor cognitive aspects. Learning activities are activities that are both physical and mental. In the learning process both activities must be interrelated. Piaget further explained that if a child thinks without doing something, the child does not think. Lesson study was conducted on the Faculty of Technology, Jambi University, in basic physics courses in the D3 chemistry analysis program, applied chemistry D3 and Chemistry S1 with a sample of 50 students.

The type of data observed in this study is qualitative data, namely data about student activities during the implementation of lesson studies and quantitive data about understanding student concepts in regular straight-motion material. Data retrieval is done using observation sheets of student activities during lecture activities and video recordings during lectures and GLB test questions.

Lesson study is the first step to improve the quality of lectures. The quality of lectures can be seen from lecturer preparation before and after conducting lecture activities. According to Lewis, 2002 there are several reasons lesson lesson needs to be implemented in lectures namely 1) the development of lesson study is carried out and is based on the results of sharing professional knowledge based on the practice and results of lectures conducted by lecturers 2) The basic emphasis on implementing a lesson study so that Most students have the quality of learning 3) competencies that are expected to be possessed by students, become the main focus and attention in learning in the classroom 4) Study Lessons are the foundation for the development of learning based on real experience in the classroom

What is the activity of students during the learning process in basic physics coursesHow to understand the concept of students in irregular straight motion material

From the results of the application of lesson study in 3 different classes there are still many students who do not understand the application of the application of irregular motion material, this is obtained from the results of the student test of 50 people who contract basic physics courses and take only 25 tests to solve the test illustrate in the graph the relationship of speed to time, the relationship of distance to time and the relationship of acceleration to time

Lesson Study and teacher professional development
Activity Learning, Lesson Study

The Effectiveness of Mindful Teaching in Increasing Happiness of High School Teachers

Poster344Tina Hayati Dahlan, Universitas Pendidikan indonesia, Educational Psychology, Indonesia

Corner 9Wed 15:50 - 16:35

Abstract

The research aims at examining the effectiveness of mindful teaching to increase happiness of high school teachers. The research subjects were 25 high school teachers divided into experiment group (13 teachers) and control group (12 teachers) who were participated in quasi-experimental design. The teachers' happiness was assessed by diary and Oxford Happiness Questionnare adapted into Indonesian. The quantitative data was tested by Mann-Whitney test. The results shows that mindful teaching is effective to increase teachers' happiness as well as five aspects of mindfulness, namely attentive listening, nonjudgement acceptance, self-awareness and awareness toward students, self-regulation in learning process, love for themselves and students. Being a professional teacher may require not only competencies in teaching, but also require happiness and mindfulness to deliver their competencies in the classroom. Happy and mindful teachers will be more productive in living life and dealing with stress, and eventually make the learning process more effective.

Summary

Happiness is an important aspect that needs to be owned and developed by individuals of any professions, included teachers. Teacher is a profession that is susceptible to stress that may lead to unhappiness. The research conducted by Bauer et al (2006) shows that in the developing countries teachers are professions that have high burnout level. The high pressure may bring other consequences, such as difficulty to implement effective learning, disruption of well-being, and also academic achievement of students.

It cannot be denied that the teacher plays an important role in creating a happy and quality school climate because of being the teacher means being involved in various roles and tasks in the learning process (Suharsaputra, 2013). Happiness refers to positive emotions felt by individuals and positive activities that are liked by individuals (Seligman, 2005). Happy teachers will be more productive in living life and dealing with stress. The existence of unhappiness will emerge unfulfilled hopes and needs resulting in stress.

Flook et al (2013: 183) states, teachers who persevere with their work but experience stress continuously can influence their responsiveness to students and will have an impact on how teachers teach in the classroom. In response to this, the research assumed that teachers should have the ability to control themselves more highly so that any problems related to the learning process and personal mental health can be overcome.

Mindfulness-based approach is expected to be an alternative for such problem experienced by teachers because mindful practice is focus on employing one’s internal resources to enhance a pleasant and happy state, away from being bored and stressed in the school. Mindfulness is able to be developed in the context of teacher-student relationships through attentive teaching.

The benefits of mindfulness related to happiness include increasing regulation of emotions and awareness, reducing stress, increasing satisfaction in an interpersonal relationship, increasing attention or concentration, growing empathy, and responding well (Davis & amp; Hayes, 2011).

In the context of learning the basic concepts of mindfulness can be applied in teacher-student relations in the form of mindful teaching, and with mindful teaching teachers can result learning more effectively and be able to cope with various stressful situations related to the teaching profession.

The research question examined in the research is "Does the application of mindful teaching increase teacher’s happiness?". The happiness of the teachers was assessed Oxford Happiness Questionnare (OHQ) adapted into Indonesian supported by diary as qualitative data. The quantitative data was tested by Mann-Whitney test.

In general, the profile of happiness in high school teachers increased; the teacher is able to display attitudes found in the five aspects of mindful teaching. The application of mindful teaching in this study proved to be able improve the happiness of high school teachers.

Lesson Study and teacher professional development
Happiness, love, Mindful teaching, Self-awareness

Improvement HOTS Through Collaborative Activities In Thematic Learning Based On Lessson Studies

Poster364Sri Utaminingsih, Universitas Muria Kudus, Indonesia

Corner 9Wed 15:50 - 16:35

Abstract

The purpose of this study is to describe the activities of learning and enhancing Higher Order Thinking Skill (HOTS) through collaborative activities and knowledge ball in thematic learning based on lesson study in elementary school. This study uses a qualitative approach. The technique of collecting data by observation, interviews, documentation. Sources of data principals, teachers, students from three elementary schools.. The results of the study show that learning begins with compiling design lessons applies the inquiry learning model, which involve principals, teachers and lecturers as supervisors. Collaborative activities are when working on worksheets on animal metamorphosis and when observing knowledge balls and on making posters for environmental preservation. Collaborative activity the all active members of groups 5, 3 and 1. The pattern of 3 active members is group 2 and 4. Learning outcomes show there is an increase in HOTS of students namely 87% of students achieve with high criteria.

Summary

The purpose of this study is to describe learning activities and improve HOTS through collaborative activities and knowledge ball media in Lesson-based thematic learning in primary 4. Class collaborative activities are collaboration or task sharing carried out in learning. Media Knowledge ball is a spherical media with 6 stops. Heading shows learning 1 etc. This study uses a qualitative approach with data collection techniques of observation, interviews and documentation. Data source for principals, teachers, students from 3 schools. Alanislis data uses descriptive analysis. The results of the study show that learning begins with compiling design lessons involving principals, service supervisors, teachers and lecturers as supervisors. The design lesson in learning 1 applies the inquiry learning model with the learning step beginning with observing the "leader's" learning video. The problem orientation of each group is divided into knowledge balls and Student Worksheets . The next activity is that each group observes the "knowledge ball". Students identify problems that exist in POS 1 in the knowledge ball associated with metamarfosis of butterflies, frogs, grasshoppers, flies and mosquitoes. The second step is to hypothesize the life cycle of animals about positive and negative values for human life. Furthermore, collecting data in collaborative activities of each group by observing knowledge balls and learning books. The results of data collection were analyzed by sharing tasks. Furthermore, it was compiled in the form of posters about environmental preservation related to animal metamarfosis. The poster is presented in front of the class. After the learning was completed, a reflection was carried out involving school principals and grade 4 teachers from 4 schools, namely the Christian Primary School, SD Kaliputu and SD Bulungkulon. Reflection results show that there are several findings, namely 1). Students are very happy with the leader's cartoon film that is related to the theme of learning "my ideals", 2). Students are very enthusiastic when observing "knowledge balls", 3). Students are confused because in LKS there are 5 metamarfosis cycles that must be discussed, 4). In the metamorphosis of frogs in the tadpole / tadpole stage there are groups that say they benefit humans and there are groups that say they harm humans. Furthermore, two lesson design lessons are arranged on the theme of the leader. The results of the study can be concluded 1). Activity collaboration in learning 1 thematic themes 7 ideals of sub-themes actively trying to achieve goals in working on worksheets about metamarfosis of animals is very interactive. Knowledge ball media makes student collaboration in groups very good. Collaborative activities are also carried out when making environmental preservation posters. Collaborative activity has 3 patterns. Learning outcomes show an increase in HOTS students in learning with collaborative activities in sharing tasks and the use of knowledge ball, which is 87% of students achieve minimal completeness with high criteria. The HOTS indicator has increased in the aspect of the ability to analyze 36.5% and make conclusions 51%, the rest are other HOTS indicators.

Innovative uses of Lesson Study
Collaborative activities, HOTS, Knowledge ball

Thursday 5 Sep 2019

09:00 - 10:30 Concurrent session 6

Lesson Study to leverage domain specific pedagogies

Featured symposium407Shannon Pella, California State University, Sacramento, United States of America; Zulkardi, Universitas Sriwijaya Indonesia, Indonesia; Astrid Wijnands, HU Utrecht University of Applied Science, Netherlands

Amsterdam '72Thu 09:00 - 10:30

Abstract

Lesson Study has a strong reputation as a means for supporting teacher professionaldevelopment. However, due to its focus on student learning,Lesson Study can also serve asa powerful tool to develop and evaluate domain specificpedagogies.Actually, since its firstincarnation Lesson Study has been very successful in leveraging the level of mathematicseducation in Japan.This symposium is dedicated to the use of Lesson Study in developing pedagogical contentknowledge and domain specific pedagogies for various school subjects: first (English)language education, mathematics and grammar (in the context of Dutch Language).Thethree contributionsdiscuss how Lesson Study assisted in developing and evaluating thedomain specific pedagogies, from the bottom up to the evaluation with a focus on studentlearning.In the discussion we will address the lessons learnt: can we derivegeneral principles forLesson Study in research and development of domain specific pedagogies?

Pedagogical reasoning and action in Lesson Study

The practice or context from which the work originates   

This study was designed and conducted in an educational climate in the US, specifically in northern California, where teacher professional development is often centered around training teachers to use published curricula that are designed to raise students’ test scores. The five participating middle school English teachers, sought to supplement their district-sponsored professional development with a practice-based, collaborative model: lesson study.

 

Relevance for educational practice

Effective teacher professional development includes teacher collaboration, inquiry, and is grounded in practice (Marrongelle, Sztajn, and Smith, 2013; Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). Lesson study is a model of practice-based teacher professional development that consistently fosters teacher learning (Lewis et al., 2012; Lewis & Hurd, 2011). Researchers and practitioners should understand why these models work, what happens that affords teacher learning, and what specific processes and practices promote the most optimal results.

 

Theoretical framework

Pedagogical reasoning and action are a set of processes of central importance to the development of pedagogical content knowledge. According to Shulman (1987) pedagogical reasoning and action includes: (1) Preparation of text materials including the process of critical interpretation (2) representation of the ideas in the form of new analogies or metaphors (3) instructional selections from among an array of teaching methods and models (4) adaptation of these representations to the general characteristics of the children to be taught (5) tailoring the adaptations to the specific youngsters in the classroom. (p. 16). Pedagogical reasoning and action provides a compelling conceptual framework for examining practice-based teacher learning.

 

Research questions

(a) How, if at all, does lesson study, afford opportunities for pedagogical reasoning and action? (b) What, if any, pedagogical shifts did teachers make and sustain beyond the lesson study?

 

Methods

Each of the nine cycles over three years included planning, observation, analysis of student learning, and action. Qualitative analysis of extensive field notes, audio-taped discussions, structured interviews, focus groups, written reflections, teacher created artifacts, and student writing samples.

 

Results 

Pedagogical reasoning and action were present in every feature of the lesson study cycle. Teachers reasoned through their planning process and adapted materials to fit the assets and needs of their students. During the observation and debriefing meetings and during their analysis of student learning, participants noted where changes should be made in their instructional approaches. The theme that characterized all five teachers’ knowledge development was in their shifts away from the view of writing instruction as the isolated teaching and learning of “rules” and toward the view of writing as an integrated communicative process. Examples of pedagogical shifts:

– Shifted away from a tightly structured approach to teaching writing toward a more integrated literacy pedagogy that included reading, speaking, listening, language use, art, music, movement, and technology.

– Shifted away from overly scaffolded interventions like sentence starters, templates, and outlines. Teachers progressively designed more opportunities for students to interact with each other and engage various learning modalities.

– Shifted away from structuring student writing groups with rote, predetermined feedback criteria, which often focused on punctuation, spelling, and mechanics.

– Learned to balance teacher-directed writing instruction with activities that encouraged critical thinking for and about writing.

 

Conclusion and Discussion

Attending a class, a webinar, training, or workshop that includes a high level of active participation is valuable for teachers. In these types of information transmission models, high-leverage pedagogical shifts are advocated. However, to make such pedagogical shifts, and develop pedagogical content knowledge, practice-based collaborative inquiry models, like lesson study offer a clear advantage.

Using Lesson Study and design research to develop pedagogical content knowledge of mathematics teachers in Indonesia

Since 1998 or about the last two decade, Indonesia has been reforming school mathematics using an instructional theory called Realistic Mathematics Education that has been started in the Netherlands. Indonesia adapted RME  into Indonesian version of RME called PMRI-Pendidikan Matematika Realistik Indonesia. As many countries in the world, Indonesia also uses Lesson Study approach to support teachers in improving the quality of their professional job. Despite the projects which bring these two innovations to Indonesia were over, they still continue both in the teacher educations and many schools.

 

The aims of this paper to report the process of designing, implementing, and evaluating lesson materials using design research method and lesson study approach. Research suggests that a combination of design research on local instruction theories, and lesson studies that build on those theories might offer a powerful combination for improving mathematics education.

Three cycle steps of design research are preliminary design, teaching experiments, and retrospective analyses. Similarly, three cycle steps of lesson study are planning the lesson, teaching experiment and reflection. Then, the process continues with the revision and the redesign of the lesson. Researchers in collaboration with teachers conducted the steps.

 

Results or product of lesson study is not limited within what each participant learned from the class and the post-class thoughtful discussion. Each participant reproduces the level with their developed theories of practice in each of their contexts. On the personal meaning, their approaches are just a kind of pedagogical content knowledge (PCK), which is working as their local theory on teaching in each of their practices.  Likewise,  the product of design research is the hypothetical learning trajectory (HLT) which in the end become a local instructional theory (LIT) of such chosen topic and context.

 

During the conference,  some examples of lesson materials or HLT and  LIT as the results of design research and lesson study will be presented.  It will also be argued that the combination of the two approaches do support teachers in developing their PCK.

 

Working on a new grammar pedagogy to develop nuanced thinking about language in pre-university education

Traditional L1 grammar teaching suggests that language consists of well-formed sentences only, which can be analyzed indisputably. However, the analysis of spoken or written language rather shows that most sentences are not so well-formed or easy to analyse (Coppen, 2010). The aim of my PhD-research is to teach students this language reality to stimulate them to adopt a more critical and reflective attitude towards grammar, enhancing their engagement with and proficiency in grammatical analysis (Fontich, 2014). To this end, I developed a new grammar pedagogy on basis of literature study. To study the implementation of this new grammar pedagogy, lesson studies were carried out within two professional learning communities, one in the Netherlands and one in Belgium (Flanders). In this presentation I will show how we gained insight in pupils learning during lesson study cycles and how we refined the grammar model.

 

Summary 

Traditional L1 grammar teaching suggests that language consists of well-formed sentences only, which can be analyzed indisputably. However, the analysis of spoken or written language rather shows that most sentences are not so well-formed or easy to analyze (Coppen, 2010). Teaching pupils this language reality may stimulate them to adopt a more critical and reflective attitude towards (prescriptive) grammar, enhancing their engagement with and proficiency in grammatical analysis. To achieve this, a more reflective pedagogical approach of language is necessary (Camps, 2014).  Considering that,  the aim of education at school is learning pupils how to access literate society (see Fontich, 2014: 279), pupils should develop their reflective abilities and higher order thinking skills to deal with the complexity of languages. Current traditional language education fails to even address these issues.

 

On the basis of a literature study, we designed a new model for grammar pedagogy, in which we intend to stimulate and facilitate pupils’ linguistic awareness by using language advices and reference grammars to confront them with grammatical problems. The model is based on Moseley et al. (2005) concerning learning cognitive thinking and on the Reflective Judgment Model of King and Kitchener (1994). It enables pupils not only to develop their thinking skills in investigating language and to develop their epistemological attitude toward linguistic resources.

 

This research is conducted in pre-university education in the Netherlands (5 vwo) and in Belgium (Flanders, 5 a.s.o.), guided by the research questions

1. What are the design principles for a grammar pedagogy to stimulate and facilitate the development of reflective and cognitive thinking about language?

2. Which effects do we observe when pupils work within this pedagogical model?

 

Two professional learning communities participated: one in Belgium/Flanders (3 teachers) and one in the Netherlands (5 teachers). In each community two lesson study cycles were carried out, in which we developed an assignment based on an ill-structured language problem.  Pupils (N=189) worked on an assignment in groups of three pupils with the discussion tool Backchannel Chat. The chats showed us their discussions about the linguistic problems and the steps they made to develop their thinking (King & Kitchener, 1994; Mercer, 2000; Moseley et al. 2005).

 

The analysis of the data is still in progress. The data of all professional conversations during the cycles, as well as the chats, observations and interviews of the pupils will be entered into Atlas-Ti and relevant fragments will be classified and analyzed through processes of open and axial coding. The analysis will be theory-driven and data-driven. Preliminary results show that this approach seem to trigger pupils by confronting them with ill-structured language problems. The lessons developed appear to facilitate and stimulate pupils’ linguistic awareness and critical and reflective attitude to tackle language problems, but scaffolding is needed. By taking those problems from the perspectives of language reality, the standard language rules and their own language intuitions, pupils will discover the complexity of language and the tensions between the three perspectives. In my presentation, I will elaborate on the results.

     

Effects of learning study in teacher education for prospective teachers in mathematics and science

Paper140Jan Landström, Lena Knutsson, Gothenburg University, Sweden

Belgrado '73Thu 09:00 - 10:30

Abstract

The aim of this study is to gain deeper understanding of what prospective teachers (PTs) learn from participation in learning studies. In the study, 25 PTs for Grades 4 to 6 participated in one learning study in natural science and one in mathematics. Our research question concerns what prospective teachers learn about teaching from participating in learning studies. Variation theory was used as a theoretical framework to analyze the data. A lesson planning task before the learning studies showed that when planning a lesson jointly, the PTs focused primarily on activities that they thought would be considered fun, and had difficulties in narrowing down what specific content to teach. After the learning studies, we found that the PTs knew better what they wanted the pupils to learn, what difficulties the pupils could have, and got better at considering pupils’ difficulties when planning and analyzing the lesson.

Summary

It has been argued that the field of teacher education needs to develop pedagogies for the enactment of teaching and combine them with pedagogies of investigation (Grossman et al., 2009). Studies suggest that a lesson study can help prospective teachers (PTs) learn to teach (Cheng, 2014; Hiebert et al., 2003). In this study, a type of theory-based lesson study in which variation theory is used, a learning study, was used to enhance PTs’ learning of how to teach a specific topic in natural science and mathematics. It has been argued that variation theory (Marton & Booth, 1997; Marton, 2015) can help to direct PTs towards the object of learning and what needs to be enacted in teaching in order to make it possible for the learners to learn what is intended (Pang & Lo, 2012; Royea & Nicol, 2018). However, what is more explicitly learnt from working with collaborative planning in learning studies with peers and a teacher educator has been studied to a lesser extent. Our research question is: What do prospective teachers learn about teaching from participating in learning studies?

Three PTs worked collaboratively in a group and met with a teacher educator who served as a facilitator in the learning-study process. The learning-study meetings were oriented towards a systematic inquiry into pupils’ learning difficulties and questions about the nature of the object of learning were reflected upon: What does it imply to understand X?, What must be learned in order to X?, and How do the learners experience X? A written test was developed and used by the PTs in order to gain insights into pupils’ understanding of the topic and to anticipate what might be critical for the pupils to learn. A lesson was planned, enacted (and video recorded) in one class, and thereafter revised and enacted in another class. A one-camera approach was used to record each group’s meetings with the facilitator in the learning-study process. An individual written assignment was used for each member of the group to report on the learning study. In this study, data from six groups’ meetings and individual reports are analyzed. Variation theory (Marton, 2015) is the theoretical framework used in the analysis, and changes in ways of experiencing teaching before and after the learning study were identified. The study shows that the PTs focused more on pupils´ learning and pupils’ pre-knowledge within a topic after the learning studies. The study also shows that the prospective teachers learned to use a theory when they plan and analyze teaching. Insights about in what way the theory can be used as a guiding principle in instruction were also expressed during meetings with the teacher educators. The findings of the study add to previous research by showing how PTs experience teaching, but also how a learning study can benefit PTs learning of teaching skills.

Lesson Study in initial teacher training
Learning study, Mathematics and natural science, Variation theory

Advance mathematical thinking ability and its impact on problem solving ability

Paper285Sri Hastuti Noer, University of Lampung, Mathematics Education, Indonesia

Belgrado '73Thu 09:00 - 10:30

Abstract

The focus of this research is to explore the ability of advanced mathematical thinking to solve problems. This paper presents pedagogical practices that might effectively be able to develop students' ability to solve problems in terms of advanced thinking skills and student gender differences. The study was carried out in the mathematics education study program at the Faculty of Teacher Training and Education at the University of Lampung, Indonesia for students taking geometry courses. In this study applied observation techniques in the form of videos. Students provide feedback on how they complete problem-solving tasks through semi-structured interviews and problem-solving ability tests. From each lesson study class, six different students were selected based on their ability and gender. Based on the research, it was found that students' initial abilities and competitive needs to find answers hampered their ability to explore problems, so that impacted the process and result in solving problems.

Summary

Mathematics is one of the disciplines that can improve the ability to think and argue, contribute to solving real life problems, and provide support in the development of science and technology. The need for current and future mathematical applications is not only for everyday needs, but especially in work. Therefore, mathematics as a basic science needs to be mastered by students, both by elementary school students, junior and high schools students, as well as by college students.

In learning mathematics, educators should give students the opportunity to see and think about ideas given. For this reason, problem solving is very important in learning. Problem solving can be seen as a process for students to find a combination of rules they have learned first that are used to solve new problems. In this way, students' thinking skills can be improved.

Mathematical material at the college level requires changes in the thinking process. This is because mathematics in higher education has shifted from elementary thinking to the formal framework of axiomatic systems and mathematical evidence. The change from elementary thinking to advanced mathematical thinking involves a significant transition. One of the subjects that require advanced mathematical thinking is geometry. Advanced thinking skills in this case include the ability of mathematical representation, mathematical abstraction, linking the ability of representation and mathematical abstraction, and to compile mathematical evidence. The low level of advanced mathematical thinking skills in mathematics learning has an impact on the achievement of learning outcomes.

The focus of this research is to explore, using lesson study, the ability of advanced mathematical thinking to solve problems. This paper presents pedagogical practices that might effectively be able to develop students' ability to solve problems in terms of advanced thinking skills and student gender differences. The study was carried out in the mathematics education study program at the Faculty of Teacher Training and Education at the University of Lampung, Indonesia for students taking geometry courses.

The writer is the lecturers who take part in the lesson study class. The lecturers applied observation techniques in the form of videos. Students provide feedback on how they complete problem-solving tasks through semi-structured interviews and problem-solving ability tests. For data collection, six different students were selected from each lesson study class based on their ability and gender. To gather opinions and feedback from students, interviews were conducted in a closed room without any instructors there. Students enter in pairs to provide feedback with each pair consisting of one student with the same gender and initial abilities from each lesson study class.

Furthermore, the analysis of observations, the results of interviews, and tests of problem solving abilities produce conclusions about how advanced thinking skills and gender differences affect the problem solving process.

In this study, in addition to descriptions of students' advanced thinking skills in terms of gender differences, it was found that students' initial abilities and students' competitive needs to find answers hampered their ability to explore problems, so that impacted the process and results of solving problem.

Lesson Study in initial teacher training
Advanced mathematical thinking, Gender differences, Problem solving

Crafting metacognitive teaching strategies through Lesson and Learning Study

Symposium135Eric Cheng, The Education University of Hong Kong, Hongkong; Shi Lan, Hongkong

Buenos Aires '72Thu 09:00 - 10:30

Abstract

This symposium aims to present and discuss effective metacognitive teaching strategies that were crafted through Lesson and Learning Study to address the recent curriculum innovation proposed in Hong Kong and Shanghai. The three papers of the symposium will illustrate how the metacognitive teaching strategies enhance students to improve their thinking process in language learning and how the strategies facilitate students to discern the critical features of the object of learning in science and mathematics subjects. Being a teaching research approach, Lesson study and Learning Study enable teachers to craft their teaching strategies through few cycles of collaborative instructional design, lesson observations and post lesson discussions to improve student learning. Effective metacognitive teaching strategies for enacting the pattern of variations formulated through Learning Study cases will be presented.

Summary

Success in learning depends not entirely on intelligence, efforts or interests, to employ and regulate the effective learning strategies makes a big difference. The abilities to know and regulate such learning strategies is conceptualized as metacognition. Studies then were conducted on memory, problem solving, reading and comprehension, while findings indicated that metacognitive ability could enhance learning. Modeling and visualizing effective learning strategies to students are essential metacognitive strategies. Such strategies include think aloud, modeling, questionings and problem-based learning. These teaching strategies involve the notion of metacognition teaching and reflection (Hartman & Sternberg, 1993) to promoting metacognitive awareness (Schraw, 1998). The more explicit this modeling is, the more likely it the students will develop cognitive and metacognitive skills (Butler & Winnie,1995).

Metacognitive teaching strategies develop student metacognitive regulation abilities that is central to self-regulated learning and therefore these strategies are important in enhancing the learning competencies of students to grasp the knowledge and skill of different subjects, as stipulated by recent curriculum innovation in Hong Kong, Shanghai and other areas. Learning Study adopts the theory of variation as the underlying principle for instructional design. The theory argues that the presence or absence of patterns of variation in teaching was found to make significant differences to student learning outcomes. Pattern of variation is an observable pattern manifested under what is being varied and what is being kept invariant with respect to a specific teaching context. The qualities of learning were related to the patterns of variation that the learners experienced with respect to the same elements of the situations (Runesson, 1999; Rovio-Johansson, 1999). Effective classroom practices are characterized by the use of appropriate patterns of variation in dealing with the objects of learning Gu (1991). However, there is a research gap in developing an understanding of effective teaching approach to enact the pattern of variation designed through Learning Study. Effective metacognitive teaching strategies for enacting the pattern of variations formulated through Learning Study cases will be presented.

The three papers of the symposium will illustrate how the metacognitive teaching strategies enhance students to improve their thinking process in language learning and how the strategies facilitate students to discern the critical features of the object of learning in science and mathematics subjects. The first paper, Crafting Metacognitive teaching in Chinese Language through the Shanghai Lesson Study model, will report the effect of metacognitive teaching on students’ reading comprehension in Chinese language by using a Shanghai Lesson Study model. The second paper, Metacognitive Teaching Strategies For Activating The Pattern of Variations, will articulate effective metacognitive pedagogies for enacting the patterns of variation and explore the guiding practice for applying variation theory in Learning Study. The third paper, Crafting Metacognitive Teaching for Science and Math subjects through Learning Study, will explore effective pedagogies for metacognitive teaching through Learning Study in a secondary school in Hong Kong. Prof. Mona Holmqvist will serve as the discussant of the symposium.

Symposium paper 1 (200 words):

Crafting Metacognitive teaching in Chinese Language through the Shanghai Lesson Study model

Lan Shi

The purpose of this study is to investigate the effect of metacognitive teaching on students’ reading comprehension in Chinese language by using a Shanghai Lesson Study model. The study addressed a learning and teaching policy of the Shanghai Municipal Education Commission (2016) for developing student's independent learning. Teaching strategies including modeling, think aloud through verbal practices, guided practice for inference, feedback through visualization, independent practice (Ferguson, 2001) were applied in a Chinese language Lesson Study. Experimental design with pre and post-test was adopted for 2 groups of 65 students of Chinese Language classes in seven grade. 32 students of the control group were taught with the above metacognitive approach. 3 Lesson Study circles were adopted to conduct metacognitive teaching. Three articles of one Unit were taught in the two groups separately within a four-weeks research period. The findings reveal that students of the experimental group have a higher incremental scores in reading comprehensive, their metacognitive awareness have been improved through the intervention, they can aware and control their thinking process to understand of complex texts.

Symposium paper 2 (200 words):

Metacognitive Teaching Strategies For Activating The Pattern of Variations

Eric C. K. Cheng

The aims of this study is to examine effective metacognitive pedagogies for enacting the patterns of variation. The proper use of patterns of variation helps to make learning possible for the students. However, this is still a teaching gap for applying the patterns of variation is being used and to look at its effect on student learning (Lo, Hung, & Chik, 2007). The study attempted to fill in this research gap through examining SIX Learning Study Cases conducted in Hong Kong. Student learning data were collected from the pre-test and post-test of each Learning Study case. The test items of the tests were designed to be diagnostic so as to give information about the students’ understanding of each critical feature of the object of learning. The findings of the cases gave an indication the effectiveness of the patterns of variation on students’ learning. Results show that modeling the subject knowledge with questioning, problem based learning and think aloud to visualize the pattern of variation are effective pedagogies for enacting the pattern of variation. Grouping students and displaying their learning outcomes were identified as effective approach to enable them to discern the critical features.

Symposium paper 3 (200 words):

Crafting Metacognitive Teaching for Science and Math subjects through Learning Study

Joanna K. M. Chan

This study aimed to explore effective pedagogies for metacognitive teaching through Learning Study in a secondary school in Hong Kong. Nurturing students to be an independent and self-directed and developing metacognitive ability are regarded as important in promoting deep and meaningful learning (Secondary Education Curriculum Guide 2017). This study attempted to bridge this curriculum implementation gap through conduction Learning Study. Model- Coaching -Feedback strategy (Jackie Walsh and Beth Sattes 2013), think aloud in group with self-questioning (Gourgey 1998) were adopted to visualize thinking process and schema of teachers and students for enhancing the metacognitive awareness and regulation of students in Science and Math subjects. Pre-posttests with rubrics were administrated among experimental and control groups. Data were collected and analyzed from pre-posttest results and two types of questionnaires including Metacognitive Awareness Inventory (Schraw & Dennison 1994) and subject-based evaluation. Students’ assignment and quiz, interview and lesson observation were collected and analyzed. Results showed that metacognitive teaching facilitate students to discern the critical features of the object of learning in Science subjects. Students become more able to ask metacognitive questions or think aloud themselves that help them to solve problems, judge misconceptions and give more precise answers.

Symposium paper 4 (200 words):

Creating knowledge in practice: action research and other practice-based research approaches
Lesson Study, Metacognitive Teaching

Becoming a more adaptive teacher through collaborating in Lesson Study?

Paper315Tijmen Schipper, Windesheim University of Applied Sciences, Teacher Education, Netherlands

Koninklijke logeThu 09:00 - 10:30

Abstract

Adaptive teaching becomes increasingly important in both research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers’ perceptions and behavior. Although intervention group teachers reported various important changes in their (adaptive) teaching behavior and their perceptions about adaptive teaching, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured, which are both relevant for practice and research.

Summary

Adaptive teaching is a popular but complex construct (Parsons et al., 2018), and has increasingly received global attention due to inclusive education policies (UNESCO, 2017). Although the philosophy of addressing students’ needs is hard to argue with (Hertberg-Davis, 2009), it confronts teachers with complex tensions between available time and willingness to differentiate their instruction (Naraian & Schlessinger, 2018). Moreover, teachers often lack confidence in their ability to implement inclusive practices (Dixon, Yssel, McConnell, & Hardin, 2014), which might be a consequence of the complexity of adaptive teaching (Van der Lans, Van de Grift, & Van Veen, 2018). The professional development approach Lesson Study offers unique opportunities to address this given its explicit focus on student learning (Dudley, 2013).

LS is believed to support teachers to become more aware of students’ different educational needs and address these needs accordingly (Norwich, Dudley, & Ylonen, 2014). However, measuring the effect of PD approaches such as LS on teachers’ adaptive teaching practices has proven to be difficult (Suprayogi, Valcke, & Godwin, 2017). Following this rationale, the aim of this study is to explore whether participating in LS leads to more adaptive teaching practices. Since adaptive teaching comprises more than actual teaching behavior in the classroom context (Beltramo, 2017), teachers’ intentions and perceptions about adaptive teaching are also included.

Consequently, this study employs a quasi-experimental mixed-methods design consisting of two observation instruments, of which one was specifically constructed and validated for the purpose of this study, as well as stimulated recall interviews focusing on teachers’ adaptive teaching behavior in the observed post-test lessons. 63 teachers from eight different secondary schools in the Netherlands constitute the research sample, of which 37 teachers as part of the intervention group and 26 teachers as part of the comparison group. The intervention consisted of two Lesson Study cycles following the Dutch Lesson Study Model (De Vries, Verhoef, & Goei, 2016) covering one academic year.

The results reveal that Lesson Study played a pivotal role in influencing teachers’ perceptions, showing how teachers have become more aware of students’ different educational needs and how they address these needs accordingly. In contrast, no significant intervention effects were found in the observation data suggesting that intervention group teachers do not behave differently in the post-test lessons.

The strength of this study is that it is situated in different educational contexts and that it approaches the effects of Lesson Study from both a teacher perspective as well as an observer perspective, yielding a ‘fresh picture’ of teachers’ adaptive teaching practices. The results also raise several questions, particularly relating to how both researchers and teachers define adaptive teaching. The data show that teachers do not always perceive their behavior as adaptive whereas the observation instruments did indicate adaptive teaching behavior, and vice versa. Further research could address these questions and further clarify the construct of adaptive teaching.

Lesson Study and teacher professional development
Adaptive teaching, Classroom observation, Stimulated recall

Strategies that work to tackle problem solving in an Urban Community Classroom

Paper377Shannon Burton, Naomi Ishida, Rosa Quiles, Rosalyn Yalow Charter School, United States of America

Koninklijke logeThu 09:00 - 10:30

Abstract

Research Lesson Abstract:

In the lesson study process, Bansho and Note-taking are important processes of student learning. Bansho is described as board organization that uses multiple sections for organizing student thoughts (Kuehnert, 2018). First, students activate prior knowledge, then explore a problem. Next, students work independently, then talk about the problem. During this time, teachers place student solutions on the board as the discussion progresses. This time allows scholars to build off from each others thoughts. The teacher then asks purposeful questions to students and allow other students to comment and make suggestions about their classmates' work. This allows for student-generated strategies that leads to conceptual understanding and fluency on different procedures in math. The fourth section of bansho organization applies students' new knowledge one side of the board. The summary is the stated through a student generated consensus and the lesson concludes with a connection to future lessons.

Summary

Research Questions:

What strategies work to tackle problem solving in an Urban Community Classroom?

Context and theory from which work originated:

In December 2017, four members of the school community traveled to Chicago to meet with knowledgeable members of the lesson study Alliance and observed research lessons. Upon returning, these members presented their learnings and recruited members to form a founding team. This team created the first Community Lesson Research based on team research and findings around a school wide difficulty in solving word problems. Since the first research lesson, the team has continued to recruit and grow members for the 2018-2019 committee. Building off the findings of the first research lesson in a kindergarten classroom, the team continued to conduct research around solving word problems in all grade levels. We continued to build on research around word problems at various stages of development.

The math curriculum at Rosalyn Yalow Charter School is Singapore Math and Mathematics International (MIT) Japanese math. Singapore math is heavily based on the Concrete Pictorial and Abstract approach which allows a point of access for our scholars to begin thinking about a pictorial situation and applying mathematical concepts to it. Singapore math and Japanese math use picture based problem situations and do not introduce written word problems without a picture for addition or subtraction until first grade, and our research is presenting this to kindergarteners pictorially to begin building a foundation of understanding the important information in a problem situation. Within the research lesson word problems, students will only be working with pictorial and concrete word problems in order to better align with the MIT and Singapore pictures that scholars are accustomed to.

One part of the research that has been integral in the lesson study process has been the use of notebooking. Bansho is described as the board organization being such an important tool for organizing student thoughts (Kuehnert, 2018). The organization that takes places within the lesson is helpful to facilitate, and keep a running record of what ideas were generated during the lesson. The goal of bansho board organization and notebooking is to connect ideas throughout the lesson and prior units. The use of notebooks during the research lesson will allow students to organize the information in a problem situation and be a tool in pulling out the correct information.

Participant Learning:

Participants will learn how to engage students by using the Concrete Pictorial Abstract approach, and how the utilization of bansho(board organization) and note-taking effectively supports understanding word problems. The presentation will include findings from research conducted within Rosalyn Yalow Charter School around word problems and students' understanding. Participants will have a hands on exploration of problem solving approach through Concrete Pictorial Abstract approach and note-taking. Following, RYCS research will be presented and connected to problem solving. Participates will also learn how to differentiate note taking journals and bansho for their grade levels. We will finish with questions.

Session Audience :

K to 4

Strands:

Lesson Study and teacher professional training

Lesson Study and teacher professional development
Problem solving, Strategies, Urban Community Classroom

A Lesson Study for Learning Community (LSLC) to Private School Teachers in Indonesia

Paper393Dyah Kusumastuti, Universitas Muhammadiyah Purwokerto, English Education Department, Indonesia

Koninklijke logeThu 09:00 - 10:30

Abstract

The main aim of the project is to develop the positive vibes of lesson study for learning community (LSLC) to the private school teachers under Muhammadiyah Foundation. Moreover, the methodology of this project was a phenomenological inquiry and the data collection was gotten through observation to the three teachers. However, the findings showed that the LSLC has a positive atmosphere for all the aspects involved including teachers and students. First, teachers mentioned it was about to enhance the quality of the learning process for students, while they had the experience to be observed in which the focus is the teachers’ teaching style. Second, the LSLC affected the activeness as well as the students’ involvement. Furthermore, it is hoped that this article will be very beneficial to all the schools in Indonesia especially to implement LSLC since it is fruitful to increase the quality of the learning process.

Summary

The private school teachers, who were involved, felt very enthusiastic in doing their lesson study which started from Plan, Do and See (Masaaki, Sato. 2014).

I did a collaborative activity with mycolleaguee to do this project. It is important to have a collaborative project since we will have such a big contribution to the education’s quality improvement. The idea of having the LSLC in the school is related to some considerations. First, the school never get any activities of LS before. Second, the teachers need to develop themselves collaboratively. Third, there is a potential situation that can be engaging both for teachers and students.

Starting from the planning until evaluating of what we will, are and have done from the LSLC, moreover here are the steps: firstly, we and the school agreed to launch a community of LS which is known as LSLC. Secondly, we discussed the lesson design for three different subjects (English, Civics Education, and History of Islamic Culture). Thirdly, we had an observation in three different classes of three open classes. After that, we did reflection for all the open classes. in addition, we involved other teachers to be observers as well. After having all the steps, we have a final project in which the teachers are having a chance to write an article about the phenomenon found in the class during an open lesson.

Developing Professional Learning Communities: models and practices
Learning community, Sustainable

Lesson Study in teacher preparation: learning to teach mathematics in elementary school

Paper3Rosemarie Michaels, Dominican University of California, Education, United States of America

Londen '71Thu 09:00 - 10:30

Abstract

This paper describes the effects of a lesson study program on preservice teachers participating in university-school partnerships. The focus of the lesson study sessions is on instructional practice to develop elementary students’ Math Practice Standards, that is, eight habits of mind that foster mathematical understanding and the skills and abilities needed to be successful in school and career. A mixed-method design was used to collect data to understand the effects of the lesson study program on preservice teachers’ knowledge and ability to teach mathematics. Findings indicate that the lesson study program has a substantial impact on preservice teachers’ knowledge of theMath Practice Standardsand ability to foster these mathematical skills and abilities in students. University-school partnerships focusing on the eight habits of mind that foster mathematical understanding could serve as an exemplary lesson study practice and lead to interesting discussions to support the conference’s Pedagogy strand.

Summary

Practice and Relevance

A growing body of research indicates that preservice teachers benefit from university-school partnerships, specifically, strong relationships between teacher preparation programs and the elementary schools in which they observe and participate (e.g., Castle, Fox, & O’Hanlan Souder, 2006; Darling-Hammond, 2006; Michaels, 2015). Hence, preservice teachers in a teacher preparation program at a university in California, USA, participate in lesson study sessions each semester they are in the program. Lesson study sessions take place at elementary school sites during the regular school day, facilitated by university instructors. Preservice teachers observe, participate, analyze, and reflect on model mathematics lessons in collaboration with classroom teachers and university instructors.

Theoretical Framework

In 2013, the California Department of Education adopted the Common Core State Standards for Mathematical Practice (commonly referred to as the Math Practice Standards) for all students in grades Kindergarten through grade 12. The Math Practice Standards describe the habits of mind that foster mathematical understanding and the skills and abilities needed to be successful in school and career. Preservice teachers are expected to understand and be able to develop the Math Practice Standards in students of all academic abilities. Below are the eight Math Practice Standards:

1) Make sense of problems and persevere in solving them

2) Reason abstractly and quantitatively

3) Construct viable arguments and critique the reasoning of others

4) Model with mathematics

5) Use appropriate tools strategically

6) Attend to precision

7) Look for and make use of structure

8) Look for and express regularity in repeated reasoning

In order to prepare preservice teachers for their careers in education, our curriculum was modified to embed the Math Practice Standardsas a focus for understanding, learning, and teaching mathematics. Likewise, the focus of the mathematics lesson study sessions shifted to instructional practice through the lens of the Math Practice Standards, in addition to teacher thinking and student learning in elementary classrooms.

Method and Results

A mixed method design wasused to collect data for this study. Pre and post-lesson study surveys were administered to preservice teachers, with a focus on the Math Practice Standards.In addition, post-lesson study reflective essays were analyzed to answer the following research question: What are the effects of a lesson study program on preservice teachers’ knowledge and ability to teach mathematics? Results indicate that the lesson study program has a substantial impact on preservice teachers’ knowledge of the Math Practice Standardsand ability to foster the skills and abilities in students.

Conclusion and Discussion

This paper presentation is a work-in-progress report. The researcher plans to generate discussion and obtain feedback on the design and methods of this research project. Below are important, unanswered questions that can be discussed:

* What are effective ways to study preservice teachers’ pathways in learning to teach math?

* How is knowledge gained through lesson study transferred into teaching practice?

* How can professors better prepare preservice teachers to teach math in elementary schools?

* How do education professors in universities internationally attend to this strand?

Lesson Study in initial teacher training
Elementary school, Mathematics pedagogy, University school partnerships

Lesson Study in Initial Teacher Education: the case of the University of Pretoria, South Africa

Paper388David Sekao, University of Pretoria, Science, Mathematics and Technology Education, South Africa, Yumiko Ono, Naruto University of Educaction, Japan

Londen '71Thu 09:00 - 10:30

Abstract

Abstract

The Lesson Study (LS) has gained prominence as a teacher development model in in-service environment globally. However, it has not gained sufficient traction in the pre-service teacher training environment. This paper aims to share the underlying issues pertaining to the inception of the LS in the University of Pretoria. The study employs qualitative method where data will be collected through a questionnaire and interviews to gain insights in the student teachers’ views about the LS. The findings of this study could be used to strengthen pre-service teacher agency and bridge the gap between theory and practice. The preliminary findings will be available for sharing during the conference. The paper will be presented under the strand Lesson Study in Initial teacher training. It is envisaged to stimulate academic discourse on the conceptualisation and feasibilities of the LS in pre-service training for which it was not originally designed.

Summary

SUMMARY

The practice or context from which the work originates

One of the skills advocated by UNESCO required for the 21st Century in the context of education is collaboration (Scott, 2015). The Lesson Study provides a forum where teachers can collaborate to improve their pedagogical content knowledge (PCK). However, historically the Lesson Study was conceptualised to strengthen capacity for in-service teachers. Given the history of the Lesson Study and its bias towards in-service teacher training, the University of Pretoria has introduced the Lesson Study as one of the focus areas in the initial teacher training programmes. This addresses the undesirable trend where newly qualified teachers grapple with the transition from theory to practice early in their teaching career.

Relevance for educational practice

The University of Pretoria is in collaboration with the Department of Basic Education to pursue the effective implementation of the Lesson Study. This collaboration is driven by the complementary expertise and roles brought about by the two institutions in the education sector. Given this scenario, the relevance of this study for educational practice is to ensure synergy between pre-service and in-service training programme teaching enterprise

Theoretical framework

Since the study aims to understand the underlying issues pertaining to the introduction of the Lesson Study at the University of Pretoria, including student teachers’ views about the Lesson Study, there is a possibility of understanding it from the multiple viewpoints. This study, therefore, is framed on the social-constructivist theory as advocated by Creswell and Plano-Clark (2018).

Research question

The main research questions to be answered is: What are the pre-service teachers’ views about the Lesson Study?

Method(s)

The study employed a qualitative research method where data is collected through a questionnaire to gain insight in the student teachers’ views/perceptions about the Lesson Study. The findings emanating from the questionnaire will be followed up with the focus group interview to gain in-depth understanding of the student teachers’ views and corroborate their responses provided through the questionnaire.

Results

The preliminary findings were not yet released at the time of submitting the proposal, therefore they will be shared at the conference.

Lesson Study in initial teacher training
In-service teacher training

How Lesson Study is used in initial teacher education: an international review of literature

Paper40Brahm Norwich, University of Exeter, Graduate School of Education, United Kingdom

Londen '71Thu 09:00 - 10:30

Abstract

This paper aims to summarise the conclusions drawn from an international review of peer-reviewed papers in which lesson study (LS) has been used in the initial training and education of pre-service teachers. The review was distinctive in its focus on the variations in LS purposes, procedures and practices used in pre-service teacher education. Education research databases were systematically searched for relevant peer-reviewed papers. These were examined by the authors of the paper in terms of whether they reported specific LS practices and whether the Lesson Study practices could be described in terms of 8 dimensions of LS practices derived from a theoretical analysis of variation in LS and LS related practices (Norwich, 2018). The findings show the usefulness of the 8 dimensional account of LS practices. These have relevance for conceptualising what is called LS and for the design of LS like practice in pre-service teacher education.

Summary

This review of international peer-reviewed papers about LS in pre-service teacher education was undertaken by members of the Lesson Study Network at the Graduate School of Education, University of Exeter. This university department runs a post-graduate one-year initial teacher education (ITE) for primary and secondary teachers (PGCE) that uses inquiry professional learning approaches, but not labelled as Lesson Study. There was interest in what forms of LS might be relevant to this ITE context. The review used a conceptual framework about variations in LS and LS-like practices (Norwich, 2018) which was relevant to mapping the variations in pre-service LS purposes and practices.

The conceptual framework used in this review covered the following areas:

1.Setting in which LS done

2.Purposes of LS

3.Study methodology

4.Knowledge bases used

5.Focus of enquiry / development

6.Relationships of participants

7.Specific procedures involved in practice

8.Level of description of professional learning practice

The review was distinctive in its focus on the variations in LS purposes, procedures and practices used in pre-service teacher education rather than focussing on the outcomes of using LS or on perspectives about learning and lesson observation (Larssen et al. 2018)

Aims of review:

To test and further develop the 8 dimensional framework of LS variation in reviewing the pre-service teacher education use of LS.

To map out the variations in LS practices used in peer-reviewed papers about LS use in pre-service teacher education

Methods:

Relevant bibliographic databases (British Education Index, Educational Research Complete, ERIC, Web of Science Core Collection and SCOPUS) were systematically searched for relevant peer-reviewed papers that involved pre-service or initial teacher education and lesson study. 2124 items were identified and these were then assessed by the authors of this paper in terms of whether they involved a specific use of LS, by contrast to describing LS practices in general and how the LS practices can be identified in terms of the 8 dimensional framework. A template of these dimensions and the options within each dimension was used to identify the form of LS practice in each paper. Assessment were moderated by a second assessor.

Results and conclusions:

While the 8 dimensional framework was found to be useful in mapping features of pre-service teacher education LS practices, the review also showed ways in which the framework could be further developed. The mapping exercise also shows the typical and less typical uses of LS in terms of the various LS dimensions used in pre-service teacher education. The paper will discuss the theoretical and practical implications.

References:

Larssen, D.L.S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F.,Jakobsen, A., Næsheim-Bjørkvik, G. and Norton,J. (2018) "A literature review of lesson study in initial teacher education: Perspectives about learning and observation", International Journal for Lesson and Learning Studies, Vol. 7 Issue: 1, pp.8-22, https://doi.org/10.1108/IJLLS-06-2017-0030

Norwich, B. (2018) "Making sense of international variations in lesson study and lesson study-like practices: An exploratory and conceptual perspective", International Journal for Lesson and Learning Studies, Vol. 7 Issue: 3, pp.201-216.

https://doi.org/10.1108/IJLLS-02-2018-0007

Lesson Study in initial teacher training
Initial teacher education, Lesson study use, Literature review

Polyphony on Lesson Study in the Italian context

Symposium269Roberto Capone, University of Salerno, Mathematics, Italy; Carola Manolino, Riccardo Minisola, University of Turin, Mathematics, Italy

Madrid '69Thu 09:00 - 10:30

Abstract

In the last 20 years, Lesson Study (LS) has become an important theme in the discussion on mathematics Teachers’ Professional Development (TPD); nevertheless, LS is not much known in the Italian context. The three LS experiences presented in the symposium are rooted in such studies, each of them with its theoretical background and proper school level: semiotic of cultures for primary school; semiotic mediation for secondary school; boundary objects and meta-didactical transposition for the university. The three experiences, in spite of their differences, share the tools used for planning and observing, and especially the attention on the cultural transposition of the methodology. We will show how the intertwinement of such different points of view may reveal traits of the cultural issue that characterize each of them in its specific traits.

Summary

This symposium will be chaired by Stéphane Clivaz and discussed by João Pedro Da Ponte.

This symposium connects three LS experiences in Italy, two at the University of Turin and one at the University of Salerno. These experiences share similar research questions, but each of them has its own peculiarities due to the specific institutional context. The Italian LS may be introduced in the Italian institution as an answer to institutional and teachers’ communities’ queries on TPD: on the one side, Italian law defines TPD as “mandatory, permanent and strategic” asking for “the establishment of adequate networks for professional collaboration”; on the other side, teachers ask for the opportunity to reflect on their own practices together. The symposium discusses the issue of cultural transposition (Mellone et al., 2018) using different theoretical backgrounds: paper 1 refers to semiotic of cultures (Lotman, 1990; Radford, 2008); paper 2 to semiotic mediation (Bartolini & Mariotti, 2008); paper 3 to boundary objects (Star, 2010) and meta-didactical transposition (Arzarello et al., 2014). We wonder how cultural transposition can contribute, as an opportunity to look at didactical methodologies from different cultures and societies, to a rethinking of Italian teachers’ practices and beliefs. Getting closer to answering Italian teachers’ everyday needs might lead to a new starting point: how much can LS contribute to an improvement of the teaching/learning processes, especially referring to time management? The three experiments were set up to discuss these research questions, and LS activities were carried out in three different schooling segments: paper 1 focuses on primary school teachers, paper 2 on high school teachers, paper 3 on university students (in their programmes as prospective teachers). The three experiences started with the long-term programming of learning aims typical of the Italian school and led to research lessons (lasting 1 hour in elementary and high schools, 20 minutes at the university). Specifically, the elementary teachers worked on the institutionalization of the + sign, high-school teachers worked on a project on art and geometry, the university students worked on continued fractions. The working groups all co-projected, implemented and discussed their research lessons, followed by a moment of meta-didactical reflection on the observed lessons. The initial results of all three experiments show an increased appreciation for peer-confrontation with colleagues, and attention on the detailed planning of the lesson: one of the most appreciated aspects of LS is a better understanding of time management for both the lesson and the teaching unit. Most teachers observe that thanks to LS they feel more in control of their own lessons. Moreover, they also note how meeting with others’ practices is an opportunity to observe and reflect on their own practices according to different paradigms. Finally, LS offers a tool for a micro-analysis of the lesson in a context in which long-term planning and analysis are more common. Furthermore, the researchers have a chance, thanks the introduction of a foreign tool, to make explicit (and, thus, reflect on and improve) some unintended in the relationship with the school community.

Symposium paper 1 (200 words):

We are going to see the implementation of Lesson Study in a primary school in the district of Turin. We chose, as a fundamental element of the study, to address the need for professional development of a group of teachers working together: we proposed Lesson Study as a methodology for dialogue and exchange, an encounter between people and cultures. We envision a continuous process of didactical de-construction, which is the critical observation of strata composing the reality sphere into which the protagonists of the lesson move. The topic of the lesson is the introduction of the + sign and its institutionalization in grade 1. The challenge was to understand how to put the local needs for dialogue, time and malleability, together with Lesson Study, an unusual and, for this group of teachers, “firm” methodology. We observe this pilot experiment as a first development of design and observation tools, adapted to this specific context and born from the meeting between the Lotman’s semiotics of cultures and the ontosemiotic approach (Godino, Batanero & Font, 2007).

Symposium paper 2 (200 words):

The LS experiment in Salerno involved 4 teachers – from 4 different schools in the districts of Naples, Salerno, Avellino and Caserta – and 3 researchers from the mathematics department at the University of Salerno. The experiment is connected with the steady tradition in designing teaching units and activities in the Liceo Matematico (Mathematical High School) project. In the project, groups of teachers systematically meet with peers and researchers to collectively ex ante plan didactical activities and ex post analyse learning processes. Bringing LS in high schools can produce a stimulus towards improving teaching, thanks to the synergy between different institutional role of people operating in different school segments. It is an occasion for teachers to reflect on their own beliefs and choices in/on a competence-oriented didactic. The LS experiment has been introduced in the “art in geometry” teaching unit, particularly on the “tessellation” theme intertwined with science and art. Semiotic mediation is the theoretical background that shaped the experiment.

Symposium paper 3 (200 words):

The experiment took place with 29 master students in Mathematics at the University of Turin, preparing to be teachers. They had little theoretical preparation on didactics and no teaching experience. They worked in small groups, each creating a Lesson Plan for a 20-minute lesson on continued fractions, to be performed (by one of each group, with the role of teacher) in front of their colleagues (with the role of students). The experiment aim was to choose tools for data collection and analysis, but other questions arose through the cultural transposition process: may we interpret LS a Boundary Object across different cultures? If yes, what kind of Boundary Crossing (Akkerman & Bakker, 2011) processes does it enable? Which are the elements that cross the boundary? Answering these questions in fundamental as, In Japan, LS is carried out from the teachers in the institutions, while in Italy LS has been introduced in a top-down way (from the researchers). Thus, it has to be discussed with the teachers’ communities and adapted to their needs, yet without losing its identity.

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Cultural Transposition, Italian Lesson Study, Teachers professional Development

Five analysis viewpoints of teaching transcript: the case study of MCEL in japan

Paper29Takuya Kanazu, Tokai Gakuen University, School of Education, Japan

Omloop NoordThu 09:00 - 10:30

Abstract

The aim of this study is to examine how lesson analysis held in a Center for Educational Research called the Mizunami City Education Laboratory (MCEL) created various facts as evidence for creating classroom lessons.

The analysis method consists of the four steps. The authors try to analyze the data in the four steps and select the five viewpoints.

As a result, the authors found that (1) the highest interest by participants was in the learning quality of individual students, and (2) on one hand, the researchers would like to analyze the protocol in more detail, while on the other hand, schoolteachers would tend to find concepts and emphasize their value.

Summary

Lesson analysis that is a part of lesson study has provided various opportunities for changing and enriching classroom practice, for improving school activities, and for teachers’ professional development. The aim of this study is to examine how lesson analysis held in a Center for Educational Research called the Mizunami City Education Laboratory (MCEL) created various facts as evidence for creating classroom lessons with a schoolteacher’s understanding of the diverse range of talents and abilities of the students, and the effect of the subject matter and questions used in class upon the teaching process.

The data come from a study in the MCEL established by the board of education of Mizunami city, in Gifu, Japan. The MCEL managed research activities in which teacher representatives of each school in the Mizunami area met in the center, and read, analyzed and interpreted lesson transcripts and exchanged their opinions. The lesson transcripts and results of analysis and discussion appeared in the bulletin published by the center so that all teachers in the area can read it.

The analysis method consists of the following steps: (1) Classification of historical periods of the Lesson Analysis in the MCEL, (2) Extraction of viewpoints in the Lesson Analysis written in magazines and research reports, (3) Classification of viewpoints in the Lesson Analysis, and (4) Investigation of viewpoints in Lesson Analysis at each renewal of the education guideline.

The authors try to analyze the data, and select the following categories as analysis viewpoints:

(1) the quality of learning by each child, (2) the validity of teacher’s questions in the lesson, (3) the appropriateness of the theme of each teaching unit, (4) the evaluation of each teaching plan, and (5) a holistic understanding of the lessons.

As a result, the authors found that (1) the highest interest by participants was in the learning quality of individual students, and (2) on one hand, the researchers would like to analyze the protocol in more detail, while on the other hand, schoolteachers would tend to find concepts and emphasize their value.

Lesson Study and teacher professional development
Analysis viewpoints, Lesson analysis, Protocol of Lesson

Promote Inservice Teachers’ PCK Development by Diverse Lesson Studies

Paper345Peng Xu, Northeast Normal University, School of Teacher Education Research, China

Omloop NoordThu 09:00 - 10:30

Abstract

A lot of researches all around the world have proved that lesson study is one of the most effective ways to promote inservice teachers’ pedagogical content knowledge(PCK).In order to explore how do the different types of lesson studis specificly effect inservice teachers’ PCK development,we chose four teachers in the attached middle schools of northeast normal university as cases, try to find the answers by diverse lesson studies. We applied classroom observation, semi-structure interviews and document analysis etc. to review all their teaching activities and thinkings during the lesson preparation and implimentation.Based on the data, we found that(1)the most memorable lessons became critical teaching incidents and can trigger their PCK development.(2)reflection on the lessons can accelerate the accumulation of their PCK and can update, enrich and even rebuild the structure of PCK.

Summary

Since 1980s it is a common sense that pedagogical content knowledge(PCK)is the knowledge base of inservice teachers’ professional development which can also distinguish teachers from subject experts(Shulman,1987ï¼›Tamir,1991ï¼›Connelly&Clandinin&He,1997ï¼›Sato,2003;).A lot of researches all around the world have proved that lesson study is one of the most effective ways to promote inservice teachers’ PCK.The most important sources of PCK development for teachers are teaching practice and teaching refection(Xiaomin Zhu,2006,2010ï¼›Yunpeng Ma et al.,2008ï¼›Peng Xu,2013).Lesson study is tightly related to both of the sources and can lead become professional researchers. Thus a lof of schools in China are eager to reveal the inservice teahcers’ PCK development laws by lesson study and try to build a perfect professional teaching and researching community in a short time.

In order to explore how does lesson study specificly effect inservice teachers’ PCK development,we chose four teachers in the attached middle schools of northeast normal university as cases, try to find the answers by diverse lesson studies. Since PCK is a tacit knowledge,we mixed classroom observation, semi-structure interviews and document analysis etc. to review all their teaching activities and thinkings during the lesson preparation and impliment.We used diverse lesson studies including singe literature text teaching such as an ancient poem ‘The Snow above the Rivers’ , cross-disciplinary teaching such as ‘The Plum Blossoms in Chinese Culture’ and project-based teaching such as ‘Spring Festival of China’ to compare their different effects on inservice teachers’ PCK development. Every lesson study involves four steps:examining curricular materials and articulating learning goals, planning a research lesson, teaching the lesson, and reflecting about student learning based upon lesson observations(Lewis&Hurd, 2009ï¼›Dudley,2013).

Based on the data, we built a interaction model between lesson study and PCK development of inservice teachers and found that(1)the most memorable lessons became critical teaching incidents and can trigger their PCK development.The incidents will bring out some reality shocks. Teachers will ask themselves questions, such as what have happened? How do I feel? What should I learn from these critical incidents? If this kind of incidents happened again, how would I do? The motivation of problem-solving or improving can push them to take some new actions.(2)reflection on the lessons can accelerate the accumulation of their PCK and can update, enrich and even rebuild the structure of PCK.Diverse reflective ways will accelerate the speed of accumulation of PCK and peep reflective contents will improve the structure of PCK.

We believe in that lesson study is a new path for promoting the development of inservice teachers’ PCK. We advise that teacher educators should make full use of lesson study to guide teachers learn to become real reflective practitioners.

Lesson Study and teacher professional development
Inservice teachers, Pedagogical content knowledge

Creating awareness – the potential of LS from a Bourdieuian perspective

Paper5Martin Huchler, Pädagogische Hochschule Vorarlberg, Department of School Development, Austria

Omloop NoordThu 09:00 - 10:30

Abstract

This theoretical paper argues that Lesson Study can be an effective method to achieve what is pivotal for professional development of teachers – in depth reflecting and awareness. Experiences from teacher-training in western Austria are employed to show that especially second career teachers are initially reluctant to reflect their practice. Through providing firsthand experience of discrepancies between their expectations and what they observe, Lesson Study proves effective in opening teachers up to reflection. Following Korthagen (2017) and research on beliefs it is the very person of the teacher and her unconscious sources of behavior that matter. Based on the concepts of habitus and field, a Bourdieuian perspective is introduced to approach thinking and behavior, and awareness of one’s habitus can lead to a change of practice. The paper argues that this is the decisive potential of Lesson Study in view of teachers’ professional development.

Summary

Practical experiences in teacher training in Western Austria has led to this theoretical paper’s central hypothesis: a mechanism is required in order to evoke in-depth reflection that reaches the core of the matter – the person of the teacher. It shows that Lesson Study has this potential toattain awareness of previously unconscious sources of thinking and behavior. It is then suggested that a Bourdieuian perspective is helpful to better understand the origin and impact of these sources and to affect profound change.

The practical experiences with teacher education in pre- as well as in-service training which are described provide examples of teachers’ reluctance to pursue in depth reflection of their teaching which is strongly dominated by own school experiences and phases of practicum, especially with second career teachers. What is desired of teacher education are readymade solutions for lessons. This results in a gap between theory and practice. Arguing that ways to bridge this gap in teacher education have not been successful Korthagen (2017) suggests a different approach to professional development by looking at the teacher’s person as the basis of all practice. He suggests that highly individualized coaching and in-depth reflection can bring about learning and change. The present paper follows this conclusion and argues that that Lesson Study is able to initiate such a process. In particular, if combined with a Bourdieuian approach, LS can be effective in producing professional teacher development from bottom up rather than remaining on the surface of methods and competencies.

After a brief presentation of Korthagen’s approach to teacher development it will be illustrated how Lesson Study can open up the door to the decisive process – that of reflection. Even with teacher students and teachers seemingly unwilling to undergo reflection, the empirical and collaborative experience through LS has the potential to create the initial impulse for reflection through firsthand experience of discrepancies between their expectations and what they observe. This paper, in line with Korthagen and the research on teachers’ beliefs comes to the conclusion that at the heart of all practice and patterns lie unconscious dispositions. However, it suggests an alternative perspective by adopting a Bourdieuian stance, the idea of the habitus and field as the source of teachers’ beliefs, attitudes and practice. Habitus not only works as a heuristic concept explaining teachers’ thinking and resulting behaviors but it also provides the tangible entity which to become aware of and approach by reflection and change.

The supportive learner community provided by Lesson Study and guidance by experienced teacher trainers are required for in-depth reflection leading to awareness. Awareness is a window of opportunities. It allows teachers to recognize and challenge their innermost basis of thinking and practice, their habitus. Teacher trainers can guide a change process linking it to informed academic knowledge. A professional habitus as the goal of change and development will, ideally, link theory, practice and person. This paper argues that Lesson study has the potential to initiate these processes and puts research ideas up to discussion.

Lesson Study and teacher professional development
Awareness, Bourdieu

Connecting research and practice: insights from 8 years of math Lesson Study in the Netherlands

Workshop210Tom Coenen, University of Twente, BMS - ELAN, Netherlands

On Fifth 1Thu 09:00 - 10:30

Abstract

In the past eight years a group varying between 4 to 8 math teachers in secondary education collaborated in a Lesson Study team together with a math educator from the University of Twente, Netherlands. Together they studied literature relating to issues they encountered in class with their students on varying topics in math. This workshop summarized the most fruitful results that were obtained, connecting the research with the practice: Combinatorics is connected to Gravemeijers’ levels of activity, logarithms to misconceptions and the dot product to context (actually disconnected from it). Finally, it is discussed which process in the Lesson Study cycle proved the most useful and the professional development of the participants is shown through the interconnected model for professional growth. After this workshop, all participants will have experienced, learned and discussed the valuable insights in math education and the power of Lesson Study.

Summary

This workshop presents the results of eight years of experience from a Lesson Study team at the University of Twente, Netherlands. The team consisted of math teachers (varying in number from 4 to 8) from different schools, together with a math teacher educator from the university. Taking issues from their classroom experiences, the team started by collecting literature relating to these issues. Connecting their findings with the practice in the classroom, new materials and lessons were developed. The most fruitful outcomes of this process are shared in this workshop.

Issues from a wide variety of math topics that are addressed are (time allowing):

Students jumping to calculations before understanding the question in combinatorics

Misconceptions of students working with logarithms

The (absence of) contextual meaning of the dot product of vectors

These issues are connected to (selected) literature:

The levels of activity of Gravemeijer (Gravemeijer, 1999)

The misconceptions of Boon Liang and Wood (Liang, 2005) The meaningful approach of Vos and Espedal (Vos, 2015) The basic images of Weber (Weber, 2013)

A wide variety of online courses

Showing work from students (e.g. Figures 1 and 2) underlining the issues experienced in the classroom, a discussion is started at the workshop on how to address these problems. Relevant literature is then presented for each issue, using the theoretical frameworks from papers to analyse the lesson approaches from the teachers and online courses. The practical approach developed by the LS team will be demonstrated together with the results.

Finally a discussion is started on the part of the Lesson Study cycle that proves to be the most useful. As the teachers of the Lesson Study teams were curious about what made them feel they had learned so much, they analysed each step taken, filling out questionnaires on what they had learned, when and what triggered it. As the team wanted to show their management how useful the Lesson Study had been for their development, they wanted to (once again) use literature to make this visible. Using the interconnected model for professional growth (Clarke, 2002, Figure 3), different paths of professional development were recognised (Figure 4), showing that they had gained a lot from the participation in the Lesson Study team. In the workshop, a number of these examples of professional development will be presented and the outcome of the questionnaires is shared and discussed.

After the workshop all participants will have experienced several difficulties in teaching various math subjects, discussed literature supporting ideas to tackle these difficulties and learned the approach as developed by the Lesson Study teams in past eight years, all shown within 90 minutes!

Creating knowledge in practice: action research and other practice-based research approaches
Connecting research and practice, Math didactics

Developing a framework of kyozaikenkyu in a competency-based curriculum: in mathematics education

Paper148Ippo Ishibashi, Hiroshima University, Japan

On Fifth 3Thu 09:00 - 10:30

Abstract

The purpose of this paper is to develop a framework of kyozaikenkyu in a competency-based curriculum. The methods of this paper are to change the “scope and sequence” of a contents-based curriculum to a competency-based curriculum, and to add competency-based elements to the previous contents-based framework. Hence, we developed a framework of kyozaikenkyu consisting of seven elements. Furthermore, as an example of decision-making, which is one of the important competencies, we have given an example and two future tasks of kyozaikenkyu in a competency-based curriculum while focusing on each element of the framework of kyozaikenkyu, a case of probability in mathematics education. Kyozaikenkyu is a critical part of Lesson Study and only a competency-based curriculum is not enough to design a lesson. Hence this paper will provide effective suggestions for directing school education towards a competency-based curriculum.

Summary

Over the years, school education has been based on a contents-based curriculum. However, it has recently become popular to reconstruct the curriculum and lessons as competency-based. Lessons are composed of various complex elements. Therefore, Lesson Study must be visualized from various perspectives in order to develop a competency-based curriculum. Various prior studies state that kyozaikenkyu is a critical part of Lesson Study. In mathematics education, a pyramid model, which constitutes lessons on “Educational values,” “Understand the scope and sequence,” “Understand children’s mathematics,” “Understand mathematics,” and “Explore possible problems, activities, and manipulatives,” is famous as a framework of kyozaikenkyu (Fujii, 2013) (Figure 1). However, it was initially developed as a contents-based curriculum. Today, however, a competency-based Lesson Study is necessary. While the core of Lesson Study is kyozaikenkyu, how can we develop a kyozaikenkyu curriculum from a competency-based perspective? This has not been clarified. Thus, the purpose of this study is to develop a framework of kyozaikenkyu in a competency-based curriculum.

Since the curriculum is competency-based, firstly, “the scope and sequence” is regarded as changing from contents-based to competency-based. Secondly, following “Understand children’s mathematics” and “Understand mathematics,” “Understand children’s competency” and “Understand competency” have been added. It should be noted that the elements of contents remain a part of this framework because understanding the contents is indispensable for development of competency. Moreover, these components are based on “Educational values (Educational goals)” which are at a higher dimension than other components. Kyozaikenkyu is conducted by coming and going from each component to “Educational values.” (Figure 2)

In decision-making, which is one of the important competencies, the content of “probability” is important in mathematics education. In particular, modern society is uncertain and cannot obtain data on events sufficiently. In such cases, the competency of the Bayesian approach is effective to derive meaningful information. Considering these, the mathematical content is Bayes’ theorem and the competency is the Bayesian approach toward educational goal of decision-making. Moreover, for understanding children, accumulation of empirical research and development of a framework for assessing children’s understanding are required. The framework on Bayes’ theorem (conditional probability) is purely based on Tarr and Jones (1997). Regarding scope and sequence, the development of competency, logically based on findings of the previous research, also needs to be described. It is also understandable to describe the development of competency as the development of formal probabilistic reasoning from informal it (Batanero et al., 2016), but the details are not yet known. These are tasks for future research.

As a result, a framework of kyozaikenkyu in a competency-based curriculum was developed. Furthermore, we gave an example and two future tasks of kyozaikenkyu in a competency-based curriculum. The subject of this study is not “curriculum” but “lesson.” The reason is that even if a competency-based curriculum is developed, Lesson Study will not be able to respond to it effectively. Eventually, lessons will be taught on contents-based curriculum with children's competency remaining undeveloped. In that respect, this study will provide effective suggestions for realizing a competency-based school education.

Lesson Study and teacher professional development
Competency-Based, Kyozaikenkyu

Study of teacher’s practices during neriage phase of mathematics research lesson

Paper57Valérie Batteau, Joetsu University of Education, Mathematics Education, Japan

On Fifth 3Thu 09:00 - 10:30

Abstract

In Japanese primary schools, mathematics lessons are in a problem solving structured with several phases that serve both to prepare and to teach the lesson. One of these phases, neriage, is a whole-class discussion about different solutions of a problem. Teachers consider this phase as the heart of teaching mathematics through problem solving.

This research focus on how a teacher manages neriage phases. Lessons take place in three kinds of schools with school-based and prefectural level lesson study. We question if it exists regularities or specificities in practices during neriage according to the kind of schools and lesson study.

Teacher practices are analyzed with the cognitive and mediative components, from the double didactical and ergonomical approach. What are specific tasks, interventions, validation, helps and, explanation of knowledge managed by the teacher during neriage?

This ongoing research highlights characteristics of practices during neriage promoted in the problem solving approach.

Summary

In Japanese primary schools, mathematics lessons are in a problem solving approach, structured in several phases that serve both to prepare and to teach the lesson. One of these phases is called neriage, a whole-class discussion about different solutions of a problem. Teachers consider this phase as the heart of teaching mathematics through problem solving (Takahashi, 2008).

In Japan, it exists different kinds of primary schools: fuzoku, school attached to University of Education, research school designated by the Ministry of Education and, ordinary schools. There are also different kinds of lesson study: school-based, at Prefectural level and, at National level. The objectives of lesson study differ according to the kinds of school. In the school fuzoku, the main objectives of lesson study (called kenkyukai) is to show and to share new teaching approach in class (Shimizu, 2002; Takahashi, 2015) and to try innovative approaches based in research (Lewis, 2016).

This research focus on how a teacher manages neriage phase. Teacher practices are analyzed in the double didactical and ergonomical approach (Robert & Hache, 2013). This framework focuses on the relation between teachers’ and students’ activity in class, but also the constraints on teachers in the context of their profession. Teacher practices are analyzed with two specific components of practices in the class, the organization of the tasks for the students, the cognitive component, and teachers’ interactions with students, the mediative component (Robert & Hache, 2013; Robert & Rogalski, 2005).

The research question is: what are specific tasks (cognitive component), interventions, validation of solutions, helps and, explanation of knowledge (mediative component) managed by the teacher during neriage? We compare teachers’ practices during neriage in different kinds of school during school-based and prefectural level lesson study in order to identify regularities or specificities in practices.

Data is videos of lessons of three teachers and LS meetings school-based in an ordinary school and at prefectural level in the research school and the school fuzoku. We collected also written data (bansho, lesson plan, report of the lesson, textbook and, teacher guide). In order to understand teachers’ practices during the neriage, we analyse what the teacher anticipated before the lesson (lesson plan, LS meetings, textbook and, teacher guide) and reflected on after the lesson (teacher’s report and LS meeting).

In this ongoing research, the first analysis highlighted characteristics of practices of a teacher in a school fuzoku during neriage promoted in the problem solving approach: to create interest in mathematics and stimulate creative mathematical activity (Takahashi, 2006). For this teacher Kazu, the mediative component of practices during neriage is characterised by an affect dimension and the importance of various strategies. He compares students’ results, asks students to explain their own strategy and, to adopt reflexive attitude about it. Before the lesson, he analyzed the given task in the lesson plan, anticipated the target mathematical expression and his interventions during the neriage are guided toward the target mathematical expression.

Lesson Study and teacher professional development
Japanese Lesson Study, Neriage, Teacher's practices

Fostering teachers’ professional competencies by implementing LSLC at an elementary school

Paper14Yenni Rozimela, Universitas Negeri Padang, English Department, Indonesia

Paris '69Thu 09:00 - 10:30

Abstract

This article explains the process and the result of an attempt to implement LSLC at a suburban elementary in Padang, West Sumatera. This evaluation research involved 13 teachers, the principal, and 6 classes of students. The data were collected through observation, interview, and field note. The data were classified on the basis of implementation stages- introducing the concept, planning, observation, reflection, and society involvement. All data were analyzed qualitatively. The results of data analysis reveal that the teachers' understanding of LSLC increased and so did their competencies. Planning stimulated the teachers' creativity and critical thinking. Then, the practice of classroom observation helped the teachers understand their roles as observers and improved the model teachers' self-confidence. At the reflection stage, the teachers also showed progress in their skill on communicating their observation notes to the model teacher. However, the teachers had difficulties in designing jumping tasks and managing students' collaborative work.

Summary

Lesson Study (LS) has been introduced to Indonesian schools for more than a decade. However, the implementation of LS has not been well spread over in provinces outside the island of the capital city, Java. Project-based implementation of LS in the province where this current study was conducted had problems of sustainability. In fact, the implementation of LS was limited to the piloted schools and ended when the projects ended. Being aware of the benefits of LS as indicated by its implementation in many schools in Java island and the positive results of some studies of LSLC (e.g. Hurd and Licciardo, 2005: Widodo et al., 2012; Rozimela, 2018), the writer was moved to introduce LS to schools and guide teachers to implement it. This self-initiative program is expected to be sustainable and help teachers improve their competencies.

This article explains the process and the result of an attempt to implement LSLC at a suburban elementary in Padang, West Sumatera. This article describes the process and the result of an attempt to implement of LSLC at a small elementary school in a suburban area of Indonesia by using an empathy based-approach. This evaluation research involved 13 teachers, the principal, and 6 classes of students. The data were collected through observation, interview, and field note. The data were classified on the basis of implementation stages- introducing the concept, planning, observation, reflection, and society involvement. All data were analyzed qualitatively.

The results of data analysis reveal that the teachers' understanding of LSLC increased through the step by step weaving of the concept of practice. Planning stimulated the teachers' creativity and critical thinking as indicated in the interaction of the discussions and improved plan design. Then, the practice of classroom observation helped the teachers understand their roles as observers and improved the model teachers' self-confidence. At the reflection stage, the teachers also showed progress in their skill on conveying the result of their observation to the model teachers. This promising progress was not without difficulties. Teachers still had difficulties in designing jumping tasks, managing students' collaborative work, and determining observation focus.

The positive results of the implementation were obviously supported by two main reasons, the principal’s strong commitment to improve the quality of the school and the bottom-up implementation strategy. The first was indicated by the principal’s encouragement for his teachers, and active involvement in most LSLC activities at school. Secondly, the school-based and self-initiative implementation of LSLC seems to be more welcome by members of the schools. The teachers’ intrinsic motivation to change and develop their own competencies might grow because of non-imposing program implementation; the school was ready to build LS community (Bussmann and Trujillo, 2007).

In conclusion, LSLC helped teachers improve their competencies in many ways. The success of the LSLC implementation was supported by the principal’s and the teachers’ strong commitment to change.

Lesson Study and teacher professional development
Creativity, Critical thinking, Self-Confidence

Plurilingual Activities for the Foreign Language Classroom and Lesson Study Cycle :

Paper375Rosanna Margonis-Pasinetti, Nicole Pouly, University of Teacher Education Vaud, UER Langues et Cultures, Switzerland

Paris '69Thu 09:00 - 10:30

Abstract

We intend to present a project under construction, its premises and its first implementations. We work in initial and in-service training of teachers of foreign languages and cultures, especially English teachers. We must meet the challenge of providing professional development through training for teachers, who in turn will have to provide instruction to develop students' language, cultural and intercultural competences. Based on a solid theoretical foundation and the most recent concepts in foreign language teaching and learning, our training approaches must have an impact on what actually happens in compulsory school classes. That means involving students and teachers in employment in processes of joint creation, implementation, analysis and improvement of didactic sequences in accordance with the theoretical foundations. The Lesson Study cycle may constitute the instrument allowing us to open new perspectives in the reinforcement of the skills of foreign language teachers.

Summary

We work in initial and in-service training of teachers of foreign languages and cultures, especially English teachers. We must meet the challenge of providing professional development through training for teachers, who in turn will have to provide instruction to develop students' language, cultural and intercultural competences. Our training curriculum is mainly based on the context created by the CEFR and the results of the research that preceded and founded it. We put forward first and foremost action-oriented language teaching and learning and our conceptual framework mainly refers to work related to the TBLT (Ellis, 2003; Nunan, 2004; Willis & Willis, 2007). With regard to the development of intercultural competencies among teachers, we are mainly focusing on work in the areas of language awareness and plural and plurilingual activities (Candelier & al.,2012).

Based on a solid theoretical foundation and the most recent concepts in foreign language teaching and learning, our training approaches must have an impact on what actually happens in compulsory school classes. That means involving students and teachers in employment in processes of joint creation, implementation, analysis and improvement of didactic sequences in accordance with the theoretical foundations. The Lesson Study cycle (Lewis, 2002; Cheng & Lo, 2013; Dudley, 2015) may constitute the instrument allowing us to open new perspectives in the reinforcement of the skills of foreign language teachers. That’s the main reason why we decided to build this project by bringing together our usual fields of action with the LS cycle.

Our main goal in conducting this project is to develop sequences using integrative didactics in Swiss state schools. We intend to try out two sequences : « Moi, je comprends les langues voisines 1 & 2 » (Eole, sequences 17 and 18. Link: http://eole.irdp.ch/eole/presentation.html) to develop intercomprehension strategies between related languages : Romance languages and Germanic languages. The students will be able to compare different languages, come up with similarities and discover some specific grammatical aspects for each language. We aim to try out these sequences in several classes, then the teachers will compare their results and observations and tweak the lessons in order to improve them and create new sequences to develop plurilingualism in state schools. We might implement these sequences in teacher training courses at the teacher training college in Lausanne, HEPL, as well. The integrative approach for language teaching aims to increase the efficiency of transfers from one language to others. The objective is to develop language awareness through interlinguistic comparisons, methodological competences and studying the intercultural dimensions as well. The results of the Lesson Studies on integrative didactics will be presented during our talk.

Lesson Study and teacher professional development
Foreign languages teaching, Plurilingual activities, Task-based approach

Increasing Language Acquisition for Second Language Learners: a Sustainable and Integrated Approach

Paper414Sara Roe Subbiondo, Watsonville High School, United States of America

Paris '69Thu 09:00 - 10:30

Abstract: Watsonville High School is a comprehensive high school located on the Monterey Bay in California. With a population of 98% Latino, at least two thirds of its population are, or have been designated as an English language learner at some point in their education. As such, increasing the rate at which students not only become fluent in English, but are also prepared for the rigors of a post-secondary education, are central goals in the schools vision for its students. This study proposes that through the use of lesson study as a framework for sustainable teacher development, teachers can deepen their understanding of how to develop students’ English while teaching their content area courses. By promoting an integrated approach, through the use of SDAIE (Specially Designed Academic Instruction in English) strategies, the lesson study model enables all teachers to see and practice “good teaching” in multiple disciplines._x000D_

_x000D_

Summary: This study actually builds upon the work that I presented last year. The WHS senior Government & Economics team has used Lesson study for a number of years with success. Through this process, novice teachers have been supported to deepen their capacity to teach the complexities of economics and government while more experienced teachers have also had the opportunity to continually revitalize their own curriculum. The culmination of this process is the Community Action Passion Project which has become a central piece of the senior year curriculum. Seen as the culmination of 4 years of work, the lesson study model, has supported both teacher and students in teaching the “soft” skills of life while embedding them in a civically minded curriculum. Thus, it is my goal, in my new position as the English language coach, to bring the power of lesson study to a broader group of teachers. _x000D_

_x000D_

Because at least two thirds of our students entered the school system speaking a language other than English, and many of them have experienced education gaps due to agricultural migration, many students do not simply master English with in their first 4 years in our education system. Factors such as poverty, educational gaps, weak instruction, parents with limited educational experiences and many other factors can challenge a student’s capacity to acquire English in a timely manner. To address this, the LDA (Language Development Approach) Collaborative was created. Lead by Sara Roe, the LDA collaborative is made up of at least one teacher per discipline at each grade level (currently 15 teachers). These teachers have volunteered to participate in 20 hours of additional professional development which includes a two day intensive training, and quarterly lesson study cycles. _x000D_

_x000D_

This study proposes to study the impacts of this new program on both teachers and students. Through the use of interviews, testing data, and other forms of data to be determined by the participating teachers, this study seeks to examine the core factors that best promote student success across disciplines. Further, this study also proposes lesson study as a viable and sustainable methodology for promoting grass roots and comprehensive change across the WHS campus and beyond. It is the hope of this study to prove that through a “showing” vs “telling” model of teacher professional development, greater gains in closing the Achievement gap may be attained, _x000D_

Lesson Study and teacher professional development
ENGLISH LANGUAGE DEVELOPMENT, INTEGRATED ELD

An innovative visualization-based dc motor demonstration kit set: a core approach

Paper1Boon Chien Yap, Ming Keng Charles Chew, Ministery of Education, Pedagogical Excellence Branch, Singapore

Rome '96Thu 09:00 - 10:30

Abstract

This paper reports the development and evaluation of an innovative visualization-based demonstration kit set which won a 2017 Innovation Gold Award given by the Singapore Ministry of Education. By means of a visualization-based instructional approach underpinned by a Content Representation tool, two professional learning sessions, namely, a master class and a networked learning community professional sharing were conducted to address students’ learning difficulties in understanding the working principles of a DC motor. A sample of 47 physics teachers from 37 mainly secondary schools and 52 secondary students was selected to participate in this study. Quantitative and qualitative data were collected and analyzed from teacher evaluation reports from these two professional learning sessions and student surveys. Positive findings affirmed the effectiveness of this contextualized kit set. The practical significance of this study has led to the mass production of this research-informed kit set for scalability across all secondary schools in Singapore.

Summary

Introduction

In Singapore, one of the challenging topics in electromagnetism that students find it most difficult to learn is the DC motor. Table 1 gives a summary of the common student learning difficulties and misconceptions in this topic. One promising instructional strategy to address this challenge is the use of visualization-based demonstration kit set. However, in the Singapore context, there a dearth of visualization-based demonstration kit set in DC motor.

Pedagogy and kit set design – the CoRe approach

The choice of visualization-based learning (Gilbert, 2008) is a well-established instructional strategy. It comprises Macro (Physical model), Micro (Physical model & Digital Model), Symbolic (Diagrams and Circuit Symbols). Using the content representation (CoRe) tool (Loughran et. al., 2001) that sets out and discusses the aspects of pedagogical content knowledge most attached to the topic of DC motor, a tripartite project team from Physics Chapter of the Academy of Singapore Teachers (AST), Centre for Teaching and Learning Excellence (CTLE) and strategic partners from Singapore Science Centre (SSC) and Educational Technology Division (ETD) came together to design an innovative demonstration kit set (Figure 1) comprising:

a physical model of the DC motor that has the three elements of cognitive, mastery and social appeal (Martinez and Haertel, 1991).

a digital model of the DC motor to visualize the interaction of magnetic fields in the working of the DC motor

lesson plans

Figure 2 shows the CoRe used to guide the pedagogical development in the DC motor demonstration kit set.

Purpose of Study

Research question

“What is the effectiveness of the use of this innovative visualization-based demonstration Kit Set in addressing students’ learning difficulties in understanding the working principles of a DC motor?”

Action plan

To address the research question, the following action plan was conducted:

Teacher Leaders from the Physics Chapter of AST co-constructed the lesson plan with the supporting worksheets based on visualization-based instructional strategy.

Implementation of the lesson plan at CTLE with video recording to gather feedback on the teachers and students’ learning.

Sharing of this demonstration kit set complete with lesson plan, lesson video and teaching resources at master teacher-led national level workshop to gather feedback.

Responses to the kit set

Impact on students

A survey (Appendix A) conducted at Centre for Teaching and Learning Excellence at Yusof Ishak Secondary School on 52 upper secondary physics students showed positive qualitative and quantitative responses on the use of the demonstration kit set.

Impact on teachers

A survey (Appendix B) conducted on 23 Physics teachers who attended the master class and the networked learning community professional sharing showed positive qualitative and quantitative responses on the use of the demonstration kit set.

Conclusion and discussion

This innovative visualization-based DC Motor Demonstration Kit Set (lesson plans, physical and digital models) is effective in addressing students’ learning difficulties in understanding the working principles of DC motor. The mass production of the physical model in collaboration with SSC and the dissemination of the digital model through the Senior Teacher-Lead Teacher Network allow for scalability across all schools.

Creating knowledge in practice: action research and other practice-based research approaches
Content Representation (CoRe), Innovative, Visualization-based

Pre-school children recognizing small quantities without counting

Paper54Catarina Wästerlid, Kristianstad University, Teacher Education Program (SET), Sweden

Rome '96Thu 09:00 - 10:30

Abstract

The aim of this study is to contribute with new knowledge about children’s abilities to visually recognize small quantities without counting, with a goal to further develop their subitizing capabilities. In total 18 children, aged 6 to 7 years, and two teachers participated. A learning study framed by variation theory was conducted. Empirical data consist of pre- and post-test, based on the Number Set Test (Geary, 2009), video recordings, field notes and a teacher questionnaire. The results show that the children’s knowledge development increases from 79 to 119 points at the pre- and post-tests of the first lesson (maximum points 216). Activities that, according to the teachers, favored the knowledge development were the variation on the dot configurations but also activities where the children described different ways of “seeing” subgroups in the composite group. The study contributes with scientific knowledge about how to enhance childrens’ subitizing abilities.

Summary

Research has pointed out the importance of the capability to visually recognize small quantities without counting (Neuman, 1997; Björklund et.al., 2018). Clements and Sarama (2014) argue that this competence, called subitizing, is a basis for understanding ideas about quantities and by that a critical aspect when developing competences regarding cardinality, part whole relations but also arithmetic skills (Jimenez & Saunders, 2019).

This study is based on variation theoretical assumptions, identifying what aspects of the content the learning has not yet discerned, in order to offer learning possibilities for the children to do so (Marton & Booth, 2000). Learning requires an experienced variation of the different nature of the same phenomena, to understand it in a more qualitatively developed way (Pang, 2003).

The aim is to contribute with new knowledge about children’s, aged 6 to 7 years, abilities to visually recognize small quantities without counting.

- What subitizing abilities did the children develop in the intervention?

- What teaching instructions, according to the teachers, were most favorable?

The methodological approach was learning study, which is an iterative collaborative process, where the lesson is planned, analyzed and revised by the researchers and teachers (Marton, 2014; Holmqvist, 2017). Initially the children’s subitizing abilities were identified in six interviews. Two lessons were conducted in the same preschool class with children aged 6 to 7 years. In total 18 children and two teachers participated, and data consist of 12 children that attained both lessons.

Quantitative scores on the Number Set Test (NST) (Geary, 2009), where the child within one minute, as quickly as possible, determine if pairs or trios of object sets add up to 5, were collected before, between and after the interventions. The teachers observed or video recorded the children during the test situations, and four of the data-sets were qualitatively analyzed. The NST items were the same throughout the intervention but differently ordered. Data of the teachers’ view were also captured.

The children’s knowledge development increased from 79 (36 %) to 119 (55 %) points at the pre- and post-tests of the first lesson (maximum points 216), an increase of 19 percent unites. Activities that encouraged the children to direct state the number of smaller quantities made it possible for them to discern the critical aspect to numerically subitize without counting. In the second lesson, the activities focused on describing the subgroups within the composite group, whereas they were assessed on stating the composite group by the subgroups which partly may explain the low increase of results. The qualitative analyze though showed that the observed children direct answered 1 & 4, 4 & 1 but also 3 & 2, which indicate an ability to subitize the composite group by identifying subgroups. Activities where the children described different ways of “seeing” quantities in various configurations and number of dots, were according to the teachers most favorable.

One conclusion is that the teacher by this collaborative and iterative professional developmental approach can support children’s mathematical development (Holmqvist, 2017), even during shorter intervention periods.

Learning Studies
Kindergarten, Learning study, Subitizing

Use of ILD with interactive simulation in enhancing students’ conceptual understanding in physics

Paper73Ma. Kristine Tamayo, Lagro High School, Department of Education, Philippines

Rome '96Thu 09:00 - 10:30

Abstract

Literature abounds in the effectiveness of experiential learning in science particularly in basic education. However, in the Philippines, it is common that science is still being taught by traditional lecture. There is scarcity of laboratory materials especially in government schools. One way to address this is by interactive simulation in teaching science. This is an action research aimed at improving teaching Grade 9 science through the use of interactive simulation. The study is carried out based on the PDSA cycle. The environment was a public high school in a major city in the Philippines. The participants were 2 classes who were given instruction in basic physics for 4 weeks. Eight interactive simulations covering topics on motion, forces and mechanical energy were used. Pre- and post-tests showed that there is significant improvement on students’ conceptual understanding. In addition, lived experiences were also presented as each stage of the cycle is undertaken.

Summary

The Enhanced K-12 Basic Education Program has been implemented in the Philippines since SY 2012-2013. Because of this, teachers need to provide learning strategies that give the students learning experiences to make them globally competitive. Teaching science requires great deal of visualizations and experiments. Science experiments allow students to discover new ideas. However, not all schools in the Philippines have enough laboratory equipment, especially in public schools. Most of the schools lack basic science laboratory facilities and equipment commonly used in teaching basic science. Hence, developing an active learning environment to promote students’ understanding has been a prime concern.

21st century learning requires a learner-centered environment. It develops students’ knowledge, skills, attitude and beliefs. In a progressive approach of learning, teachers should engage students in transforming experiences into new ideas. It requires an active process that allows students to actively engage in activities and process of learning. In constructivist approach, active engagement is essential to construct students’ own understanding and knowledge. A constructivist teacher uses a teaching style that will allow students to be active participants in acquiring knowledge.

Previous researches have proven that using Interactive Lecture Demonstration (ILD) in teaching science promotes students’ active engagement in the learning process that helps in improving their conceptual learning. Implementation of ILD in the Philippines had been successful by means of different teaching materials. Using laboratory experiments in ILD have shown positive effect on students’ conceptual understanding. However, this teaching strategy is very limited to schools with complete and modern laboratory apparatus. Interactive simulations can be used to replace experiments with real equipment. Hence, the purpose of this study is to investigate how computer interactive simulations in ILD enhance students’ conceptual understanding in physics.

ILD with interactive simulations were used in teaching high school physics to Grade 9 students. Eight interactive simulations were used, 5 for motion, 2 for forces and 1 for mechanical energy. Parallel pre-test and posttest were used to determine the effectiveness of the teaching strategy. From the results of the study, 95% of the respondents attained a passing score (60% of the highest possible score was the standard for achievement - DepEd order no. 8, s.2015). This is strong indication that the ILD with interactive simulation is an effective approach in teaching forces, motion and mechanical energy. Results also showed that = 0.61, indicating that there was an almost high Hake gain among the students. This points to a significant improvement in the conceptual understanding of the students in forces, motion and mechanical energy before and after the use of ILD with interactive simulation. The journals of the students revealed that the use of simulations in ILD have made them more interested in learning physics. Although the prediction stage of the interactive lecture demonstration had been difficult for some of the students, there were many who shared they enjoyed it, particularly when they defended their predictions to their classmates. According to them, the fun in doing the activities in the guided inquiry motivated them to learn more.

Creating knowledge in practice: action research and other practice-based research approaches
Interactive lecture demonstration, Interactive simulations, K-12

Improving initial training quality and incareer practices in Zambian colleges through lesson study

Paper113Viston Machiko, Ministry of General Education, Directorate of Teacher Education and Specialised Services, Zambia

Skylounge 235Thu 09:00 - 10:30

Abstract

Improving teacher quality is at the heart of Zambia’s effort to achieve excellence in the classroom. One area in which this has been done is aligning the curriculum for teacher training with that of the school. In 2016, the Ministry of General Education working with Japan International Cooperation Agency (JICA) introduced a ‘collaborative Lesson Study practice’ for Teacher Training Colleges (TTC). The goal of this research was to explore the potential of this strategy (model) for the improvement of Pedagogical Content Knowledge (PCK) for both lecturers and trainee-teachers. Through a comparative study approach, three piloting TTCs and three non-Piloting TTCs were purposefully selected for the study. Analysis of results revealed that lecturers from the piloting TTCs had more effective lectures and their trainee- teachers exhibited knowledge of both school and college curriculum. It is hoped that this study will be informative to policy makers and college administrators.

Summary

Improving teacher quality is at the heart of Zambia’s effort to achieve excellence in the classroom. One step Zambia took was to align the curriculum for teacher training with that of the school. The aligning of the curriculum was both in content and pedagogy. However, even when this attempt was made, a big challenge still exists as graduate teachers entering the school system still exhibit high levels of incompetence in handling the school curriculum. In 2016, the Ministry of General Education working with Japan International Cooperation Agency (JICA) introduced a ‘collaborative Lesson Study model’. This model has been piloted in 3 Teacher Training Colleges (TTC) since 2015. In this model, Lecturers in TTC partner with teachers in nearby schools to conduct lesson study. The aim is to foster the development of student teachers’ theoretical understanding and development of their practice. In this research, the objective was to explore the potential of this strategy (model) for the improvement of Pedagogical Content Knowledge (PCK) for lecturers and the resultant impact on student teacher’s development of relevant skills and competences. Through a comparative study approach, 6lecturers of mathematics from the three piloting TTCs and 6 lecturers from non-piloting TTCs (Control) were purposefully selected for the study. The researchers observed lectures, conducted Interviews and administered questionnaires to the 12 lecturers and the same was done to 36 randomly selected student teachers taught by them. Analysis of results revealed that lecturers from the piloting TTCs had more effective lectures evidenced by deep student discussions and demonstration and sound knowledge of college and school curriculum. Their student teachers exhibited the same as well. Lecturers from the control TTCs were more about teaching than training. They occupied themselves with giving information and notes with little reference to the school scenario. Their understanding of the school curriculum was also very shallow. The result was the same with their students. It was further discovered that while content of the school and TTC curriculum was linked, the pedagogy side of the two were completely at variance. Based on these findings, the researchers recommend that the collaborative lesson study model be adopted and scaled up to all TTCs and make it mandatory. It is hoped that this study will inform policy makers and college administrators about the effectiveness of this model in improving teacher training quality.

Lesson Study and teacher professional development
Collaborating schools, Collaborative lesson study, Pedagogical content knowledge

What and how do teachers learn by taking part in Lesson Study?

Paper149Keith Wood, Universiti Brunei Darussalam, Brunei Darussalam; Airi Rovio Johansson, Gothenburg University, Sweden

Skylounge 235Thu 09:00 - 10:30

Abstract

In all its adaptations, Lesson Study (LS) emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. From a qualitative meta-analysis of a sample of reports of these studies we have identified what they tell us about their effect on teacher learning - about what works from the perspectives of the teachers involved, and why the design and facilitation of the LS works from the perspectives of the facilitators and researchers involved. Our review sought answers to two questions. Firstly, what do teachers learn by taking part in LS? The first focus of the review is on LS as critical reflection on practice, as teacher learning voiced by teachers. Secondly, what is the theory of learning that underpins the design, facilitation and evaluation of the LS? The second focus of the review is on the design for teacher learning voiced by facilitators of LS.

Summary

Variation theory provides us with the tools to explore the experience of teacher learning through participation in Lesson Study (LS). We sought to identify, from our review of the reports in our sample, the object of learning and the path of learning - separation, contrast, generalisation, fusion (Marton, 2015) - that led to its achievement. We are interested also in the experience of the facilitator or coach, and in the part they play in the teacher group's pursuit of that path. Variation theory posits that, if learning has occurred, it has resulted from an experience of variation. Our question becomes: what is that experience of variation that leads to teacher learning through LS? In summary, we are interested to identify necessary conditions of teacher learning through participation in LS.

Lesson Study and teacher professional development
Variation

Creation of an Lesson Study program in a professional graduate school

Paper278Tomonori Ichiyanagi, Niigata University, Graduate School of Education, Division of Development of Educational Practice, Japan

Skylounge 235Thu 09:00 - 10:30

Abstract

This study examined how graduate students developed teacher profession concerning the lesson study through the educational program. This program was developed in collaboration with an elementary school where one of our graduate students worked as a research chief. It included sharing the information of the children in the class implemented the lesson study, reading and discussing the teaching materials to develop the lesson unit collaboratively, and observing and analyzing the children’s learning. Based on assessments of the course, the graduate students deepened their understanding of the teaching materials by soliciting the opinions of others, realized the importance of having a clear lesson aim, came to understood the complexity and diversity of the children’s learning process through discussion, and noted the importance of decision making to support an in-depth understanding of lesson subjects based on the children’s different learning situation.

Summary

Lesson study is one of the opportunities to develop teacher profession. However, lesson study is not always successful, and it was suggested that we needed to improve of the quality of lesson study for all teachers, from novices to veterans, learning each other (Kage et al. 2018). Moreover, in Japan, it is pointed out that it is important to learn theory and practice back and forth at the graduate school stage to foster teachers who will continue to learn lifelong and create new practice.

Hargreaves & Fullan (2012) cited three types of capital as a profession: human, social, and decisional capital. In this study, we created an educational program in our professional graduate school for improvement lesson study and teacher profession based on these Hargreaves’ framework, and examined how learners developed their capital.

Then, the following research questions will be clarified. How do learners develop teachers’ capital as a profession through an educational program aiming at the teacher's professional development concerning the lesson study in the professional graduate school?

We focused on learning in the context of concrete practice, and developed the educational program consisting of five sessions (each about 5 h in duration) in collaboration with the elementary school where one of our graduate students worked as a research chief. The teachers at this school (approximately 30 teachers), our graduate students (11 in-service teachers and 9 graduate students who had no work experience), and graduate school teachers (5) participated in the lesson study as part of the program. Each session included sharing the information of the children in the class where lesson study was implemented, reading and discussing the teaching materials to develop the lesson unit collaboratively, and observing and analyzing the children’s learning.

As a result, it was shown that graduate students learned the followings.

First, they noticed the importance of collaborative teaching material research. Through such activities, graduate students deepened their understanding of the teaching materials by knowing the opinions of others who are different from themselves, and they were aware of the attractiveness of the teaching materials, and the importance of having a clear aim through the unit. Second, they deepened the understanding of children. By sharing the facts of children's learning in the classes, they were aware of the diversity of the children's learning process and the perspectives for them and broadened their own perspectives. Third, they learned the importance of decision making to support an in-depth understanding of lesson subjects based on the children’s different learning situation.

These finding indicate that, by participating collaboratively in the actual lesson study, human capital was developed through social capital used and shared in the lesson study program. At the same time, they noticed and developed decision capital required during the class.

Lesson Study and teacher professional development
Education in professional graduate school, Learning collaboratively with school

LS as a tool for developing reflective thinking in science pre-service teachers

Paper24Pia Hoznour, University of Teacher Education Vaud, Switzerland

Straatsburg '88Thu 09:00 - 10:30

Abstract

This case study is a report of the observation of a LS group of 5 pre-service teachers from Switzerland and USA working together during 8 months.

The aim of the LS was the creation of a lesson about climate change. The lesson was taught 4 times (once in California and three times in Lausanne).

The facilitators were present all over the process, including on-line meetings.

The observation criteria are linked to the research question: does the lesson study process contribute to the evolution of reflective thinking.

Summary

Pre-service science teachers from Switzerland and the USA worked in a collaborative inquiry team to explore effective methods for engaging diverse pupils.

Participants construct, teach and refine one lesson on climate changes over the course of four cycles.

During lesson instruction, other team members collect pre-determined data on student engagement and comprehension. After analisis of the collected data, pre-service teachers modify the lesson in order to be more and more relevant for the students.

This research is the result of the observation and the analysis of a process that took place over 8 months carried on by the facilitators observing pre-service teachers.

All the meetings, debriefings, research-lessons and online meetings were recorded and coded (n=30). This study explores how involvement in this project affects the development or evolution of reflective thinking competencies.

The theoretical framework convenes authors of reflective thinking (Van Manen 1995 ; Grushka et al., 2005 ;Lee, 2005 ; Finlay, 2008 ; Lamb & Aldous, 2016 ; Bubnys & Zavadskiené, 2017), researchers in LS (Alston et al., 2011 ; Murata & Poten, 2011 ; Myers, 2012) and in professional development (Brand & Moore, 2011).

In addition to verbal data, the facilitators collected information from the drawings provided by the Draw-A-Science-Teacher-Test (DASTT), administered at the beginning and end of the process (Thomas et al., 2001 ; Markic & Eilks, 2010 ; Morago & Grigioni Baur, 2017).

Data suggest that individual participants experience a shift in thinking from traditional teacher-centered ideals to a more student-centered approach with some surprising exceptions. Therefore we suggest that LS can be a successful approach to allow reflective thinking to take place, especially for pre-service teachers.

Lesson Study in initial teacher training
Natural Science LS, Pre-service teachers, Reflective thinking

Engaging pedagogical content knowledge for stem of pre-service science teachers through lesson study

Paper251Kornkanok Lertdechapat, Kasetsart University, Faculty of Education, Thailand

Straatsburg '88Thu 09:00 - 10:30

Abstract

Science teachers' pedagogical content knowledge (PCK) for teaching a specific and single discipline has been researched in many studies. However, little empirical evidence has found to determine on the integrated disciplines. The requirements for teaching integrated discipline, such as STEM education, should be more focused. Considering lesson study presented in this research, it has been studied as the tool to enhance teachers' development in diverse context, except developing STEM teaching practice in actual classroom. This research aims to develop pre-service science teachers' PCK for STEM teaching through lesson study. Multiple-case study methods were employed. The data from content representations, lesson plan, interview and video-tape transcription, and observation were analyzed using inductive analysis. Findings presented the steps of lesson study emphasizing on PCK for STEM. Moreover, specific components of PCK for STEM which were enhanced during the steps of lesson study were also highlighted.

Summary

Rationale of the study and research questionSince science, technology, engineering, and mathematics (STEM) education is promoted in several countries, teachers still struggle to implement STEM (Shernoff et al., 2017; Srikoom et al., 2018). They are required to have strong pedagogical content knowledge (PCK) to teach STEM. Some researchers applied PCK to explore relationship between PCK for STEM and teaching practice (Srikoom et al., 2018) and STEM teaching strategies (Saxton et al., 2014). However, few studies examined pre-service science teachers (PSTs)' PCK for STEM teaching.

PCK has been developed through several ways including self-study method (Faikhamta & Clarke, 2013), professional learning community (Van Driel & Berry, 2012), and lesson study (LS) (Juhler, 2016). PCK for STEM might best be developed by LS (Perry & Lewis, 2009; Ermeling & Graff-Ermeling, 2014). This research aimed at examining new framework of LS which can be used to develop PSTs' PCK for STEM. A particular research question is "How does lesson study develop PSTs' PCK for STEM teaching?"

Theoretical framework

The framework of this study consists of two aspects; PCK for STEM and lesson study.

In this study, PCK for STEM is modified from Magnusson et al. (1999) and Hanuscin et al. (2018). Sixteen items of PCK for STEM were categorized into four components including Knowledge of curriculum, Knowledge of learners, Knowledge of instructional strategies, and Knowledge of assessment.

Lesson study is the process for improving PSTs' PCK for STEM. The eight steps of LS, modified from Lewis & Hurd (2011) and Stepanek (2007), focused on STEM teaching practices including 1) choosing a topic and formulating learning goals, 2) designing research lesson, 3) designing data collection, 4) making an appointment, 5) teaching and observing lesson, 6) reflecting class, 7) preparing second teaching, and 8) re-teaching and observing revised lesson.

Methodology

Participants were four PSTs, four cooperating teachers, and three university mentors. The collected data including content representations, lesson plan, interview, and observation were analyzed through inductive analysis.

Results and discussion

Lesson study emphasizing PCK for STEM was an effective strategy to develop specific compoments of PSTs' PCK for STEM.

Knowledge of curriculum was developed through the process of choosing a topics and formulating learning goals, designing research lesson, reflecting class, and preparing second teaching. Knowledge of learners and Knowledge of instructional strategies were developed through the process of designing research lesson, teaching and observing lesson, reflecting class, preparing second teaching, and re-teaching and observing research lesson. Knowledge of assessment was developed through the process of designing research lesson, designing data collection, teaching and observing lesson, reflecting class, preparing second teaching, and re-teaching and observing revised lesson.

These findings presented the support of LS to teachers' PCK for STEM which have not been studied before and they will contribute the previous literature (Perry & Lewis, 2009; Srikoom et al., 2018). They would elaborate the strategy to teach STEM and notions of dimensions between PCK for STEM and teaching practice. Moreover, they provided specific steps of lesson study which are suitable for improving PCK for STEM.

Lesson Study in initial teacher training
PCK for STEM

Lesson Study to enhance Instructional Design in computational thinking lesson for teacher students

Paper372Praweenya Suwannatthachote, Chulalongkorn University, Educational Technology and Communications, Thailand

Straatsburg '88Thu 09:00 - 10:30

Abstract

Pre-service teachers in Educational Technology are required to teach computational thinking for secondary school students in the new basic curriculum of K-12 education that lunched in 2018 in Thailand. This paper explains how the methodology of teaching course is organized the micro-lesson study as one of the training methods used to enhance the teaching ability of fourth year teacher students. The value of micro lesson study practice is discussed from 4 pre-service teachers. And the reflections from 7 internship students who had 2 semesters off-campus teaching practicum experiences identified how lesson study practices support their knowledge of learners and learners’ behaviors in computer classrooms. The recent revised model of micro lesson study companion with micro teaching is designed to strengthen more computation thinking teaching skills of pre-service teachers majoring in educational technology.

Summary

The current system of teacher education in Thailand based on Teacher and Educational Personnel Council Act 2003, all teachers must have a professional license to teach. A major reform of pre-service teacher education required professional experience as two sub-components 1) Professional practices as part of coursework and 2) one year of fulltime student teaching at a school. Pre-service teachers majoring in Educational Technology at Faculty of Education, Chulalongkorn University are assigned to have one-year teaching experiences at a school and teach computer and technology subjects for secondary school students. In 2018, there was a revised curriculum in Science and Technology subject, as the significant knowledge and skills needed to develop pupils to have more logical thinking and coding. Computational thinking is required and added in Technology subject by embodied in Science Subject Curriculum. It is showed as the learning standard and indicators for students since primary and secondary education. Teacher Education preparation course especially the methodology of teaching course was affected directly to prepare the new knowledge and skills for the fourth-year teacher students before they will practice one-year teaching experiences at a school. The micro lesson study practices that have been used in the methodology of teaching course is redesigned to support the knowledge and skills of computational thinking lessons and teaching practices. This action research questions are 1) What value of micro lesson study practices are perceived by pre-service teachers? and 2) What parts of micro lesson study practices link to instructional design of computational thinking lessons of pre-service teachers? Data are collected by informal interview from 4 pre-service teachers and the reflections from 7 internship students who had 2 semesters off-campus teaching practicum experiences.

Lesson Study in initial teacher training
Computational thinking, Pre-service teachers

Lesson study: to develop reflection skills of teachers

Workshop256Tolkyn Aidossova, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Tokio '95Thu 09:00 - 10:30

Abstract

In most cases discussions are realized at the level of describing and reporting. Conducting of reflexive discussion of teachers during the planning and analyzing of the lesson is the base for improvement of training and learning in the process of Lesson study.

In the research, teachers’ discussions during the planning and analyzing of the lessons are analyzed and results are offered.

Reflection was provided before, during, after lesson planning and observations. After lesson observations there were teachers’ analysis and discussions of the conducted lessons. Qualitative data collection, like comparing, observation and analyzing were used during the research.

Transcripts of discussions, questionnaire, interview, methods of analysis notes of observation were used to evaluate efficiency of the work.

Research was guided by T.Chichibu «Handbook for teachers in realizing Lesson Study», P.Dudley «Lesson study: a handbook» and C.Lewis models of Lesson Study.

Summary

SHORT SUMMARY OF RESEARCH

Context of research: local community (leaders and partner schools’ members) and intra-school community were involved. In general 4 schools participated in the research.

1-stage. Evaluation of the current situation – observation of joint planning and joint discussion of teachers.

2-stage. A joint discussion of defined problems with teachers, to define solutions and implementation of changes:

to prepare algorithms, checklists guided by subject programs keeping stages of lesson planning, to predict learners’ different levels;

to define facts which collected during the observation, to identify observation focus and to use them;

to define guided questions arising from the discussion after the lesson, to make up graphic forms to register results of analysis and use them in analysis.

3-stage. To evaluate impact of the research: discussions of planning and analyzing which carried out with constituted objects, papers of observation, interview, questionnaire. Main question: «How much did the developed algorithm and checklists, forecasting and classroom analysis have contributed to improving teachers' reflexive thinking skills?»

Relevance of research:

Conducting of teachers’ reflexive discussion during the planning and analyzing lessons is the base for improvement of training and learning in the process of Lesson study. In most cases before research discussions were realized at the level of describing and reporting. 75% of the discussion is a description and report, 55% of the respondents show that they identify only advantages and disadvantages. Therefore, teachers should think about learners’ education and about their own methods of teaching and it is very important to define relationship between them, cause of situation at the lesson, to define consequences and how to improve this situation.

Theoretical basis of research: Research was guided by T.Chichibu «Handbook for teachers in realizing Lesson Study», P.Dudley «Lesson study: a handbook» and C.Lewis models of Lesson Study.

Question of the research: How does joint lesson planning and analyzing improve teachers’ reflective discussion?

Methodology: empirical methods: lesson planning, transcripts of discussions, observation sheets, results of lesson discussions, questionnaire and interview from participants.

Results of research:

Algorithm of lesson planning, checklists, planning patterns and focus of lesson discussion, questions were developed.

Participants understood the importance of reflective discussions and they improved their reflective thinking skills.

Recommendations for inproving of teachers’ reflective thinking skills were made.

Using of research results: Leaders of schools and top moderators can use to realize method of Lesson study.

Lesson Study and teacher professional development
joint discussio, joint planning, Reflection skills

Learning activity in a learning study to enable theoretical work with the base number system

Paper188Marie Björk, Stockholm University, Department of Special Education, Sweden

Wenen '95Thu 09:00 - 10:30

Abstract

In this study about teaching of the number system a learning study worked as research approach. To design and analyse teaching, learning activity theory was applied. The aim was to facilitate grade 4 students’ theoretical work with the base number system as overarching idea for the decimal system. To explore what mathematical relations needs to be built into design of tasks and constitution of learning activity, students’ actions were analysed qualitatively. Data consists of transcriptions of video recordings from lessons, student material and pre- and post tests. Three mathematical relations were found important to build into tasks: 1. size of numeration units and quantity to be measured, 2. positions in the number and numeration unit expressed in the learning model, and 3. base number and the change to bigger or smaller numeration units. Results are discussed in relation to the use of learning activity as learning theory in learning study.

Summary

In this presentation an example of the use of learning activity theory (Davydov, 2008) in a learning study on mathematics, will be discussed. Learning activity, developed by foremost Davydov (2008), is used to design and analyse. The aim was to facilitate grade 4 students’ (N=44) development of theoretical work with structures in the base number system, in terms of both right and left side of the decimal point. The research question addressed in this paper is: What mathematical relations needs to be built into the design of tasks and constitution of learning activity to facilitate students’ development of theoretical work with the base number system?

A learning activity (Davydov, 2008) can arise among students as a result of a problem situation and if specific learning actions, related to the focused learning content, emerge among students. Those actions can be described as problem identification, construction and reconstruction of a so called learning model describing relationships, and assessment and evolution of the model (Davydov, 2008). Learning models fix general relationships within actual learning content and enable further analysis of the content (Davydov, 2008). Davydov describes students’ reflections, analysis and mental planning as corresponding to theoretical thinking. Those actions could therefore be mentioned theoretical work (Eriksson, 2017). "Theoretical work relies on symbols as means of expressing the content of things" (Davydov, 1990, p 68).

According to earlier research about teaching of the number system, students need to develop knowledge about concepts as basic digits, position, and base (Cady, Hopkins and Prices, 2014). Moreover, students’ possibilities to build understanding of structures in the number system is shown to develop when they are working with other base systems than base ten (Venenciano, Slovin & Zenigami, 2015; Slovin & Dougherty, 2004; Vysotskaya et al., 2015).

The Learning study, here presented, conducted in cooperation with three mathematics teachers at an elementary school in Sweden.The design of tasks and constitution of learning activity were elaborated iteratively in three cycles in the learning study. Task design and constitution of learning activity and the analysis were carried out with principles of Davydov’s (2008) learning activity theory. Data consists of transcriptions from video recordings from lessons, student material and pre- and post tests from three lessons. Students’ exploration of relationships within the base number system, their reflections when measuring in different number bases and their reconstruction of learning models, constructed from charts and number lines were analysed qualitatively.

The analysis show three areas of mathematical relations which may facilitate students’ development of theoretical work on structures in the base number system: 1. size of numeration units and quantity to be measured, 2. positions in the number and numeration unit expressed in the learning model, and 3. base number and the change to bigger or smaller numeration units. The three areas of mathematical relations in the tasks and constitution of learning activity are discussed in relation to learning activity as a learning theory, in a learning study.

Learning Studies
Learning activity, Learning study, The base number system

Preparing future primary teachers through modelling task-based language teaching.

Paper241Ruth Benvegnen, University of Teacher Education Vaud, Unité Langues et Cultures, Switzerland; Lucy Kottsieper, University of Teacher Education Vaud, Switzerland

Wenen '95Thu 09:00 - 10:30

Abstract

This paper will outline a recent restructuring of an English Didactics module for future primary teachers in Vaud’s Teacher Training College in the French speaking part of Switzerland. A strong modelling approach was developed, put into place, analysed and assessed. Rather than merely studying the theory and notions of Task-Based Teaching and Learning, the student teachers also learnt through deeper practice of TBLT within their own module. This project, although still on-going, shows significant signs of an improved student understanding of content and a feeling of being better prepared for future teaching.

Summary

In the French speaking part of Switzerland’s Vaud Teacher Training College, a certain frustration had been felt by English didactics trainers over recent years because of the seemingly ineffective influence their modules appeared to have on encouraging teachers to adopt a Task-Based (TBLT) approach in local primary state school English language (EL) classrooms. The French speaking part of Switzerland had introduced a new state school curriculum, and as a result, in 2015 English was introduced two years earlier at primary school level. Primary school children therefore had two periods of English per week for two years before going to secondary school aged around 13. However, after several years of new training for the pre-service and in-house teachers, and despite a certain amount of observed change towards more communicative and active lessons, the successful implementation of teaching language through tasks seemed weak compared with the number of teachers basing their lessons on course book material.

It was therefore decided to adopt a different approach to the students’ final English Language module in their degree curriculum; one that was more deeply based on modelling the way trainee teachers were expected to teach. Task-based teacher training sessions were developed for this module. Based on an initial needs analysis, sessions were put into practice over one semester and were analysed by both trainers and trainees. Weekly trainer-teaching logs were kept and some video recordings were taken. After three-quarters of the course, trainees gave anonymous feedback on course content, structure and usefulness.

The initial stages of this project, despite still being very much work-in-progress, have begun to show encouraging changes in student teacher comprehension of main content.

The didactics team are developing this approach further and have started to apply it to other modules for English didactics. However, a more formal structure would allow for clearer results. For example, there is an awareness that other language didactics teacher trainers are facing and possibly dealing with the same problem. Therefore, improved results could be due to a combined yet undocumented effort. Further investigation would be useful in order to collate more concrete data.

The team is now strongly interested in collaborating with Lesson Studies, more specifically Lesson Studies Lausanne, in order to organise TBLT lessons that both newly qualified and experienced teachers can put into place in primary classes that will link coherently to more recent foreign language didactics and fit into their course book materials.

Bibliography

Cheng, E. and M. Lo (2013), “Learning Study: Its Origins, Operationalisation, and Implications”, OECD Education Working Papers, No. 94, OECD Publishing, Paris. http://dx.doi.org/10.1787/5k3wjp0s959p-en

Rosen, E. (2010). https://elearning.hepl.ch/pluginfile.php/721/course/section/283/Rosen2010.pdf. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 66(4), 487-498.

Willis D. & Willis J. 2007 Doing Task-Based Teaching. Oxford, Oxford Universtiy Press

Creating knowledge in practice: action research and other practice-based research approaches
Modelling, TBLT

The effectiveness of the mathematical communication framework through a Lesson Study

Paper32Florenda Gallos Cronberg, University of Gothenburg, Department of Pedagogical, Curricular and Professional Studies, Sweden; Truls Cronberg, Landvetterskolan, Sweden

Wenen '95Thu 09:00 - 10:30

Abstract

This study aims to find out the effectiveness of the proposed mathematical communication framework as well as the use lesson study as a tool to evaluate the effectiveness of the framework. The data were taken from teacher’s video records and student’s works. The analysis used the strands of the proposed mathematical communication framework as well as the evaluation framework. Results showed that the teacher’s actions to encourage mathematical communication became more visible after improving the task in the second cycle while maintaining the strands in the framework. The lesson study as a tool in evaluating the effectiveness of the framework also shows encourging potential.

Summary

There are numerous lesson studies on teaching or learning mathematics in schools, yet the use of lesson study as tool to evaluate the effectiveness of a mathematical communication framework is hard to find. This study then aims to explore the workability of the proposed framework on promoting mathematical communication in the classrooms. As mathematical communication is one of the six mathematical abilities that the Education Department (Skolverket, 2018) has emphasized to be developed, a framework supporting teachers on this area is relevant. Moreover, the possibility of enhancing other abilities such as using and analysing concepts and procedures, problem solving and reasoning could be taken up when the focus is on development of mathematical communication.

The proposed framework was adapted from the list on how to lead productive mathematical discussions by Kazemi and Hintz (2014). Changes were made to suit the local context. Earlier evaluations on the framework were done through team discussions, tryout with pre-service teachers as well as presentations on conferences (Gallos Cronberg, et.al., 2018; Nyman, et. al. 2018). To continue with the evaluation, one of the actions is to conduct a lesson study which according to Fernandez & Yoshida (2004) requires cycles of actions as well as the idea of Pasanen and Shaxson (2016) that the effectiveness of the program can be evaluated by looking into the outputs that were produced. A convenient sample school was then selected and that mathematical tasks about areas of geometric figures with questions or sub-tasks that integrate the possible communicative actions of the teachers were planned and carried out. The lesson study was conducted to provide answers to this question: Which of these communicative actions by the teachers were observable/not observable during the task implementation. By identifying these communicative actions on several cycles could explain which of these are easy to implement and which ones require extra planning for these to be more easy to implement. Also, an idea on the effectiveness of of this framework could be explained. Moreover, the use of lesson study as a tool to evaluate the effectiveness of the framework could also be studied.

Students’ work and teacher’s video records are some of the data gathered. So far, two cycles had been implemented. Results showed that the task has to shift its focus in terms of concept development and introducing the task, thus in second cycle more talk moves were observed and that the mathematical communication in the class became more visible. Results also showed that there is potential for lesson study to use it as a tool to evaluate the effectiveness of the framework. Although these results are not conclusive at this stage, yet, the results could contribute to the better understanding on the process of developing a framework as well as the use of lesson study as a tool in evaluating similar framework. Further studies, such as conducting more next cycles with the inclusion of other aspects of the evaluation framework, could lead to a more in-depth understanding about lesson study and framework development.

Innovative uses of Lesson Study
Areas of geometric figures, Mathematical communication

11:00 - 12:30 Concurrent session 7

Impact of LS on professional development of novice and expert teachers during changes in school

Symposium212Gabriel Kappeler, University of Teacher Education Vaud, Learning, Teaching and Assessment dpt, Switzerland; Helen Lewis, Swansea University, School of Education, United Kingdom; Béatrice Rodgéré Pignolet, Anne Clerc-Georgy, Martin Daniel, University of Teacher Education Vaud, Switzerland

Amsterdam '72Thu 11:00 - 12:30

Abstract

In Europe, teacher training systems have evolved considerably, particularly in terms of initial and continuous training. School reforms are many and varied. Teachers are therefore regularly confronted with new educational injunctions and pedagogical innovations. These changes have implications for the professional development of teachers, for experienced and novice teachers. Lessons Studies are an excellent approach for professional development, a good way to improve teaching practices and develop student learning. The objective of this symposium is to bring together three different papers on the theme of professional development in construction and appropriation of education changing for a community of teachers. More precisely, it is a question of how the LS approach allows novice and more experienced teachers to build common professional knowledge when for some, pedagogical innovations are closer to their initial training experience while for others, their long professional experience offers them another field of knowledge

Summary

The notion of professional development has been very present in English and French literature since the 1990s. According to Huberman (1989), we can describe professional development in terms of the developmental steps that teachers follow during their careers. But for Lefeuvre, Garcia & Namolovan (2009), development is defined as a process of acquisition and professional knowledge that influences the evolution of actors' practices and ways of thinking.

In Europe, teacher training systems have evolved considerably, particularly in terms of initial and continuous training. School reforms are many and varied. Teachers are therefore regularly confronted with new educational injunctions and pedagogical innovations. These changes have implications for the professional development of teachers, for experienced and novice teachers.

Lessons Studies are an excellent approach for professional development, a good way to improve teaching practices and develop student learning (Dudley, 2011 ; Lewis & Takahashi, 2013 ; Lewis & Hurd, 2011). Collaboration between teachers has an impact on professional development (Takahashi & McDougal, 2016), because the different points of view promote decentralization and personal enrichment of the different actors during the whole LS process (Martin & Clerc-Georgy, 2015). This collaboration between teachers creates a scaffold collaboration area to understand complexity and develop a common "pedagogical literacy" (Cajkler & Wood, 2016). The LS approach also allows teachers to take ownership of a pedagogical innovation implemented with a new curriculum (Lewis & Takahashi, 2013) or at the level of new disciplinary content to be taught (Fernández, 2005).

The objective of this symposium is to bring together three different papers on the theme of professional development in construction and appropriation of education changing for a community of teachers. More precisely, it is a question of how the LS approach allows novice and more experienced teachers to build common professional knowledge when for some, pedagogical innovations are closer to their initial training experience while for others, their long professional experience offers them another field of knowledge

In Wales (Great Britain), new standards are being set for teachers. Five of them describe the skills, knowledge and behaviors that characterize excellent practice throughout a teacher's career. Across a case study, Helen Lewis illustrates how, even with the variety of experience and the belief that the process would not be beneficial for all participants, the results indicate that LS has been useful in learning from each other. Béatrice Rogéré Pignolet from Switzerland analyses the impact of a LS approach on the professional development of a community of teachers who have been trained in the use of a new material for teaching geography. Finally, the communication of Gabriel Kappeler, Anne Clerc Georgy and Daniel Martin focuses on the transformation of professional knowledge during exchanges between teachers who wish to promote the transition of pupils between the Kindergarten and primary school.

Daniel Martin, symposium discussant and teacher trainer, will discuss our presentations from the perspective on effects of LS on the professional development of a teacher community in a context of pedagogical innovations.

Symposium paper 1 (200 words):

A tale of two teachers: Lesson Study involving a newly qualified teacher and a highly experienced teacher

Dr Helen Lewis

Swansea University School of Education

The education system in Wales is undergoing a period of rapid change, which includes new mandatory Professional Standards for all teachers (Welsh Government, 2018). These standards describe skills, knowledge and behaviours to be developed throughout a teacher’s career. Emphasis is placed on teachers taking personal ownership and responsibility for their professional growth.

This paper presents findings from a case study involving two teachers at different career points, working in different contexts. One teacher was newly qualified, the other highly experienced, having taught for over twenty years. Both were new to Lesson Study. They shared a professional interest in exploring animal-assisted pedagogies. Despite variation in experience, findings indicate that Lesson Study provided useful to both. Participants developed trusting professional relationships, which allowed them to collaborate to deepen exploration of pedagogy, and consider different perspectives on practice. This was as beneficial for the highly experienced teacher as it was for the newly qualified, and had a positive impact on pupils in both classes.

Symposium paper 2 (200 words):

Implementation of a new teaching material in the discipline of geography in primary school: how has the LS enabled teachers to develop new professional knowledge?

Béatrice Rodgéré Pignolet

University of Teacher Education, Lausanne

The new French-speaking curriculum of Switzerland has changed the approach of some school disciplines, in particular in the fields of human sciences and geography. As part of the implementation of this new curriculum, new teaching methods and official teaching material have been developed. The objective of this paper is to understand the impact of a LS approach on the appropriation of a new teaching method in the field of geography education.

The LS approach facilitates the implementation of curriculum changes (Lewis & Takahashi, 2013). It allows teachers to understand the reforms undertaken and helps them to develop subject-matter knowledge (Fernández, 2005). This approach provided a collaborative scaffold for understanding the complexity and developing new « pedagogic literacy » (Cajkler & Wood, 2016) by providing a place where teachers can « secondarise » their pedagogical practices (Breithaupt & Pache, 2017).

The results show that experienced and non-experienced teachers both enter into the investigation process, adopt the geographical questioning recommended by the curriculum and become more familiar with the new approaches.

Symposium paper 3 (200 words):

Construction of collective professional knowledge during LS: analysis of dialogical discussion between novice teachers, expert teachers and facilitators

Gabriel Kappeler, Anne Clerc-Georgy and Daniel Martin

University of Teacher Education, Lausanne

In the French-speaking part of Switzerland, the kindergarten and the two first years of primary school form a single cycle. The transition from Kindergarten to primary school is not a new phenomenon, but this rupture must be accompanied (Clerc-Georgy & Kappeler, 2017) for pupils and teachers. To harmonize teaching and learning practices between these two levels, a continuous training in form of a LS has been offered in a school. Over more than a year, three teams of kindergarten teachers, primary school teachers and facilitators met in two full LS cycle.

The objective of this paper is to understand how an LS system promotes the restructuring of teachers' professional beliefs and knowledge by focusing on the process of interaction between novice teachers, experienced teachers and facilitators. During this training research, 12 lesson preparations and 10 debriefings were filmed and transcribed. More specifically, our analysis model is based on the analysis of dialogical discussion spaces (Warwick & al., 2016 ; Vrikki & al. 2017) and types of professional knowledge by novie teachers, expert teachers and facilitators (Clerc-Georgy, 2013 ; Vanhulle, 2009).

Symposium paper 4 (200 words):

Lesson Study and teacher professional development
Novice and expert teachers, Pedagogical innovation, Professional development

A lesson study approach to support teaching assistants in guiding science seminars

Paper123Roald Verhoeff, Utrecht University, Science, Netherlands

Belgrado '73Thu 11:00 - 12:30

Abstract

This project aimed to empower teaching assistants during their first steps in academic teaching practice by collectively preparing science seminars and reflect upon their teaching behavior using a lesson study design. Parallel to a teaching assistant training, the lesson study comprised three meetings during which two seminars were prepared and reflected upon. The focus was on scaffolding behavior in response to experienced learning difficulties by students. In total 3 groups of 4 to 5 students were engaged. The seminars were observed and videotaped and after a completed lesson study cycle each group of teaching assistants was interviewed and the LS cycle was evaluated with a SWOT analysis. Results show that teaching assistants valued the collective effort to improve their own teaching and to learn from the teaching practice of others. Due to their limited teaching experience we had to make some adjustments to the standard lesson study design.

Summary

At the faculty of Science of Utrecht University, senior students are employed as teaching assistants to support students during seminars that focus on practicing with content having been offered in plenary lectures. These teaching assistants often have no prior teaching experience and this sometimes results in ineffective teaching. Currently a teaching assistant training aims to prepare students for their teaching role. The training comprises three sessions of 2 hours and covers five main tasks of the teaching assistant: preparing the learning process of the student, answering questions, asking activating questions, giving feedback and providing a productive learning environment. In each meeting, based on casuistry offered by students, pedagogical challenges are recognized and tackled collectively. However, transfer of and reflection on these pedagogical solutions in their actual teaching practice remains beyond the scope of the course. To this end a parallel lesson study cycle was organized.

This paper addresses the following question: To what extend does a lesson study approach empower teaching assistants that have little or no teaching experience? Due to time constraints our lesson study comprised three meetings during which two seminars were prepared and reflected upon. The focus was on the effects of the scaffolding behavior of the teaching assistants in response to experienced learning difficulties by students. In total three groups of 4 to 5 students , studying mathematics, physics or informatics were engaged. The seminars were observed and videotaped and after a completed lesson study cycle each group of students was interviewed. The LS cycle was evaluated by a SWOT analysis.

All seminars assisted by the students had a similar set-up: students were working on assignments and the teaching assistants responded to individual questions. In line with this set-up all groups choose to work on scaffolding students by asking different activating questions instead of providing the answer. Two teaching assistants deliberately choose to include a plenary phase in which they invited students to do an assignment on the whiteboard in front of the classroom. Results of the SWAT analysis show that student assistants valued the collective effort to improve their teaching as it gave them the opportunity to learn from the teaching practice of others and made them more aware of their own role in the learning process of their students. In particular the freedom to choose one’s own learning focus during the trajectory and the receiving feedback from peers in combination with self-reflection of the videotaped lessons proved valuable. On the other hand, some students had difficulty with the freedom offered and had difficulty in making a lesson plan and formulating a research focus beforehand and their learning yield afterwards. ‘Threats’ as perceived by the teaching assistants were time and scheduling issues and the video recordings as they had a disturbing effect on their students.

Lesson study proved a valuable method for empowering teaching assistants during their first steps in academic teaching practice. Due to their limited experience, guidance is needed in explicating a research focus and raise awareness of their improved teaching behavior.

Lesson Study in initial teacher training
Scaffolding, Teaching assistants, University education

Development of the ability in designing lesson plan and self-efficacy of the teacher students by LS

Paper35Pornthep Chantraukrit, Chulalongkorn University Demonstration School, Thailand

Belgrado '73Thu 11:00 - 12:30

Abstract

This research was to study the lesson plan designing ability and self-efficacy of the teacher students by using the treatment. The target group was the teacher students, the Faculty of Education, Chulalongkorn University majoring in General Science. The research instruments were (1) an inquiry lesson plan designing checklist and (2) the self-efficacy test. Collected data were used to collect quantitative and qualitative data: percentage, mean score, t-test, and content analysis.

The research findings can be summarized as follows:

After using LS approach together with PLC, the average score of the teacher students’ abilities in designing lesson plans were 80 percent which was good level. And the self-efficacy of the teacher students were higher than before the treatment at the .00 level of significance.

The relationship between designing lesson plans ability and self-efficacy of the teacher students after the treatment was statistically significant at .05 level. The correlation coefficient was .59.

Summary

The practice or context from which the work originates & Relevance for educational practice

Lesson plan development (Burghes & Robinson, 2010; Isoda, 2010; Lewis, 2000; Murata, 2011; Stigler & Hiebert, 1999) is the development in the lesson plan designing by teacher and the development of learning experience of the students in which it emphasizes in aggregating and empowering. By using suggestive, supportive and sharing system of colleagues and Professional Learning Community (PLC), they create the opportunity for the teacher students with limited experience in designing lesson plan to be able to access valuable experience from friends and others who are more experience of which the results are to boost self-confident or discovering of potential of oneself leading to more efficient lesson plan. From such idea, researchers are interested in applying the concept of Lesson Study Approach together with the PLC to improve self-awareness in efficacy and ability in designing the lesson plan of teacher student.

Research question

Whether the concept of Lesson Study Approach together with the PLC can improve the ability in developing lesson plan, and is it related to the raising of self-efficacy of the ability in developing lesson plan?

Method (s)

The participants in the target group were the fourth year teacher students of the Faculty of Education, Chulalongkorn University whose major is General Science, the members of the professional learning community, researchers, teacher’s buddy, and mentors were participated in all 4 steps of the lesson study of which details were as following: (1) subject matter analysis; (2) learning activity plan; (3) instruction; and (4) reflection. The research instruments used in conducting the research were (1) an inquiry lesson plan designing checklist and, (2) the self-efficacy test. Collected data were used to calculate the quantitative and qualitative data. Percentage, mean score, standard deviation, t-test, and content analysis were used to analyze the collected data.

Results, Conclusion and discussion

This research discovered that after applying the Lesson Study Approach together with the PLC concept, students’ ability in developing lesson plan is in a good level due to each teacher student had teacher’s buddy to discuss the content and give advice regarding the development of the lesson plan, along with attending and inspecting the class in order to reflect the workable part and comment on the rework-able part, together with mentor who understood the student’s nature and the context of the class resulting in pointing out an appropriate comment, moreover, with experts verifying the lesson plan and the teacher student’s content. At the end of the process, teacher student achieved more complete lesson plan. Regarding, the self-awareness of teacher student’s efficacy, it was found that after applying the concept, teacher students are in a better level of awareness than before, with significance of .00 and relevant to the ability to design the lesson plan with significance of .05 of which the teacher’s buddy had significant role in improving the outcome immensely.

Lesson Study in initial teacher training
Ability in Designing Science Lesson Plan, Self-Efficacy

Lesson Study for mental health education: mentor and student-teacher perspectives

Paper382Wasyl Cajkler, University of Leicester, Education, United Kingdom

Belgrado '73Thu 11:00 - 12:30

Abstract

Lesson study was used as the vehicle for mentor and student-teacher collaborative practice when preparing lessons for 6-8 year olds about mental health. Four mentors and four student-teachers worked in pairs to complete a cycle of two research lessons, the first taught by the mentor, the second by the student-teacher. Semi-structured interviews were conducted with all participants followed by a structured analysis of the four assignments (lesson study reports). Systematic content analysis of assignments and interview transcripts allowed researchers to identify conditions for effective use of lesson study in relation of a non-subject aspect of the curriculum: a) learning how to teach mental health to young children, and b) simultaneously supporting the development of both mentors and student-teachers as practitioners working from an enquiry stance (Cochran-Smith and Lytle 2009). The presentation will include detailed discussion of the challenges of using lesson study for teaching skills associated with mental health.

Summary

Child and adolescent mental health are now a global priority, with calls for improved mental health promotion, prevention and intervention to address rising need. Internationally (WHO 2014), there is evidence of a contemporary mental health crisis, for example 1-in-8 children and young people in the UK aged 5-15-years have a diagnosable mental health condition (NHS Digital, 2018). However, in high stake educational environments, which focus tenaciously on results in traditional subjects such as English and Maths, there is often little scope for children’s mental health needs to be explored.

This does not diminish schools’ legal responsibility to provide a balanced curriculum that promotes holistic development, including attention to children’s socio-emotional needs and mental well-being (DfE, 2014). Consequently, student-teachers need to acquire the confidence and skills to teach health education effectively, including mental well-being. We argue that what is needed is preparation which helps student-teachers to learn how to learn to teach (Hiebert et al 2003), for which inquiry and critical reflection on theory and practice are essential (Cochran-Smith et al 2009).

As a result, adopting lesson study, we posed two questions:

How can mentors and student-teachers use a lesson study cycle to develop the teaching of mental health to young children?

How do these participants view the use of lesson study inquiry for this purpose?

Student-teachers and mentors agreed to participate in a face-to-face interview. Consistent with exploratory qualitative interviewing (Roulston, 2010), the interviews were semi-structured to allow participants the freedom to explore points without feeling constrained by a rigid interview schedule. Interviews focused on participants’ understanding of children’s mental health, their understanding of lesson study and also its application to support children’s mental health, and the benefits and challenges of the approach.

The eight interviews lasted between 25 and 50 minutes and were transcribed verbatim. These were complemented by systematic analysis of the lesson study assignments, using a matrix derived from Cochran-Smith et al (2009). This text-based data analysis added an additional dimension to the lesson study framework explored.

To explore participant perspectives a thematic analysis was used (Braun and Clarke, 2006). Data were coded separately by three researchers identifying five principal themes, later reduced to three salient themes: preconceptions held by student-teachers about children and mental health (e.g. presumptions, stereotypical views, training, preparation); practical applications of lesson study (e.g. relationships, collaboration, trust, confidence, time) and reflections (e.g. relevance, challenges, introspection, mental health understanding, safe spaces, children's emotional development). these were compared to perspectives expressed in the assignments.

The analysis revealed mentor acknowledgements of changes in their knowledge of pupils and their approaches to teaching, as a result of engagement in the lesson study cycles, despite the fact that their understanding of lesson study was variable. Student-teachers identified the primacy of collaborative partnership and its impact on levels of confidence, and valued opportunities to explore preconceptions. There was support for inquiry (Cochran-Smith and Lyttle 1999) and general agreement that this helped to accommodate lesson study in teaching practice placements.

Lesson Study in initial teacher training
Initial teacher education, Mental health

The benefits of art into mathematics in primary school by using open approach and lesson study

Paper246Khem Khenkhok, Khon Kaen University, Art Education, Thailand

BoardroomThu 11:00 - 12:30

Abstract

Art enhances adulthood development in children. It especially fosters creativity, imagination and construction of rational arguments. The findings of Friedman (2010) had presented that art added creativity to mathematics learning. Moreover, Barnes-Svarney (2006) stated that mathematics helped students to understand the designing of art with regards to perspective. The work of Gardner & Kleiner (2014) also supported that art and mathematics both stem from nature. This includes, but not limited to, counting system, lines, radii and distribution. The beauty of art and that of mathematics are of the same basis. Various man-made objects and construct are all mathematics.

Summary

The teaching in Khon Kaen University Demonstration School International Division (KKU DSIS) had woven arts into mathematics learning, grade 1 and grade 2 students. The purpose of teaching is to create a process where students enjoy learning while strengthening their skills in reasoning. “Open Approach” and “Lesson Study” methods were conducted according to Inprasitha (2011) in mathematics learning to fulfil the purpose. The process is as follows:

1) Posing Open-ended Problem. In this stage, the teachers used problems situated in different scenarios to demonstrate various problem-solving methods such as drawing, using lines, matching, and labelling objects with variables. 2) Students’ Self Learning. By using drawing techniques of preference, students tackled problems of given scenarios to develop logical arguments. With the aid of colouring felt pens or pens, students used symbols to show their train of thoughts in counting, division, subtraction and grouping. Students may draw animals, fruits, classmates or other objects under constraints given in the scenario. 3) Whole Class Discussion. Students presented their logical arguments with their drawings to their classmates in a friendly atmosphere. 4) Summary through connections. The teachers found that the students were able to solve problems with diagrams constructed in a manner tailored towards each student’s artistic skills. This way, the students showed their original perspectives in tasks such as division, substitution, and categorisation.

The “Open Approach” method also utilised “Lesson Study” of educators. Firstly, the lesson objectives and syllabus were planned by mathematics teachers for the students to enjoy real-world problem solving and finding links between mathematical problems. In the meantime, art teachers helped students to equip basic art skills appropriate to their age. Secondly, the syllabus was carried out in practice. Consequently, students learned and brainstormed concepts at a faster pace. Furthermore, the application of art in mathematics teaching resulted in positive attitudes amongst students: mathematics no longer appeared difficult because drawing matured their mathematical skills in

a fun way. Lastly, mathematics and art teachers evaluated the outcomes. Mathematics teachers discovered that students applied different problem-solving strategies through drawing. Furthermore, the students were also able to deliver their mathematical reasonings systematically as drawing enabled them to visualise and reinforce their understanding of the problem. Art teachers were also able to study the developments of creativity and skills such as controlling line weight, sizes and details of the drawings, and the utilisation of the drawing space. The study of these developments is highly valuable in individualised learning plans for art skill enhancement.

In conclusion, “Open Approach” led to more varied problem-solving methods. The emphasis in developing an open and positive mindset in mathematical learning promotes students’ learning in the future (Inprasith,2003). The integration of art and mathematics assisted students in structure recognition, making links between mathematical concepts, analytical thinking and coherent mathematical argument.

Lesson Study and teacher professional development
Art into Mathematics, Open Approach

A model of ‘Lesson Study’ from knowledge creation perspective

Paper362Tadashi Asada, Waseda University, Japan

BoardroomThu 11:00 - 12:30

Abstract

Lesson study, especially research lesson, is usually conducted in ‘Kounai-ken’(In-service teacher training program within school) in Japan. In Kounai-ken, ‘Jigo-ken’, which is discussion after observed lesson, appears to be important and significant for teachers. This study proposes a model of ‘Jigo-ken’ from the viewpoint of knowledge creation. The developed model has 6 features. if the Jigo-ken run effectively, teachers can interact with other teachers and learn practical knowledge and skills, which means Jigo-ken can lead to teacher learning based on the research lesson (observed lesson).

Then this model is examined according to two case studies. As the results, two cases did not necessarily show that Kounai-ken facilitated teachers to create new practical knowledge about teaching and they learned something from Kounai-ken. Finally, the required roles of a middle leader in Jigo-ken are proposed according to the communication flow of Jigo-ken from the mentoring and coaching perspective.

Summary

Lesson study, especially research lesson, is usually conducted in ‘Kounai-ken’(In-service teacher training program within school) in Japan. In Kounai-ken, ‘Jigo-ken’, which is discussion after observed lesson, appears to be important and significant for teachers. This study proposes a model of ‘Jigo-ken’ from the viewpoint of knowledge creation. The knowledge creation model is reffered to the SECI model by Nonaka et al.(1995). The SECI model shows the exchange process between explicit and tacit knowledge through interaction. The features of the developed model is 1) Kounai-ken is a learning community for teachers, 2) Kounai-ken has advantages for both individual teacher professional development and the improvement of school learning, 3) Kounai-ken facilitates the active interaction among teachers, 4) Kounai-ken is the key place to create new practical knowledge and skills to solve the school-based problems, 5) Kounai-ken is the main place to hand down the skilled teaching techniques to inexperienced teachers, 6) Kounai-ken serves for teachers to enhance their organizational commitment. In Jigo-ken, teachers can interact with other teachers and learn practical knowledge and skills, which means Jigo-ken can lead to teacher learning based on lesson.

Then this model is examined according to two case studies. First, the dialogue of Jigo-ken as a whole school was analyzed through content analysis. As the result, in Jigo-ken the knowledge creation about teaching were not occurred. What each teacher said appeared to focus on the observed lesson, which means he/she expressed his/her impression about teaching, so he/she seldom showed his/her practical knowledge/skills based on the observed lesson. Consequently, it was difficult for teachers to combine their practical knowledge and create new knowledge about teaching.

Second, the dialogue of Jigo-ken by the same grade 3 teachers was analyzed through text-mining method, and the order of utterance in Jigo-ken was created. Their chief was the key person in dialogue, which means she provided information about lesson plan, teaching materials, and so on relating to the school research theme. Their communication was the one-way in dialogue. There were few interactions among teachers to generate new knowledge about teaching.

Above all, two cases did not necessarily show that Kounai-ken facilitated teachers to create new practical knowledge about teaching and they learned something from Kounai-ken. The developed model shows that at least teachers should play two roles in Jigo-ken, one is the gate-keeper and another is the transformer. The two roles are required in order to create new knowledge about teaching from mentoring and coaching perspective, which means Kounai-ken is the place of teacher learning. In addition, this model shows some characteristics are required to a middle leader in dialogue.

Lesson Study and teacher professional development
Knowledge creation, Kounai-ken, Lesson Study

Learning study as subject didactic classroom research. Part 1 - a collaborative research school

Symposium92Ulla Runesson Kempe, Anja Thorsten, Sweden; Roger Fermsjö, Stockholm University, Sweden

Buenos Aires '72Thu 11:00 - 12:30

Abstract

The research school ”Learning study as subject didactic classroom research” is a postgraduate programme hosted by Jönköping University in collaboration with Stockholm and Gothenburg Universities. The research questions in the research school are related to teachers’ professional tasks (research for teachers). Its focus is on carrying out studies on teaching and learning of specific objects of learning within different school subjects.

The symposium is divided in two parts. In the first we will present the organization of the research school and give an overview of the results as well as examples. In the second part the focus is on how the results can contribute to further research and the building of a professional knowledge base for teachers.

Summary

The research school ”Learning study as subject didactic classroom research” is a postgraduate programme hosted by Jönköping University in collaboration with Stockholm and Gothenburg Universities. Its focus is on carrying out studies on teaching and learning of specific objects of learning within different school subjects. Learning study is used for unpacking the meaning of specific knowings as well as exploring teaching-learning relations. The students/researchers are teachers partly financed by their home municipality.

In contrast to the more common use of lesson and learning study as a way of improving teaching and/or teachers’ professional competences (research on teachers), the research questions in the research school are related to teachers’ professional tasks (research for teachers).

In this first part of the symposium we will present the organization of the research school and give an overview of the results. Two examples of studies carried out will be presented and discussed.

Chair: Inger Eriksson, Stockholm University, Sweden

Discussant: James Hiebert, University of Delaware, US

Contributions:

Ulla Runesson Kempe, Jönköping university, Sweden: The research school “Learning study as practice developing subject didactical research”

Anja Thorsten, Linköping university, Sweden: Developing 9- to 10-year-old students’ story-writing

Roger Fermsjö, Stockholm municipality, Sweden: Learning Study using Learning Activity as Theoretical Framework

Symposium paper 1 (200 words):

Ulla Runesson Kempe: The research school “Learning study as practice developing subject didactical research”

The aim of the presentation is to introduce the contexts of the papers presented in the symposium. They are all associated with and have their origin in a two-year educational programme for teachers to an MPhil degree level. To date, 24 students have attended the programme as part-time students while working part-time as teachers in schools. The objects of research take the point of departure in problems teachers encounter in their everyday practice and are focused on constructing knowledge concerning objects of learning as well as teaching-learning relationships. The studies cover different subjects from primary to upper secondary level.

Learning study is a teacher - researcher collaboration where the researcher and teachers have a common object of research. Thus, the students have been collaborating with colleagues at their own school or schools nearby. Learning study has an iterative design with gathering and analysing data on teaching and learning and a successive revision of the lesson in several cycles. Learning study is guided by an explicit theory. The most common theoretical framework used by the students is variation theory (Marton, 2015) but also learning activity (Davydov, 2008) has been used as a guiding principle in the process.

Symposium paper 2 (200 words):

Anja Thorsten: Developing 9- to 10-year-old students’ story-writing

The purpose of this presentation is to describe a research project addressing how to enhance 9- to 10-year-olds’ ability to write stories with a well-developed plot. The research team consisted of four teacher researchers and one research manager. The team conducted five Learning study cycles, consisting of pre-and post-tests and designing, conducting, analyzing and revising lessons. During the entire process, Variation Theory was the theoretical framework. An assumption in the theory is that some aspects of an object of learning are critical for students to discern. These critical aspects can be made discernable in teaching by using contrast as a pedagogical tool. In the study, students’ various ways of addressing story-writing were analyzed resulting in eight critical aspects. They are related to two areas; a) seeing the readers’ perspective and b) discerning the structure of a story as consisting of several problems and solutions. To make aspects regarding story structure discernable in teaching, a story with a well-developed plot was contrasted with a story with a poor plot. The results show that students’ story-writing was developed by these kinds of contrasts, but the contrasts needed to be embedded in sufficient activities and teacher-led discussions.

Symposium paper 3 (200 words):

Roger Fermsjö: Learning Study using Learning Activity as Theoretical Framework

In this presentation some results of a Learning study where logarithms were introduced in upper secondary school will be presented. In the study Learning Activity was used as a theoretical framework both for design and for analyses. In this approach the search for the origin of a concept is vital, i.e. to find out the need and purpose of logarithms. To implement the idea of theoretical generalization in solving problems, a new mathematical tool was created, that was used by the students to unfold and single out some of the unique properties of logarithms when solving specially designed learning tasks.

The study was conducted in six groups (n = 150) with six teachers in a major city in Sweden. Data were collected by filming lessons and by interviewing some of the students.

One finding was that it is possible to reconstruct logarithms without using the formal definition and thereby helping students with issues known from previous research, e.g. over-generalising mathematical rules such as the distributive law or separating log-expressions such as adding log expressions part by part.

Symposium paper 4 (200 words):

Research methodology and theoretical underpinnings of Lesson Study
Learning activity, Learning study research school, Theory of variation

Lesson Study as professional development for physical education teachers; an intervention study

Paper22Menno Slingerland, Lars Borghouts, Fontys University of Applied Sciences, School of Sports Studies, Netherlands

Koninklijke logeThu 11:00 - 12:30

Abstract

In the challenging search for effective professional development (PD) for physical education (PE) teachers (Armour et al., 2015) lesson study might be a promising vehicle to better engage PE teachers in learning and developing their teaching practice. However, lesson study has not received much attention within PE, and it is thus unclear to what extent this approach adds to current forms of PD for PE teachers. Therefore, the aim of this intervention study was to determine to what extent lesson study is an effective and feasible approach to PD for PE teachers by focusing on multiple outcome levels: pupil learning, teacher learning, and institutional support. Fifty-two PE teachers from 19 schools participated in either a LS-intervention or control condition that received only a workshop. Data is currently being analysed; full results will be available at the time of this presentation.

Summary

Introduction: Within the context of physical education (PE) the effectiveness of current forms of professional development (PD; e.g. workshops) is being criticized in terms of limited transfer of new knowledge into practice (Armour & Yelling, 2004). Multiple authors are therefore calling for other, more innovative approaches to PD (Armour, Quennerstedt, Chambers, & Makopoulou, 2015; O'Sullivan, 2010). Based on Clarke and Hollingworth’s (2000) Interconnected Model of Teacher Professional Growth, the implementation of new ideas into practice will be more likely to occur and sustained when teachers experience a certain approach to be effective within their own lessons. Lesson study seems to align very well with this view of effective PD since it involves groups of teachers collaboratively planning, teaching, observing, gathering data on and analyzing pupils’ learning through ‘research lessons’ (Dudley, 2014). This might hold true especially for the domain of PE since an important aspect of lesson study is the direct observation of learning; learning in PE is highly visible due to pupils’ movement behaviour. However, the lesson study approach to PD has never been systematically investigated within the school subject PE. Therefore, in this study we aimed to answer the following research question: to what extent is lesson study an effective and feasible means of PD for secondary school PE teachers?

Methods: A quasi-experimental study design was employed. University partnership schools were approached to take part in the study. Nineteen PE departments agreed to participate and were assigned to an intervention or a control group. Both groups first received a workshop at the university on the topic of need-supportive teaching (motivational climate). The control group was then prompted to independently implement the acquitted knowledge within their practice, whereas the intervention group engaged in an on-site lesson study cycle (duration 5-7 weeks). Measurements were based on Guskey’s (2000) five critical levels of PD evaluation: (1) teachers’ reactions, (2) teachers’ learning, (3) organizational support and change, (4) teachers’ use of new knowledge and skills, (5) student learning outcomes. Data were gathered through questionnaires (1, 5), focus groups (1,2), interviews (3) and video observations of lessons (2,4).

Results

Based on preliminary analyses (full results will be available at the time of this presentation) no differences between intervention and control schools were found on need-supportive teaching behaviour (video lessons), although both groups did increase their autonomy support during lessons. Framework analysis indicated that lesson study was highly valued as an approach to PD, especially for collaboratively implementing new ideas, and that the presence of a supporting ‘facilitator’ that guided the process was often viewed as a key-factor. A lack of time and planning issues were often identified as a barrier for future use of lesson study.

Conclusion and Discussion

Preliminary results indicate that lesson study was as effective as a workshop at the level of teacher behavior and student outcomes. Although the added value of LS on teacher and student learning has not yet been identified, teachers regarded it as a valuable approach to examining and innovating teaching practices.

Lesson Study and teacher professional development
Physical education, Professional development

Lesson study in pe: using core thinking routines and assessment checklist for javelin lessons

Paper231Wei Sheng Liew, Say Kin Foo, Jiamin Chai, Jie Ting Yeo, Yuan Ching Secondary School, Physical Education Department, Singapore

Koninklijke logeThu 11:00 - 12:30

Abstract

The intent of our study is derived from the premise, How visible is quality thinking in Physical Education (PE) lessons? While thinking is observable in PE lessons during the questioning and answer segment of our PE Lessons, thinking is only visible from the students who participate in the segment. There is usually little or no opportunity for participating students to further explain the thinking process behind their answers. PE teachers of Yuan Ching Secondary School strongly believe that if thinking is not intentionally planned in our PE lessons, then thinking most likely does not occur for the majority of our students. With the use of Lesson Study technique to evaluate studentsu2019 learning by making thinking visible in the teaching and learning of throwing javelin for Secondary 1 students, preliminary findings suggests that thinking is visible from most students if it is intentionally taught and infused in PE lessons.

Summary

Introduction

Is thinking visible in Physical Education (PE) lessons? How pervasive is it? Are studentsu2019 thinking relevant to the lesson objectives? While thinking is observable during the questioning and answer segment of our lessons, there is usually little or no opportunity for participating students to further explain the thinking process behind their answers. PE teachers of Yuan Ching Secondary School (YCSS) strongly believe that if thinking is not intentionally planned in our lessons, then thinking most likely does not occur for the majority of our students. Learning is a consequence of thinking (Ritchhart & Perkins, 2008). When thinking is visible, teachers can help to close studentsu2019 learning gaps in PE. Consequently, students could make better connections of their thoughts with their actions, attitudes and performances. This motivated the team of PE teachers to conduct an exploratory study to investigate the visibility of quality thinking in PE lessons using the lesson study model.

Methodology

The team decided to use thinking routines u2018I used to thinku2026Now I thinku2026u2019 and u2018Compass Pointsu2019 for studentsu2019 reflections supported by the use of assessment checklist (Refer to Assessment Checklist) in our Research Lesson (RL) on Javelin throw. We also defined quality thinking as reflections which can be classified under the psychomotor, cognitive or affective domains of our lesson objectives. The team planned RL 1 together and it was conducted on a group of 41 students. 4 teachers were deployed to conduct filming and observation of the studentsu2019 conversations. Data collected were (a) quantitative tally of studentsu2019 reflections from video recordings, (b) studentsu2019 reflections from journals using u2018Compass Pointsu2019 (Refer to Reflection Journal). With the data collected, the team was able to analyse the visibility of thinking and its relevance to lesson objectives.

Preliminary Findings

In RL 1, students carried out their thinking twice during lesson transitions. In transition 1 which occurred after two javelin throws, 40 reflections were observed and most of it were classified under the cognitive domain. In transition 2 which occurred after 4 javelin throws, an increased in percentage of reflections classified under the cognitive domain was observed from 20 reflections (Refer to Figure 1). The reflections collected from the studentsu2019 journals were also categorised into the 3 domains. Under the psychomotor domain, a student wrote u2018You need to snap wrist and follow through with your leg stepping forwardu2019. Another wrote under the cognitive domain, u201cI am wondering if I can run and throw the javelinu2019. These are eye-opening findings as we were not aware that students are capable of such thinking.

Conclusion

We observed an increased percentage of reflections under the cognitive domain throughout the transitions. Nevertheless, we agreed that students who provided reflections on psychomotor and affective domains also contribute to visible thinking. The nature of the PE lesson constraints the recording of every student in the class. Though limitations exist in our study, there is potential in designing more effective lessons to investigate the visibility of thinking in PE lessons and its relevance to the lesson objectives in RL 2.

Learning Studies
Lesson Study, Thinking Routines

Improving The Motivation of Children 5-6 years through playing activity in GagasCeria Preschool, Bandung, Indonesia

Paper398Astri Budi Yusniati, GagasCeria Preschool, Indonesia

Koninklijke logeThu 11:00 - 12:30

Abstract

Children with a 5-6 year age have characters, such as, complain of being tired or keep saying “it is difficult” when faced with new things or activities that require problem-solving skills. John Dewey argues that school is a model of democratic society in a small scope, where children can practice their skills needed to live in a democratic environment. (Dewey, 1950). This paper will describe the efforts that have been made by the teacher in the classroom in the form of classroom action research. Nowadays, children are invited to improve their fighting ability so that problem solving skills are also of higher quality.

Does this process help increase children's fighting spirit? How did the process of changing variations play in class during this study? How are the activities implemented? The author will present the results of the research conducted at GagasCeria Kindergarten, Bandung, Indonesia in descriptive form.

Summary

Effect of Tool Variations in Increasing Children's Fighting Spirit. Case Study in GagasCeria Kindergarten, Indonesia

Astri Budi Yusniati

Bandung

Children with a 5-6 year age range are indeed interesting to observe. They have some interesting characters, such as having high need for moving, short span of focus, and are easily distracted from tasks. In addition, some other unique characters will develop as students studying in different schools of which environment will influence them in different ways. In my school where I teach, for example, children of this age are starting to be reluctant to try, complain of being tired or keep saying “it is difficult” when faced with new things or activities that require problem-solving skills. This condition is observed when they begin to procrastinate on completing tasks or choose activities that can be resolved quickly. This also affects the way they solve daily problems. John Dewey argues that school is a model of democratic society in a small scope, where children can practice their skills needed to live in a democratic environment. Through these experiences, a student will be able to face the real, dynamic world due the nature of realities that change constantly (Dewey, 1950). Excerpted from Modul Guru Pembelajar Taman Kanak-Kanak, Kelompok Kompetensi B, 2016.

This paper will describe the efforts that have been made by the teacher in the classroom in the form of classroom action research. Four weeks before the mission, which was to move goods from the bottom up through the stairs with the principle of saving energy, the children were given knowledge in the form of a simple machine working principle (wheel and inclined plane). The first experiment was carried out by providing five types of tools (two sheets of plywood, carpet, container box, tricycle, and rope). Seeing this tools, they explore and ask the teacher about the functions and how to use them. The strategy given is asking children to explore and test these tools. One sheet of plywood is an option to save energy when moving things. As a result, several children initiated putting one sheet of plywood as a sloping plane and then lifting the item and pushing it. The item only managed to reach the 6th ladder of 11 steps. In this phase, the energy released is still large. The second strategy is to add a new of tools and replacing items to be moved. As a result, some children managed to use two tools at the same time to move things using less energy but still a long time. Currently, adding or reducing variation of tools and replacing items that are moved is done to see the fighting spirit of the child. Does this process help increase children's fighting spirit? How did the process of changing variations play in class during this study? How are the activities implemented? The author will present the results of the research conducted at GagasCeria Kindergarten, Bandung, Indonesia in descriptive form.

Keywords: early education, preschool, creative problem solving, class activity

Creating knowledge in practice: action research and other practice-based research approaches
Class activity, Creating knowledge in practice

Analysis of teachers' first-person view and gaze points -- Development of lessons of a novice teacher --

Paper289Masa-Aki Taniguchi, Meijo University, Center for Teacher Education, Japan

Londen '71Thu 11:00 - 12:30

Abstract

In addition to a multi-angle video recording, we record teachers’ first-person view

and their gaze points in their lessons using an eye-tracking camera. We are studying

relations between the practical abilities of teachers and gaze points at which a teacher

is looking during lesson.

For three years, we took video recordings of lessons of a novice teacher, a junior high

school science teacher in Japan. We divided the records according to teaching behavior

(“Explanation”, “Questioning”, “Response”, and “Kikan-Shido” namely walking around

in the class and checking how students are doing) for each lesson. We quantitatively

analyzed the movement of the gaze points for each teaching behavior. We compared

the differences such as gaze time or field of vision.

Summary

"We all want to know what a good lesson is. We also want to know how to train teachers better.

To answer these questions, we recorded a lot of lessons in detail over the years and show those

videos to our students who belong to the teacher training course. We think that by analyzing

teachers' first-person view and their gaze points, we can reveal what teachers are able to perform

in their lessons.

We have been researching the movement of the gazing points of teachers in lessons for several years.

Student teachers (in Japan) tend to turn downward in order to look at textbooks, notebooks, and

learning instruction plans. We think the first step to improve their lessons is to train them so that

they could turn to the students more.

We used an eye tracking camera, “Tobii Pro Glasses 2,” to capture and record teacher's visual image

and gazing point. The resolution of “Tobii Pro Glasses 2” is Full HD (1920*1080). The origin is

in the left-top corner. X-coordinate is in the horizontal direction, and y-coordinate is in the vertical

direction. Therefore, the recorded gaze point is a two dimensional vector data, (x, y). If we use

a software, “Tobii Pro Labo,” we can obtain these vector data from the movie.

In this time, we recorded several lessons of a novice science teacher “I”, a junior high school in Japan.

In the first year, we recorded how teacher “I” taught the same unit in two lessons. In the second year,

we recorded how Teacher “I” and her senior teacher taught the same unit in another lesson. In the

third year, we recorded how Teacher “I” taught the same unit to two lessons again.

In order to investigate the relationship between teacher's teaching behavior and gaze pattern during

lesson, we divided lesson records according to teaching behavior (“Explanation”, “Questioning”,

“Response”, and “Kikan-Shido” namely walking around in the class and checking how students are

doing) for each lesson. We quantitatively analyzed the movement of the gaze points for each teaching

behavior. We compared the differences such as gaze time and field of vision.

We extracted and analyzed the same part of the 1st and 3rd lesson lessons for 5 minutes in the first year.

The following results (1) (2) was found by comparing the data of the first year.

(1) In the 3rd period than in the 1st period, the time which is spent for each event is large.

(Nomination, Questioning is nearly twice!)

(2) The variance is smaller in the 3rd period than in the 1st period, for all teaching behaviors.

The gaze is more stable in the 3rd period than the 1st period. Time to look at students is increasing.

The same results can be obtained from the analysis of the data for 3 years. "

Lesson Study in initial teacher training
Eye Tracking Camera, Gaze Point during the lesson, Lesson Study

The Contribution of Observers towards Teachers' Performance in Classroom

Paper334Sri Damayanti Saruman, University of Cokroaminoto Palopo, English Education, Indonesia

Londen '71Thu 11:00 - 12:30

Abstract

Abstract:

The aim of this paper is to describe the contribution of observers towards the performance of the teachers in teaching. The research question of this research is how is the teachers' opinion about the contribution of the observers in their class? In answering the research question, the researcher conducted a research in a year by participating in learning community. There are three sample of this research. Those five students who have conducted Magang III and contributed as teacher. Here, the researcher uses questionnaire given to the teachers. The data from the questionnaire analyzed by using likert scale. As a result, although this research has not finished yet, but she describes that the students who conducted Magang III and trained to be the teacher assumes that the observers gave contribution to their worried feeling in teaching.

Summary

The Contribution of Observers towards The Teacher Performance in Classroom

Damayanti (2018) conducted her research about the concept of lesson study in Magang III as a subject in Faculty of Teacher Training and Education. She conclude that this lesson study activity improve the students' as teachers' knowledge by teaching activity because before teaching, the students as teacher should learn first. Here, she wants to know the contribution of the observers weather it can improve the students as teachers' self-confidence or distracting the students as teachers' concentration in their class.

Cokroaminoto Palopo University has conducted Lesson Study in some areas of schools and campus. In campus, the Faculty of Teacher Training and Education commits to the lecturers to spread Lesson Study in teaching and research. So, in Magang III program, the students who chooses program Magang III will be taught about the concept of Lesson Study and how to apply the Lesson Study.

Research Question:

How is the teacher's opinion about the presence observers in classroom?

Method:

This research is descriptive quantitative research. The researcher used questionnaire to find the data. The data analyzed by using likert scale.

The concept of Lesson Study in Magang III activity can be seen in three activity:

first activity is PLAN, the second is DO, and the third is SEE.

before conducting those steps, the researcher uses some procedure such as:

1. Firstly, she comes to SMP Cokroaminoto Palopo to discuss to the principal about the room, class, students, and teacher who will be responsible to the lesson study activity. As a result, she has a team

2. The researcher arrange the time with the team to arrange the time to conduct PLAN, DO, and SEE.

3. After doing PLAN, DO, and SEE she gave questionnaire to the teachers.

4. After giving questionnaire, she analyzed the data by using likert scale.

The objectives of Magang III is to provide students as a good teachers. They are good in maintain their self confidence, communication building, and managing classroom interaction. So, here the students are accompanied by the guide lecturer, teacher from school, and their friends.

The result shows that mostly the teachers assumes that the observers gave negative contribution to her/him related to their feeling. They felt worried about their performance in teaching. They suggested that next time, the observers must not be the powerful one. Also, it is suggested to talk much abut the students in PLAN session in order to saatisfy the teachers' feeling.

Discussion

Actually, some of the students have difficulties in managing classroom in Magang III. Some students are gave up before passing this subject. Lesson study become the activity to reduce the students problem, but on the other hand, the presence of observers also can be the obstacle and can be the solution. So, it is better to select the observers first before conduction open class.

Lesson Study in initial teacher training
Observers, Performance, Teacher training

CLIL pedagogies for teachers to raise plurilingual and pluricultural competencies

Paper15Shigeru Sasajima, Toyo Eiwa University, International Communication, Japan

Madrid '69Thu 11:00 - 12:30

Abstract

Teachers need to develop their own subjects or disciplines and interdisciplinary and intercultural awareness. CLIL can be an effective approach to help them think about innovative classroom ideas and activities focusing on integrated curriculum of content and language. CLIL can have the potential to change the mindsets of teachers and learners. CLIL should therefore help them develop further competencies through CLIL approaches. This paper discusses CLIL pedagogies for teachers to raise plurilingual and pluricultural competencies including lesson studies of language classrooms, intercultural programmes, and intercultural teacher education. Some pilot teacher education programmes have been conducted, because plurilingual and pluricultural competencies in CLIL pedagogy can be essential for both teachers and learners to understand CLIL. For example, when Japanese university students visited Bosnia & Herzegovina to communicate with the local students in primary and secondary schools. These integrated activities may be related to developing plurilingual and pluricultural competencies in CLIL pedagogy.

Summary

Teachers who work in the current global diverse society need to develop not only their own subjects or disciplines but also interdisciplinary and intercultural awareness. CLIL (Content and Language Integrated Learning) can be an effective approach to help them think about innovative classroom ideas and activities focusing on integrated curriculum of content and language. In Japan, CLIL approaches are now becoming popular and many teachers are trying to find ways to implement CLIL in their contexts. Unlike Europe, English language teaching is dominant at all education levels. English is important as a lingua franca, but other languages are also necessary. In such contexts, CLIL can have the potential to change the mindsets of teachers and learners (Coyle, 2006). CLIL should therefore help them develop further competencies through CLIL approaches (Marsh, Mehisto, Wolff, & Frigols. 2010), focusing more on languages and cultures than subject learning. This paper discusses CLIL pedagogies for teachers to raise plurilingual and pluricultural competencies including lesson studies of language classrooms, intercultural programmes, and intercultural teacher education. Some pilot teacher education programmes have been conducted: 1) developing practical use of English while teaching Japanese to people who understand English and want to learn Japanese, 2) cultivating intercultural awareness, and 3) building CLIL pedagogical knowledge and skills. In this project, Japanese teacher trainees have had the above-mentioned three programmes through their preservice teacher education, because plurilingual and pluricultural competencies in CLIL pedagogy can be essential for both teachers and learners to understand CLIL pedagogy especially in different contexts beyond Europe, such as Japan. For example, when Japanese university students visited Bosnia & Herzegovina to communicate with the local students in primary and secondary schools with the support of university students and teachers. They are all non-native speakers of English and tried to speak English primarily, learning and teaching either languages (Japanese or Bosnian), and cultivating intercultural awareness. These activities may not be part of lesson studies, which focus on what to teach and how to teach languages in the classroom, but these types of integrated activities may be related to developing professional teacher development, especially plurilingual and pluricultural competencies in CLIL pedagogy, which will be essential in global education in diverse contexts. The present ongoing hands-on project can show some effective evidences and further research agendas for cross-curricular lesson study protocols. In such integrated learning, CLIL pedagogy will be very helpful for all teachers.

Lesson Study in initial teacher training
CLIL pedagogy, Plurilingual and pluricultural competencies

The implementation of Lesson Study on micro teaching class at English education study program

Paper331Dian Susyla Syamsu, Muhammadiyah University of Bengkulu, Education of English Program, Indonesia

Madrid '69Thu 11:00 - 12:30

Abstract

This research was conducted to know the implementation of Lesson Study on Micro Teaching class at English Education Study Program of Muhammadiyah University of Bengkulu. The research used descriptive method. The results showed that the implementation of Lesson Study conducted at Muhammadiyah University of Bengkulu was integrated with microteaching activities. By using Lesson Study approach, pre-teacher activities at Muhammadiyah University of Bengkulu were trained to Plan, Do, and See (reflection) before performing their teaching practice as much as 3-4 times to practice of teaching both groups and individuals in attamting to create lesson plan (RPP), Teaching Materials, student worksheet (LKS), learning media and assessment, then practice teaching. Every pre-service teacher learnt to deliver results observation and respecting the results of the discussion, evaluating the learning process, which directly and indirectly improve the soft skills of teaching, pedagogical competence and professional competence of pre- service teacher at Muhammadiyah University of Bengkulu.

Summary

Micro teaching lesson in historical education program integrates to Lesson Study activity. It’s done in order to make the lesson be better because all of apprentice students are worked and the improvement suggestions can be given toward the lesson. Lesson Study is a model of coaching teacher in improving the performance of the teacher who is conducted jointly and sustainably based on the principles of collegiality and mutual learning and build learning community. Ikhsan et al. (2014:253) said that the implication of this study is the need for students to be given early exposure to lesson study so that they can apply it directly to their teaching practices. Lesson Study is implemented in 3 stages: Plan, Do and See in the form of sustainable activities (Cerbin & Kopp., 2015).

The purposes of this research were to know the implementation and benefits of Lesson Study on Micro Teaching class at English Education Study Program of Muhammadiyah University of Bengkulu.

The method used in this study is the descriptive method. The subjects of this study were 19 students of the English Language Education Program at Muhammadiyah University of Bengkulu in 6th semester of the 2018/2019 academic year. The data collection techniques used in this study are interviews, observation not, and documentation.

The results showed that the implementation of Lesson Study conducted at Muhammadiyah University of Bengkulu was integrated with micro teaching lesson. In each lesson, there was one pre-service teacher who did the teaching, while one lecturer and others pre- service teacher as Lesson Study teams were acting as the observers. Learning tools are made through two stages. In the first stage, the learning tools were made before the implementation of material coordination and learning models with the Lesson Study team, so the pre- service teachers already plan, do and see the materials that are going to be discuss. In the second stage, the learning tools that have been made in the first stage are improved after the implementation of peer teaching, so that the others pre- service teacher as model teachers can anticipate the possibilities that occur in later learning based on the results of the peer teaching. In the implementation of lesson study in micro teaching class, the pre- service teacher as model teachers lecturer used such equipment including LCD projectors, laptops, and markers. Reflection activities were carried out jointly by the Lesson Study team.

Based on the finding above can be concluded that by using Lesson Study approach in micro teaching class, pre-teacher activities at Muhammadiyah University of Bengkulu were trained to Plan, Do, and See (reflection) before performing their teaching practice as much as 3-4 times to practice of teaching both groups and individuals in attamting to create lesson plan, learning media, teaching materials, student worksheet, and assessment, then practice teaching. Every pre-service teacher learnt to deliver results observation and respecting the results of the discussion, evaluating the learning process, which improve teaching skills, pedagogical competence and professional competence of pre- service teacher at Muhammadiyah University of Bengkulu.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Micro Teaching

Enhance students’ Chinese comprehension skills through quilt questioning and visible thinking

Paper78Guat Hwa Tee, Shiau Yeang Ling, Kim Han Foo, Nanyang Primary School, Chinese Department, Singapore

Madrid '69Thu 11:00 - 12:30

Abstract

This presentation is a sharing of our Lesson Study on a new pedagogy in teaching Primary 5 Higher Chinese students through QUILT (Questioning and Understanding to Improve Learning and Thinking) Questioning Framework (Appendix 1) co-developed by Jackie Walsh and Beth Sattes in order to enhance student thinking process for better comprehension skills. Quality questioning is a student-centred collaborative process which leverages on a complete framework of preparing questions, presenting questions, prompting student responses, processing student responses and teaching students to generate questions. The study also aims to enhance teachers’ professional development through the reflective teaching and refining the different questioning techniques used in comprehension teaching focusing both on the knowledge and the cognitive domain in Bloom’s revised taxonomy. This teaching process also incorporated Project Zero Making Thinking Visible thinking routines to enhance greater understanding and leading to greater engagement amongst students in learning the comprehension skills.

Summary

To enhance students’ Chinese comprehension skills through QUILT Questioning and Making Thinking Visible

Mdm Tee Guat Hwa, Lead Teacher

Mdm Ling Shiau Yeang, P5 Chinese representative

Mr Daniel Foo, P5 Chinese Teacher

Nanyang Primary School, Singapore

One of the educational goals of Ministry of Education is for pupils taking Higher Chinese in the Primary School to be able to comprehend a reading passage in depth by being able to read between the lines. As the Chinese Language is not the first language for many schools in Singapore, it has remained a great challenge for Chinese teachers to stimulate students’ thinking in order to understand a passage in depth on their own.

This presentation is a sharing of our Lesson Study on a new pedagogy in teaching Primary 5 Higher Chinese students through QUILT (Questioning and Understanding to Improve Learning and Thinking) Questioning Framework (Appendix 1) co-developed by Jackie Walsh and Beth Sattes in order to enhance student thinking process for better comprehension skills. Quality questioning is a student-centred collaborative process which leverages on a complete framework of preparing questions, presenting questions, prompting student responses, processing student responses and teaching students to generate questions. The study also aims to enhance teachers’ professional development through the reflective teaching and refining the different questioning techniques used in comprehension teaching focusing both on the knowledge and the cognitive domain in Bloom’s revised taxonomy. This teaching process also incorporated Project Zero Making Thinking Visible thinking routines to cultivate thinking dispositions as well as guide students’ thought processes and encourage active participation. This in turn enhance greater understanding and leading to greater engagement amongst students in learning the comprehension skills.

The lesson study theme for our team is “Engaged Learning through Curriculum innovation” and our research lesson learning goal is “To enhance Chinese comprehension skills through QUILT Questioning and Making Thinking Visible”. We had revised our research lesson and conducted the research lesson thrice. The thoughtful design of the lesson plan is the crux of an effective lesson – a commonality in the professional practice of effective teachers (Cowan, 2006). The lesson planned was then taught by one teacher while the other teachers were present to observe the lesson and make notes as well as collect evidence of student learning and thinking. Our lesson study group then meet up to evaluate and reflect on the lesson. The original lesson plan was then revised and taught to another group of students. Finally, there was a consolidation of learning which consisted of the important findings about teaching and learning. With the knowledge gained, teachers can use them in planning and conducting future lessons (Lewis, 2002). Thus, our presentation will include an adapted Pawtucket Lesson Study Questionnaires (Appendix 2), numerous photographs, students and teachers’ reflections, lesson plans as well as post lesson discussions to share our results of the research lesson in enhancing students thinking process in comprehension skills as well as enhancing teachers’ professional development in designing engaging comprehension lessons to stimulate critical thinking amongst our students.

and learning contexts, Lesson Study in different cultural, subject
Enhanced Comprehension and Thinking Skills, Making Thinking Visible, QUILT Questionong Framework

Effectiveness of lesson study on teachers’ questioning techniques in science lessons in japan

Paper193Sachiko Tosa, Niigata University, Faculty of Education, Japan

Omloop NoordThu 11:00 - 12:30

Abstract

Effectiveness of lesson study on teachers’ questioning techniques was examined through the use of Bloom’s taxonomy. The participants of this study were 25 elementary and middle-school science teachers who attended the 12th-year professional development program in a school district in Japan. The results indicated that the typical questioning pattern of their research lessons was a series of Knowledge level questions followed by a few Application level questions, and 88% of the lessons show this pattern. However, a more effective questioning pattern that includes Comprehensive level questions was observed in 12% of the lessons. The results can be interpreted as an impact of lesson study on Japanese science teachers. Further discussions of the impact of lesson study on in-service science teachers’ knowledge of instruction will be included in the presentation.

Summary

Effectiveness of Lesson Study has been suggested by showing improvements of student academic performance (Lewis et al., 2006). Effectiveness of Lesson Study has been also suggested by showing improvements of teacher teaching. Lewis et al. (2009) argued that Lesson Study impacts on teachers’ subject-matter knowledge, knowledge of instruction, and knowledge of student thinking. However, unlike student academic performance which can be measured by test scores, it is difficult to measure changes in teachers’ knowledge of instruction such as their questioning techniques.

This study examines how in-service teachers’ questioning techniques improve as the result of their participation in Lesson Study in Japan. Theoretical framework of this study is constructivism, in which student learning is considered to happen only when the student actively constructs his/her knowledge through thinking based on actual experiences of natural phenomena and discussions with peers. The participants of this study were 25 elementary and middle-school science teachers who attended the 12th-year professional development program in a certain school district in Japan in 2013-18. The participation in the PD program is mandatory for the teachers who served the school district for 12 years, and it lasts 6 months including 3 meetings for planning a research lesson, implementing the lesson, observing other participants’ research lessons, and attending a culminating meeting for reflecting on the research lessons.

Teachers’ questioning techniques was examined through the use of Bloom’s Taxonomy. The original Bloom’s Taxonomy includes 6 levels; 1=recalling facts (Knowledge level), 2=testing understanding (Comprehension level), 3=applying knowledge to a new situation (Application level), 4=breaking the case into segments for understanding (Analysis level), 5=assembling pieces together for understanding (Synthesis level), and 6=making a decision (Evaluation level). Teacher questions in the introductory part of the lesson were transcribed and classified according to the levels of Bloom’s Taxonomy. In our earlier study on science lessons in elementary and middle schools in Japan, a questioning pattern (called Pattern A) that is often observed is a series of level-1 questions for reviewing content in the previous lesson followed by a few level-3 questions for introducing the key question for the lesson (Tosa, 2015). Pattern A lacks questions at the Comprehension level and does not help students grasp the scientific ideas that were learned before.

The questioning pattern that was observed most in the research lessons was Pattern A. However, in three of the research lessons, Pattern B which includes level 2 questions in the introductory part of the lesson was observed. All three teachers who used Pattern B in their research lessons did not include level 2 questions in their regular lessons videotaped earlier in the school year. The results can be interpreted as an impact of lesson study. Further discussions of the impact of lesson study on in-service science teachers’ knowledge of instruction will be included in the presentation.

Lesson Study and teacher professional development
Bloom's taxonomy, Questioning techniques, Science lessons

Applying the learning study approach to improve students’ learning in physics

Paper303Boon Hian Tan, Nanyang Girls' High School, Science Department, Singapore; Wee Ling Ang, Wei Qi Hoe, Nanyang Girls' High School, Science Department, Singapore

Omloop NoordThu 11:00 - 12:30

Abstract

In the teaching and learning of Science, the misconceptions of the students often interfere with the assimilation of new scientific knowledge presented, making the teaching and learning process problematic. This paper describes how a team of teachers explored the Learning Study approach to address the misconceptions of the students and to improve the effectiveness of students’ learning in the Physics concept of hydrostatic pressure.

Literature review were conducted to construct a diagnostic instrument to investigate the students’ preliminary understanding of hydrostatic pressure. In the design of the research lesson, the team had to resolve several technical issues in creating an authentic learning experience for the students. Continual refinement of the learning experience was carried out through the feedback from multiple iteration of the research lessons.

Besides improving the students’ learning, the study has also enhanced the professional competencies of teachers through joint construction of pedagogical content knowledge.

Summary

In the teaching and learning of Science, it is well documented that students come to the class with preconceived knowledge and views that are created and developed over time based on their personal experiences. Many of the conceptions of the students are scientifically inaccurate and are termed as misconceptions.

One of the difficulties that students encounter in the Physics classroom is that when students compare with their own explanations of observed phenomena, the scientific explanation seems counterintuitive and this makes the learning process problematic. In the teaching of the concept of hydrostatic pressure, studies have shown that students have the following misconceptions on how the magnitude of the pressure is dependent on:

1. the volume of fluid;

2. the shape of the container;

3. the base area that the fluid is acting on; and

4. whether the point of measurement is ‘hidden’ from the volume of fluid above the point.

This paper describes how a team of Physics teachers embarked on a professional development journey in Learning Study to explore on how it might be applied to address the misconception of a cohort of girls and help them better understand the concept of hydrostatic pressure.

The team of teachers attended a Learning Study workshop conducted by the teacher academy where they learn about the learning study approach and variable theory. During which they surveyed the topics in the curriculum and decided that hydrostatic pressure would be the topic in that was worth teaching for the study. The Object of Learning (OL) was tentative set to be that the hydrostatic pressure at a point is dependent on the height of liquid column above the same point pressure. Literature review on students’ misconception on hydrostatic pressure was subsequently conducted. From their research, the team constructed a diagnostic instrument to investigate the students’ preliminary understanding of hydrostatic pressure. The diagnostic test was administered online to the Secondary 3 cohort in the school. Analysis of the results of the diagnostic test validated the misconceptions held by the students, thus confirming the OL and the Critical Aspects in this study.

During the designing phase of the research lessons, the team had to resolve several technical issues, including modifying a sensor to measure hydrostatic pressure and constructing a sturdy vessel, so as to create an authentic learning experience for the students. The lesson materials trialed in the facilitator’s class, with members of the team making observations. Based on the feedback, the lesson materials were modified to improve on the students’ learning experience. The process was continued with subsequent lessons and members of the teacher academy were invited to a colloquium in one of the research lessons.

The results of the Learning Study project have been positive. The design of the lesson allows the students to verify their predictions and self-construct their knowledge while at the same time enjoyed the learning process. It has also enhanced dynamics of the team of teachers through professional sharing and collaboration in working together to conduct research to improve students’ learning.

Learning Studies
Misconceptions, Pressure

Analyzing research lessons to identify relationships between instructional routines

Paper380Sharon Dotger, Syracuse University, United States of America; Shelley Friedkin, Mills College, United States of America

Omloop NoordThu 11:00 - 12:30

Abstract

This study analyzes data from 12 research lessons to identify instructional routines that make students' thinking visible. Across mathematics and science examples, researchers found common routines in the use of manipulatives, board writing, journals (notebooks), and accountable talk. Each of these routines revealed student thinking on their own, yet by analyzing the relationship of the routines to each other, we found additional evidence of student ideas. These findings suggest that these instructional routines are areas of pedagogy that can be further tested and refined in future research lessons.

Summary

When US teachers are presented with opportunities to participate in lesson study, some experience hesitation. This hesitation can be partially attributed to concerns about being observed by peers. As facilitators, we emphasize that the goal of lesson study is to research student thinking as it is made visible during the lesson. With this emphasis, we intend to signal that the goal of the research lesson is to take the focus of the observation and subsequent discussion about the lesson off the teacher and onto the ideas of the students. By analyzing students’ ideas, necessary adjustments to the lesson design will be revealed.

This plan, however, hinges on the importance of instructional moves that make student thinking visible to the observers. Without being able to notice student thinking, observers of research lessons can only comment on the moves of the teacher. This problem reinforces participants’ original concerns. Making student thinking visible is a critical component to a successful research lesson, but it also beneficial for helping students learn.

The goal of this project is to research the relationship between instructional practices intended to make students’ thinking visible in the context of science and mathematics research lessons. We gathered data from twelve research lessons - 9 in science and 3 in mathematics - to identify how instructional routines made student thinking visible. This data included research lesson proposals, artifacts of student work, images of the board, video of the lesson, and teachers written reflections.

Analysis procedures included reading the research lesson proposals to identify the planned instructional routines and teachers’ rationale for their use. These plans were compared with artifacts from the research lessons (i.e. videos, student work, the board). We analyzed each identified instructional routine for both the way the teacher used the routine and the student thinking that became visible while the routine was being used. Once we identified the teachers’ use of the routine and the resulting student thinking within each routine, we looked for relationships between the routines. For example, science cases usually involved four distinct instructional routines: manipulation of materials to gather data, science notebook writing, board writing, and accountable talk. Mathematics cases were similar, the reliance on materials manipulation to gather data was not as prominent.

Our findings reveal important interplays between these instructional routines and the student thinking that results from their use. To briefly illustrate, the board became a central tool to anchor the lesson and served as a repository of students’ thinking. When students worked either individually or in groups, evidence of their thinking was revealed in writing, accountable talk, or both. The thinking of the groups, or individuals, was then transferred to the board, often with references to the writing or talk they had already done. These talk and writing routines occur at different intervals and scales during the lesson, making students’ knowledge more shareable, thereby revealing student thinking to each other, the teacher, and the observers of the research lesson.

Lesson Study and teacher professional development
Instructional routines, Research lessons, Science and mathematics

Bridging gaps between teachers and researchers in interprofessional and intercultural Lesson Study

Workshop316Maria Hallitzky, Leipzig University, Faculty of Education, Germany; Christine Kieres, Thomasschule, Germany; Nariakira Yoshida, Mitsuru Matsuda, Hiroshima University, Graduate School of Education, Japan; Christian Herfter, Leipzig University, Faculty of Education, Germany

On Fifth 1Thu 11:00 - 12:30

Abstract

Nowadays, Lesson Study not only designates the institutionalized cooperation between schools and universities, but also refers to a global discussion on learning outcomes and developments of education. Thus the endeavour of crafting Lesson Study has become an interprofessionaland interculturalchallenge.

In our workshop, these challenges are discussed based on a literature lesson, analyzed by the teacher herself. Subsequently the lesson is interpreted by two groups of German and Japanese researchers along their diverging methodological and theoretical approaches. Afterwards we reflect on the scientific and practical challenges and benefits of this project and invite the participants of the workshop to discuss the presented impressions on the interwoven practice of intercultural and interprofessional Lesson Study along several focus questions.

Summary

Lesson Study, in its long Japanese tradition, possesses an interprofessional character, that can be seen in the highly institutionalized cooperation between schools and universities, aiming to improve lessons and to support professional development (NASEM 2011). As part of these cooperations, it is important to take the different professional perspectives into account equally and to gain an interprofessional understanding of classroom observations and of the joint endeavour of Lesson Study.

Since the 1990s, Lesson Study has become 'global', which is particularly evident in the international debates on learning outcomes such as TIMSS and PISA, in the developmental aids of education or in international congresses and exchanges. Thus the endeavour for a shared understanding as part of a sustainable implementation has become not only an interprofessional but also an intercultural challenge (Sarkar Arani et al. 2014).

The underlying common ground, which enables Lesson Study, is not only the respect for all different practical and theoretical perspectives, but also the dependence on organisational forms of cooperation. The culture of Lesson Study in Hiroshima, Japan relies on recurring and institutionalized cooperations between the university and schools. Hence, the interprofessional dialogue and exchange of perspectives between teachers and researchers is a matter of course. In contrast, cooperation between teachers and researchers for the joint analysis and development of lessons is less established in Germany. Bridging gaps is therefore also an organisational challenge (Juarez-Dappe 2011).

In our workshop we (a German teacher and Japanese and German researchers) present different perspectives on the undertaken Lesson Study on a literature lesson in Germany. Hereby, our shared research interest is the realizing process of individualization and collectivization in this lesson. At first, the teacher will present ideas and thoughts on the lesson taught by herself (1). Subsequently, two different scientific perspectives on the same lesson are offered. Despite the common interest in transcript-based analysis, the applied research methods differ from each other: the researchers from Leipzig University in Germany conduct a qualitative video analysis to approach the educational process based on interactional, social theories (e. g. Hallitzky et al. 2016) (2), while the researchers from Hiroshima University in Japan conduct a development-oriented lesson analysis (3).

We then discuss the three diverging perspectives on the same lesson presented and review them in their interprofessional and intercultural context. Here, too, the teacher will be the first to present her impressions of the organisational and content-related challenges, results of joint lesson analysis and professional development (4). Afterwards we will reflect on the scientific challenges and benefits of this project and invite the participants of the workshop to discuss our presentations on the interwoven practices of intercultural and interprofessional lesson inquiries along several focus questions (5). Here it is possible to consider the challenges of linguistic, cultural, theoretical and epistemological translations between diverging perspectives. Thus, the double dislocation of perspectives should also be pointed out: How can one stay open to diverging observations and include interprofessional and intercultural reflections in one's own work?

and learning contexts, Lesson Study in different cultural, subject
Crafting Lesson Studies, Intercultural and interprofessional reflection, Teachers’ and researchers’ dialogue

How collaborative lesson study affect pedagogical content knowledge

Paper101Anecetus Moonga, National Science Centre, Education, Zambia

On Fifth 3Thu 11:00 - 12:30

Abstract

This paper reports findings on how collaborative lesson study between lecturers at Colleges of Education (CoEs) and teachers at nearby schools affected their Pedagogical Content Knowledge. Quantitative research methodology was conducted to evaluate the extent to which the teacher competencies achievement in PCK. PCK tests and observations of lessons delivered by the same lecturers and teachers as the baseline survey were conducted. The findings showed that there was a significant increase in the lecturers’ and teachers’ competencies on some domains of PCK in the target CoEs and nearby schools over a period of two years as compared with non-target areas. Collaborative lesson study was an effective method to develop and improve the lecturers’ and teachers’ PCK competencies. The study recommends that the improvement of PCK through collaborative lesson study intervention be used in CoEs and schools to enhance quality of education in science.

Summary

In teacher training institutions in Zambia, subject matter and methodology were offered separately leading to teachers and lecturers usually with more strength in one of two areas. Furthermore, the Lesson Study practise in primary and secondary schools since 2005 had not been introduced in the Colleges of Education (CoEs) by 2016. Ministry of General Education working with Japan International Cooperation Agency started the Project for the Improvement of Pedagogical Content Knowledge (IPeCK): Linking Pre-Service and In-Service Education in 2016. The Project aimed at improving the quality of education in both pre-service and in-service education in mathematics and science by enhancing Pedagogical Content Knowledge (PCK) among lecturers at CoEs and teachers at nearby schools through collaborative lesson study practice. Baseline survey of the Project revealed that teachers’ and lecturers’ pedagogical content knowledge was very low in both three target (in 3 provinces) and seven non-target (in 7 provinces) colleges of education and schools. Since 2017 three target colleges of education had established links with nearby schools referred to as collaborating schools and collaborative lesson studies had been conducted regularly in two years (2017 and 2018). But effectiveness of the collaborative lesson study were not examined based on their improvement of PCK. This study, therefore, investigated how collaborative lesson study between lecturers at COEs and teachers at nearby schools affected their Pedagogical Content Knowledge. The guiding research question was: “What is the effect of collaborative lesson study between science lecturers at Colleges of Education and teachers at nearby schools on their PCK?” The samples were drawn from college lecturers and school teachers of science in 3 target and 3 non-target areas of the Project. Quantitative research methodology was conducted to evaluate the extent to which the teacher competencies achievement in PCK. PCK tests and observations of lessons delivered by the same lecturers and teachers as the baseline survey were conducted. The data was analysed by comparing the end line survey results with ones on the baseline survey after processing lesson observation recordings into time allocations of lessons by 15 learning processes and marking PCK test on 6 domains of PCK. Questionnaire on ratings of the teachers and lecturers by leaners also adduced supplemental data. The finding showed that there was a significant increase in the lecturers’ and teachers’ competencies on some domains of PCK in the target CoEs and nearby schools over a period of two years from 2017 to 2018 compared with non-target areas. Their improvement on lessons were found by analysing lesson observation recordings, too. Therefore collaborative lesson study was an effective method to develop and improve the lecturers’ and teachers’ PCK competencies. The study recommends that the Improvement of PCK through the collaborative lesson study intervention be used in Colleges of Education and schools in Zambia to improve the quality of education in science, in particular, and other learning areas, in general.

Lesson Study and teacher professional development
Colleges of Education

Collaborative structures in the u.s. middle schools: what can lesson study learn from them?

Paper247Yasutaka Kizuka, The University of Tokyo, Graduate School of Education, Japan

On Fifth 3Thu 11:00 - 12:30

Abstract

This presentation aims to compare Lesson Study (LS) collaboration and the middle school collaboration in order to look at what we can learn from the middle school. Although both LS and the middle school have focused on teachers forming teams to collaborate, the middle school and its collaboration has longer history since the 1960s. As the presenter reviewed papers about LS and conducted interviews for teachers at middle schools in Chicago district, 2 commonalities and 2 differences have found. They both are (i) team-oriented and (ii) teachers in both LS schools and the middle school value their collaborations. However, in details, (iii) the middle school focuses on lesson planning in the teaming process and LS focuses on plan-do-reflect cycle, and (iv) the reason why collaboration has been valued in both LS and the middle school seem different. In the presentation, further information including the interviews will be listed and explained.

Summary

Lesson Study (LS) in the U.S. has been one of the trends in the field of education since Stigler & Hiebert (1999) introduced it in the book “The Teaching Gap”. According to Lewis (2000), LS focuses on teacher collaboration and making teams between the teachers. However, in the U.S., middle schools have focused on a similar teaming structure as LS since the middle school movement back in the 1960s. The U.S. middle school has focused on constructing interdisciplinary teams rather than content teams, since its movement has emphasized on students’ physical and psychological developments (Association for Middle Level Education, 2010). This was because the movement occurred in order to criticize junior high schools for the fact that they tended to focus on teaching contents to the students (). The presenter reviewed the articles, books, and theses related to the U.S. LS and visited 8 middle schools around Chicago to conduct interviews for the teachers, in order to compare LS schools and the middle school. Comparing the middle school teaming structures and their functions with those found in LS schools, as far as the presenter has observed and interviewed, there seem to be 2 commonalities and 2 differences. The commonalities are (i) They are both team-oriented. As Lewis (1998) stated, LS starts from building a team with colleagues and so does the collaboration in the middle school. In addition to that, (ii) the teachers working at both the schools applying LS and the middle schools comprehend the importance of the collaboration that they do. For instance, Lewis (2002) quoted one of the teacher’s discourse after she tried LS stated that she found out she could ask someone for help instead of reading books. A number of teachers working in the middle school the presenter interviewed also mentioned that they felt it important and grateful to have someone to seek help in their schools. However, the details seem different. One thing is, regarding to (i), in the middle school, (iii) even though teachers make teams, they mainly do lesson planning together rather than conducting plan-observe-reflect cycle as in LS. In addition, (iv) the background reasons why teachers feel the importance of collaboration seem different. In the middle school context, the reason why collaboration, especially the interdisciplinary one, has been focused on is in the junior high school, teachers tend not to collaborate across subjects. During the interview, some teachers said they highly valued working at the middle school since they have rich teaming structures. On the other hand, as far as the theses the presenter looked at, the reason why collaboration has been focused is unclear. Both Stigler & Hiebert (Ibid.) and Lewis (2002) have not explained the reason why collaboration is important in the U.S. context in detail.

In the presentation, the presenter will explain more details about these commonalities and differences, being based on the point of view that what we can learn from the middle school collaboration.

Lesson Study and teacher professional development
Collaboration, Middle school, United States

Building up EFL teachers’ collaboration through Lesson Study with poem

Paper68Rahayu Kuswardani, Universitas Negeri Surabaya, English Education Department, Indonesia

On Fifth 3Thu 11:00 - 12:30

Abstract

This study tries to explore EFL teachers’ collaboration in preparing a lesson plan with poem facilitated with lesson study. The method used for this research is qualitative design through interviews, classroom observation and note takings. Teachers’ collaboration is not something new for EFL teachers in Indonesia, however defining a suitable collaboration for EFL teachers with poem is more beneficial with lesson study because teachers stages in lesson study can assist them in discussing the poem to be used in the classroom, the activities to do with poem, assessment for students’ assignment with poem. The limitation with lesson study is found in finding spare times for teachers to conduct the discussion in planning a lesson for classroom implementation.

Summary

Collaboration as the name suggested means a type of interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal (Cook & Friend, 1991). To elaborate on co-equal parties in a collaboration, Cook & Friend (1993) explain further as an activity associated with some programs in which two individuals are involved. The common activity is known as co-teaching where two teachers of the same school work together to present a subject matter in the class. The example provided described as a co-teaching would be the collaboration between a history teacher and an English teacher to present a course called American History (ibid:424). The term collaboration is also extended to a work of two teachers who meet regularly to discuss instructional issues and to monitor students’ progress.

However, the word interaction is unfitting to suggest a collaboration because interaction hints at the psychological and social orientation of any group members which can be easily reduced to little more than individuals working autonomously in the presence of others (Donato, 1994). So, the word collaboration is more into allowing members of the group to co-create or fabricate together with other members of the group a new knowledge that goes beyond any knowledge possessed by a single member in isolation (Donato, 2004). Based on those two definitions on the term of collaboration, I would infer that collaboration outlines any group works of two individuals or more to complete a task or to agree on a new design of instructional planning for classroom purpose which jointly conducted through series of meetings.

Thus, collaboration typifies some features. First, collaboration work is voluntarily in which members share a common goal toward completing a task or finding a solution to a problem. Second, collaboration requires likeness or resemblance in background knowledge to attain result so that all members can contribute equally in a meeting, without a fair contribution of members, a collaboration is unmanageable. Collaboration includes shared responsibility and shared resources. Any result or product of a collaborative work whether it is a successful attempt or not is an outcome that credited to all members in the group. The members shared accountability for the decision since they are exposing their rational, scholarly understanding of the selected topic or showing familiarity toward a certain problem (Cook & Friend, 1991; 1993).

In summary, collaborative work that entails the same collaboration view of lesson study is feasible to be conducted among ELT teachers in Indonesia. Some features which typify collaboration’s important points are more or less suggested in lesson study. Thus, ELT teachers in Indonesia are not receiving new concept of collaboration which will complicate them in getting the idea of lesson study and collaboration work in general.

This study tries to explore EFL teachers’ collaboration in preparing a lesson plan with poem facilitated with lesson study. The method used for this research is qualitative design through interviews, classroom observation and note takings. Teachers’ collaboration is not something new for EFL teachers in Indonesia, however defining a suitable collaboration for EFL teachers with poem is more beneficial with lesson study because teachers stages in lesson study can assist them in discussing the poem to be used in the classroom, the activities to do with poem, assessment for students’ assignment with poem. The limitation with lesson study is found in finding spare times for teachers to conduct the discussion in planning a lesson for classroom implementation. Other than that, teachers’ opportunity to observe each other teaching sessions is restricted due to their own teaching time and the difficulty in situating themselves whether to act as a mentor or merely observer during classroom observation.

In Indonesian EFL teaching, the learning of English literature as a learning content is a contest. This is so because to be able to show literary material as a way of empowering EFL classrooms, teachers should enjoy literature themselves and be developed as readers of literature (Musthafa, 2014). Other than that, EFL teachers hesitate to use literature in their classrooms which could be sourced from government-administered exams (Djiwandono, 1999:22). It seems that English teaching in Indonesia neglects the value of cultural study which is there within language teaching (Byram, 2014:210). EFL teachers prepare themselves to help students to get the required result for university admission rather than learning a culture through foreign language (Stroupe, 2012:127). The fact that learning a language means more than learning the skills (Panggabean, 2015:43) hints at novelty.

In regards toward current condition of English language teaching (ELT) in Indonesia within 2013 national curriculum, I propose the use of poem in English language classroom to find out whether teachers can become resourceful, gain more confidence with new material and at the same time encourage their students to participate actively during teaching and learning session as it is insinuated in the curriculum. Teachers can also come with their own originality in designing a lesson plan with new teaching material and finding out ways to help their students to do the national examination confidently at the same time.

Lesson Study and teacher professional development
EFL classrooms, Literature teaching, Teachers' collaboration

How does a differentiated approach affect learners learning success?

Paper198Gulzhan Nussipzhanova, Nazarbayev Intellectual School Aktau, Biology, Kazakhstan; Tilektes Maskarova, Nazarbayev Intellectual School Aktau, Psychology, Kazakhstan; Assem Ondassynova, Assel Battalova, Nazarbayev Intellectual School Aktau, Biology, Kazakhstan

Paris '69Thu 11:00 - 12:30

Abstract

The aim of the study is to test a differentiated approach based on psychological diagnostics and high-quality planning to build more efficient learning, achieving high learning motivation and, consequently, the required quality of education.

The participants of the Lesson study were biology teachers who teach in Russian and a school teacher-psychologist. The focus group consisted of the 8th grade students. When collecting data, psychological tests were used to identify personal characteristics and dominant profiles of students, questionnaires, and observation.

Thus, the proposed hypothesis was confirmed - with a focused, pedagogically sound individual approach, it is possible to successfully solve problems of the intraclass differentiation of teaching biology. Knowing the dominant profile and students mental activity in a classroom, one can correctly choose the pace of study, determine the amount of lesson content, types and forms of organization of students' work, ensure rational and effective use of their strengths and capabilities.

Summary

How does a differentiated approach (based on psychological diagnostics and quality lesson planning) affect learners learning success?

(from the experience of Nazarbayev Intellectual School Aktau teachers Gulzhan Nusipzhanova, Assem Ondassynova, Assel Battalova and psychologist Tilektes Maskarova)

Purpose, relevance

The aim of the study is to test a differentiated approach based on psychological diagnostics and high-quality planning to build more efficient learning, achieving high learning motivation and, consequently, the required quality of education.

The main idea and relevance of the study is that a differentiated approach to school learners is the most important principle for formation of students key competencies, also knowing the peculiarities of students mental activity in a classroom, it is possible to choose the pace of the learning process and lessons, determine the content of lessons, the types and forms of work organization for students, ensure rational and effective use of their strengths and capabilities.

Methodology

The participants of the Lesson study were biology teachers who teach in Russian and a school teacher-psychologist. The focus group consisted of the 8th grade students. When collecting data, psychological tests were used to identify personal characteristics and dominant profiles of students, questionnaires, and observation. In the student-centered education, which we tried to implement namely in 8E and 8G classes, the diagnosis of students personalities was conducted through pedagogical observation during the school year. It is needed to know what are the difficulties, disadvantages, what kind of operation does not contribute the development of students’ mental activity, mainly formed during lessons. The method of identifying and displaying individual learning styles was to determine the lateral dominance of the eyes, ears, and hands in relation to the brain's leading hemisphere. From a visual learner it can be demanded quick problem solving; from an audial – immediate repetition of the material; a kinesthetic learner needs a different attitude – more time and patience from teachers.

Results and analysis

The teachers consider thoughtful and thorough lesson planning as the basis for the development of gifted children. After planning, the team began to implement differentiated tasks into the plan and observed how in the classroom they would affect the level of students learnability. Successful maintenance of an individual trajectory is carried out with the help of differentiating the material according to degree of difficulty, in stages.

At the first stage, there was conducted primary structuring of the content of the topic. The next step was to create a multi-level program. Finally, the team identified integrating didactic goals at three levels for each study session.

Conclusion

Thus, the proposed hypothesis was confirmed, with a focused, individual approach it is possible to successfully implement intraclass differentiation of teaching biology. Knowing students' dominant profiles and mental activity in a classroom, one can correctly choose the pace, determine the amount of lesson content, types and forms of organization of students' work and ensure rational and effective use of their strengths and capabilities. Differentiated education allows achieving a higher level of development of attention, perception, memory, thinking and speech of schoolchildren.

Learning Studies
Differentiated approach, Dominant profile, Psychological diagnostics

The effect of learning interest and autonomy on students' learning outcome

Paper279Tjutju Yuniarsih, Universitas Pendidikan Indonesia, Office Management Education, Indonesia

Paris '69Thu 11:00 - 12:30

Abstract

The problem examined in this research is the low students’ learning outcomes in Archival subject at State Vocational High School 1 (SMKN – Sekolah Menengah Kejuruan Negeri) Bandung. This research was conducted to discover the effect of learning interest and autonomy on students’ learning outcomes in Archival subject in class X majoring in Office Automation and Governance at SMKN 1 Bandung during the 2018/2019 Academic Year. The research method employed was an explanatory survey, while the instrument of the data collection was questionnaires with a Likert Scale model with a population of 140 students. Furthermore, the results of data analysis and hypothesis testing concluded that there was a simultaneous significant positive effect of learning interest and autonomy on students’ learning outcomes.

Summary

BACKGROUND

The success of learning process at educational institutions is illustrated by the achievement of the students’ learning outcomes. Files archiving plays an important role in each institution. So, the presence of a competent figure in archival field is needed. The Office Automation and Governance program at SMK is a formal educational institution that produces prospective workforce in archival field. However, many students’ learning outcomes are below the minimum mastery criteria.

The low students’ learning outcomes are affected by internal and external factors, where the internal factors tend to generate the strongest effects. The internal factors derives from the students’ physical and psychological conditions, including learning interest and autonomy (Slameto, 2013; Djamarah, 2011).

LITERATURE REVIEW

Learning outcomes are the development of potential skills manifested in the form of observable and measurable abilities. The abilities obtained from learning then are developed and applied in working life (Sukmadinata, 2009; Hamalik, 2013). According to Bloom’s taxonomy, learning outcomes illustrate students’ mastery in the cognitive, affective, and psychomotor domains. Interest in learning is considered as a personal reference related to the learning of objects and activities. The greater the interest in something means the greater the attention and desire to learn it (Djamarah, 2011; Hadis, A, 2008: Purwanto, 2010). The indicators consist of the interest, attention, motivation to learn, and the acceptance of knowledge. Autonomy learning shows the educational activities that occur with the encouragement of interest, choices, self-directing, and are independent to improve based on the knowledge and competencies that have been owned. (Saragih, 2014; Mudjiman, 2011; Ali and Asrori, 2006; Mudjiman, 2011). The indicators of independent learning consist of confidence, active learning, discipline, responsibility, and strong motivation.

METHODOLOGY

The research employed an explanatory survey that used a questionnaire to measure the interest and autonomy. Meanwhile, the learning outcomes data was obtained from. The population was 140 students. The research design used a quantitative approach with a descriptive statistical analysis technique to describe the respondents’ points of view on learning interest and autonomy, and an inferential statistical analysis to measure the effect of interest and autonomy on learning outcomes.

RESULT AND DISCUSSION

Based on the result of data processing, the average respondents’ answers to the independent variables were on the high interpretation criteria, while learning outcomes showed low criteria. The equation result of the multiple regression calculations was . It concluded that the higher the learning interest and autonomy, the higher the learning outcomes achieved.

Testing the significance of the effect in hypothesis was conducted by F-test. The result obtained Fcount> Ftable with the score of 22.624 > 3.061. It indicated that H0 was rejected, and Ha was accepted where there was a significant positive effect of interest and autonomy on students’ learning outcomes.

CONCLUSION

The result concluded that the level of learning interest and autonomy was in the high category, whereas the level of learning outcomes was in the low category. Moreover, the effect of interest and autonomy on students’ learning outcomes simultaneously was in the adequate category.

Learning Studies
Independent learning, Interest in learning, Learning outcomes

Helping Children to Make Decisions in Daily Life

Paper396Ami Aminah, GagasCeria Preschool, Indonesia

Paris '69Thu 11:00 - 12:30

Abstract

Children were studying material about elasticity. They investigate why their pants use rubber. In the experiments, children examined various types of rubber, comparing, and choosing the most suitable rubber to use for their pants. After that, they find out how to put the rubber into the pants. From the results of the study it was found that children must have the ability to focus, be able to compare, and choose the right rubber. Children age 4-5 years old are still carried away by friends' choices and are confused in comparing so that they choose rubber that they like, such as colorful rubber or any rubber that have been choosed by friends. Therefore, teachers need to help them to make these activities meaningful for children, carry out sufficient exploration and invite children to make reasoning in deciding something. This will help them to make decisions in their daily life.

Summary

Children find problems in everyday life. Children aged 4-5 years already have the ability to observe, compare and reasoning. Therefore we need to stimulate them to make decisions to help them to solve everyday problems so that they become resilient children.

In the lesson study which conduct at preschool, children were studying material about elasticity. They investigate why their pants use rubber. In the experiments, children examined various types of rubber, comparing, and choosing the most suitable rubber to use for their pants. After that, they find out how to put the rubber into the pants. From the results of the study it was found that children must have the ability to focus, be able to compare, and choose the right rubber. Children age 4-5 years old are still carried away by friends' choices and are confused in comparing so that they choose rubber that they like, such as colorful rubber or any rubber that have been choosed by friends. Therefore, teachers need to help them to make these activities meaningful for children, carry out sufficient exploration and invite children to make reasoning in deciding something. This will help them to make decisions in their daily life.

Creating knowledge in practice: action research and other practice-based research approaches
Children, Decisions, Reasoning

Lesson Study: case study approach to stimulate students’ learning activity in chemistry lessons

Paper202Dana Kassymbayeva, Nazarbayev Intellectual School Astana, Science, Kazakhstan

Rome '96Thu 11:00 - 12:30

Abstract

Abstract

This paper based on the investigation results of chemistry teacher from Kazakhstan and establishes the effects Lesson study (LS) had on students of Middle years program of International Baccalaureate school (IB). Two research cycles were performed during 2017-2019 school years in order to increase motivation to learn chemistry. Participants: students of Nazarbayev Intellectual school of Astana at the age of 14-16 years, a group of teachers of the same school from different subject groups. The data were collected by lesson observation form created by teachers of LS group of our school, post-observation reflection forms, videotape, students’ works, feedbacks and assessments. It was educed that students of all cases better able to apply research skills in chemistry classes, however analysis of the two research cycles shows that it requires more time for students of case A due to perforce of increasing motivation to learn first.

Summary

Kazakhstan is a young country and as Khokhotva (2018) remarks, LS was invected to the government school teachers comparatively recently in 2012 due to the partnership of the Center of Excellence with the University of Cambridge, Faculty of Education and elaboration of the “In-service Training Program for the Pedagogical Stuff of the Republic of Kazakhstan”.The reason for begging this research in LS framework in 2017 was the problem of developing research skills, since according to the school’s policy the IB student should serve as a inquires too, but the preliminary analysis of lessons in each teaching class indicated students who felt difficulty doing experimental types of work or writing scientific essay. Moreover, often, students with low academic performance in the subject had a low motivation to study, such students were designated under Case A students.

It is believed that, research skills approach in teaching chemistry will contribute enhancing the motivation of learning activities, allow for self-mastering new knowledge skills and competence, including skills to learn. The term motivation to learn is defined as "the meaningfulness, value, and benefits of academic tasks to the learner-regardless of whether or not they are intrinsically interesting" (Hermine Marshall 1987). Another notes that motivation to learn is characterized by long-term, quality involvement in learning and commitment to the process of learning (Carole Ames 1990). Rustamov (2013) recommends encouraging praise in work with students, but he believes that praise should be specific and precisely addressed. In his opinion, praise should appear spontaneously, it should not be planned. On the other hand, it has been proven that people who are able to cope with failure, with more effort, recover well and remain motivated for a long time in conditions of delayed compensation (praise) (Bronson and Merryman, 2011).

Based on the research question “How motivation of students will change when using a differentiated approach, constructively encouraging a student, building research lessons in chemistry, developing communication skills in a collaborative environment within a Lesson study”, such methods were used as lesson planning, lesson observation, reflection on research lessons in collaboration with other teachers.

Analysis of the research results shows that, through the development of research lessons in chemistry, increase the motivation to study case A and B students, and this is reflected through the results of assessments and students’ feedback. In the case of student C, there is a positive dynamic in communication skills, and this was noted by the lesson observers when students worked in groups of 4. Also Case B student chose chemistry as one of the subjects in the Diploma program. The main findings demonstrate how collaborative planning, feedback after lesson observation improved my teaching practice. In despite of the lesson study in a team with teachers from different subject groups has many advantages, it turned out that there are shortcomings in teaching content in chemistry, respectively, this had a ripple effect, and there was no chemistry content feedback in the reflection.

and learning contexts, Lesson Study in different cultural, subject
Case study, Motivation to learn

Collaborative tools for learning: a two-year lesson study progress in madrasah alsagoff al-arabiah

Paper245Shahida Bajrai, Madrasah Alsagoff Al-Arabiah, Singapore

Rome '96Thu 11:00 - 12:30

Abstract

Moving forward from the traditional teaching methods, the implementation of Lesson Study has somehow sparked the interest in both teachers and students to collaboratively share and learn. The Alsagoff Brand of education (The term used in the classification of Madrasah Alsagoff Al-Arabiah which offers a 1:1 iPad program for every student) has significantly broaden and encompasses various areas of knowledge acquisition among the students. The main focus of this research is to identify the effectiveness of a lesson itself and what students learn across two different subjects (Mathematics and Arabic) through the use of various iPad compatible technological collaborative tools to enhance the learning process. In addition to that, this research aims to track the progress of Lesson study on a group of 24 students over the period of two years who have actively been involved in 3 lesson study cycles in the school ever since its implementation in 2017.

Summary

The use of various collaborative tools has been actively reviewed and refreshed to better equipped teachers and students in Madrasah Alsagoff Al-Arabiah. The 1:1 iPad program has supplemented and enlightened the lesson study process over the pass two years. In the Mathematics lesson study cycle for instance, the students have been collaborating with the teacher using the Mimio Mobile application. Through the use of this app, students are engaged in working out the word problems given from their iPad. The teacher on the other hand, monitors them from the click of her MacBook. While other lesson study observers go around every individual student to check on the progress of the given task, the teacher managed to check on every student’s work from the MacBook screen in front of her. The interactive nature of the application managed to capture students’ interest to solve the given question, taking away the idea that someone is observing them.

While Mimio Mobile helped in the lesson study observation process, iTunes U helped with the collection of data for Post-Lesson Study Review. As compared to the Mathematics lesson study, the Arabic lesson study's learning materials were shared prior to the actual lesson study day. iTunes U is a platform that allows students to access lesson materials and prepare the necessary information needed prior to the lesson. The discussion function in the app allows students to ask questions before and after the lesson to clarify their doubts. This app acts as a learning management system for every student to keep track on their learning progress. Teachers can also collect data about the students’ understanding of the subject taught and bring it up during Post-Lesson Study Review session to measure the effectiveness of the lesson that was conducted.

Research Questions: This research focuses on:

Can the use of collaborative toolsprovide a platform/opportunity to enhance learning across different subjects (Mathematics and Arabic)?

If so, how has the use of the tools has an impact on individual students' learning progress?

Does Lesson Study promote active learning and collaboration between teacher and student?

Research Methods: The research was taken from three lesson study cycles in an all girls school in Singapore. Two of the cycles were observed and video-recorded during two separate Mathematics lesson and the other one during an Arabic Lesson. Post-Lesson Study Review session was carried out with the two teachers who taught the research lesson, a coordinator and a group of teachers who planned the research lesson collaboratively. The observers for the lessons were teachers teaching different subjects in the school. The two- year progress was determined from the same cohort of students (24 of them) who took part in the observation lesson ranging from 9-10 years old. The conceptual framework is based on the Alsagoff Star Model (comprising of 5 points: classroom environment, school initiatives, teachers’ readiness, students’ learning attitude and technological aids). The use of collaborative tools and the implementation of lesson study has developed rapidly and has shown significant improvements in the way students learn.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Technology-Assisted

Teachers’ theories of action about Lesson Studies for schools as learning communities in Japan

Paper83Yuta Suzuki, Tokyo Institute of Technology, Department of Social and Human Sciences, Japan

Rome '96Thu 11:00 - 12:30

Abstract

Aim: The purpose of this study is to clarify the development of teachers’ theories of action about lesson studies, based on a case study of pilot school for schools as learning communities in Japan.

Methodology: This study analyses five years of practice records since the pilot school have commenced the school reform in terms of teachers’ theories of action about lesson studies.

Findings: This study describes the development of teachers’ theories of action about lesson studies in three facets: espoused theory, design theory, and theory in use for school reform.

Significance: This study is an attempt to provide a theoretical foundation for reviewing past efforts and histories of reform and thereby acquire a propitious overview for the future of lesson studies for schools as learning communities as a whole.

Summary

Context & Relevance:

The purpose of this study is to clarify the development of teachers’ theories of action about lesson studies, based on a case study of pilot school for schools as learning communities in Japan (Sato, 2018).

There is a need for research on lesson studies as a context of this study. From the end of the 20th century and during the 2000s, there was an increased interest globally on lesson studies in Japan (Stigler and Hiebert, 1999; Lewis, 2002; Lewis, Perry, & Murata, 2006; Sato, 2008). These ten years were spent understanding lesson studies at a global level. In particular, the World Association of Lesson Studies founded in 2007 was the catalyst for these efforts. The 2010s saw a rapid and diverse diffusion of lesson studies (Lewis, Akita, & Sato, 2010; Lewis, 2015; Saito, Murase, Tsukui, and Yeo, 2015; Lewis & Lee, 2018; Tsukui & Murase, 2018; Ko, 2018; Lee & Lim-Ratnam, 2018). At the global level, lesson studies became adopted for various purposes such as improving child and student academic levels, developing teacher expertise, curriculum development, enhancing leadership, expanding education policies. The unfolding practice of lesson studies over the past twenty years has entered a stage requiring closer examination as we approach the 2020s. We anticipate that this study will serve as a rigorous academic research on lesson studies.

Theoretical framework:

The development of an associated educational theory is discussed. The author has focused on the existence of a theory of action honed by Argyris and Schön (1974, 1978) as a foundational theory that constructed lesson studies for schools as learning communities. However, it must be kept in mind that theories of action have been developed as general theories for organisational learning, i.e. their scope goes beyond that of education. Hence, the work of Schön in his later years in the 1990s and the joint research done in the field of education by Schön and McDonald (1998), offer a myriad of useful suggestions. The publication of a school reform study in 2014 by McDonald et al. provided an impetus for the writing of this study (McDonald et al., 2014). The growing body of theoretical research by the author made possible the publication of academic research on lesson studies for schools as learning communities using the theories of action in this study.

Research question:

How the teachers’ theories of action about lesson studies for schools as learning communities develop in the pilot school in Japan.

Method:

This study analyses five years of practice records since the pilot school have commenced the school reform in terms of teachers’ theories of action about lesson studies.

Results, conclusion and discussion:

This study describes the development of teachers’ theories of action about lesson studies in three facets: espoused theory, design theory, and theory in use for the school reform.

Research methodology and theoretical underpinnings of Lesson Study
Schools as Learning Communities, Teaching Profession, Theories of Action

Improving oracy through collaborative learning with the use of ICT

Paper144Geraldine Ang, Zhenghua Primary School, Singapore

Skylounge 235Thu 11:00 - 12:30

Abstract

The term ‘Oracy’, coined by Andrew Wilkinson in 1965, refers to the ability in using spoken language. Teachers are increasingly aware that speaking plays an important role in language development, thinking and learning. Therefore, it has a central role in the classroom. As many of the students come from dual-income families, they do not have much opportunities to converse and communicate in the spoken language at home.

To provide students with more opportunities to be engaged in oral communication, a group of English Language teachers in Zhenghua Primary School embarked on a lesson study project to analyze, improve, design and implement a thematic-based approach to the teaching of oral communication skills with the use of ICT tools.

After conducting the lesson, the post quantitative data collected indicated an improvement in the students’ oral competency. With the approach, students subsequently were able to communicate effectively across a range of given topics.

Summary

The team, comprising all English Language teachers of the level, worked on the lesson study during PLC (Professional Learning Communities). They brainstormed and designed a detailed lesson plan, using a STEER (State, Elaborate, Exemplify and Round up) approach to guide students to formulate their thinking. The selected lesson was uploaded to the school portal where it is accessible by all.

During the lesson study observation, the research lesson was conducted by one of the team members while the rest of the members observed and took note of students’ learning. Students accessed the portal to retrieve a visual stimulus. They then formulated their thoughts using STEER as a guide and keyed in their responses using a google doc. They were able to see what other students in the class have shared and improve on their ideas. The pupils’ discussions and work were also projected on the whiteboard, to allow the observers to look at the responses and help the teachers to understand pupils’ thinking and consider follow-up instructions to support their learning. The teacher then gave feedback to each individual student to enhance their responses.

The finalized script was used when the student recorded their responses on the iPad using a Voice Recorder Application. After the student recorded his response, he then passed it to his partner for peer evaluation, based on a rubric provided by the teacher. The final evaluation was conducted by the teacher.

Apart from the audio recordings and assessment data, pre and post quantitative data were collected and used. Analysis of the data revealed that students enjoyed the lesson, especially listening to each other audio recordings. They were able to articulate what constitute a good oral response. Post quantitative data collected indicated an improvement in their oral competency.

The team members, together with other observers, engaged in a post-lesson discussion immediately after the lesson study research lesson. Based on the observations and data collected, the lesson was further refined and the refined lesson was implemented by other classes in the same level.

At the end of the lesson study, in view of the data collected, the team concluded that the students learning outcome was achieved. Moreover, the collaborative use of ICT was able arouse students’ learning interest and increase their engagement and opportunities to practice on their oral communication skills. Lastly, this lesson study helped to develop the participating teachers’ professional knowledge and skills to better engage students. This project also strengthened the level of confidence in teachers’ use of ICT tools in their lesson design and teaching practices.

Lesson Study and teacher professional development
Collaborative Learning, ICT, Oral

A case study of oracy teaching in Chinese language through video for middle primary students

Paper146Kim Hoe Er, Pui Yee Lim, Zhenghua Primary School, Singapore

Skylounge 235Thu 11:00 - 12:30

Abstract

With the changing educational landscape and student profile in Singapore, a group of Primary Four Chinese Language teachers from Zhenghua Primary School, Singapore, embarked on a lesson study project to make thinking visible in their language classrooms. As students in Singapore speak less Mandarin and the mode of assessments for oral proficiency requires students to response to video, the teachers introduced thinking routines adopted from Harvard’s Project Zero.

Taking into considerations of students’ learning needs, a total of four thinking routines were selected and introduced to the middle primary students. In addition, videos which tied in with the theme that students learnt in their textbooks were used as the media to trigger divergent thinking. In the process of thinking aloud via the thinking routines, students learnt to stretch their thinking in terms of breadth and depth, as their oracy skills in Chinese Language was acquired and values were learnt simultaneously.

Summary

With the changing student profile and the rapidly-evolving Mandarin-learning environment in Singapore, Mandarin is no longer the main spoken language in the family. Coupled with the fact that Chinese Language is only used in Chinese language lesson and not in other subjects, Chinese Language teachers have to design more learning scaffoldings for students to understand the contents taught in class for effective teaching and learning. As such, the learning of spoken language becomes all the more important.

Another event that evolved recently is the changes in oral assessment. Starting from 2017, the Primary School Leaving Examination has adopted the use of video to test the proficiency of oral skills in students. Students are given ten minutes prior to the testing to familiarise oneself with the oral passage and the video, and questions on the theme of the video will be asked to determine students’ understanding and oral proficiency. This poses a great challenge to students, who are using less and less Mandarin over the years, and who seldom use Mandarin as a language for thinking.

This lesson study starts with the background in mind, and seeks to introduce Making Thinking Visible, making reference to Harvard Project Zero to cultivate thinking dispositions in the Chinese Language classroom. We want to focus on learning as we teach oracy skills to students, as we believe that there is no real learning if thinking is absent. Learning in classroom is no just memorization, work, activity and regurgitation of what the teacher said. Hence, we started the literature review on Making Thinking Visible, and adopted selected thinking routines to test it out in the classroom.

In this lesson study, two carefully selected videos on the theme of love and care for one another were chosen. The thinking routines used are See-Think-Wonder, What Makes You Say It, I Used to Think and Now I think, and Circle of View Points. The first research lesson was on the theme of Love revolving three generations, showing love for elderly parents. Students learn to articulate their thinking process through the thinking routines, and learn the values through the role-modelling in the characters depicted in the video. In the second research lesson, the second video on doing a kind deed and showing care for the less fortunate was shown. This time, students were taught to view the story from different perspectives through the lenses of different characters in the video, and the thinking routine of Circle of View Points was adopted.

It was heartened to see the active participation of students in class and the warm feedback given by teachers. Through this lesson study project, students were made aware of their thinking process and achieved greater understanding of the contents. They were also more motivated to learn. Teachers find that their classroom teaching and learning practice is enriched with the introduction of thinking routines and these routines foster the intellectual understanding of their students.

Lesson Study and teacher professional development
Chinese Language, Making Thinking Visible, Oral

Mediating effect of Teacher’s Professional Collaborative Learning

Paper354Muhammad Shoaib Ansari, Beijing Normal University, Education, China

Skylounge 235Thu 11:00 - 12:30

Abstract

This study will compare the Chinese (Shanghai) and Singapore lower secondary school teachers by exploring the relationships among teacher’s self-efficacy beliefs, teacher’s collaborative learning and teacher’s job satisfaction. This task will be achieved by analyzing 2013 Teaching and Learning International Survey (TALIS) data of Organization for Economic Cooperation and Development (OECD). The aim is to find out the mediating role of teacher professional collaboration by analyzing that whether spending more time in it improves the self-efficacy beliefs and job satisfaction of the teachers or not. The relationship will be examined through quantitative analysis in detail with the help of utilizing a multilevel structural equation models (MSEM) research methodology. Teacher’s self-efficacy along with collaborative learning will also serve as a predictor for teacher’s job satisfaction.

Summary

Introduction

Lesson study has been adopted as a main collaborative action research for teacher professional development in most of the countries of the world now days, Erbiling (2019). Collaborative learning is considered as the main component of lesson study that enables teachers and teacher educators to craft student focused lessons, Akiba (2019). Comparing educational system throughout the world by, Hairon, S.,& Tan, C. (2016) glowed the benefits of boosting high quality teaching through teacher professional collaboration, and its prominently use in Singapore and Shanghai. I chose comparing Singapore and Shanghai for several reasons. These two cities not only have top performances in the Program for International Student Assessment (PISA) (OECD 2010a, b), but also are developed and have strong economy and well-educated inhabitants. They also share the common Asian culture.

The study is conducted from the database of Organization for Economic Cooperation and Development (OECD), administrated the Program for the Teaching and Learning International Survey (TALIS) in 2013 in more than 30 countries.

Research Questions

The purpose of this study is to expand and deepen the understanding of the relationships between teacher collaborative learning, teacher self-efficacy and teacher job satisfaction. Two research questions will guide the study:

1) Is there any significant relationship between teacher self-efficacy and job satisfaction? 2) Does teacher professional collaborative learning mediate the relationship between teacher self-efficacy and job satisfaction?

Conceptual framework

Figure 2 illustrates the conceptual framework of this study. This study will measure the relationship of teacher’s self-efficacy and job satisfaction with the mediating factor of teacher professional collaboration. This study consists of two portions. The first portion of the study will find out the direct relationship of teacher self-efficacy and teacher job satisfaction. The second portion will find out the mediating effect of teacher professional collaboration with the relationship between teacher self-efficacy and teacher job satisfaction.

Methodology

For this study, I only use the teacher data and conducted the analysis from teacher perspectives from TALIS, which was conducted and collected in 2013 by the OECD.

Instead of traditional structural equation model (SEM) I will use Multilevel Structural Equation Models (MSEM) as it handles clustered data structure in a good way, Preacher et al. (2010)

Variables

Independent variable

In this study, the independent variable will be Teacher Self-Efficacy (TSE). TALIS defined TSE from three scales: (a) efficacy in classroom managements (SECLSS), (b) efficacy in instructions (SEINSS), and (c) efficacy in student engagements (SEENGS). Each scale was based on four items TALIS questionnaire (TT2G34A-TT2G34L).

Dependent variable

In this study, the focused dependent variable is Teacher Job Satisfaction (TJS). TJS is based on two sub-scales: (a) satisfaction with the current work environment (TJOBSATS) and (b) satisfaction with the profession (TJSPROS). Each scale is based on four items of TALIS questionnaire (TT2G46A-TT2G46J).

Mediating variable

In this study, the mediating variable is teacher professional collaboration. It consists of two items of TALIS questionnaire (TT2G25C and TT2G33H).

Lesson Study and teacher professional development
Job Satisfaction, Self-Efficacy, Teacher Professional Collaborative learning

What does it take to develop prospective teachers’ pck in a learning study?

Paper138Joakim Magnusson, Ann-Marie von Otter, Gothenburg University, Sweden

Straatsburg '88Thu 11:00 - 12:30

Abstract

The aim of this study is to gain deeper understanding of how teacher educators, when serving as a facilitator in a Leaning study contributes to the development of prospective teachers (PTs) pedagogical content knowledge (PCK). In order to study the development of PCK, data on PTs’ lesson planning skills was collected before, during the meetings with the teacher educator, and after the Learning study. Before the Learning study the PTs’ primarily focused on teaching methods and activities whithout taking student understanding into consideration. During the Learning study the teacher educators’ specific questions helped the PTs to focus on pupils' perceptions and possible difficulties in understanding a content as a basis for selection of teaching methods and activities. The use and PTs’ understanding of Variation theory we infer contribute to the development of PTs’ PCK.

Summary

In teacher education lesson study and learning study is used to develop prospective teachers’ teaching skills. Previous research has focused on for example how prospective teachers (PTs) experience Learning study (LS) in teacher education (Royea & Nicol, 2018). However, studies on how Learning study develop PTs lesson-planning and instructional skills of a specific topic is rare. The aim of this study is to gain deeper understanding of how the teacher educator, when serving as a facilitator in a Leaning study (Marton, 2015), contributes to the development of PTs pedagogical content knowledge (Schulman, 1986,1987). Our research question is: How does the teacher educator affect the development of PTs pedagogical content knowledge in a Learning study?

Method

In order to see what PTs focus on when planning a lesson before conducting Learning study, data on their lesson planning skills was collected before, during the meetings with the teacher educator and after the Learning study. Data from in total 15 groups with 3 -5 PTs in each group took part in the study. In this paper 6 groups have been analyzed. The concept pedagogical content knowledge (PCK) has been used as a theoretical framework when analyzing data. PCK defines certain knowledge of importance when teaching a specific subject and distinguishes it from knowing a specific subject, content knowledge (CK). In this study the teacher educator’s role in PTs development of in particular two PCK aspects: knowledge of content and students and knowledge of content and teaching has been studied.

Results and discussion

The groups seem to struggle with different things during the learning study meetings, but there is a tendency to focus on the structure of the lessons and activities that the PTs or the pupils should do. There seems to be a lack of reasoning about what the pupils shall learn or possible difficulties that the pupils might have when learning a specific content. In other groups the PTs are struggling with finding or understanding a specific content. In yet another group the concept in variation theory “critical aspects” is seen as all kinds of aspects to consider during a lesson, for instance how the teacher explains something. Our results indicate that the teacher educator when tutoring has an important role in enabling development of the PTs PCK. The tutor’s questions revolve around four fundamental issues: what does it mean to understand the particular content taught, how do pupils understand it today, what do they need to learn, and how can this be made visible in the teaching? The teacher educators’ questions contribute to establishing a critical attitude in the PTs groups where selection of teaching methods and activities is increasingly based on pupils' perceptions and possible difficulties in understanding a content. As opposed to the PTs’ initial focus on the structure and the activities. This transition can be framed as a shift in focus from what pupils should do, to students’ learning. The use and PTs’ understanding of Variation theory we infer contribute to the development of PTs’ PCK.

Lesson Study in initial teacher training
Facilitator, Learning study

Cultivating pre-service immersion teachers’ professional development through Lesson Study

Paper306T.J. Ó Ceallaigh, Mary Immaculate College Limerick, Department of Language and Literacy, Ireland

Straatsburg '88Thu 11:00 - 12:30

Abstract

The complexity of implementing a well-integrated approach, one designed to promote concurrent and systematic content and language development in the context of disciplinary instruction in immersion education has emerged as a central pedagogical challenge. This underscores a need for increased attention to teacher preparation to support immersion teachers as they develop professionally.

This study explores the knowledge demands and critical experiences, which best prepare pre-service teachers to integrate language and content in immersion settings. Japanese Lesson Study (Fernandez & Yoshida 2004) was utilised as a structural framework to design mathematics lessons in Irish-medium immersion elementary settings. Qualitative data were collected from a variety of sources across the Lesson Study cycle. Findings provide unique insights into the knowledge demands related to crafting and implementing content lessons in the Irish-medium immersion setting and outline critical professional development experiences which positively impact knowledge growth with particular reference to pedagogical integration in immersion.

Summary

Immersion teachers are responsible for making academic content comprehensible to students who are learning through the medium of a second language while at the same time developing student proficiency and literacy in that language. Many scholars contend that immersion teaching requires a unique knowledge base and pedagogical skill set, yet many immersion teachers graduate from teacher preparation programmes that do not prepare them specifically for immersion contexts. The complexity of implementing a well-integrated approach, one designed to promote concurrent and systematic content and language development in the context of disciplinary instruction has emerged as a central pedagogical challenge (Lyster, 2007). This underscores a need for increased attention to teacher preparation to support immersion teachers as they craft sustainable pedagogies for language and content integration.

Whereas some countries have a more pronounced history and made progress in identifying the complex and interconnected knowledge demands of teaching in immersion settings; in the case of Ireland, our understandings of the knowledge demands of teaching content through Irish in immersion settings are slowly evolving. In particular, the knowledge demands of teaching mathematics in immersion settings remain largely unexplored. This situation places a challenge for teacher educators in terms of identifying the knowledge demands, and in turn critical experiences, which best prepare pre-service teachers to teach mathematics in immersion settings. It is our contention that the identification of these knowledge demands of teaching mathematics in immersion settings is best situated by observing teachers as they teach.

This study explores the knowledge demands, and in turn critical experiences, which best prepare pre-service teachers to integrate language and content in immersion settings. The paper reports on how a curriculum specialisation focusing on the teaching of mathematics in an Irish-medium immersion classroom, supported seven final year pre-service elementary teachers with language and content integration in immersion. Japanese Lesson Study (Fernandez & Yoshida 2004) was utilised as a structural framework to design mathematics lessons in Irish-medium immersion elementary settings. The lesson study cycle was conducted over a 12-week semester and participants were divided into ‘lesson study groups’ consisting of 3-4 members. Participants met twice weekly for a total of 4 hours per week. The semester was divided into 3 stages: A 5-week Research and Preparation Stage; a 4-week Implementation Stage; a 3-week Reflection Stage. Qualitative data were collected from a variety of sources across the Lesson Study cycle (e.g. students’ lesson plans, presentations, reflections and classroom observations of teaching) and analysed using a grounded theory approach.

Findings provide unique insights into the knowledge demands related to crafting and implementing content lessons in the Irish-medium immersion setting and reveal the challenges for pre-service teachers in integrating language development with content instruction. Critical professional development experiences which positively impact knowledge growth particularly when it comes to pedagogical integration are outlined and specific features of high impact professional development experiences (e.g. authenticity and relevance, awareness-raising potential, collaboration, reflection and challenge) as outlined by research participants are discussed. Implications for initial teacher education, professional development and future research are also considered.

Lesson Study in initial teacher training
Immersion, Pedagogical integration, Professional development

Lesson planning within the updated curriculum in pavlodar region (kazakhstan)

Workshop134Aiman Rakhymzhan Ibrayeva, Nazarbayev Intellectual Schools, Center of Excellence, Kazakhstan

Tokio '95Thu 11:00 - 12:30

Abstract

In Kazakhstan, it is expected that all secondary schools will move to the updated curriculum in 2020. Teachers need to plan lessons to help learners to achieve those learning objectives given in updated curriculum. Teachers struggle with planning lessons focusing on learning objectives. Situation is more challenging if we face the fact that most of the teachers used to plan their lessons not to achieve learning objectives. As, they used to pay attention for new and interesting strategies to attract learners. The aim of the research is to support teachers in improving lesson plans leading learners to learning objectives. Qualitative data were collected; analyzing the pre-course and post-course lesson plans, observing lessons, interviews from teachers. Teachers understand and plan their lessons using the “backward design” method. Effective planned lessons are required to achieve learning objectives successfully in updated curriculum. This is an individual action research by Kurt Lewin.

Summary

The process of updating curriculum of secondary education in the Republic of Kazakhstan was introduced in pilot schools in 2015-2016, and in the 1st grades of all schools in 2016-2017. In the 2017-2018 academic year, new curriculum and new criteria based assessment systems were introduced for grades 2, 5 and 7. During the 2018-2019 academic year the grades 3, 6 and 8 were added to the above-mentioned grades. It is expected that in 2020 the whole system of secondary education will be transferred to the new curriculum. It means, according to the educational standard all learners need to achieve learning objectives given as long-term plan in subject programs. Teachers need to understand the structure of updated curriculum’ lesson planning to plan an effective lesson and apply the new one.

Center of Excellence of AEO "Nazarbayev Intellectual Schools" provides training courses for teachers of the Republic of Kazakhstan how to implement updated curriculum, to understand why the curriculum of the secondary education and assessment system needs to be changed. As the learning objectives are new to teachers and they are based on Bloom’s Taxonomy there are some problems in planning a lesson which help learners to achieve learning objectives at the lesson. So, in these courses, I train teachers to plan lessons directed for learner’s achieving learning objectives through formative assessment’s planning steps and “Backward design” method. Before teachers plan whole lesson I suggest them plan micro-lessons directed achieving one learning objective. Teachers in pairs or in groups plan their micro - lessons in a micro-lesson form, which I created for teachers to learn planning, and share with their findings.

This action research based on "backward design" method which was introduced to learning process as design in 1998/9 by Jay McTighe and Grant Wiggins and updated curriculum of the content of Secondary Education in Kazakhstan. Action research was led by Kurt Lewin’s cycle of providing research works.

How do lesson plans, developed on the framework of updated curriculum, impact on learners in achieving learning objectives at the lesson?

Qualitative methods of data collecting are used: analyzing pre-course and post-courses lesson plans, lesson observation and interviews from teachers. Quantitative methods like counting how many lesson plans didn’t follow to the updated curriculum criteria is used before courses.

Results:

- Teachers learn to plan lessons according to the “backward design” method.

- Teachers can create tasks leading learners to achieve learning objectives and choose active learning methods and differentiation methods according to the learning objectives.

In case there is no learning objective -oriented lesson, students will not be able to achieve their objectives. Therefore, it is important to understand the structure of the fundamentals of the lesson planning so that learners could reach their aims. Also, according to Marnie Reed and Christina Michaud (2010), lesson planning allows teachers to evaluate their knowledge. Teachers can identify challenges while planning and predict the age characteristics of the learners, their needs, abilities, and ways to solve them beforehand.

Creating knowledge in practice: action research and other practice-based research approaches
Backward-Design Method, Learning Objectives, Lesson Planning

Learning Study in Hong Kong: a dual process of refining practice and theory for crafting pedagogies

Symposium222Po Yuk Ko, The Education University of Hong Kong, Department of Curriculum and Instruction, Hongkong; Meng Choo Lai, Ching Hann Tsang, The Education University of Hong Kong, Centre for Excellence in Learning and Teaching, Hongkong

Wenen '95Thu 11:00 - 12:30

Abstract

Chairperson and Discussant: KO Po Yuk

This symposium presents three papers on how Learning Study inspired by Japanese Lesson Study utilizes Variation Theory as its theoretical framework for pedagogical design to enhance student learning and contribute to teacher professional learning in the Hong Kong context.

Paper 1 shows that through engaging in a Learning Study project, teachers’ teaching act and their interaction with theorists contribute to a dual process of refining their pedagogical practices as well as the theory itself.

Paper 2 reports two Learning Study cases illustrating how identification and discernment of proper critical features of the object of learning can help fine-tune the teaching focus and address different learning needs of a mainstream school and a special education school.

Paper 3 documents how a Learning Study case of English Language explored the possibilities of crafting sustainable pedagogies that could embrace education initiatives to meet the changing needs.

Summary

Learning Study, which is based on Variation Theory, has been developed by a group of Swedish and Hong Kong researchers and has been popular for nearly two decades in Sweden and Hong Kong (Marton and Booth 1997; Lo, Pong, and Chik 2005). Learning Study focuses on how the optimal intended learning outcome can be best achieved by teachers’ proper identification of the critical aspects of the object of learning (the learning content) for students’ discernment by employing appropriate patterns of variation. The application of variation theory as a guiding principle of pedagogical design and a set of systematic procedures constitute important components in a Learning Study (Ko, 2014).

In Hong Kong, the approach has been used to support both curriculum and teacher development through large-scale projects in more than 300 mainstream secondary and primary schools in the past two decades (Ko, 2014). Since 2014, the Learning Study approach has also been adopted in teacher professional development programmes for more than 30 special education schools with students with mild to severe intellectual disabilities. There is evidence showing that Learning Study which provides a platform for researcher-teacher collaboration through practice-based inquiry has a positive impact on enhancing teachers’ pedagogical practices which in turn bring about optimal learning outcome in both mainstream and special education classrooms.

Due to the accelerating pace of change in economy and technology in this digital era, there is a global concern about equipping students with the 21st century skills. With no exception in Hong Kong, the Education Bureau emphasizes on the significance of developing students’ independent learning capabilities and digital literacy skills (The Curriculum Development Council, 2014). Therefore, self-regulated learning and e-Learning have become the major concerns of most schools in Hong Kong. Through the “Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching”, the Centre for Excellence in Learning and Teaching of the Education University of Hong Kong, led by Ko Po Yuk and her team, has explored the possibility of integrating Learning Study with self-regulated learning and e-Learning on classroom intervention.

This symposium illustrates that Learning Study is not only compatible with the current education initiatives but also a dual process of refining practice and theory for crafting sustainable pedagogies for both mainstream and special education schools in the Hong Kong context.

Symposium paper 1 (200 words):

Effective application of Learning Study to enhance learning and teaching: The case of Hong Kong

Variation Theory has been used as a source of guiding principles for pedagogical design, lesson analysis and improvement in Learning Study. The focus of this paper is to explore the impact of the application of Variation Theory on classroom intervention, with particular reference to cases conducted in Hong Kong. This paper argues that the Learning Study approach provides an important opportunity for teachers and researchers not only to improve the teaching strategies together but also refine the Variation Theory in action. Drawing on a number of empirical studies, this paper shows that in a Learning Study platform, teachers’ teaching act and their interaction with theorists contributed to a dual process of developing the practice as well as the theory itself.

Symposium paper 2 (200 words):

Defining proper critical features of the object of learning as the focal point of a research lesson

This paper presents two Learning Study cases with one conducted in a special school and another in a mainstream primary school of Hong Kong. The first case was conducted in a special school with students with severe intellectual disabilities who need to develop appropriate social etiquettes such as knowing how to respond to others’ acts of kindness. The second case was a Mathematics lesson on the topic “Dividing a whole number by a fraction” conducted in a mainstream primary school to address students’ learning difficulties in understanding the concept of reversing the numerator and denominator during the calculation process. The two teams of teachers carefully defined the critical features of their topics for students’ discernment. The cases illustrate how the identification and discernment of proper critical features of the object of learning can help fine-tune the teaching focus and address students’ learning needs.

Symposium paper 3 (200 words):

Learning Study: Crafting sustainable pedagogies by embracing education initiatives

For optimizing learning opportunities conducive to 21st century skills development, there is a changing demand in the education sector worldwide for crafting sustainable pedagogies for teaching and learning. This paper documents a Hong Kong case study of how four English teachers of the same level teaching students with different abilities addressed the diverse needs in their respective classrooms by adopting a Learning Study approach while integrating education initiatives “self-regulated learning” and “e-Learning” in their instructional design. The patterns of variation adopted and the use of e-Learning platform help students discern the key aspects of the target language items as well as facilitating peer collaboration during the learning process. The paper concludes that the collaborative journey of teachers working in a learning circle helps them explore the possibilities of crafting sustainable pedagogies that could embrace education initiatives to meet the different learning needs of their students.

Symposium paper 4 (200 words):

Learning Studies
Mainstream and Special Education Schools, Practice and Theory

13:30 - 15:00 Concurrent session 8

Developing higher order thinking skills using lesson study

Symposium255Melde Gilissen, Susanne Jansen, Michiel van Harskamp, Utrecht University, Freudenthal Institute, Netherlands

Amsterdam '72Thu 13:30 - 15:00

Abstract

The aim of this symposium is to provide exemplars of Lesson Study (LS) used as a research instrument to develop domain-specific heuristics that can promote higher-order thinking skills. In three presentations, the session will offer examples of PhD studies in which LS is used as a research instrument to identify guidelines to foster students' higher-order thinking skills in biology and chemistry education. Higher-order thinking skills, such as scientific reasoning and critical thinking cannot be learned within one lesson and are difficult to assess. We see LS as a promising tool to tackle these issues, and to visualize students' learning progression in detail of a longer period of time.

Summary

Aim

The aim of this symposium is to provide exemplars of Lesson Study (LS) used as a research instrument to develop domain-specific heuristics that can promote higher-order thinking skills.

Structure session

In three presentations, the session will offer examples of PhD studies in which LS is used as a research instrument to identify guidelines to foster students' higher-order thinking skills in biology and chemistry education. Higher-order thinking skills, such as scientific reasoning and critical thinking cannot be learned within one lesson and are difficult to assess. We see LS as a promising tool to tackle these issues, and to visualize students' learning progression in detail of a longer period of time.

The first presentation will focus on fostering students' systems thinking in upper-secondary biology education. Systems thinking is applying general system characteristics, such as its boundary and internal structure, to biological systems. The main of this study is that students can solve a complex biological problem using this way of thinking. Four LS-cycles were performed, building on each other. The first research lesson focuses introducing the system characteristics, the second lesson on deepening students' understanding of specific characteristics, and the third and fourth lesson focus on applying the characteristics in order to solve complex biological problems. The second presentation will focus on reasoning with models of biological processes in which two LS-cycles are performed with recurring intermediate tests in between. The aim of this study was to increase students' level of reasoning with models of biological processes. The first lesson focussed on introducing important aspects for scientific reasoning with this type of models. In the second lesson students created their own model of a biological process, while applying the aspects from the first LS-cycle on their model and the modelling process. The third presentation focusses on strengthening students' citizenship competence in sustainability issues using LS on four different schools. The aim of this study is to promote students' critical thinking ability and informed opinion forming skills in dealing with dilemmas related to sustainability. At the time of the WALS conference the results from the first LS-cycle will be presented.

Scientific value

Until now the focus in design research has been on the effectivity of developing and testing teaching and learning activities, while LS focuses on scrutinizing the learning progression of specific case students and thus placing a focus on student learning. In this way LS provides deeper insight in the effect of the chosen learning and teaching activities in relation to students' learning. The presentations in this symposium all used LS as a research instrument to come to key activities and corresponding heuristics to promote students' higher order thinking skills.

Symposium paper 1 (200 words):

Guidelines for systems thinking in biology education

Systems thinking is a helpful crosscutting concept to develop students' coherent understanding of living systems. It is a way of thinking in which biological phenomena are seen as systems that can be explained in terms of seven characteristics: boundary, components, interactions, input and output, feedback, dynamics, and hierarchy. However, lack competence to foster students' systems thinking. We approached the research question into finding guidelines for teachers how to teach systems' thinking by employing four Lesson Study cycles. By observing case students and analysing student products four guidelines were formulated: 1) The system characteristics can be introduced by visualization of the characteristics with icons and explanation of the characteristics in the context of a for the students well-known system; 2) Address the ambiguity meaning of feedback, hierarchy and dynamics because of their daily life meaning; 3) Use of visualization of the characteristics feedback and dynamics in teaching practice improves student understanding; 4) Attention should be paid to systems thinking within different topics during the school year. At the WALS conference the results related to all four LS-cycles will be presented.

Symposium paper 2 (200 words):

Guidelines to support reasoning with models of biological processes

Models are important when learning and communicating about science. Therefore, in biology education many models are used. However, current education mainly uses models as a tool for visualization, not as a means to learn about scientific reasoning and the nature of science. The aim of this research is to find out how we can foster students' scientific reasoning with models of biological processes. Based on the framework about students' reasoning with models from Grünkorn, Upmeier zu Belzen, & Krüger (2014), we designed and tested lessons and teaching material in two LS-cycles. The first cycle focussed on introducing students to aspects of scientific reasoning that are important when working with models of biological processes. In the second cycle we let students create and reason with their own model of a biological process. Aspects of scientific reasoning that were introduced in the first LS-cycle had to be applied to their own model and modelling process. Results from the first cycle showed that the teaching material led to more discussion in the classroom and better use of scientific language. Results of the second cycle will be available at the conference.

Symposium paper 3 (200 words):

Supporting students' citizenship competence related to sustainability issues

To make responsible decisions regarding socio-scientific issues (SSIs), citizens need to consider both scientific knowledge and personal and social values and beliefs. Secondary school science teachers feel the need to improve their competence regarding fostering scientific citizenship and guiding student dialogue. A promising way to promote citizenship is through socio-scientific inquiry-based learning (SSIBL), which integrates SSIs and inquiry-based learning with citizenship education into a coherent whole. The main aim is to strengthen teacher competence regarding scientific citizenship education to promote students' informed decision making and critical thinking ability regarding sustainability issues. The research question is: How to foster students' citizenship competence regarding sustainability issues in lower secondary science education? During this study, a LS-team will develop SSIBL based science lessons on sustainability issues to promote students' citizenship competence. A validated questionnaire will be used to measure students' learning progression. Additionally, teachers' competence and self-efficacy regarding promoting scientific citizenship have been determined by using the OSTES questionnaire and interviews (Tschannen-Moran, & Hoy, 2001). Currently, the data from the LS-cycle are being analysed and the conclusions will be presented at the WALS conference.

Symposium paper 4 (200 words):

Innovative uses of Lesson Study
Biology education, Design based research, Secondary education

The lesson on the topic of “which one is an angle?” for the pupil of 3rd grade.

Paper219Bolortuya Barsuld, University of Finance and Economics, Mongolië

Belgrado '73Thu 13:30 - 15:00

Abstract

The pupil of primary school depict the origination of an angle, they just draw the two sides as the two rays originating from one endpoint. It was observed that they have a misconception that the top of any object is an angle, or that they misinterpret that the endpoint of an angle is an angle itself. These misinterpretations shall cause certain problems in the future, while solving the issues concerning internal and external angles. This is why, we have selected this topic and have elaborated and experimented the lesson idea, according to which, the pupil by using the available materials had created the measurement tool to determine, either this is acute or obtuse or straight angle, upon comparing that angle with right angle.

Summary

Within this research, we have elaborated the 2 hour methodological solution and made improvements 6 times. There were involved in the research the total of 281 pupil of 6 classes of 3rd grade. By this report, we would like to introduce the 2 hour methodology of correcting the misinterpretation of a concept of an angle.

Part 2

With the purpose of determining the previous understanding of a concept of angle, in the beginning of a lesson, we have asked pupil to observe the locations of analog clock arms of 6:00, 7:00, 2:00, 9:00 hours and sensed their understanding levels.

When the pupil were asked to determine and depict where has originated an angle, the 46% of pupil had drawn the 2 sides of angle, the 35% - the top of an angle, 1%- the external angle and 18% - had drawn the right angles and triangle shapes.

The majority of pupil knew that the angles bigger than right angle are obtuse and the angles smaller than right angles are acute angles. However, they couldn’t define the straight angle.

Then, we have asked pupil to create the 3 types of angle measuring tools by using the available materials and to approve by using these tools that the obtuse angles are bigger than right angle and acute angles are smaller than the right angle. The following are results:

Tool -1 was created by using the 2 drinking straws to represent the sides of angle, the sheet of a paper in between them - an angle itself and the joining point of 2 straws represented the endpoint of an angle. By using this tool, we could correct the misunderstanding of a concept of an angle.

Tool -2 was created by connecting the 2 drinking straws by using the plasticine. There was created the right angle by using this tool, and the junction point of this tool was placed on the originating point of clock arms, the one side had been hold along with minute arms and by observing the difference between hourly arms and the 2nd side of a tool, it was determined either this is bigger or smaller than right angle.

Tool -3 was created by highlighting the 2 right angled sides of a transparent slide paper. The endpoint of a tool was placed on the originating point of clock arms, the one side had been hold along with minute arms and by observing the difference in between hourly arm of a clock and 2nd side of an angle, it was determined either this is bigger or smaller than right angle.

As the result, it was determined that the straight angle is equal to the summary of 2 right angles. Also, the 80-90% of pupil became able to find and mark the depictions of angles as well as the angles created on any drawings and to prove by using the tools either an angle is right, obtuse or straight angle.

Learning Studies
Angle measuring tool, Misconception

Learning study in initial mathematics teacher education in the netherlands

Paper273Dédé de Haan, NHL Stenden University of Applied Sciences, Netherlands

Belgrado '73Thu 13:30 - 15:00

Abstract

In mathematics, the same notation is being used to represent both a process, and the product of that process. Therefore, students have difficulty in encapsulating a process as an object (which is called reification). This reification is not addressed enough in mathematics education in the Netherlands (Gravemeijer, Bruin-Muurling, Kraemer & Van Stiphout, 2016). Developing reification is at the root of successful mathematical thinking (Gray & Tall, 1991). Pre-service teachers in mathematics have to learn how to stimulate this during their teacher education. Use of the variation theory of learning seems promising in stimulating reification. Using learning study, a kind of lesson study based on variation theory, the perceived gap that pre-service teachers feel between theory and practice is addressed at the same time (Royea & Nicol, 2018).

In this paper presentation on future research, we would like to discuss the proposed research question and the proposed method with the audience.

Summary

IntroductionFindings of recent research in mathematics education in the Netherlands show that there is almost no attention for the mental activity of forming a conceptual entity from a process (reification) in the textbooks, which will help students to reach more advanced mathematical goals, like mathematical thinking (Gravemeijer, Bruin-Muurling, Kraemer & Van Stiphout, 2016). In initial teacher education, therefore, pre-service teachers should learn how to stimulate reification. Variation theory of learning, which points to variation as a necessary component in teaching in order for students to notice what is to be learned (Kullberg, Runesson & Marton, 2017), might be a promising theory-driven intervention to tackle this problem.

Within initial teacher education, there is also another challenge to respond to, for most pre-service teachers perceive a gap between theory and practice (Amagir,Van den Berg, Veldhuizen & Wildschut, 2014). Use of learning study, which is a kind of lesson study based on an explicit learning theory, helps teachers to use theory in their practice (Royea & Nicol, 2018).

Implementing learning study in initial teacher education, based on variation theory, looks like a promising way to tackle two problems at the same time.

Theoretical frameworkDeveloping reification is at the root of successful mathematical thinking (Gray & Tall, 1991).

Variation theory in mathematics education helps students to engage with mathematical structure (Kullberg et al., 2017). Since teaching with variation in the way this is practiced in China facilitates students to think mathematically and to construct mathematical concepts (Fan, Wong, Cai & Li, 2004), using this as a framework seems a promising starting point for designing materials in order to develop reification.

Learning Study is an innovative way to integrate theory and practice and to make the integration explicit (Royea & Nicol, 2018). Therefore, Learning Study seems an appropriate research method.

Research questionTo what extent does the variation theory of learning, in the context of learning study, promote pre-service teachers in developing reification in their mathematics education, which will help their students to reach more advanced mathematical goals?

MethodThe context of the research is mathematics teacher education, in which pre-service teachers have to conduct design-based research in the last year of their 4th year bachelorprogram. Learning Study will be used as a method.

Participants in the Learning Study will consist of three groups of four pre-service teachers. A series of lessons will be planned by the pre-service teachers and will be implemented by one of the pre-service teachers in a class.

There will be several learning study cycles, which will each consist of a series of lessons.

Before each lesson, tape-recorded meetings to plan the lesson will be held. After the lessons, which will all be video-recorded and transcribed verbatim, an analysis will be made and compared with the results of the tests taken by the students (pre-test, post-test and delayed post-test). Finally, all the learning study cycles will be analysed and compared with each other, as well as the pre-service teachers’ meetings.

Learning Studies
Learning study, Mathematics, Pre-service teacher education

A learning model when analyzing equations

Paper89Charlotta Andersson, Stockholm University, Department of Mathematics and Science Education, Sweden

Belgrado '73Thu 13:30 - 15:00

Abstract

The focus of the presentation is to describe in what ways a learning model (Davydov, 2008) were used by students when analyzing relationships between numbers in equations with additive structures. The study involved two researchers, where teachers and students from grades 3, 8 and 9 participated in totalling nine research lessons iteratively structured, drawing on the research approach learning study. The lessons were planned with inspiration from learning activity (Davydov, 2008), a theoretical framework where learning models are an important cornerstone in the learning situation. According to the analysis, the students, regardless of grade, used the model in different ways, not only as a learning model, but also as a “template” where the numbers were filled in, based on rules. During the presentation, challenges and issues when introducing a learning model for students will be highlighted.

Summary

Students, who explore equations by analysing relationships between the numbers, may develop an ability to handle equations without relying on rules to remember (Chevallard, 2015).

It is not uncommon for teachers using models when teaching mathematical concepts, for example, a balance scale when teaching equations. Kinard and Kozulin (2012) as well as Mason, Burton, and Stacey (2010) emphasize that these models only can be considered effective when students distinguishes what in the model that highlights a mathematical concept. Models may highlight wrong focus or not be sustainable in a long term. A balance scale as a model for equations may come short when numbers are expanded to include negative numbers.

Teachers planning learning situations based on the theoretical framework of learning activity, introduce new content supported by a learning model (Davydov 2008). A learning model should not be confused with other models students may meet in teaching. The purpose of a learning model is to visualize and fix the structural properties, necessary to discern, in order to grasp the “contentful abstraction” (Davydov, 2008). A learning model gets the role of a tool for thinking (Kozulin, 2003; Schmittau, 2010) and functions as a support and communicative tool in order for discovering connections in a general sense (Gorbov & Chudinova, 2000). The learning model used in this study (Figure 1) is inspired by Davydov (2008), with potential to visualize the part-whole structure, thus, the relationships between the numbers in equations with additive structures.

Figure 1. The learning model.

The learning model visualizes the whole and the parts at the same time, to be compared to manipulating with concrete objects, where the whole "disappears" when it is divided into its parts (cf. Tuominen, Andersson, Boistrup, & Eriksson, 2018). The learning model is suitable for equations with any missing number regardless the value, thus, also negative numbers. The learning model supports students to choose and describe an appropriate operation to solve an equation (Schmittau & Morris, 2004).

Based on the research approach learning study, nine research lessons were designed and implemented in iterative processes in order to answer the research question In what ways do students handle a specific designed model in order to analyse equations with additive structures, with negative numbers included. Eight teachers, teaching in grades 1-3 respectively 7-9, and 149 students in grades 3, 8 and 9, participated in research lessons. The research lessons were video recorded, transcribed and analysed. Also, pre- and post-tests were basis for data analysis.

According to the tentative findings, students used the learning model as a tool when analysing the relationship between the numbers in an equation. The analysis also showed that students “filled in” numbers in the model, similar as filling in a template. When this occurred, the model did not have the function as a learning model, instead students relied on rules constructed by students or by the teacher. Thus, there are issues worth paying attention to if implementing a learning model like this when teaching relationships between numbers in equations with additive structures.

Creating knowledge in practice: action research and other practice-based research approaches
Equation, Learning model, Learning study

Developing inference skills across an all- through school through talk

Roundtable298Linda Timblin, John Cunningham, Litcham School, English, United Kingdom

BoardroomThu 13:30 - 15:00

Abstract

Aims and Objectives: to develop children’s inference skills in a primary classroom (Year 3/4) and two secondary English classrooms (Year 8 mixed ability) using the same teaching methods. Our long-term aim will be to embed the model of HHH (Head, Heart and Hands) across the taught curriculum so that written outcomes improve, reflected in examination performance.

Teachers involved worked through a pre-lesson test, two lessons and a post lesson assessment - two cycles with secondary students and two with primary. Inference developed from visual stimuli familiar to children (concrete), leading to inference from quotes based on the ‘The Road Not Taken’ by Robert Frost (abstract). This lesson focused on building ideas using ‘Decision, Choice and Reason’ (DCR) as the main idea. The second lesson linked ‘DCR’ and inference through talk to a more complex text, Jane Eyre, using a new strategy - Head, Heart and Hands (HHH).

Summary

Research focus - Developing inference skills for pupils across an all-through school through talk and ‘Head, Heart and Hands’ strategy.

The study offers a new strategy to develop students’ inference skills. The long term aim of this study will be to embed the model across the taught curriculum – and both primary and secondary phases - so that written outcomes of reading for inference improve, reflected in examination performance. Inference skills will include understanding of language, understanding other people’s perspectives, debate and written response. We wanted students to experience the process to their own learning. The student’s ability to discover and understand the learning process – the ability to enable students to recognise how they can build their ideas by understanding rather than being told what to think and how to respond.

Our study focused on how students could recognise the potential for good ideas through talk and how these ideas could be inexhaustible as long as they had supportive evidence. These lessons allowed students to feel a greater sense of freedom to explore the deeper context of the curriculum and their individual learning.

Our Lesson Study utilised the process model of curriculum design espoused by Stenhouse and the need for a theoretical framework of variation theory to inform teachers’ research (Martin and Booth 1997, Lo and Martin 2011, Lo 2012). Design / methodology / approach. We also used the Let’s Think in English (King’s College, London) ideology - structured tasks that develop ideas, inference, analysis and deduction of ideas through talk without the limitation of being right or wrong. This built on ideas through talk - minimal teacher involvement but key questioning to guide – from concrete to metacognitive

Relevance of study - to acknowledge and build on others’ ideas to develop understanding of learning process.

Our methods enabled the student to invoice ideas to formulate a fully, developed response, something that many students usually found difficult, especially when writing about inference. We followed Raths’ criteria as a key element to our object of learning, especially informed choices, active roles, engagement in enquiry, several different levels of ability, risk of success or failure and students to be a part of the whole process and the whole process to be relevant. We also worked across key stage 2 and 3, completing 4 cycles of the lessons in total. Each lesson (2 for each cycle, pretest lesson and post lesson test, too) initially allowed only minimal changes in both delivery and resources, and was observed, compared and tweaked at each stage.

Data collected showed a significant improvement for pretest to post lesson. Interviews with students by Professor John Elliott proved extremely enlightening and supported our findings. Students engaged positively; there was an obvious improvement in both results and attitude to learning. Students recognised the advantages of building on talk, invoicing ideas and using this to widen understanding.

We are currently embedding this approach throughout key stages and are seeing a definite improvement in both attitude, confidence and results.

Lesson Study and teacher professional development
All-through, Discover, Understand

Fostering students’ attitudes towards English learning through varying member of group discussion

Roundtable368Listiani -, Universitas Muhammadiyah Purwokerto, English Education Department, Indonesia

BoardroomThu 13:30 - 15:00

Abstract

Collaboration with an English teacher of SMP Muhammadiyah Purwokerto in Jawa Tengah province in Indonesia for the purpose of developing the teacher professionalism aimed to investigate of how to improve the teaching and learning of English since some students were passive, inattentive and noisy. During the implementation of lesson study, three cycles (plan, do, see) were conducted through varying the member of group discussion resulting the improvement of teaching and learning condition. This result significantly contributed to the implementation of teaching strategy in any lesson which experienced similar students’ condition. Therefore, this research is relevant to the strand of “lesson study and teacher professional development” since this study was to improve the teacher’s teaching competence. Key words: varying the member of group discussion, students’ attitudes, English teaching and learning

Summary

This lesson study which was conducted from January 30th to March 1st, 2018 originated from the negative attitudes of some students in the first grade of junior high school in SMP Muhammadiyah Purwokerto in Jawa Tengah province in Indonesia during the teaching and learning process. During the process, the students were passive, inattentive, and noisy. The condition became the main concern of the English teacher and the collaborator. Under the collaboration for developing the teacher professionalism, a lesson study was conducted to foster students’ attitudes towards the teaching and learning of English as the goal by identifying the students’ weaknesses throughout the lesson. Through the lesson study for developing the quality of education which has been introduced for more than 30 years (Sato, 2015), varying the member of group discussion was chosen to improve the negative attitudes. For that reason, in the first cycle, grouping students with the other students sitting close to them was applied. The second one was grouping them according to their gender. Finally, grouping them with different gender was taken in the last cycle. After conducting three cycles experiencing the steps of plan, do and see, students’ reluctance following the lesson and the difficulty for comprehending the material were found as the students’ problems, and the strategy resulted the improvement of students’ attitudes changing from negative to positive ones. Their activeness appeared, their noisy was dim, and their inattentive attitude changed into attentive one towards the lesson. In conclusion, this lesson study was able to improve the process of English teaching and learning which experienced the students’ negative attitudes.

Lesson Study and teacher professional development
Students' attitudes, The teaching and learning of English, Varying the member of group discussion

Learning study as subject didactic classroom research. Part 2 - building a professional knowledge base

Symposium93Clare Lindström, Jenny Svanteson, Sweden

Buenos Aires '72Thu 13:30 - 15:00

Abstract

The research school ”Learning study as subject didactic classroom research” is a postgraduate programme hosted by Jönköping University in collaboration with Stockholm and Gothenburg Universities. The research questions in the research school are related to teachers’ professional tasks (research for teachers). Its focus is on carrying out studies on teaching and learning of specific objects of learning within different school subjects.

The symposium is divided in two parts. In the first we will present the organization of the research school and give an overview of the results as well as examples. In the second part the focus is on how the results can contribute to further research and the building of a professional knowledge base for teachers.

Summary

The research school ”Learning study as subject didactic classroom research” is a collaborative project hosted by Jönköping University in collaboration with Stockholm and Gothenburg Universities. Its focus is on carrying out studies on teaching and learning of specific objects of learning within different school subjects. Learning study is used as a research approach for unpacking the meaning of specific knowings as well as teaching-learning relations. The students/researchers are teachers partly financed by their home municipality.

In contrast to the more common use of lesson and learning study as a way of improving teaching and/or teachers’ professional competences and communities (research on teachers) the research questions in this research school are related to teachers’ professional tasks (research for teachers).

In this second part of the symposium we will focus on how the results from learning studies can contribute to the development of a professional knowledge base for teachers. This includes how the results can be communicated and used by other teachers in other contexts, how they contribute to the body of professional knowledge (as theory or instructional products) and how they can be connected to specific subject didactic fields of research. Three examples of how studies carried out within the research school have developed afterwards – into further research as well as school development – will be presented.

Chair: Ingrid Carlgren, Stockholm university, Sweden

Discussant: James Hiebert, University of Delaware, US

Contributions:

Clare Lindström, Gothenburg university, Sweden: What lessons can be learned from ‘learning lessons’? Developing knowledge about English grammar teaching and learning in a Learning study with Swedish grade 9 pupils

Jenny Svanteson, Gothenburg university, Sweden: How group discussions as an integrated part of whole class teaching enhance students’ learning outcome

Heléne Bergentoft, University of Gothenburg & Mona Holmqvist, Malmö University: Deepened understanding of movement education

Symposium paper 1 (200 words):

Clare Lindström: What lessons can be learned from 'learning lessons'

The aim of this paper is to present some results of a Learning study on English grammar carried out with three English language teachers and 60 Swedish grade 9 pupils. In a previous Learning study with other teachers and grade 6 pupils in a different school, it was found that these pupils enhanced their grammatical knowledge if certain critical aspects of the learning object were made visible during the lesson. The current study takes its starting point in these results and explores the transfer and treatment of critical aspects in a new instructional context. Furthermore, the study explores how powerful examples, teacher questions, and choice of verbs can affect pupils’ learning of grammatical concepts. Variation theory was used as an analytical tool and to design the research lessons. Data include video-recorded lessons, pre- and post-lesson tests, and audio recordings of teacher meetings and group pupil discussions. The study is an example of teacher-driven classroom research of which the findings suggest has impacted positively on pupils’ learning and on the participating teachers’ subject and pedagogical content knowledge. Moreover, by generating knowledge for teachers about learning and instruction, this study contributes to language teachers’ professional knowledge base.

Symposium paper 2 (200 words):

Jenny Svantesson: How group discussions as an integrated part of whole class teaching enhance students’ learning outcome

The aim of the study is to investigate how group and whole class discussions during whole class teaching contribute to students’ learning. The lessons in this study were designed from findings from a previous learning study with a series of collaboratively planned lessons in grade 8 (Svanteson Wester, 2014). The present study includes group and whole class discussions, videotaped during four whole class mathematics lessons about enlarging and reducing two dimensional geometric figures in grade 8. The group discussions in the present study were clearly integrated during the lessons with the purpose of extending the possibilities to explore the students’ experiencing of the object of learning, in contrast to the previous learning study where group discussions were found useful but were not as systematically embedded in the lesson design. The result suggests that it is not a matter of whether group discussions should be used or not, but how group discussions can be used during whole class teaching to support student learning in mathematics for the whole class. The study illustrates how teachers can use group discussions in order to provide more powerful learning situations for the students in whole class teaching.

Symposium paper 3 (200 words):

Héléne Bergentoft & Mona Holmqvist: Deepened understanding of movement education

The aim of this paper is to explore how understanding of movement education can be deepened and transferred between contexts. The study is a meta-analysis of results from three learning studies (LS) with two objects of learning. Two of the analyzed LS (Bergentoft, 2014), were conducted in conjunction with participation in the research school ”Learning study as subject didactic classroom research”. In total 166 students aged 16-19 years and seven PE teachers from two different schools participated in the study. Mixed Methods Research Synthesis was used as analytical tool (Heyvaert et al. 2013). The paper examines how results from learning studies can be communicated and used by other teachers in other contexts and how the results can contribute to the development of a professional knowledge base for PE teachers. The findings show what is required to deepen understanding of movement education and how to transfer knowledge between contexts. The findings also emphasize that the theoretical framework, variation theory, created a common tool and shared knowledge base to analyze and design teaching.

Symposium paper 4 (200 words):

Research methodology and theoretical underpinnings of Lesson Study
A professional knowledge base

Making students’ mathematical thinking audible and visible through students’ think-alouds

Paper214Peng Seng Yeo, Ministry of Education, St Andrew's Junior School, Singapore; Huiling Koh, Ministry of Education, Singapore, Singapore

Koninklijke logeThu 13:30 - 15:00

Abstract

Primary Mathematics teachers from three schools observed that their students faced difficulties in using mathematical language to clearly articulate their mathematical thinking. With the support of ELIS consultants, the teachers aimed to sharpen students’ mathematical thinking and help students express mathematical ideas clearly – core skills that have been identified in the Mathematics syllabus (MOE, 2012). The research questions guiding the teachers’ inquiry were: How can teachers use students’ think-alouds to enable students to verbalise their thinking in Primary Mathematics? How can teachers support students to engage in peer feedback for other students’ think-alouds? What are the benefits of the use of students’ think-alouds and peer feedback?

Summary

In Singapore, the current Mathematics syllabus (MOE, 2012) makes explicit the need for students to communicate effectively, stating that communication “helps students develop their understanding of mathematics and sharpen their mathematical thinking” (MOE, 2012, p.17. Communication in mathematics refers specifically to “the ability to use mathematical language to express mathematical ideas and arguments precisely, concisely and logically” (MOE, 2012, p.15). This implies that teachers need to provide opportunities for students to make audible and visible their thinking processes. Think-alouds involve teachers and/or students in verbalising their thoughts in real-time (Martin & Wineburg, 2008). The benefits of doing this include making mental processes visible to students (Jeffrey, 2001) and providing a way of recalling and studying processes of thinking (Pressley & Afflerback, 1995). Studies indicate think-alouds can scaffold students’ thinking and learning at a higher level (Charters, 2003; Ortlieb & Norris, 2012). Think-alouds have also been adopted for problem-solving in Mathematics and proven helpful for students to verbalise what they are thinking and doing throughout the problem-solving process, even for students with learning disabilities (Rosenzweig, Krawec, & Montague, 2011).

One way to capture students’ think-alouds is through the use of screencasts, that is, “screen capture of the actions on a user’s computer screen, typically with accompanying audio” (Educause, 2006, p.1). Screencasts help teachers gain understanding of a student’s final answer, as well as the student’s reasoning and thinking process while solving a mathematical problem (Soto, 2015; Soto & Ambrose, 2014; Thomas, 2017). Using the evidence of student thinking elicited from screencasting, teachers can formatively assess learning as well as modify classroom instruction, either during the lesson or when planning for instruction in subsequent lessons (Thomas, 2017).

The study described in this article drew on social constructivist theories of learning (Perkins, 1992, Vygotsky, 1978) whereby learning is seen as an active process by which learners construct knowledge on their own and reflect on this experience.

Participating in this inquiry enabled teachers to be resourceful in adapting materials developed for scaffolding mathematics students’ think-alouds in a systematic manner. They also deepened their understanding of how to monitor students’ attempts at verbalising thinking.

Teachers also recognised the need for sustained practice in the use of think-alouds to reinforce the critical skills needed in solving mathematical word problems. In addition, they gained awareness of the specific changes required in their pedagogical practice.

Teachers also acknowledged the need for specific changes in their roles to build a supportive culture for students to have a greater voice in the mathematics classroom.

This study reported on how three schools adapted the pedagogical approach and resources developed from an initial intervention in one school which was scaled up to the other schools to meet different students’ learning needs. The gains from engaging students in peer critique and feedback on each other’s think-alouds were also evident. Teachers benefited from the strong collaboration and teamwork across schools. All three schools have plans to further cascade the learning and integrating of students’ think-alouds into the Mathematics classrooms at other levels.

Lesson Study and teacher professional development
Mathematics, Problem solving, Visible thinking

Improving students’ creativity through sharing and jumping task in mathematics lesson study activity

Paper284Nur Fauziyah, Universitas Muhammadiyah Gresik, Mathematics Education, Indonesia

Koninklijke logeThu 13:30 - 15:00

Abstract

The sharing and jumping task in the learning process are unfamiliar to use in schools in Indonesia. Almost all schools in Indonesia use student worksheets as sharing tasks without using jumping tasks, even though jumping task can provide opportunities for students to think higher. This research aims to describe the increase of junior high school students' creativity in solving mathematical problems through sharing and jumping task activities. This research is a case study conducted collaboratively between teachers and lecturers in lesson study activities. The results of this research indicate that sharing task activities can improve students' abilities in: (1) communication, (2) collaboration, (3) critical thinking. Besides that, students can increase their creativity in solving mathematical problems through jumping task activities. Each student in the group produces different answers. The different answers produced by them in solving problems meet three creative indicators, namely (1) fluency, (2) flexibility, and (3) novelty.

Summary

Lesson study is an activity carried out by the teacher collaboratively in an effort to improve the quality of learning. This activity is able to provide a significant increase in teacher competencies in both professional and pedagogical competencies (#_ENREF_4). The results of reflection in the lesson study activity are used to improve the quality of the next learning process (#_ENREF_2). This study examines how to increase students' creativity in the learning process designed by several teachers and lecturers in the form of lesson study activities using sharing and jumping tasks given to students. Sharing tasks are in the form of questions with a moderate level. They are given to students which aim to make students discuss collaboratively. Students provide mutual assistance to create a learning community among them. Discussions on sharing tasks will create good communication between students. Jumping task is a question that is made with a higher level. The purpose of giving jumping tasks is to provide opportunities for students to think higher and find their creativity in solving a problem. The ability to think creatively for students is an ability that must be developed in a classroom learning (#_ENREF_5).

This research is a case study with the subjects of the 8th grade junior high school students. A total of 10 treatments were in the form of providing worksheets designed in the form of sharing and jumping tasks. To measure the students creativity in solving mathematics problems the posttest is given. The result of the observation supported data in this research.

The results of this study indicate that sharing task can improve students' abilities in: (1) communication, (2) collaboration, and (3) critical thinking. One treatment given to students using jumping task, students can think at a high-level to find different patterns of objects given. Through the pattern, students think to find the formula for the th term. Learning like this has never been done by the teacher, usually the teacher has provided several patterns and students only determine the formula for the nth term. By using the jumping task, students determine the pattern and they will try to find the formula for the th term easily because students already understand the patterns that have been arranged themselves.

The products produced in solving problems meet three creative indicators, namely (1) fluency, (2) flexibility, and (3) novelty. The products produced in solving problems meet three creative indicators, namely (1) fluency, (2) flexibility, and (3) novelty. The results of this study are relevant to the research conducted by Asari (#_ENREF_1). Jumping task activities also presents its own challenges for students who have high-level abilities, this is consistent with the research conducted by Fatimah et. al (#_ENREF_3).

Lesson Study and teacher professional development
Creativity, Mathematics lesson study activity,

An evaluation of Lesson Study to support the enactment of the new Irish primary math curriculum

Paper59Tracy Curran, PhD Student, Ireland

Koninklijke logeThu 13:30 - 15:00

Abstract

The aim of this research study was to conduct a theory-driven evaluation of Lesson Study as a model of professional development to support the enactment of the new primary mathematics curriculum in Ireland.

A multi-site case study was conducted in three Irish schools where participants designed a programme theory detailing the outcomes and determinants necessary for Lesson Study to successfully support them to enact the new curriculum. Over the course of three cycles of Lesson Study in each school, the programme theory was tested and evaluated across Guskey’s five critical levels of PD evaluation (2000). The findings determine not only if Lesson Study ‘works’, but also illuminate how and why Lesson Study achieves these results or outcomes.

This study focuses on the pedagogies that support primary teachers’ learning and practice, and subsequent student learning outcomes, in the context of mathematics curriculum reform and change in Ireland.

Summary

The context for this research study is important in terms of its overall aim to inform curriculum policy and decision-making in Ireland. In 2020, a new primary mathematics curriculum will be published in Ireland. Schools will be expected to implement the new curriculum from 2021. The model of professional development (PD) or in-service training which will attend the new curriculum is, as yet, undetermined.

Historical analysis of primary curriculum reform in Ireland points to the critical importance that PD plays in ensuring meaningful and sustainable curriculum change and reform (Walsh, 2016). Given the credibility and success afforded to Lesson Study in the context of curriculum reform in a number of international contexts such as China (Fan Yang, 2013); the US (Takahashi et al., 2013); and Singapore (Tan Chia et al., 2013), it was deemed that Lesson Study merited investigation in the Irish context.

To generate the most insightful findings for policy considerations and to ensure consistency with wider policy developments and trends in the Irish context, it was decided to conduct a theory-driven evaluation (TDE) of Lesson Study. TDE places stakeholders as central to the evaluation process and its usefulness in evaluating new and complex interventions is widely recognised (Stame, 2004; Rogers, 2008).

Nine teachers across three different schools were asked to generate a programme theory which could be tested and evaluated. In short, these teachers were asked to explicitly describe how Lesson Study would need to work, what results or outcomes would need to be achieved, and the causal determinants they anticipated would lead to these outcomes, in order to determine that Lesson Study was an effective model of PD to support enactment of the new primary mathematics curriculum.

Guskey’s (2000) five critical levels of PD evaluation provided a theoretical framework from which to build and evaluate the programme theory. As such, Lesson Study was evaluated in terms of its impact on teachers’ reactions, teachers’ new knowledge and skills, organisational change and support, teachers’ practice in the classroom and importantly student learning outcomes. Moreover, key determinants contributing to the successful achievement of outcomes at each level (or lack thereof) were also investigated.

Four research questions were addressed in this study:

Is Lesson Study an effective model of professional development to support teachers to enact the new Irish primary mathematics curriculum?

What impact does Lesson Study have on teacher questioning and student learning outcomes in Place Value?

What, if any, aspects of Lesson Study contribute to the successful achievement of outcomes across five critical levels (Guskey 2000)?

How might Lesson Study be refined to optimise Irish primary teachers’ enactment of the new primary mathematics curriculum?

A mixed methods approach was adopted to address these four research questions. Teacher questionnaires focus groups and group interviews were used as key data collection tools to evaluate the programme theory. To determine the impact of Lesson Study on teacher questioning and student learning outcomes in Place Value, audio recordings and criterion-referenced assessments during different intervals of the study were collected, coded and scored.

Lesson Study and teacher professional development
Curriculum reform and change, Theory-driven evaluation

Coaching workhop plan

Workshop418Gulzhan Nurgaliyeva, Indira Mainova, Nazarbayev Intellectual School FMN, Kazakhstan

Londen '71Thu 13:30 - 15:00

Abstract

This article summarizes the results of a study of a group of teachers conducted in the ninth grade on the basis of Lesson Study. Despite the high potential the students, they didn’t know how to properly organize their work and engage in various activities. In order to address this problem, several teachers and school psychologists have jointly established a group to explorestudents and lessons in this group. The article tells about how the work started, about the mistakes made during the work, about the work done to restore them and about the results of the work. For research in the classroom, the teamwork of each subject teacher is described in detail to achieve this result. The members of the research group referred to the works of eminent authors as Pete Duddley, Shalva Amonoshvilly and others.

Summary

Coaching theme: Lesson Study.

Aim: to understand the methodology of «Lesson study» and exchange experience; to present ways of using it in the class

Goals:

- Share the basic principles of the methodology «Lesson study»;

- Share the ways of thinking and communication methods development in collaboration and at work;

- Share the ways of personal decision-making and assessment of partner’s work;

Exchange learning outcomes.

Main (key) ideas:

Lesson Study is the form of classroom action research that aims to develop the practical skills of teachers. In today's Lesson Study method, we conduct one of the fragments of joint work of a group of teachers of Nazarbayev Intellectual school on planning, teaching, control, analysis and generalization.

Types of tasks:

Warm-up (training-warm-up):

«Palms of trust»

Have participants stand in a circle, facing inward and holding the hands of the participants on either side of them. The purpose of this training is to build trust in each other, to create a favorable environment for common work. (5 min)

Responsibilities of listeners:

Expression of warm wishes to each other.

Our questions:

- What impressions did you get from the task?

- How do you think the mood of your colleague in the pair affects you?

Grouping

Listeners are divided into groups by colored stickers representing each team. You can create groups of 4 people in a team, depending on the number of participants.

Main part:

The main part of today's seminar is held on method of 'Case study'. Now each group is given a separate case envelope Each member of the group should look for individual answers to the questions inside the Case envelope (2-3 minutes), and then share their thoughts in the group and come to a consensus (10-15 minutes).

The key issues in the case were:

- What is the Lesson Study?

- How and why does it work?

- Who uses it?

- What is the collaborative planning?

- How do you understand '3 case pupils '?

Results of group discussion should be shared with other groups. Each group is given 4-5 minutes.

To do this, you can create a poster familiar to you or use the “Frayer” method.

Method «five fingers.' (L. Zivert). (5 min)

Participants drew their palms on white paper. On each finger write answers to the following questions:

* What new concepts have I learned?

* What achievements have I achieved?

* What was my mood?

* How did I help my colleagues in the group?

* I still have questions ...

Conclusion:

Thank you very much for your work today, and welcome each other to say thanks to each other.

Lesson Study in initial teacher training

Lesson Study in new guises – accessible mathematics teaching for all

Symposium127Camilla Nilvius, Linneus University, Sweden; Helen Egerhag, Linneus University, Sweden; Birgitta Lundbäck, Mail Gardesten, Linneus University, Sweden

Madrid '69Thu 13:30 - 15:00

Abstract

This symposium presents studies of how lesson study can contribute to equity in mathematics education (Roos, 2018), in a perspective of special didactics (Bruun, 2017). Research on how lesson study in ordinary school settings contributes to students’ mathematical learning, as well as teachers professional development, show that the collaborative work among teachers help boosting students’ learning opportunities (Moghaddam, Sarkar & Kuno, 2015). To make mathematics content accessible for all, is a goal in all basic education. This ideological standpoint is prominent, but not always easy to realize in practice (Lee, Browder, Flowers & Wakeman, 2016). The studies in this symposium focus on how to make teachers aware of how to understand when, how and if the content is made accessible or not, and what can be changed to enhance the accessibility.

Summary

Chair and organizer: Mona Holmqvist, Malmö University, Sweden

Discussant: Hiroyuki Kuno, Nagoya University, Japan

Presentations:

1. Camilla Nilvius, Linnaeus University, Sweden:

Response to intervention (RTI) model in for teachers’ professional development – a tool to be used in Lesson Study

2. Helén Egerhag and Birgitta Lundbäck, Linnaeus University, Sweden:

Lesson/learning study used to strengthen the collaboration between school and leisure time center enhancing children’s mathematical learning

3. Malin Gardesten, Linnaeus University, Sweden:

Mathematics teachers’ awareness of relational proficiency – accessible content for all students

This symposium presents studies of how lesson study can contribute to equity in mathematics education (Roos, 2018), in a perspective of special didactics (Bruun, 2017). Research on how lesson study in ordinary school settings contributes to students’ mathematical learning, as well as teachers professional development, show that the collaborative work among teachers help boosting students’ learning opportunities (Moghaddam, Sarkar & Kuno, 2015). The research presented in this symposium is based on a special educational needs (SEN) perspective, conducted within a four-year long national PhD-program for in total 12 teacher educators, Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039). To make mathematics content accessible for all, is a goal in all basic education. This ideological standpoint is prominent, but not always easy to realize in practice (Lee, Browder, Flowers & Wakeman, 2016). The studies in this symposium focus on how to make teachers aware of how to understand when, how and if the content is made accessible or not, and what can be changed to enhance the accessibility. In the first paper by Nilvius, the Response to intervention (RTI) model is presented proposing to use the instrument as a part of lesson study to capture the students’ learning before and after lessons conducted. The second paper (Egerhag & Lundbäck) compare after-school activities and school work to find how they can complement each other enhancing mathematical knowledge for all students. Finally, the third study (Gardesten) focus on the relational aspect to make mathematical content accessible for all students through the classroom relation between teacher and students. Common for all studies is a focus on extended ways of using the lesson study model to develop teachers’ professional knowledge, either to contribute with a new instrument (RTI), focus on other contexts (leisure time center), or aspects of teaching beyond instruction and content (the relational aspect). By that, new guises of the use of lesson study as a model for professional development, are explored.

Symposium paper 1 (200 words):

This paper describes how three teachers and a researcher carry out a series of focus group discussions following the Response to intervention (RTI) model, aiming to investigate if RTI can be used as a tool in Lesson Study projects. RTI is a prevention model of multitiered instructions (Fuchs & Fuchs, 2006). The RTI-project developed eleven grade 2 student’s foundational number sense in the numeral range of 0-10 and generalization within 11-20. The purpose of the focus group discussions was to enable the three teachers and a researcher to highlight the students’ needs and develop instruction in meeting those needs. To follow the students’ progression, they were screened. Four focus group discussions were based on screening results of arithmetic tests AG1 and AG 2 (Löwing & Fredriksson, 2009) and progression of student’s results together with the teachers’ observations of the students’ learning. The effects on the student´s learning that occurred was that the mean group result increased with 54 % on AG 1 test and with 89 % on AG 2. Qualitative results are based on field notes from the focus groups discussions. The results describe in what way RTI can be used in Lesson Study to strengthen the analysis of both students’ learning and teachers’ professional development.

Symposium paper 2 (200 words):

This study aims to explain how teachers conduct lesson study (LS) for children in two contexts, elementary school and leisure center to enhance children’s mathematical learning. Teachers from both contexts enter a common problem area in mathematics, plan and carry out teaching two different learning opportunities with two groups of pupils in each context. The teachers work in pairs, two school teachers and two leisure center teachers. One is responsible for the activity and the other observes and documents teaching. Unique in this survey is how teachers in collaboration (Fujii 2016), from the different settings, plan and carry out teaching. Schoolteachers have the task of assessing the pupils’ goal fulfillment and teachers in leisure center offer the children activities with the mathematical goal in the background. In total, 30 children participated (15 from the school setting and 15 from the leisure time setting). Students’ knowledge were assessed before and after completed activities. The results form the basis for revision of the teaching situation. The teachers’ documentations are the unit of analyze to capture students’ enhanced learning and what changes in teaching results in changes of student learning.

Symposium paper 3 (200 words):

The aim of this study is to create new knowledge about teachers’ awareness of relational aspects of teaching to make the content accessible for all students. The results contribute with knowledge about the importance of relational proficiencies in a mathematics classroom regarding both didactical and relational aspects to make the content accessible. The study also tests the model for data collection for a future full-scale research study. The participating teachers (n=10) in mathematics conducted a pre-post-test before and after the intervention. The intervention consisted of a video sequence with a didactical and relational focus, using a model of aspects to use for enhancing teachers’ pedagogical stance (Ljungblad, 2016; Ljungblad, 2019a; Ljungblad, 2019b). The thematic analysis (Bryman, 2011) unveiled the teachers’ expressed awareness by coding aspects of teachers’ awareness. Tentative results indicate that teachers had a similar awareness of significance of relational acts, but their use of concepts changed. A focusgroup model gave a more nuanced data.

Symposium paper 4 (200 words):

The symposium consists of three papers.

Lesson Study and teacher professional development
Leisure time centre, Mathematics

A study on active learning in language education

Paper108Keisuke Fukaya, Chubu University, College of Contemporary Education, Japan

Omloop NoordThu 13:30 - 15:00

Abstract

This project has proved that the Jishbiki(JB) which is the learning method to use dictionaries effectively with tagging is successful in learning multiple languages, and observed how the method can be used well. We conducted the actual education in British primary school and introduced JB as a way to learn English as a native language. It becomes clear that JB can function well in learning English. By interviewing the teachers who tried the method, we can see the different attitude toward active learning between Japan and Britain.

Summary

According to the new course of study in Japan, the foreign language education will be introduced to elementary schools in Japan. What has been largely affecting the construction of logical framework of foreign language education in Japanese school education is CEFR.

However, the logical framework of the foreign language education in japan is ignoring plurilingual and pluricultural aspects, which are the original concept of CEFR, and putting too much importance only on English. Not only that, it ignores the motivation that people in Europe can have, who are usually in the environment where multiple languages are spoken. In this framework, we can’t discuss how to make an environment where multiple languages are spoken or how to improve the motivation. We have been conducting the studies to achieve a goal: to apply “Jishobiki (JB)”, which is an already successful educational method in japan, to the language education, in terms of the motivation and active learning.

This project has proved that the JB is successful in learning non-Japanese languages, and observed how the method can be used well. We conducted the actual education in British primary school and introduced JB as a way to learn English as a native language. It becomes clear that JB can function well in learning English. By interviewing the teachers who tried the method, we can see the different attitude toward active learning between Japan and Britain.

British school makes the time of JB and has helped the children to learn better in other subjects as well as in English. When we introduce JB to foreign language education, the effect will be increased if we combine CLIL method to JB. As a next step, our team is planning to conduct an empirical research about native language education (Chinese and Tamil language) in the schools where have whole educational system in English in Singapore and Thailand.

But for now, I would like to conclude the research of Britain school by introducing what we have learned in the British school case and sharing them with many scholars.

and learning contexts, Lesson Study in different cultural, subject
Active Learning, Dictionary, Language Ecucation

The main types of work on the development students’ writing skills

Paper299Zhadyra Seissenbayeva, Nazarbayev Intellectual School Astana, Kazakhstan

Omloop NoordThu 13:30 - 15:00

Abstract

This article proposes methodological recommendations on the formation of language competence among high school students (grades 11- 12) in their native language (Russian/Kazakh). The Diploma Programme of the International Baccalaureate requires study of native language. According to the requirements for the study of the subject, the program material is mainly given in English. In addition, the feature of the program material is that the lessons do not provide the study of spelling and punctuation rules. It should be noted that the study of program material implies an analysis of the functioning of language in society: in the media, in the speeches of politicians. Much attention is also paid to the formation of skills of analyzing non-fiction and visual texts, but along with this work improvement of students’ fulfillment of writing tasks should be targeted.

Summary

At the present time the International Baccalaureate Diploma Programme is taught to 11th and 12th grade students of Nazarbayev Intellectual School of Astana. The implementation of the program is mainly carried out in English, but also particular attention is paid to the study of the native language - Kazakh and Russian. The program material on the subjects "Language A: language and literature" (in Russian) and "Language A: literature" (in Kazakh) is primarily aimed at the formation of different text types analysis skills.

A specific feature of the program is that there is no language acquisition work on the mother tongue language lessons, as it is accepted in secondary schools. The use of language is considered through the analysis of its functioning in society: in the media and politics.

Teachers of "Language A: language and literature" (Russian and Kazakh) department found a significant problem during the joint planning, discussion of assessment criteria and the final format of summative works. The problem we considered through the Lesson Study.

This problem concerns all parallels of 11th grade. Therefore, observations were made in high schools.While checking the written works teachers came to the conclusion that students get low scores on criterion «D» ( “Language”), which aim is to test the skills of the normative use of language units in written form. And as experience has shown, the progress on this criterion is not observed.

The reasons for this situation are different - both internal and external. This can be the abilities of the students who have difficulties in learning the subject. In addition, we should not forget that language is a state of society, which is more fully reflected in the media. On the one hand, we see that there are no restraint and impaction, but on the other hand, the current texts of the articles, advertisements abound with spelling errors, sometimes on television, in the speech of famous people we hear things that can hardly be considered a model. This fact should be noted that a lot of time requires teaching the students a deep analysis of the text. In connection with this, currently there is a choice of such methods and forms of work that contributed to the creation of conditions for the formation of an active independent position of students in teaching their native language and improving the quality of work in writing. It should be noted that this work must be done regularly. The choice of strategies for solving the problem is carried out jointly by the teachers of the department, since the main goal of the pedagogical community is to improve the learning process, which will allow students to achieve positive results in the study of academic disciplines.

and learning contexts, Lesson Study in different cultural, subject
Analyzing, Experience, Methodological recommendations

Lesson Study in EFL Practices: Students’ Attitude Toward Learning English

Paper371Istikharoh Lutfi, Universitas Muhammadiyah Purwokerto, English Education Department, Indonesia

Omloop NoordThu 13:30 - 15:00

Abstract

This is a Lesson Study-based Practice which is aimed at analysing EFL students’ attitude toward learning English based on three aspects namely affective, cognitive and behaviour. This progrm was also conducted as an effort of finding out factors shapping students’ attitude. There were 28 students of English Education Department who got involved in the program. Three cycles of Lesson Study were implemented. During the three cycles of Lesson Study, students had possitive attitude in the three aspects. The behavioural aspect comes first accounting for 85.71% (25 students) followed by affective aspect accounting for 64,28% (18 students). Those were higher compare to cognitive aspect which was accounted for just 52.57% (15 students). Through three time observations, six factors affecting students’ attitude were found: mass media, refference group, teacher, personal experience, learning climates and classroom task. Some results of factors shapping students’ attitude were also supported by students' reflection sessions.

Summary

English in Indonesia is more likely to be taught and learnt only as a foreign language. It means that they do not use the language outside the calss. Although English is taught and used as a foreign language in Indonesia, and there have been many years of English instruction in formal schooling, the outcomes are unsatisfactor as stated by Lie (2007). There are some factors that might affect the learning outcomes. It can be from the students or the environment like teacher, learning, achievement, etc. (Shams, 2008). Within several factors, it is argued that attitude is the most important factor that contributes to learning success, “The matter of learners attitude is acknowledged as one of the most important factors that impacts on learning language (Fakeye, 2010 as cited by Jafre, Mohamad Zainol Abidin, 2012). Thus, due to the importance of maintaining Students’ attitude in learning English, a Lesson Study Program becomes a fruitful thing to conduct. A Lesson Study-based Program was mplemented to evolve positive attitude of the EFL students in learning English optimally.

As attitude is one of the important key factors for succsess in language learning. Within some definitions of attitude, Wenden (1991) as cited by Salim Saleh Khalaf Ibnian (2017), presented a comprehensive definition of the attitude concept. He classified the term “attitude” into three interrelated components namely, cognitive, affective and behavioral. The cognitive component involves the beliefs, thoughts or view points about the object of the attitude. The affective component refers to the individual’s feelings and emotions towards an object, whether he/she likes or dislikes. The behavioral component involves the tendency to adopt particular learning behaviors.

To reveal and maintain those components in a learning, some educators had to come directly to EFL classes and see the learning processes from the beginning until the end. Moreover, some inputs for a positive attitude of the students, the three component maintenances were given through providing various cooperative and collaborative activities.

Amongst the three cycles of Lesson Study which is now still going on, the third cycle provided many beneficail points to share.

The highest percentage was in the behaviour component in which there were 85.71% students stated that they gave full attention towards learning English. They neither talked to their friends while learning nor playing their cellphone. The second resut revealed that students have good attitudes in affective aspect which was calculated 64,28%. Then cognitive aspect was 52.57%.

Six items of factors contributing students’ attitude show that the most influencing factor which affect students’ attitude towards learning English was mass media. It is 82.14% students stated that Mass Media really helps them learning English. It eases them to do several tasks. Then the factor of refference group was 71.42%. Students' personal experience contribute to the students' attitude with 67.85% students stated so. Teacher affects was 70,7%. Both learning climates and classroom tasks contribute to only 53.57%.

The Lesson Study Program by employing both cooperative and collaborative activties contribute to the maintence of the students' attitudes.

and learning contexts, Lesson Study in different cultural, subject
Affective, Behaviour, Cognitive

Lesson Study: development of the teachers' leadership

Workshop257Zamzagul Tuitina, Altynai Kobeldesova, School lyceum 38, Kazakhstan

On Fifth 1Thu 13:30 - 15:00

Abstract

The creation of magnetic schools’ community allows us to study the updated program and deeply understand and apply new standards of education, to create a research plan in a collaborative cooperation in the classroom, to conduct research in the classroom, to discuss the teacher’s research, using the informatizations’ capabilities in the sphere of education, working together to find and solve problems. As a result, conditions are created for the growth of teacher-leaders.

In particular, at the present stage, our cluster conducts a lesson study of the physical and mathematical cycle in such subjects as mathematics and biology, where the practice of joint lesson planning, organization and control of the joint discussion the several schools’ lessons.

In our further plans we will discuss step-by step the most important problems of their research (open lessons, conferences, experience sharing)

Summary

Summary of the study

Study context: The study was conducted in a cluster Lesson Study (leading and magnetic schools) and also in an interschool professional community of teachers.

Relevance: there is growth and the formation of teacher-leaders when teachers in a collaborative cooperation conduct research in the classroom during the study and jointly discuss creating a joint lesson planning, deeply understand and apply new standards.

In the course of the Lesson study about 70% of teachers were involved in school, seven lesson study groups were created, led by seven moderators, and three teacher leaders were identified.

The theoretical justification of the study: As a result of the study, the work of Toshiya Chichiba “A Guide for Teachers to Implement the Lesson Study Approach”, Pete Dudley’s "Lesson Study: Theory and Practice of Application" and also "Lesson Study Model" by Catherine Louis were used.

Research question: What mechanisms are created for the formation and development of teacher-leaders?

Methodology: empirical methods: lesson planning, discussion transcripts, observation tables, lesson plans, lesson study results, questioning participants, interviewing.

Content of the study: The study was conducted in a cluster of Lesson Study (leading and magnetic schools), as well as the intra-school professional community of teachers.

Stage 1

2015-2017 - Exchange of experience. The professional community of teachers conducted research in their school and they exchanged experiences (coaching, seminars, and training)

Stage 2

2017-2018 Joint observation and discussion. Within the framework of the interschool professional community and the magnetic schools’ network community, teachers conduct amphibious lessons, moderators observe and discuss.

Stage 3

2018-2019 Joint planning, monitoring, discussion. As part of interschool professional community and the magnetic schools’ network community, teachers plan together, conduct amphibious lessons, moderators observe and discuss

Research results:

Formation of Lesson study groups.

Collaboration of magnetic schools’ network community. Identifying of moderators and coordinators.

Improving teachers’ efficiency and cooperation with interschool professional community . Sharing the results of their research.

Professional development of teaching practice, the formation and identification of leaders. Improving of the lessons’ quality and student’ performance.

Application of research results: Schools coordinators and moderators can use to introduce the lesson study approach.

and policy aspects of sustainable Lesson Study, Leadership, management
cluster, Leadership, new standards

A case study: from participant to facilitator in a LS process; the evolution of a teacher

Paper23Denis Haan, University of Teacher Education Vaud, UER MS, Switzerland

On Fifth 3Thu 13:30 - 15:00

Abstract

Between 2015 and 2018, a Lesson Study (LS) project has been led within the 3LS Laboratory of Lausanne (Switzerland) dealing with the teaching-learning of natural science in 3-4 HarmoS (6-7 year-old pupils). During the first two years of that project, 12 different teachers were involved and supervised by two teachers-researchers facilitators (Research presented at Wals, 2016). Among these 12 teachers, one was able to participate during the totality of the first two years of training. In view of the skills he developed all along the LS process, it was suggested that this teacher co-leads the third-year LS process with one of the two previous facilitators.The present contribution focuses on further new data collected during the last part of the training related to the case study of this teacher.

Summary

Context

This contribution reports the preliminary results of a research conducted during a LS process involving a group of primary school teachers in Lausanne (Switzerland) over a three-years period. This study aims to present how a primary teacher evolved within this process from participant to facilitator.

Research questions/focus of the enquiry

This contribution aims to explore two research questions :

How did this teacher evolve all along the LS process ?

It means to highlight both his professional development and his abilities to co-lead LS.

What perspectives opens the present case study in the training of new resource persons in primary schools ?

Research methods and/or mapping of the literature

All the working sessions were filmed (8 videos): including the phase kyouzai kenkyuu, the planning of one research lesson and its improvement. The research lesson was implemented twice, each time followed by a post-lesson's debriefing. During the working sessions and the post-lessons’ debriefings, the facilitators collaborated to lead the LS process. They also brought to the group, a wide range of knowledge in order to build a significant professional development.

This study analysed the filmed data to locate significant elements related to the research questions. These significant elements were transcribed and analysed in a longitudinal way in order to highlight some potential evolutions.

Analytical and / or theoretical framework

The theoretical framework convenes authors of natural science's didactic (Astolfi, 2005 ; Cariou, 2010 ; Marlot & Morge, 2016), researchers in LS (Murata, 2011 ; Takahashi, 2014 ; Takahashi & McDougal, 2016) and in professional development (Uwamariya & Mukamurera, 2005 ; Desgagné and al., 2001).

Research findings and/or contribution to knowledge

Conducting an LS process over the long term helps to develop a significant level of expertise among some teachers. The teacher we focused on, in the present case study, has strongly increased his teaching science skills and developed his professionality. Therefore, to involve this teacher as a facilitator in the following part of our LS process made sense for us.

Our study highlights a strong collaboration between the new couple of facilitators which has contributed significantly to the quality of the training offered to the other teachers. The results of our study opens up opportunities for independent LS training in Swiss primary schools.

Lesson Study and the facilitator
Facilitators, Primary school, Professional development

Lesson Study improving collaboration skill and conceptual mastery through group investigation

Paper311Sri Endah Indriwati, Universitas Negeri Malang, Biology Department, Indonesia

On Fifth 3Thu 13:30 - 15:00

Abstract

Humans as social beings must closely interact with others, thus collaboration skill is needed to survive in the 21st century. Collaboration skills will trigger students to build their understanding through the learning experience received. Group Investigation learning model is considered capable of increasing student collaboration. This study aims to improve collaboration skills and mastery of student concepts through Group Investigation with Lesson Study. This Classroom Action Research with Lesson Study was carried out on undergraduate students of 2017 in the Animal Diversity course with 33 students. After implemented for 2 cycles, there is an improvement in student collaboration skills and conceptual mastery. This study showed that lesson study help teacher to conduct Group Investigation as of how it planned, so the do and see steps will help students improve collaboration skill and conceptual mastery in Animal Diversity course.

Summary

UNESCO has formulated 4 basic abilities to be able to survive and compete in facing the development of the 21st century. The four abilities are creative, critical thinking, communication, and collaboration. Collaboration is a form of the social process between individuals in a group, in which there are certain activities aimed at achieving common goals (NEA, 2010)

The Group Investigation learning model is considered to be able to enhance collaboration skills because in the Group Investigation learning model students are conditioned to work in groups and need collaboration with each other in order to achieve learning goals. The results of the Group Investigation learning model can improve student learning outcomes (Andrianik & Kristin, 2017). Group Investigation is also effective in improving students' investigative skills (Astuti, 2014).

A student who learns in animal diversity course must be able to master not only to the concept, but also collaboration skills. Collaboration skills are needed by students when they are learning about the theory of the material provided. Animal diversity learning in the Biology Department is also about practical learning. When practicing in a laboratory, students play a role as scientists, of course, they need collaboration skills in compiling and introducing various lab work. So, the research problem in this study is how to improve collaboration skills and conceptual mastery through group investigation combined with lesson study.

The type of research used is Class Action Research with a qualitative descriptive approach (Leedy & Ormrud, 2018). CAR design uses the Kemmis and Mc Taggart models which consist of four components, namely planning, action, observation, and reflection. CAR has collaborated with Lesson Study (Susilo, 2012) is carried out in two cycles, each cycle with six meetings. This research is carried out based on Lesson Study including the plan, do and see stages. The research was conducted in Animal Diversity room, State University of Malang. The study was conducted from September to December 2018. The subjects of this study were all students of the undergraduate students with 33 students. The aspects assessed were the collaboration skills as measured by the collaboration observation sheet and conceptual mastery measured through pretest, posttest and final cycle test.

The results showed that collaboration skills were able to increase for two cycles. The indicator of collaboration skills namely contribution, collaboration, time management, problem-solving, investigation techniques, and synthesis, in general, have increased. Likewise with conceptual mastery. The pre-test, post-test, worksheets, and final test values showed an increase from the first cycle to the second cycle. The increase is believed to be because the lesson study helps teachers improve and find solutions to problems in the group investigation syntax. (Cerbin & Kopp, 2006) Lesson study guides for the learning process and how to help students improve collaboration skills and conceptual mastery in Animal Diversity courses. The syntax of an investigation group is able to facilitate students to improve their ability to collaborate. Collaborative ability is related to mastery of concepts, so mastery of concepts is also facilitated during the syntax of group investigation.

Developing Professional Learning Communities: models and practices
Collaboration skill, Conceptual mastery

Impact of learning-centered facilitation on teachers professional development during a LS

Paper55Sveva Grigioni Baur, University of Teacher Education Vaud, UER MS, Switzerland

On Fifth 3Thu 13:30 - 15:00

Abstract

The aim of this case-study is to assess the effects of a learning- and learner-centered facilitation on a LS group formed of middle-school mathematics teachers over a LS cycle. The hypothesis is that such a facilitation provides opportunities for teachers to question their practice, beliefs and thoughts, which in turn would trigger a change of all three towards more student-centeredness in teaching.

Results show that the teachers’ professional changes are particularly obvious in their discourse and thoughts, if not yet that much in practice. Many keypoints of teaching and assessment of and for learning were discussed during the process, and the teachers are eager to go on with yet another cycle with the same type of facilitation.

Summary

In this case study, six teachers ‘lesson-studied’ in a middle school in Western Switzerland. For the first time, they had a facilitator in their midst who used learning-centered questions to help teachers think, rather than a more guiding type of facilitation. Most teachers had a very teacher-centered view of teaching at the beginning of the process. Our claim was that a learning-centered facilitation would help the teachers notice the pupils, observe them and direct the teachers’ thoughts and teaching towards the pupils.

The cycle lasted five months, in which the teachers met nine times to prepare the lesson. The meetings, research lesson and debriefings were recorded, transcribed and coded. A questionnaire was also administrated to the teachers at the beginning and the end of the process. Answers were coded in order to cross-check the data collected from recordings. The analysis frame was based on Miles et al. (2014).

The results show that the facilitator’s questions had a positive effect on the teachers’ reflective thinking, and that it was more and more directed towards the pupils’ learning, observation of learning, and assessment of and for learning. The discourse was more learning- and pupil-centered than the research lesson, a gap that is only too usual to witness.

Literature on facilitation is scarce, but the researchers built their learning-centered facilitation on theoretical framework set by Cady et al, (2008), Alston et al. (2011), Lewis (2011) Cajkler, & Wood, (2016), Lewis, (2016), Morago & Grigioni-Baur (2017), Amador et al. (2018), Khokhotva (2018) and Mynott, (2018).

Lesson Study and the facilitator
Learning-centered facilitation, Teaching and learning observation

Improving remad cocoper strategy through appreciative inquiry to increase the lesson study practice

Paper301Herawati Susilo, Universitas Negeri Malang, Biology Department, Indonesia

Rome '96Thu 13:30 - 15:00

Abstract

The purpose of the research is to improve the REMAD COCOPER learning strategy by adding the Appreciative Inquiry model. The method used in this study is action research in the Quantitative Research Methodology class in the odd semester of 2018/2019. In REMAD COCOPER, learning Lesson Study activities conducted by divided class into several groups, then the group must teach their friends. The results showed that REMAD COCOPER could improve the quality of implementation of Lesson Study conducted by the students. The results show that students have various kinds of appreciation for themselves, model lecturers, and learning activities carried out. This article focused on appreciation analysis for model lecturers. Appreciative Inquiry needs to be emphasized in REMAD COCOPER learning strategies during reflection and plan activities of Lesson Study. Lesson Study can be used as one of the learning strategies to improve the professionalism of prospective educators.

Summary

REMAD COCOPER is a learning strategy which includes Lesson study activities. REMAD COCOPER is designed to improve the quality of prospective student educators. REMAD COCOPER learning strategy consisting of REading, (Mind or Concept) Mapping, Discussing, COllaborating, COoperative-learning, Presenting, Elaborating, and Reflecting. REMAD COCOPER began to be implemented in 2016 to introduce the professional learning community through Lesson Study and then was refined in 2017, then further developed in 2018 with the addition of Appreciative Inquiry activities. REMAD COCOPER learning strategy is done by dividing students into several groups; then the group is tasked to become a Lesson Study team. Each Lesson Study team tasked with teaching their friends about learning the material in a quantitative research methodology course. Appreciative Inquiry gives an appreciation and affirmation of the learning process so the learning process more alive (Hall & Hammond, 2005). Appreciative Inquiry can help to identify and make explicit areas of good learning and to communicate and institutionalize what is already known about good learning so that it can be continued or replicated (Rogers & Fraser, 2003). Appreciative Inquiry is a model for organizational development (Bushe & Kassam, 2005), but in its development, the Appreciative inquiry model can be used in the learning process (Harrison & Hasan, 2013). The question posed by the researcher in this study is whether the application of REMAD COCOPER learning strategies that added Appreciative Inquiry can improve the professionalism of prospective educator students through the learning that has been done? The type of research used in this study is action research. The research conducted on magister students of Biology Education in Universitas Negeri Malang, which consists of 23 students. The study was conducted during the odd semester of the 2018/2019 academic year. The results of this study are that students can choose various models/methods/learning strategies and can appreciate the learning activities carried out by the model lecturers and take the appreciation for the planning of teaching-learning-processes when the student becomes a model lecturer. Prospective educator students need to teach how to improve the quality of the learning processes through teaching activities in lesson study. This teaching activity is done to train prospective teaching educators because during the undergraduate program they do not do a lot of teaching practices at school. The teaching practice activities in schools are only carried out for 1.5 months, in addition to the Magister students who study at the Universitas Negeri Malang are mostly fresh graduated. REMAD COCOPER developed to teach students based on Life Based Learning under the paradigm chosen by Universitas Negeri Malang to improve student capabilities. REMAD COCOPER strategy can be continued with its use in the quantitative research methodology course in the coming year by developing its implementation coupled with the support of teaching materials procurement so that the students are more focused on preparing lesson study practices.

Innovative uses of Lesson Study
Appreciative Inquiry, Lesson Study, REMAD COCOPER

Exploring Student Questioning Practices in in a Chemistry class

Paper318Arlene de la Cruz, National Institute for Science and Mathematics Education Development, Elementary School Science, Philippines

Rome '96Thu 13:30 - 15:00

Abstract

Questioning is at the heart of learning and the central component in the science teaching-learning process. It is an important part of student learning experiences which could detect if necessary the concepts and skills are being acquired by the students. A typical chemistry classroom setting in public schools, the teacher presents the lesson and asks the questions to which students answer. it is rare to see how the students ask question during chemistry instruction of teacher. With this reason, this research aims to explore the questioning practices of high school students of a public school in Metro Manila. This study identifies the type of questions that students ask during science learning and investigates the relationship between students’ questions and approaches to learning.

Summary

This study is part of a three-year project on Lesson Study (LS) of the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED). It investigates the type of questions asked by the students while learning the concepts of Gas Laws (Boyle’s Law and Charles’ Laws. Specifically, the aims of this study are to identify the type of questions that students ask during science learning and to investigate the relationship between students’ questions and approaches to learning.

Literature Review

The act of questioning encourages learners to engage in deep, scientific and creative reasoning. Student-generated questions are an important element in the teaching and learning process (Albergaria Almeida, 2010, 2012; Martinho, Albergaria Almeida & Teixeira-Dias, 2012), and play a significant role in motivating meaningful learning. In fact, some studies show that the promotion of a true spirit of inquiry can improve the quality of teaching and, consequently, the quality of learning (Teixeira-Dias, Pedrosa de Jesus, Neri de Souza & Watts, 2005).

Sample and Method

In this study, the lesson study (LS) group was composed of three Chemistry teachers from one public secondary school in Pasig and two science education researchers, which served as knowledgeable other, from NISMED. There were two lesson implementations involved in this study, which lasted for 70-minute per session.In these activities, the teachers asked the students to develop their own questions that may arise as they went through the lesson. Afterward each lesson implementation, a25-minute post lesson reflection and discussion were conducted by the LS group to talk about the lesson and how the students think and learn about the lesson. Both teachers and students in the two classes used Filipino and English languages in the presentation and discussion of results of the activities.

Results and Discussion

Asking questions by the students was new to the class. It was thought out by the research team to change their strategy of student asking questions and answering their own questions. This type of strategy helped the implementing teachers to effectively teach using inquiry approach with students asking the question and answering them. In this study, the Blooms six cognitive levels was used to determine the type of questioning practices of the students. The questions of the students were ranked according to the description based on Bloom’s Taxonomy. The table below explains the type of questions the students asked during the 4-day lessons.

Conclusion

It was noted during the classroom observation that the students were fully engaged in the activities as well as in posting on the board their questions and their answers to their questions. This was a marked contrast to the classroom questioning teaching method were in the teacher asked the questions. It was easy also for the teacher to catch those misconceptions they had from the lesson. Most of the student generated questions were in the lower level of the Bloom’s Taxonomy such as recall, comprehension, and application. There were very few of the analysis

Innovative uses of Lesson Study
Student generated questions

Criteria-based assessment and comparative judgment of essays at Biology and English lessons

Paper359Assel Battalova, Gulzhan Nussipzhanova, Nazarbayev Intellectual School, Biology, Kazakhstan

Rome '96Thu 13:30 - 15:00

Abstract

The purpose of the Lesson study: how to objectively evaluate students pieces of writing using the two types of assessment: criteria-based assessment and comparative opinion, to see whether the assessment criteria are correct, how to formulate relevant assessment criteria.

LS is aimed at:

Improving the quality of assessment criteria for essays;

Identifying advantages and disadvantages of criteria-based assessment and comparative opinion assessment;

Practical application of these methods in teaching and learning.

Methodology: analysis, synthesis, interview, comparative analysis, SPSS analysis. It is possible to draw conclusions: opinions on the quality of the essays coincided to some extent; there is a difference in the assessment of the best, average and weak works. Not only knowledge of the topic, understanding the criteria and strict adherence to the criteria affect the quality of writing an essay, but other factors also affect the results, and accordingly are summarized into a specific assessment.

Summary

Purpose, relevance of the topic

The purpose of the Lesson study: how to objectively evaluate students pieces of writing using the two types of assessment: criteria-based assessment and comparative opinion, to see whether the assessment criteria are correct, how to formulate relevant assessment criteria.

LS is aimed at:

Improving the quality of assessment criteria for essays;

Identifying advantages and disadvantages of criteria-based assessment and comparative opinion assessment;

Practical application of these methods in teaching and learning.

Methodology: analysis, synthesis, interview, comparative analysis, SPSS analysis.

In biology, the author of the essay should know and intelligently using theoretical concepts and terms find practical solutions to problems-based tasks, know and be able to analyze biological concepts and phenomena, explain the causes and consequences of facts, events, and processes. The author of the essay (student) is able to understand, evaluate and establish relationships between facts, phenomena and processes, learners have to assess the strengths and weaknesses, compare the information, make reasonable judgments, and argue in accordance with the evidence.

Students of two 11 Russian-medium classes write essays on the topics

Rewriting Human DNA: The Future Is Coming

«Antiviral Resistant Flu Viruses — What Could Be Done?

How Vaccination Helps Humans Stop the Epidemics

Looking for Scientific Bases of Traditional Medicine

Are We Close to the Cure from Aging?

Results and analysis

Writing involves the complex use of spelling, lexical-grammatical and stylistic means for expressing thoughts and writing communication. Written speech refers to productive types of speech activity and, first of all, is assessed in terms of the success of the communicative task. However, until recently, the success of the student’s work was determined mainly by the number of lexical and grammatical errors, and the mark was set without taking into account the implementation of the communicative task. At the same time, the evaluation was purely subjective: there were no evaluation criteria, no scales that allow a transition to a more objective assessment. Nowadays, criteria and estimation parameters have been developed, which make it possible to adequately evaluate the “Writing” skill. Now the most important criteria for assessing the performance of the task are such criteria as “Solving a communicative task” and “Organizing the text”, since they show how successfully the students have solved the communicative task.

Comparing the results of criterion assessment and comparative opinion, it is possible to draw conclusions:

Opinions on the quality of the essays coincided to some extent.

There is a difference in the assessment of the best, average and weak works.

The quality of writing an essay also depends on the students' language skills. For students who wrote essays, the Kazakh language (biology) is the second language, and English is the third language. Not only knowledge of the topic, understanding the criteria and strict adherence to the criteria affect the quality of writing an essay, but other factors also affect the results, and accordingly are summarized into a specific assessment. Thus, by improving the evaluation criteria, the students know clearly the tasks assigned, and what actions they should take.

Innovative uses of Lesson Study
Comparative judgment, Criteria-based assessment, Essays at Biology and English lessons

Implementing Lesson Study and Open Approach through Math Camp

Paper240Inprasitha Maitree, Narumon Changsri, Khon Kaen University, Thailand

Straatsburg '88Thu 13:30 - 15:00

Abstract

This research aimed to explore what the lesson study team learned and students’ attitude toward learning mathematics through the Math Camp. The target group were 191 students from 4 schools. The lesson study team had 14 members. The undergraduate students in the team have teaching experiences in the classroom using lesson study and Open Approach for one year. The lesson study team worked together for creating lesson plans, implemented 4 steps of Open Approach and reflection session. Data were collected through all the processes of the Math Camp including the survey of students’ attitude by using questionnaire.

The results revealed that lesson study team have come to realize that lesson study and Open Approach can be implemented in various contexts not only in mathematics classroom even if the activities come from the same mathematics textbook. Moreover, the Math Camp enhance students to get into positive attitudes toward learning mathematics.

Summary

In Thailand, when discussing about continuous professional development, new initiative is that adapting Japanese Lesson Study to create new teaching approach but focusing on “Classroom Study” (Inprasitha, 2004). Thus, Lesson Study (i.e., classroom study in Thailand) has been using to continually improve “Open Approach”, which is a complementary teaching approach of both problem posing and problem solving phases of problem solving approach. (Inprasitha, 2010; 2011; 2015; 2017). This study implemented lesson study and Open Approach outside mathematics classroom through Math Camp.

The aimed of research were 1) explore what the lesson study team learned from the Math Camp 2. Exploring students’ attitude toward learning mathematics. The Math Camp had 2 groups of grades 4 - 6 students from 4 schools. The first group was 108 students and the second group was 83 students. Each group was separated into 4 subgroups for working together. The target groups learned mathematics with traditional approach. The lesson study team included 9 undergraduate students, 3 graduate students and 2 experts from Mathematics Education Program, Khon Kaen University (KKU). The undergraduate students in the team have teaching experiences in the classroom using lesson study and Open Approach for one year while they were in the fifth year of teacher education program at the Faculty of Education, KKU. The activity in the Math Camp was selected from textbook they used to use in their mathematics classroom. The lesson study team worked together for creating five lesson plans (one lesson takes 50 minutes) and implemented 4 steps of Open Approach; posing open-ended problems, group working, presented group ideas and summarizing all ideas. After finished all activities, the team reflected on how students think and how to improve the lesson to be used for the 2nd group of students. Data were collected through all the processes of Lesson Study and Open Approach including the survey of students’ attitude by using questionnaire.

The results revealed that all undergraduate and graduate students in the lesson study team have come to realize that organizing Math Camp was similar to teaching mathematics in the classroom. However, they noticed that the students enjoyed the activities in the Math Camp very much. In other words, the team had learned that lesson study and Open Approach can be implemented in various contexts not only in mathematics classroom even if the activities come from the same mathematics textbook.

Attitudes toward learning mathematics in the first group comparing between in the traditional classroom and in the Math Camp are as follows: Dislike learning mathematics is 31% and 4%; Feeling moderate is 22% and 16%. Like and enjoy mathematics 47% and 80%. Similarly, attitudes toward learning mathematics in the second group are as follows: Dislike learning mathematics is 22% and 12%; Feeling moderate is 26% and13%. Like and enjoy mathematics is 52% and 75%. Regarding the results of the survey, implementing Lesson Study and Open Approach through the Math Camp enhance students to get into positive attitudes toward learning mathematics.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Open Approach, Students' attitude toward learning mathematics

Leveraging technologies to enhance cohesion in e-mail writing of malay language secondary students

Paper248Norafizah Shariff, Unity Secondary School, Malay Language Department, Singapore; Rita Zarina Mohd Nazeer, Marsiling Secondary School, Mother Tongue Language, Singapore

Straatsburg '88Thu 13:30 - 15:00

Abstract

The aim of this study is to address students’ lack of skill and ability to connect their ideas in a cohesive manner in writing out their essays during language classes. Working in partnership with the Educational Technology Division of Singapore’s Ministry of Education, intervention strategies were carried out which leverages on the use of technology to provide the necessary scaffolds for students to link their writing ideas across more cohesively and effectively through the use of cohesive devices such as ‘additive’, ‘adversative’, ‘causal’, and ‘temporal’. Twenty-six secondary three students from two different secondary schools in Singapore participated in this lesson study. Results were positive. Students were able to work collaboratively, critique each other’s work meaningfully, identify the most suitable cohesive devices to be used, and write cohesively and extensively. In addition, students were observed to be well engaged and motivated.

Summary

This paper presentation aims to share findings and experiences of two schools – Marsiling Secondary School and Unity Secondary School – who conducted an intervention in collaboration with Technologies for Learning Branch, Educational Technology Division, Singapore Ministry of Education 2018. The project aimed to investigate the effectiveness of leveraging technologies such as online annotation tool, collaborative canvas and multimedia resources in improving students’ ability to write cohesively. The technologies were leveraged in conjunction with a specially designed lesson package that focused on connecting ideas in e-mail writing. This study was implemented in the two schools to Secondary 3 students age 15 years old. The intervention was designed to address the lack of writing skills in students to connect their ideas in a cohesive manner as lamented by teachers. This anecdotal evidences were further affirmed by a discourse analysis of their students’ compositions before intervention. Quantitative findings from the discourse analysis showed very few discourse devices that connects ideas between sentences or between paragraphs.

The specially designed lesson package focused on cohesive devices such as ‘additive’, ‘adversative’, ‘causal’ and ‘temporal’. The content was guided by Systemic Functional Linguistic (Halliday and Matthiessen, 2004) and an adapted cohesion model of Halliday and Hasan (1976), Sanat (2002) and Nik Safiah, et.al, (2011) to suit the needs of the Secondary 3 Malay Language students. The lesson package included pedagogical structure that foregrounded scaffolding. After frontal teaching of concepts, a 4 steps structure would follow – identify, select, construct, write. The lesson design made learning more fun with ample scaffolding, individual and collaborative learning opportunity.

Impact on pupils was captured through various means such as lesson observations and discourse analysis, showing positive behaviour and the ability to write cohesively and extensively. Students were observed to show high motivation in their learning. They were comfortable in using technologies such as annotation tool for the purpose of identifying, editing and providing insights for individual work and also for collaboration among peers. In addition, they were observed to be enthusiastic, engaged and diligent. They demonstrated their understanding through the various scaffolding activities and e-mail writing tasks.

and learning contexts, Lesson Study in different cultural, subject
ICT-based, Scaffolding, Writing

Lesson Study application on the students of english education program in statistics course

Paper329Dian Susyla Syamsu, Muhammadiyah University of Bengkulu, Education of English Program, Indonesia

Straatsburg '88Thu 13:30 - 15:00

Abstract

Lesson Study is a program to improve the quality of learning and it is adapted from Japan. This study aims to describe the application and benefits of Lesson Study in developing the Statistics Course. The data in this study were analyzed using the interactive model. Based on the results of this study, the following conclusions can be drawn: (1)the implementation of Lesson Study for 6th semester students in Statistics Course carried out in the stages of plan, do, and see. (2) The benefits of Lesson Study in developing the learning process make the planning process more perfected, so that the lecturer feels more prepared in the implementation process. Reflection makes the model lecturer aware of the advantages and disadvantages of the learning process, as well as guidance and improvement materials in subsequent learning. Based on the result can be concluded that Lesson Study can effectively improve the quality of learning.

Summary

Lesson Study is a program to improve the quality of learning and it is adapted from Japan (Hendayana, 2006). Fernandez (in Sa’dijah, 2010) describes that there are three main stages in Lesson Study, namely: (1) planning (plan), (2) implementation (do) and (3) reflection (see). Here are some benefits of applying Lesson Study: (1) Lesson Study makes the planning process more perfected, so that the implementation of learning is better prepared. Reflection makes the model lecturer aware of the advantages and disadvantages of the learning process, as well as guidance and improvement materials in subsequent learning. (2) Lesson Study can effectively improve the quality of learning carried out by model lecturers. (3) Well-designed lesson study will make model lecturers become more professional and innovative.

The method used in this study is the descriptive method, aiming to describe the application and benefits of Lesson Study in developing Statistics Course. The subjects of this study were 35 students of the English Language Education Program at Muhammadiyah University of Bengkulu in 6thsemester of the 2018/2019 academic year. The data collection techniques used in this study are interviews, observation, and documentation. The data obtained were analyzed using the interactive model, which elements included data reduction, data display and conclusion drawing / verifying.

Before the Lesson Study is conducted, a classroom observation was first conducted by the Lesson Study team to find out how the learning of Statistics Course takes place. In each learning, there were one model lecturer who did the teaching, while three other lecturers were acting as the observers. Learning tools are made through two stages. In the first stage, the learning tools were made before the implementation of material coordination and learning models with the Lesson Study team, so the model lecturers already have materials to discuss. In the second stage, the learning tools that have been made in the first stage are improved after the implementation of peer teaching, so that the model lecturers can anticipate the possibilities that will occur in later learning based on the results of the peer teaching. In the implementation of learning in class, the subject taught is Statistics. In teaching, the model lecturer uses such equipment including LCD projectors, laptops, and markers. Reflection activities were carried out jointly by the Lesson Study team. The results of the observation sheets conducted during the lecture were discussed. Inputs and findings are explained during reflection, including revisions that need to be made for further learning.

The results of the reflection are 1) Visit the students who paid less attention and ask questions so that they can concentrate in learning. 2) When giving apperception we should discuss homework from the previous session. (3) Give assignments related to the materials that are going to be studied. This is intended so that students have read the material to be taught in the next session so that they are ready to take the lessons.

and learning contexts, Lesson Study in different cultural, subject
Lesson Study, Statistic

The results of creating the tool for watching the moon’s phases, using the simple telescope

Workshop218Enkhjargal Davaakhuu, Institute of Teacher's Professional Development, Teacher's training, Mongolië

Tokio '95Thu 13:30 - 15:00

Abstract

In the process of following the learning objective of “Observation of moon’s location and phase” in teaching the natural sciences for the pupil, on top of it, in the common experimenting tool, used by the teachers, the sun light is reflected on the moon and we can see the only part of a moon with the light on it and thus, this tool can’t depict that the phases of a moon can be seen with different phases due to fact that the reciprocal locations of the sun, moon and earth always change. By considering this, we have tried to create a tool, which can show the phases of a moon indifferent from the external factors. In this report we are introducing about the process of creating the tool to watch the moon phases, using the simple telescope, as well as the results of elaborating the methodology and working principles.

Summary

By teaching the lesson using this tool to the total of 315 pupil of 6 schools of capital city and 2 rural schools, we have worked out in details the working principle and methodology to be used. The drawing of our created tool is shown on the Picture 2. In order to show the moon’s phase indifferent from the surrounding conditions, we have located the telescope with a moon in the sealed black box. In this tool, the sun is represented by lighter, moon - by a white ball made of foam, whereby the pupil watching through telescope could imagine watching the moon from the earth, so that could see the moon phase in 8 different locations. By opening the cover of a sealed box, it is possible to watch in reality and identify the different phases of a moon (such as new moon, half moon, full moon and etc.) due to the reciprocal locations of a sun, moon and earth,.

Initially, we have created a tool for watching through telescope the different phases of a moon, placed in 8 locations. However, due to the fact that it might create the misunderstanding among pupil of primary schools that there are 8 moons surrounding the earth, there was a need to have the only moon. In order to enable this one moon to freely turn 360 degrees, the foundation of a telescope was made of transparent plastic cup and connected with a moon. In order to watch the moon’s phase in any location, the telescope with the moon was placed in a special slot. As the result, we could manage to reduce the drawbacks of a previous tool for showing the moon’s different phases and movement. We consider that by using this tool, it is possible to develop the scientific approaches of the pupil and reduce their misconceptions.

Learning Studies
Moon’s phase, Simple telescope, Tool

Creating Impact through Writing as a Process - Lesson Studies from Two Singaporean Secondary Schools

Symposium307Arthur Kum Chiew Kok, Bukit View Secondary School, Singapore; Richard Pee Chou Koh, Cresent Girls' School, English Language, Singapore

Wenen '95Thu 13:30 - 15:00

Abstract

Bukit View Secondary School (BVSS) and Crescent Girls’ School (CGS) conducted lesson studies to examine whether students are helped to write with impact when they experience Responding, a stage in the writing process (see Figure 1). The research lessons are part of a six-week lesson unit on personal recount co-developed by both schools. Both schools could execute the first four weeks of the unit, having mostly identical learning activities and surveys; CGS also completed the last two weeks. Analysis of student writing and survey results show that Responding helped students write with impact because they considered and addressed questions from actual readers. The first and second papers detail how lesson study served BVSS and CGS respectively in lesson (re)design and learning outcomes. The third paper describes how lesson study helped the schools collaborate and analyse data, comparing their experiences and highlighting principles so other schools may teach writing with impact.

Summary

This symposium details the experiences of Bukit View Secondary School (BVSS) and Crescent Girls’ School (CGS) in using lesson study to sharpen the approach of teaching writing as a process (Flower and Hayes, 1981). This approach was introduced to the presenters when they attended the Singapore Writing Institute, a signature teacher development programme by the English Language Institute of Singapore in 2018.

The lesson studies examined whether the Responding stage of process writing (see Figure 1) helps students write with impact. The shorter term aim of these lesson studies is to develop English lessons on writing with impact contextualised for BVSS and CGS. The longer term aim is for principles to be generalised as touchpoints for a range of schools in and beyond Singapore to uplift the teaching of writing.

The first research lesson (RL1) is part of a personal recount lesson unit co-developed by the presenters and their colleagues from both schools. Both schools chose Question Flooding as a heuristic to let students respond to their peers’ writing and use responses from their peers to revise their own texts. Both schools agreed that the presenters would carry out RL1 in their respective schools. This would be followed by post-lesson colloquia in separate school teams since the observations of RL1 and proposed changes to the second research lesson (RL2) would necessarily be unique to each school. Another colleague from each of the presenters’ schools would then conduct RL2 in their respective schools before the separate school teams have another round of post-lesson colloquia.

The research lessons (RLs) were conducted on four classes of 2019 secondary one express stream students, two from each school. Before and after the RLs of the presenters, student surveys were conducted. Teacher surveys were also conducted for teachers teaching the same level and stream as the RL classes. These surveys were meant to surface student and teacher ideas about good writing and whether teaching writing as a process changed these ideas. The lesson design discussion and all RLs were recorded on video to capture the rationale, execution and reception of the research lesson. Student work before, during and after the RLs was scanned to evidence the effect of the RLs. Analysis of videography, survey results and student work demonstrate that teaching writing as a process helped students write with impact in that they considered and addressed questions from real readers.

The first paper by Arthur Kok details how lesson study helped BVSS in lesson (re)design and learning outcomes. The second paper by Richard Koh does the same for CGS. The third paper by both presenters describes how lesson study helped both schools collaborate and analyse data, comparing experiences of both schools.

Arthur Kok from BVSS will serve as the chair and Richard Koh from CGS, the discussant. It is hoped that the dialogue among presenters and symposium attendees will surface principles that could help the presenters’ schools and other schools, in and out of Singapore, teach writing with impact.

Symposium paper 1 (200 words):

How Responding Helped Bukit View Secondary Students Write with Impact

This paper describes how lesson study helped sharpen the Responding stage of process writing for 67 secondary one express stream students in Bukit View Secondary School (BVSS) so that they write with impact.

During the post-lesson colloquium following the first research lesson (RL1), teacher observers (TOs) opined that the whole-of-class activity could elicit greater student contribution by using a longer and richer sample letter and getting students to generate questions in pairs before the whole-of-class activity. For students’ pairwork focusing on their own writing, TOs felt that students reading aloud their pieces with greater clarity would engender more questions from their partners.

The second research lesson (RL2) adopted these suggestions for the whole-of-class activity and saw more questions from more students. For the pairwork, RL2 saw a slight dip in the average number of questions asked by each student; however, all questions by students in RL2 were long and clear as opposed to single-word questions (e.g. ‘Who?’) by some students in RL1.

This improved teaching of Question Flooding helped students ask better questions, consider a real audience, sharpen their texts for better audience engagement and hence achieve more impact.

Symposium paper 2 (200 words):

Usefulness of Reader Response in Helping Crescent Girls’ School Students Become Aware of the Audience in Writing

This paper describes how lesson study helped 80 secondary one express stream students in Crescent Girls’ School (CGS) become aware of the audience in the process of writing.

In CGS, students employed a Prewriting heuristic called Topic Blast before writing about a topic of their choice. The first research lesson (RL1) was then carried out with the teacher modelling the heuristic of Question Flooding so that students could work in pairs to read and write questions in the margins of their partners’ texts. During the post-lesson colloquium, teacher observers (TOs) noted that the social element of Question Flooding was absent as students did not get to clarify the questions posed during the Responding stage. Hence in the second research lesson (RL2), students were given time to clarify questions posed by their partners. This helped students in selecting the questions they wanted to address when revising their texts. Students’ revised texts showed evidence of elaboration which resulted in more impactful writing. Moreover, analysis of student reflections suggests the usefulness of Question Flooding as a heuristic to heighten students’ awareness of an audience.

Symposium paper 3 (200 words):

Convergences and Divergences in Teaching Process Writing for Two Secondary Schools in Singapore

This paper compares and contrasts teaching writing as a process for Bukit View Secondary School (BVSS) and Crescent Girls’ School (CGS).

After the research cycle, a lesson study-style colloquium between the presenters revealed that different constraints led to BVSS executing the first four weeks while CGS, all six weeks of the lesson unit co-designed by both schools (see Table 1). Nonetheless, both schools enacted these writing process stages: Prewriting, Writing, Responding and Revising. Further, the rigour of lesson study meant that both schools discussed the learning outcomes and attendant teaching areas (see Figure 2) for the research lesson over at least two sessions.

Analysis of student work demonstrates that when at least half of the lessons over three weeks was Prewriting, students generated intimate texts. The research lesson on Responding solidified these texts as impactful because students attended to questions from actual readers. Such text generation and reader-response are absent in ‘regular’ writing lessons that ‘teach to the test’ and where students ‘write to the test’. Analysis of all written work and survey results support how process writing helped students write with impact over ‘regular’ writing lessons.

Symposium paper 4 (200 words):

and learning contexts, Lesson Study in different cultural, subject
Impact, Process Writing, Responding