Session 1
1700 - 1815
Central European Time
Symposia
Parallel A
Adopting and adapting lesson study in different cultural and educational settings
This symposium explores the challenges with the ‘translation’ of lesson study (LS) into different cultural contexts and education structures, once it moves from Japan. Fujii says ‘for Japanese educators, lesson study is like air, felt everywhere because it is implemented in everyday school activities’ (2014: 3). Japanese LS is culturally aligned, systemic and embedded. The papers seek to understand how and why LS has emerged in a Japanese cultural and educational context, as well as to identify its key features so that it becomes accessible to an international audience. The symposium should raise questions for practitioners implementing LS beyond Japan and offer advice as to how to understand any implementation challenges they might face.
30
sarahseleznyov
Effective lesson study practice
DEEP DIVE - Symposia
Parallel B
Oracy and Lesson Study: developing curriculum that can significantly level the playing field for disadvantaged and vulnerable learners
This symposium will introduces the idea of oracy - building on a WALS 2020 keynote speech. The first speaker will explain what oracy is in relation to student learning and adult learning and how it can help redress inherent societal inequities in schooling and show how lesson study uses oracy-based adult learning as a key to teacher learning and development. He will outline how this has been harnessed and evaluated in one particular model. The second speaker will provides a working example of this in the oracy-based ‘learning skills curriculum’ he led in a deprived school in England, significantly improving outcomes for disadvantaged students. The third speaker goes into depth, describing his oracy work, this time with teachers of children with moderate learning difficulties and disabilities, using ‘stop the clock’ interceptions in the processes of teaching to harness feedback from colleagues and students in steering a lesson’s next phase.
230
Dr Peter Dudley
United Kingdom
Issues of equity
DEEP DIVE - Symposia
Q and A
Live
1745 - 1815
Central European Time
Parallel A
Parallel B
1815 - 1830
Central European Time
Break
Session 2
1830 - 1910
Central European Time
Single Papers
Changing Malawian teachers’ views about mathematics teaching and learning through lesson study
This paper reports from a project on “Strengthening numeracy in early years of primary school through professional development of teachers”. The project, which is a collaboration between the University of Malawi and the University of Stavanger in Norway, invites primary teachers in Malawi to participate in an effort to improve teaching and learning of mathematics through lesson study. Primary classrooms in Malawi are typically crowded, and the average teacher-learner ratio is 1:88. Correspondingly, mathematics teaching is often traditional and teacher-driven, even though the national curriculum calls for learner-centered education. From analysis of data material from 26 participating teachers, we discuss how lesson study can contribute to change teachers’ views of mathematics teaching and learning.
158
Nina Helgevold
Norway
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
The role of tutoring in Initial Teacher Training. Lesson Study experience included as part of the Practicum. Study cases.
This paper sets out the results of a case study of a Lesson Study experience included as part of the Practicum III and Final Dissertation subjects imparted in the Infant Education Degree at the University of Málaga. The research focuses on a university teacher who is in charge of five students, describing and analysing which aspects of her tutoring favour the reconstruction of students' practical knowledge.
It has identified how this teacher's research and practical experience in Lesson Study, together with the coordination of the different strategies, principles and phases that this multi-methodological proposal offers, the trust she has built up with the group of students, her relationship with mentors at the school, cooperation with other university teachers, and, ultimately, her teaching commitment, all encourage students to get involved in the training proposal, promoting the reconstruction of practical knowledge.
161
cristina
Spain
Role of research
DEEP DIVE - Single Paper Roundtable
Researching the Ecology of Sustainable Lesson Study
This paper reports on the results of a small-scale mixed methods global investigation to apply the factors which seem to have sustained lesson study in Japan and China to its development and sustainability worldwide. Following a literature review and analysis of data from a questionniare completed by 58 particpants from 17 countries representing four continents, six semi structured interviews took place to consider the critical features which appear to influence sustainability of lesson study in schools, districts and countries worldwide.
196
Jean Lang
United Kingdom
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
THE CHALLENGE OF COOPERATION IN LESSON STUDY IN INITIAL TEACHER TRAINING. TWO CASE STUDIES AT UNIVERSITY OF MÁLAGA
This paper presents a dual case study that considers in depth two groups of student teachers as they develop a Lesson Study (LS), analysing how cooperation in the different phases of LS encourages the reconstruction of their practical knowledge and also identifying improvements for their practice.
Both groups are enrolled in the Practicum III and Final Dissertation subjects, part of the Early Childhood Education degree at University of Málaga. However, their organisational circumstances differ hugely, e.g. the distance between their practical training schools or their flexibility in terms of meeting up. These aspects have a big influence on their predisposition to cooperate.
This LS has been developed every year since academic year 2013/14, with cooperation being one of the constant challenges when implementing it in our context. This research has been an opportunity to understand collaborative aspects and to further improve the proposal.
211
cristina
Spain
Role of research
DEEP DIVE - Single Paper Roundtable
Q and A
Live
1910 - 1925
Central European Time
Session 3
1925 - 1955
Central European Time
Open Research Lesson
An open research lesson based on young learners’ programming with Ozobots
A research lesson, designed collaboratively by teachers and a knowledgeable other, pursues the goal to investigate how creativity can be fostered in programming, and what gender-specific differences in the approach to programming can be observed. A lesson study created variations in lesson design, teaching strategies, and learning materials.
Computers, tablets, and other technologies can be used in a child-friendly way, e.g. computer science unplugged and educational robots are suitable tools for teaching children the basics of algorithms and programming. Ozobots foster motivation because of their looks and their immediate and visible response to programming. In this lesson, an interdisciplinary approach was realized in a storytelling scenario. The children listened to a prompt and programmed a path for a child to reach their goal safely.
In the presentation, the intended and observed learning will be discussed and collecting feedback from young learners using the 5-finger-feedback-strategy will be presented.
176
Claudia Mewald
Austria
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
2000 - 2020
Central European Time
LIVE Reflection
2030 - 2045
Central European Time
Break
Session 5
2045 - 2105
Central European Time
WALS Talks
LS to Develope Plurilingual Activities for the EFL Classroom: Teaching, Learning and Researching online Approaches and Tools
We provide pre and in-service training to teachers of foreign languages and cultures, in particular to English teachers. Our challenge is to give professional development through training for teachers, who in turn have to teach to develop students' languages, as well as their cultural and intercultural competences. Whilst being based on a solid theoretical foundation and the most recent concepts in foreign language teaching and learning, our training approaches need to have an impact on what actually happens in compulsory school classrooms. This means involving pre and in-service teachers in the processes of joint creation, implementation, analysis and improvement of didactic sequences in accordance with the theoretical foundations. The Lesson Study cycle may be the instrument that allows us to open new perspectives in reinforcing foreign language teachers’ skills, particularly during these uncertain times, when closure and partial closure of schools means teaching and learning move partially or wholly online.
199
Rosanna Margonis-Pasinetti
Switzerland
Effective lesson study practice
BURST - WALS Talks
Q and A
Live
2055 - 2115
Central European Time
Session 6
2105 - 2145
Central European Time
Multiple Round Table
The role of task design in an exploratory approach: What mathematics teachers learn through lesson study
This symposium reports experiences in three lesson studies in mathematics in the Portuguese context with prospective teachers (grades 1-4 and 7-9) and with in-service teachers (grades 10-12). Our aim is to understand how lesson study, as a professional development process, allowed these participants to develop their capacity to design and enact exploratory tasks. In our lesson studies, the participants were challenged to design and to plan tasks in which students use several mathematical procedures and representations to construct their solving strategies. Each lesson study was conducted by a researcher and the methodology was qualitative/interpretative with observation, collection of artifacts, participants interviews and audio/video records. The results indicate that the lesson study represents a favorable context for the participants to develop their capacity to design tasks that may support a rich mathematical activity from the student, and to yield significant knowledge to the participants regarding students’ thinking.
80
paulagomes
Portugal
Effective lesson study practice
DEEP DIVE - Multiple Papers Roundtable
Single Papers
TELE-FACILITATION OF EFL TEACHERS' KNOWLEDGE CREATION IN LESSON STUDY THROUGH REFLECTIVE WRITING
The study provides an example of how teachers' knowledge creation in Lesson Study could be supported through tele-facilitation and 'learning keeping' by reflecting critically on the doctoral researcher's experience in tele-facilitating the Lesson Study intervention in Kazakhstan throughout 2018-2019. The paper describes two reflective instruments designed and utilized to remotely facilitate teachers' knowledge creation in Lesson Study: Reflective Diaries and Joint Learning Protocols. Underpinned by Nonaka and Takeuchi's (1995) knowledge creation model, the paper argues that a meticulous process of 'learning keeping' in Lesson Study, i.e. keeping systematic records of teachers' reflections at each stage of Lesson Study through individual and collective reflective writing aids leveraging teachers' tacit knowledge, facilitates the conversion of teachers' tacit knowledge to explicit and thus, contributes to teachers' knowledge creation leading to improved teaching practice. Finally, the paper suggests tentative guidelines for educators and researchers employing tele-facilitation and reflective writing in collaborative Lesson Study research.
136
olga khokhotva
Spain
Online lesson study
DEEP DIVE - Single Paper Roundtable
Pedagogical documentation: Living the experience of observation as a daily professional action within the framework of Lesson Studies
In the following paper we try to understand the role that pedagogical documentation can have in developing Early Childhood Education pre-service teachers’ practical thinking in the framework of the development of Lesson Studies. To do this, we share the results of a case study carried out at a university in Ecuador in whose pedagogical model the Lesson Study and pedagogical documentation are inserted as daily practice. From this point of view, we ask ourselves: How do both methodologies promote the “observer and investigative teaching role” in the students' everyday practical knowledge? How is the design and assessment of the Experimental Lesson informed from the pedagogical documentation?
This experience is also characterized by intense tutoring with features that we analyze to assess how they open up training paths in a group of students who live, for the last time in their degree, a Lesson Study cycle.
143
Gonzalo Maldonado-Ruiz
Spain
Role of research
DEEP DIVE - Single Paper Roundtable
The inclusion of Lesson Study in the Italian teachers’ Semiosphere: a challenge for research in Mathematics Education
Observing a foreign teaching practice has one advantage, namely a different horizon. Perhaps even further, one has the opportunity to rethink one's own practices from this new horizon. Therefore, in order to construct a Lesson Study proposal suitable for the Italian context of (scientific) high school, what are the significant characteristics of Lesson Study in China, emerged in relation to the visitor experience of an Italian secondary school teacher (grade 9-13) in China? And how the involvement of the Italian mathematics teachers (of all school grades) in the Lesson Study practices, to which they are completely foreign, leads to an evolution of their professional practices? From Italy to China and back: a fascinating glimpse of how culture permeates Italian mathematics teachers' practices.
206
Carola Manolino
Italy
Role of research
DEEP DIVE - Single Paper Roundtable
Q and A
Live
Central European Time
Multiple Round Table
2145 - 2150
Single Papers
2135 - 2150
2200
Central European Time