Session 1
1000 - 1130
Singapore Time
Symposium
Initial Cross-Cultural Research: Lesson Study for Pre & In-Service Teacher Education
This symposium regarding “lesson study for pre & in-service teacher education” is intended to connect teacher educators and educational researchers to explore perspectives and applications across different cultural contexts.
Firstly, it aims to introduce that lesson study generally has two dimensions/concepts; one is based on “learning study” in order to foster the student’s academic development by teacher’s subject teaching. The other concept regarding lesson study is for pre & in-service teacher education, in which the literature relates to curriculum management from the perspective of school improvement.
Secondly, it aims to introduce a few lesson study’s practices and models in the education systems in a few countries, and explores the implications for further understanding and developing lesson study concept in cross-cultural context. Also, it consists of qualitative/quantitative case studies from Japan, Vietnam, and others. Such a comparative perspective will reveal different models of “lesson study for pre & in-service teacher education.”
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Effective lesson study practice
DEEP DIVE - Symposia
Tetsuo Kuramoto
Japan
Live Q and A
1100 - 1130
Singapore Time
Session 2
1130 - 1220
Singapore Time
A: Papers
Rubrics: Possibility to Assess Lesson Planning Objectively
Abstracts: Lesson study team at the National University of Mongolia explored possibility to assess lesson plans objectively with this research. To achieve the research goal, our team chose and developed a rubric with 14 criteria and 4 scales, and tested it on 22 high school mathematics and science lessons independently. We tested the rubric’s interrater reliability with the Pearson’s correlation and the results showed that most of the rubric criteria in the lesson planning showed good reliability from at least two evaluators. Therefore, we conclude that it is possible to assess the lesson planning objectively with this tool. However, the results have shown that some criteria, such as those corresponding to content knowledge, are less reliable. Therefore, we are developing the rubric further with the next study.
122
Role of research
DEEP DIVE - Single Paper Roundtable
Boldsuren Bishkhorloo
Mongolia
Enhancing the financial literacy of junior secondary students from underprivileged families through the Learning study
The study aims to enhance the financial literacy of junior secondary students in schools from poorer neighbourhoods through the Learning study (Pang & Marton, 2003; Pang & Lo, 2012) and phenomenon-based learning (Finnish National Board of Education, 2016). Based on the findings of the survey and interviews about the financial beliefs and behaviours of the participating students, teachers would engage in the Learning study and design a series of ten financial education lessons to help students appropriate the object of learning. They would follow the pedagogical principles derived from the variation theory of learning and phenomenon-based learning to help students discern and focus upon the critical aspects identified. It is hoped that the research-led Learning study would enable this specific at-risk group of young students to develop appropriate financial beliefs and make a better financial planning, which helps to tackle the intergenerational poverty and equity issues in the long run.
195
Role of research
DEEP DIVE - Single Paper Roundtable
pangmf@hku.hk
China
English Teacher Development in Japan Through the Construct of Knowledge Creation
Recently, in the Japanese national curriculum there has been push for developing students’ oral communicative skills through debate and critical thinking skills. These aims in the curriculum represent a shift that require teaching approaches to go beyond knowledge transmission to knowledge creation. In this study, a knowledge creation organizational framework by Nonaka and Takeuchi (1995) based on Japanese philosophy was used. In their framework are four modes: socialization, externalization, combination and internalization (SECI), which are all relative to concepts of learning. Knowledge building pedagogy was also used in the processes of teacher development toward knowledge creation. English teachers from two public high schools were selected to take part in on-site collaborative development through cyclical lesson study stages. Working with participants in the planning stages was especially fruitful and the value of collaboration at this stage should not be overlooked. Further outcomes and results grounded in the data will be reported.
203
Role of research
DEEP DIVE - Single Paper Roundtable
Fumi Takegami
Japan
B: Papers
What are the issues of implementing Lesson Study in contexts outside Japan?
I have led Lesson Study (LS) projects in six regions in Indonesia since 2017, liaising with two local universities. Six pivotal issues in conducting LS there effectively have been identified.
The schoolteachers generally have great difficulties:
1. Setting appropriate lesson observation points, focusing on pupils’ learning. 2. Nurturing reflexivity (connecting past lesson experiences with on-the-spot lessons and creating alternative approaches to its procedures).
3. Establishing professionalism (attitudes during lesson observations and aptitude/attributes to the teaching profession).
4. Organising effective LS programmes by the school management team as a crucial part of Continuing Professional Development at schools by implementing LS routinely throughout the year.
5. Making fully-elaborated and well-prepared lesson plans.
6. Demonstrating multi-dimensional views to the events in the classroom and becoming more flexible.
I intend to share my work with audience members who have experience with or confronted similar issues in order to resolve them together.
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Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
masatakakizukaa
The improvement of teachers' observation skills
Since 2016, Lesson study has been systematically introduced into the practice of 25 innovative schools in Kyzylorda region, Kazakhstan. A team of trainers from the Center of Excellence has been monitoring the quality of the Lesson study process in the practice of leading schools.
Systematic monitoring revealed the achievements and obstacles of the Lesson study research groups. One of the obstacles was teachers’ observation skills. The quality of Lesson study directly depends on the observation skills of teachers. Current research paper was focused on observation skills of the teachers. Research question is How to develop teachers’ observation skills? The main purpose is to develop teachers’ research skills.
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Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
kyzzhibekabdramanova
Kazakhstan
Improving teaching and learning by using A student’s voice (high -achieving students) in planning.
This lesson study research presents improving teaching and learning process by using A student's voice ( high-achieving students) in the lesson planning. The research involved 4 schools of 4 cities like Ust-Kamenogorsk, Aktau, Petropavlovsk, Pavlodar. A survey was conducted using the opportunities of Google form. Analyzing the results of the survey, 122 out of 147 teachers agreed that it would be useful to include A student as a partner in the planning, observing and analyzing stages of the lesson. However, in 4 schools 39 out of 57 teachers indicated that they mostly use colleagues opinion in planning. From these results we can say that teachers know that A student’s voice can be used to improve teaching, but they do not apply in practice.
2-3 Lesson Study cycles were conducted and conclusions were made within the schools. Teachers understood A student’s voice, have a great impact on improving teaching.
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Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
Ayman
Kazakhstan
Trends of and Implications for the Diffusion of Lesson Studies: Thematic Analysis of WALS2019 Conference Presentations
The study provides an evidence-based confirmation of the global spread and diffusion of lesson and learning studies, uncovers funding key to the initial spread and continued diffusion, examines the embedded research relationships and research areas involved, surfaces the theoretical models and methods adopted in symposia and the paper presentations, and teases out models of adaptations and issues of sustainability.
197
Effective lesson study practice
DEEP DIVE - Single Paper Roundtable
Yanping Fang
Singapore
Live Q and A
1220 - 1240
Singapore Time
A: Papers
B: Papers
1240 - 1250
Singapore Time
Break
Session 3
1250 - 1330
Singapore Time
Poster Session
Study of the Paralympic education lesson for junior high school students -Focus on Goal Ball Practice in Physical Education -
In Japan, spread and promotion of the Olympic and Paralympic education have been planned for the 2020 Tokyo Olympic and Paralympic Games
In the future, it is necessary to consider what kind of practice will be performed in the physical education class at the “Post Tokyo Olympics and Paralympics”.
In this study, we practiced goalball in physical education classes and investigated the effects on children.
Goalball is used in Paralympic.
We practiced this by setting simple tools and rules.
In addition, we investigated how the practice of goalball affects the understanding of people with disabilities, increasing interest in the Paralympics, and thinking about the value of sports.
The subjects were first-grade junior high school students in two classes, with 40 students in each class (20 boys, 20 girls).
Each class was held for one hour. In the analysis, students' free descriptions were analyzed by the KJ method（Kawakita,1970）
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Effective lesson study practice
BURST - WALS of Posters
Renfujishima
Japan
How to develop learners’ argumentative essay writing skills
Research questions
How to develop the skills of making written detailed answer for 11th grade students? How to learn to extract the necessary information from different sources for 11th grade students?
What techniques, strategies, and forms of work will be most effective for the development of these skills?
Relevance of theme
This research is justified by the fact that students do not know how to formulate qualitative arguments when drawing up both an oral and written answer.
Procedure
To consult methodical literature, internet resources on this problem;
To identify techniques, strategies and forms of work, through which students can use to the necessary information;
To use various forms of work in the lesson.
Research outcomes
Students:
- use various sources to select the necessary arguments;
- freely make up verbal and written detailed answers to questions linked to a given topic;
- may lead the necessary number of persuasive arguments.
102
Role of research
BURST - Poster Presentations
Shynar Sherubayeva
Kazakhstan
Problems in Japanese Lesson Study and how to overcome them: OPPA in elementary school
There are three big problems with lesson study in Japan. First, Japanese lesson study does not properly implement the view that teachers should foster the abilities of learners through lessons. Second, it is overly shaded by teachers' subjective opinions. Third, teachers do not have a common basis to talk about lesson study.
OPPA in teacher training addresses these problems. OPPA is a formative assessment method by "self-assessment", which stresses awareness of concept formation and the evolution of the way of thinking. In a lesson using the OPPA method, each learner uses their own "OPP sheet".
The results of using the OPPA method are as follows. First, metacognitive ability is fostered by the learner’s reflection about learning. Second, the teacher checks the learner's OPP sheet and improves the lesson to suit the learner's actual situation. Third, discussions become possible because now there is a common basis in lesson study.
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Effective lesson study practice
BURST - Poster Presentations
Enomoto Michitaka
Japan
How can feedback improve the achievements of Year 10 students in English lessons?
The study explores how feedback works in lessons and to find out what forms of feedback are effective, whose feedback is more important, and finally how feedback can be improved.
The paradigm location of research is interpretive. A case study approach was used to investigate the research topic. The researcher used a mixed-methods approach to data collection, collecting qualitative and quantitative data through interviews, questionnaires, and a focus group.
Finding indicate that students appreciate written feedback rather than oral and all of them are convinced that with the help of teacher feedback they can improve their performance. Continuous teacher’s feedback raises students’ learning achievement and students like immediate and specific feedback that points out areas of strength and areas requiring development.
The results of the study might be beneficial for high school educators to enhance the quality of teaching and to prepare their students to external 10 Year exams effectively.
146
Role of research
BURST - Poster Presentations
Ainash
Kazakhstan
How can we impact the problems of withdrawn students in the school environment?
The research was conducted at the gymnasium №67 of Nur-Sultan. At the center of attention was a student who had experienced serious problems that had become serious problems over time.
Research question: How can we impact the problems of withdrawn students in the school environment?
The purpose of the research: To involve the student in the social environment, influencing the relationship with the environment
The results of the research showed how to work with a withdrawn student and what methods to use. The following methods and recommendations were identified:
•Gradual expansion of the student's circle of communication
•To adhere to tactile communication / constant support
•Establishment of an open and trusting relationship
•Create communication situations and work on lessons
•Involvement in couples and group work.
Results of the research, the teachers have the opportunity to expand the circle of withdrawn students and create for them an inclusive educational environment.
190
Role of research
BURST - Poster Presentations
Sultanbek
Kazakhstan
How to create a reflective research community in the school environment?
The purpose of the research: Making changes in school practice, improving the environment of the reflective research community through the development of leadership qualities of teachers.
Action Research is usually conducted in the school. It is a reflexive process that allows you to identify and discuss as components of “research”. Research is the collaborative effort of partners to find solutions and improve solutions to the problems they face in everyday practice (Ellein Ferrans, 2000).
In a project organized by the Center of Educational Modernization of the Akimat of Nur-Sultan and the Faculty of Education of the University of Cambridge. Action Research was conducted in the 2019-2020 school year at school.
Analysis of research data show:
•having a common goal and common vision in the team;
•a team of volunteers and leaders in teaching excellence;
•deep learning;
•active experiment;
•teacher autonomy;
•Creating a reflective research
191
Role of research
BURST - Poster Presentations
Gulzhanat
Kazakhstan
Physical Education Classroom Practice to Ensure Social Distancing: Through middle school athletics classes
Communication with peers is essential in the physical education class. However, due to the effects of coronaviruses, close contact with them must be avoided. Under these circumstances, we tried to devise a method for communication in the athletics class by using a written communication method. The students were able to deepen their thinking ability and motivation to learn without direct conversation.
226
Effective lesson study practice
BURST - Poster Presentations
Hirotake Tomioka
Japan
Live Q and A
1330 - 1350
Singapore Time
1350 - 1405
Singapore Time
Break
Session 4
1405 - 1505
Singapore Time
WALS Talks and Meet Ups
Parallel Session A
Towards a Theory-Driven and Content-Focused Lesson Study
The research is part of a linked research and professional development project that involves adapting research frameworks for studying instruction to practice and then study how these can become knowledge resources for teachers. Here, I report on our adaptation of mathematics discourse in instruction (MDI) framework in the context of LS. The MDI framework is a theory-informed, empirically based framework that is descriptive/analytic and evaluative of the quality of mathematical discourse in lessons. Our adaptation of this framework led to development of a subject matter-focused LS that involves providing learners access to the specialized language, processes and practices of mathematics. In the presentation, I will exemplify the model, simply called MDI-based LS with a lesson study on teaching function and argue for the model’s potential for use in any lesson study in mathematics.
3
Role of research
BURST - WALS Talks
erlinaronda
Philippines
Socio-cultural Perspective of Participation and Learning of Students with Intellectual Disabilities: Case Study in a Special Education School in Japan
Ensuring the schooling of children with disabilities is a prime issue on educational equity. The current trend of inclusive education demands to realize both their participation in the least restrictive environment and enable their academic achievement (Hoppey & McLeskey, 2014). However, when it comes to the student with intellectual disabilities (ID), the issue becomes intricate. Not a few teachers are pessimistic about the inclusion of students with ID (McLeskey & Waldron, 2011), because there seems discrepancy in the above-mentioned demands in case of ID. To solve the problem, we should reconsider the concept of participation and learning. The theory of Lesson Study emphasizes the importance of learning community, so I consider the socio-cultural factors and redefine the students' participation and learning. I conduct classroom discourse analysis (Forman & McCormick, 1995) of lessons in a school for students with ID in Japan, and clarify how they participate and learn with peers.
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Role of research
BURST - WALS Talks
Yusuke Kusumi
The Use of Role Plays to Develop Students’ Communication Skill in Online English Lessons
The biggest challenge language teachers in our school have faced when teaching online is students’ unwillingness to communicate online. Whereas students' interaction and communication are natural and easy-organized in traditional classroom, in online class students mostly communicate with a teacher. As a solution, we chose the use of role plays because they allow students to act as their characters in a situation given by teacher thus avoiding expressing their opinions directly and fear to be misunderstood. The aim of our research was to investigate the effectiveness of the use of role plays with the 9th grade students, find out the ways how role plays can be used online and peculiarities to bear in mind when using them. The results illustrate that students’ communication in online ESL lessons was improved significantly – students became more relaxed and confident, their intonation, pronunciation and the use of target language were developed as well.
128
Online lesson study
BURST - WALS Talks
Alikulova
Kazakhstan
Teachers’ Motivation in Lesson Study: Relationship between Research Team Leadership and Factors affecting Teachers’ Motivation
Lesson Study (LS) is school-based system to carry out professional development of teacher group. It is necessary that each teacher in the school must actively engage in LS, in order for LS to effectively contribute to sustainable teachers’ learning. In this study, the author conducted a questionnaire survey and interview surveys at the elementary school in Japan to clarify the factors affecting teacher motivation in LS and what kind of leadership the research team showed to actively involve many teachers in LS.
As a result, it was found that the classroom teachers were motivated by his/her own research lesson, his/her own classroom management, dealing with complaints from parents, and school events, in addition to the events related to the LS. These results suggest that it is necessary to consider LS as the core of school management and to support teachers to learn by observation of other teachers’ research lessons.
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Effective lesson study practice
BURST - WALS Talks
Yuta ARII
Japan
How to improve students' language productive skills in distance learning
The study which is currently under the process in NIS PM Shymkent in the frame of lesson study focuses on the effectivness of distance learning and exactly on what are the methods and approaches of developing students language productive skills that really work with students. The productive skills are the skills which really need the real contact of people and in the conditions of online teaching seems to be really hard to organise. In this study we are going to try the best and most innovative methods of how to maximum make this proccess natural and close to real face to face teaching and learning.
131
Online lesson study
BURST - WALS Talks
Viktoriya Buzmakova
Kazakhstan
Meet Up
Parallel Session B
How were our video lessons developed? A description of cross-cultural lesson study among Myanmar and Japanese practitioners
Our presentation aims in describing the contingent process of our video lesson production for online and large-scale teacher training under the curriculum change in Myanmar primary education and examining the video’s influence on the quality and modality of consequent teacher training module. The video production team consisted of Myanmar and Japanese educational practitioners in the Project for Curriculum Reform at Primary Level of Basic Education (CREATE) implemented by Myanmar and Japanese governments since 2014. Through the description of video production, we have organized agenda for conducting the cross-cultural lesson study: (1) the process of video production visualizes not only lessons but also the micro-politics among international actors; (2) seeing video would impact on the teachers’ some habitus but not influence the other habitus and; (3) the video impacted on the modality of teachers’ way of learning in INSET program thereby video editing becomes critical.
166
Online lesson study
HUDDLE - Meet Ups
Atsushi Tsukui
Japan
Live Q and A
1505 - 1535
Singapore Time
Parallel Session A
Parallel Session B
1535 - 1550
Singapore Time
Break
Session 5
1550 - 1710
Singapore Time
A: Sharecases
The Noisy Classroom – Embedding Oracy in Primary School
The teaching of the four language skills – reading, writing, listening and speaking – are of equal importance in the learning of any language. However, more often than not, oracy takes a backseat in classrooms as teachers focus on reading and writing – skills that have heavier impact on examinations. In our lesson study cycle, we look at the challenges faced by teachers in conducting oracy lessons, develop an oracy framework that best fits our school and syllabus, and ask ourselves how teachers can encourage student collaboration and knowledge construction through purposeful exploratory talk. In the development of our oracy unit, we selected learner strategies that were crucial in the area of speaking and representing and oral interaction that our students should acquire to be empathetic communicators, discerning listeners and viewers as well as creative inquirers.
172
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Hailynn Amin
Singapore
To what extent is Lesson Study effective in developing 7th graders argumentation skills?
Acquiring argumentation skills by students in the classroom is still a challenge for teachers. A teacher has to select resources, techniques and methods to help learners in providing good reasoning. In “A Step-by-Step Plan for Teaching Argumentative Writing” Jennifer Gonzalez states the importance of teaching argumentation in order to develop students’ research skills through problem-based learning.
To prove this claim, the present study used the longitudinal data from 55 students who admitted that the technique which had been implemented into the teaching process contributed to the development of research skills in the lesson through problem-based learning.
This study has examined the implementation of some techniques at the lessons of Russian, English and Art, which contribute to the development of argumentation skill, and, consequently, research skills.
179
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Sholpan Khairullina
Kazakhstan
The Effectiveness Research of "Paticipation of Students" in Elementary School
Student class participation is a personal and individualized curriculum experience of students in the class. In the process of student participation, behavioral participation is the carrier, accompanied by students' psychological input. Psychological input includes emotional participation and cognitive participation. The effectiveness of participation means that all students in the class actively and happily devote more time to learning, to maximize the development of thinking and achieve the highest learning effect in a specific time. For teachers, the effectiveness of English class teaching must be focused on the effective participation of students in the class.
182
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Ella
China
Do all Triangles with the same base and the same height have the same area?
In Singapore, many teachers face the pertinent challenge in presenting mathematical concepts to students especially when it comes to the learning of geometrical problems in the primary schools. In Primary Five, we observed that many students struggle to conceptualise the relationship between the triangle and the rectangle and merely apply the formula to find the Area of a Triangle. This may be a result of teachers introducing the formula too early and failing to build on from students’ prior knowledge of the topic ‘Area of Rectangle & Square’. To address these issues, we engaged in Lesson Study to examine the problems faced by our students when learning this topic and help them develop a better conceptual understanding of the topic. In this presentation, we will share how we engaged in kyouzai kenkyuu to think more deeply about our instructional design and redesigned our unit on triangles.
186
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Lim Li Li
Singapore
Using 5 senses in narrative writing in Secondary 1 students
Primary school students (11-12 years) in Singapore do Chinese narrative writing with pictures and helping words given. When they are promoted to secondary school (13-16 years), they are required to write the narrative essay without visual aids given. Most students in that stage are unable to produce rich narrative essays which depict the characters and include key details. Our team aims to unpack students' habits in writing narrative essay in the past and present through a series of interviews and surveys. We identified the prior knowledges and skills they acquired in primary school and the difficulties they are currently facing in Secondary School 1 (13 years). We then decided to focus in nurturing students’ skills in using 5 senses in writing to enrich the contents of their essays. We carried out the process of learning study using variation theories in two classes in school with the approaches of differentiated instructions.
187
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Low Xin Yee
Singapore
LESSON STUDY IN THEORETICAL AND PRACTICAL CONTEXT: TEACHING AND LEARNING BELIEF
The purpose of this paper is to discuss the theoretical and practical aspect of lesson study. This
paper will also look at the insights of lesson study from the perspective of teachers and teacher
educators. The main focus is to relate between teachers’ belief about teaching and learning and
the practice of lesson study. The Clark and Peterson (1986) model on teachers’ thought process is
employed. Lesson study is known and established as one of the advanced and structured form of
Professional Learning Community (PLC). It composed of four main phases namely investigation,
planning, teaching/observing the research lesson and reflecting. While professional development
for teachers grow, research discovered the needs for teachers to engage directly with students’
learning process and the nature of lesson study be able to accomplish both requirements. In
addition lesson study has a measureable effect on the teachers’ knowledge, and sufficient ongoing
activities to reinforce learning. How much lesson study is appreciated by teachers and to what
extent lesson study is manifested in teachers’ teaching is to be discussed in this paper. As lesson
study can be viewed as one type of PLC, it can explain how teachers learn to improve instruction
through group learning, leading to a culture of collaboration. In addition, lesson study creates and
practice learning organization conception where teachers shared teaching and learning objectives,
willing to learn from each other and accept critics as a constructive development. Positive values,
beliefs and attitudes of teachers towards teaching and learning alleviate the process itself.
200
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Hasnah Binti Abdullah
Malaysia
B: Sharecases
Teacher Co-Planning as a Useful Routine of Distance Learning: Convincing Arguments and Spectacular Results
How can previous experience of teachers’ participation in Lesson Study contribute to solving problems of distance learning?
To answer this question, Nazarbayev Intellectual School of Physics and Mathematics in Kokshetau teachers share their experience of successful distance learning. From the very start of distance learning, it became apparent to school leaders that teachers were experiencing significant difficulties attempting to adapt their practice to distance learning demands. To identify the main challenges, the school administration held a survey to obtain first-hand information. The survey revealed the main difficulties with remote learning: 1) difficulties related to technical aspects, 2) difficulties in selection of lesson materials, 3) difficulties in selection of methods and strategies. Teachers were encouraged to use the co-planning strategies they had previously used in preparing research lessons in Lesson Study format. Teacher co-planning has then become a tool that has helped teachers to almost completely cope with the problems.
147
Role of research
HUDDLE - Lesson Study Sharecase
Liliya Zhurba
Kazakhstan
LESSON STUDY IN MALAYSIA: IDEAS AND THE FUTURE
The definition of lesson study by the Ministry of Education Malaysia (MOE) is the practice of teachers collaboratively to plan and prepare a lesson plan, make observation towards teachers’ lesson, reflecting upon teaching and facilitation and adjusting to upgrade the agreed lesson plan (MOE, 2019). This paper aims to present few ideas on LS and its future in education. The overwhelming changes occurring in the world of education in Malaysia bring huge effects towards the teachers, specifically, as well as to the students. How does LS keep functioning and playing the role to face such situation? Are the teachers still able to apply LS in the effort to improvise the students’ learning quality? Is the human innovated technology causes destruction or advantages in education and making LS irrelevant? Hence, this paper will examine and answer these questions by analysing relevant literatures and providing suggestions to the teachers in Malaysia.
205
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
FAIRUZZAH HARUN
Malaysia
Effects and issues of Lesson Study developed in Mongolia-Consideration from international comparative study of TBLA-
In this presentation, we would like to introduce a method of lesson analysis based on transcript records in Mongolia, where Japanese lesson study was introduced from 2006, and to clarify the cultural commonalities and differences between the two countries' views of lessons and teaching materials.
In this study, we conducted a research lesson in a secondary school in Mongolia and created a transcript record. Based on this record, cooperative research meetings for researchers and educators were held in Japan and Mongolia to compare and analyze the comments made by the participants on the transcript-based lesson analysis (TBLA).
As a result, it became clear that researchers and teachers from different backgrounds have different viewpoints when conducting research lessons and class observations. In addition, teachers who have been involved in Japanese lesson studies for a long time in Mongolia tended to approach the comments of Japanese teachers.
228
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Dulamjav Norjin
Mongolia
Live Q and A
1715 - 1735
Singapore Time
A: Sharecases
B: Sharecases
Closing
1740 - 1820
Singapore Time