Wednesday 2 Dec 2020
9:30 am - 10:00 am Opening on lead day
No workshops in this session.
10:00 am - 11:30 am Zone 3 Session 1
10:00 am - 11:00 am Symposium (Recorded)
“Lesson Study & Curriculum Management” in Japan -From the Perspective of School Improvement-
Tetsuo KuramotoJapan
Abstract
This symposium aims to introduce a few of lesson study’s practices and models in the curriculum management context, which is a school improvement concept including teacher education theories, and explores the implications of further understanding and the developing “lesson study & curriculum management” in Japan. A recent trend in Japanese educational movement is a growing interest in lesson study & curriculum management. The concept is based on using teachers’ professional communities for improving school management systems. The theory and practice behind “lesson study &curriculum management” for school improvement is defined as, firstly managing all school functions by incorporating individual teacher’s specialties and morale, secondly promoting each student’s academic achievement and personal development, and finally, establishing collaborative relationships with parents and communities. The findings also suggest how innovative adaptations of “lesson study & curriculum management” could be effective to improve the teachers’ professional capital and school management.
11:00 am - 11:30 am Live Q and A
#74
11:30 am - 12:20 pm Zone 3 Session 2 Parallel sessions A and B
A: Papers(Recorded)
Practicing lesson study in Indonesian EFL teacher education context: Considering the challenges, suggestions, and benefits from stakeholders’ perspectives
Nunung SuryatiIndonesia
Abstract
The purpose of this paper is to unravel points regarding the practice of lesson study (LS) in the field of English as a foreign language (EFL) teacher development in an Indonesian education context, as LS study has been implemented as a part of teaching practicum activities. The study focuses on the challenges faced and observed by LS participants (student teachers, cooperating teachers, and university supervisors), their suggestions to design an effective LS process that benefits student teachers during their teaching practicum. The research design was using a mixed-method. The analysis is based on the data from a questionnaire to 90 student teachers who did LS in their schools during teaching practicum, interview with 6 EFL cooperating teachers, and interviews with 6 university supervisors and observation during lesson study. The analysis was of the questionnaire was carried out to calculate the descriptive statistics. The interview analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories, and at last placing codes into the related categories. The results show that the student teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about lack of focus during the lesson research, insufficient feedback in the planning and reflection stage. The cooperating teachers and the university supervisors were concerned with the time, increasing responsibility and effort is a demanding process. Furthermore, the implementation of LS practice was limited to once or twice during the teaching practicum and it seems to lead to partial improvements in the student teachers’ knowledge, teaching practices. All parties agree that LS contributes to the personal and professional development of them and triggered enthusiasm and a desire for school students to participate actively in the learning process. This paper serves as an explicit example of LS practice with its plus and minuses in an Indonesian education context. The results of the current study imply the need for teacher education institutions to revise the current model and to strengthen the LS skills of the cooperating teachers and university supervisors. Besides, the stakeholders’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs, and the researchers an opportunity to lead future practices.
Promoting Active-Learning in High-School Physics Lessons through Action Research
Sachiko TosaJapan
Abstract
This symposium aims to introduce a few of lesson study’s practices and models in the curriculum management context, which is a school improvement concept including teacher education theories, and explores the implications of further understanding and the developing “lesson study & curriculum management” in Japan. A recent trend in Japanese educational movement is a growing interest in lesson study & curriculum management. The concept is based on using teachers’ professional communities for improving school management systems. The theory and practice behind “lesson study &curriculum management” for school improvement is defined as, firstly managing all school functions by incorporating individual teacher’s specialties and morale, secondly promoting each student’s academic achievement and personal development, and finally, establishing collaborative relationships with parents and communities. The findings also suggest how innovative adaptations of “lesson study & curriculum management” could be effective to improve the teachers’ professional capital and school management.
The lesson study efficiency as a factor of the development of the educational environment
YerbolatKazakhstan
Abstract
Since 2020, the trainers of Center of Excellence branch in Kyzylorda town have begun a study on the topic: "The effectiveness of the use of the LESSON STUDY approach by teachers as a factor in the development of the educational environment of the lesson". Initially, a monitoring study was carried out to determine the level of the Lesson Study being conducted in the Kyzylorda region. The study involved 83 innovative schools in the region. To determine the accuracy and reliability of the data obtained, a questionnaire survey of teachers and school students was carried out. The number of respondents is 365 people. The object of research is the educational environment of the lesson. The subject of the research is the effectiveness of the Lesson Study approach as a factor in the development of the educational environment of the lesson.
B: Papers (Recorded)
Developing Schools' Professional Capital Through Lesson Study
Eric C. K. ChengHong Kong
Abstract
This presentation aims to discuss the extent to which Lesson Study, through its improvement of teaching quality, can enhance school’s professional capital. Lesson Study is a form of teacher-led collaborative action research developed in Japan has been advocated internationally to improve students’ learning outcomes. Professional capital in the schools refers to the intangible resources that come from the knowledge, experience and competencies of teachers, from teacher collaboration groups, and from their reflective teaching practices (Hargreaves and Fullan 2012). The presentation seeks to propose the organizational factors that facilitate the institutionalisation of the Lesson Study within schools, and discuss whether institutionalising the Plan-Do-Check-Act (PDCA) cycles of Lesson Study in schools could enhance their professional capital, and thereby determine the utility of professional capital for enhancing student learning outcomes.
How do elementary teachers use Digital Textbooks?: Six Lesson Studies on the Use of Digital Textbooks in South Korea
Mimi LeeSouth Korea
Abstract
With the advent of digital era, teachers and students around the world are finding themselves surrounded by digital environments and digital curriculum resources. One of the recent changes introduced to South Korean classrooms in this fast-changing environment is Digital Textbooks. Through six Lesson Studies, this descriptive multiple case study aimed to analyze the similarities and differences that are present in elementary teachers’ use of Digital Textbooks in South Korea. Teachers demonstrated a wide spectrum in the use of the 3rd and 4th grade social studies and science Digital Textbooks. Findings suggest that the teachers’ perceptions of Digital Textbooks and notions about their role in instruction impacted their curricular adaptations. Furthermore, the level of collaboration in Lesson Study affected how teachers use Digital Textbooks in instruction. The implications for both Digital Textbook development and implementation of Lesson Study are discussed.
The Potential Contribution of Lesson Analysis to Lesson Study in Pandemic Times
Shirley TanJapan
Abstract
One of the main characteristics of LS is live observation of lesson. The COVID-19 pandemic, however, made the face-to-face participation and live lesson observation challenging. Therefore, we propose the potential of combining LS with lesson analysis (LA) as a robust approach of teacher professional development through an online collaboration. The merged adoption could be a practical alternative at the onset of COVID-19. This study presents a case study that delves into the experiences and insights of three researchers from three countries that conducted LA collaboratively online. Analysis of a Grade 2 Mathematics lesson of a Japanese school was based on video recordings, lesson transcript and pupils’ notebooks. Each researcher provided insights on different aspects: mathematics education, bansho skills, and the relationships between teacher’s standpoint and questioning. These are found to be valuable for developing and continuing LS, particularly in the groundwork for kyouzai kenkyuu and post-lesson discussion.
Understanding Students’ Mathematical Thinking from the Perspective of Physics Preservice Teachers in Lesson Study Practice
Sommay SHINGPHACHANHLaos
Abstract
Paying attention to student mathematical thinking is the important point of the lesson study practice. It influences ones’ instructional actions, improves teaching quality, and helps students learning in better ways including their achievement (Tayran, 2017). Therefore, it is necessary to emphasize preservice teachers to particularly focus on student mathematical thinking when planning a lesson and post-lesson discussion. This qualitative study aims to find out what are the focal points that PPSTs pay attention to during lesson planning and post-lesson discussion and (2) to what extent do the PPSTs pay attention to student mathematical thinking in both lesson planning and post-lesson discussion. It is hypothesized that PPSTs would focus on underlying student mathematical ideas, student strategies in solving a mathematical problem, student difficulties or misconceptions when solving a mathematical problem, and students’ mathematical explanation (Tayran, 2017).
12:20 pm - 12:40 pm Live Q and A
Live Q and A from Zone 3 Session 2
A: #98, #183, #149,
B: #113, #125, #181, #159
12:40 pm - 12:50 pm Break
No workshops in this session.
12:50 pm - 1:30 pm Zone 3 Session 3
Poster session(Recorded)
Approaches that could support effective teaching during a pandemic and help every student to be successful
Sarsenbayeva Gulden KazakbayevnaKazakhstan
Abstract
The Lesson Study was attended by a group of two teachers of Russian as a foreign language Sarsenbayeva Gulden Kazakbaevna and Bairkhanova Aigul Islamgalievna, who work in the International Schools of Nur-Sultan and Almaty. Teacher jointly carried out lesson planning through ZOOM platforms, Teams, teaching in 10 classes in different cities, observing lessons through video lessons, joint analysis of learning and teaching, documenting our findings. The purpose of the study is to introduce a system of exchange of experience between teachers of different schools during a pandemic, being on distance learning, and how to make this process interesting for both teachers and students, how to organize an observation system in the lesson, how to implement and track the introduction of new methods of teaching lessons by teachers with different professional experience at the national and international levels; develop speech through the use of multimodal texts.
Develop Mathematics Expression Abilities, Cultivate Mathematics Thinking
Ziling GaoChina
Abstract
Mathematics qualities are proved to observe with mathematical visions, express with mathematical languages, and think with mathematical thinking. We aim to cultivate our students mathematical logical thinking through designing effective learning activities, including mutual communication and independent report, during which students are able to think independently, communicate with partners and report in the class, and also help students sort through their thoughts so as to enhance their mathematical thinking abilities.
Developing speaking skills when teaching a foreign language using the Lesson Study approach
Shynar SherubayevaKazakhstan
Abstract
Teaching a foreign language to a school has practical, educational and General educational goals. It involves practical knowledge of the language and its use as a means of communication between people in oral and written forms. I created a focus group of creative teachers of Russian and English. We planned to conduct a research lesson in grade 9A. We chose a topic for research, identified a key problem in teaching a particular class, analyzing data collection: interviews, surveys, observations of the actions of the students studied; developed common goals, learning objectives and expected results of the Lesson Study in the section of the lesson of Russian and English. We started working on the prepared plan of the Lesson Study approach. The reasonableness of the approach is that the student should develop an easy attitude to the mistakes that he may make when communicating in a foreign language
How does the Lesson Study Methodology works on Social Justice in Physical Education for pre-service teachers’ skills development
Honoka OshiroJapan
Abstract
The purpose of this study is to investigate how social justice influences pre-service teacher's knowledge and skills development through the lesson study methodology in Physical Education (PE) in Japan, as per the consequences described of educating pre-service teachers in 40 years (e.g., Spalding, et al., 2010；Nieto, 2013). The discussions were analyzed using a qualitative method. Findings suggest that Lesson Study can be a useful tool for professional development of pre-service teachers, aiming an expertise on reviewing and planning lessons. Also, we conclude that including social justice on teachers and pre-service teachers training is valuable and has the potential to make an impact on fulfilling the education desired level of growing diversity societies. We review the wave of multiculturalism influences into school education (Cohran-Smith et al., 2010；Mills & Ballantyne, 2016) as the study of social justice has been widely discussed in teacher education (Marchel & Winter, 2011).
Student self-assessment for learning improvement: OPPA in lower secondary school science class
Hiroaki ItoJapan
Abstract
The results of PISA2015 reveal that lower secondary school students in Japan have high scientific literacy, but their attitudes toward science, such as "enjoyment of science," are not favorable. To overcome this challenge, we believe it is necessary to improve students' motivation to learn. We focused on OPPA (One Page Portfolio Assessment). OPPA is a formative assessment method by "self-assessment". Here, "self-assessment" is used to build awareness of concept, way of thinking, and learning process. In a lesson using the OPPA, each learner uses their own "OPP sheet". As a result of using OPPA, students were able to realize the significance and necessity of learning and set their own objectives in learning. In addition, students were encouraged to develop meta-cognition and improved their own learning strategies. We think that these improvements were due to the OPP sheet, which visualizes changes in students' concepts and ways of thinking.
What CLIL technology strategies most effectively develop students' skills in using the keywords of the subject?
Natalya KimKazakhstan
Abstract
This study is devoted to the development of students' ability to use keywords in a subject taught in a foreign language. The main focus of the study was to identify CLIL-technology strategies that most effectively contribute to the development of academic language among students, including the level of use the subject terminology. The methods used in the study were observation, comparison and analysis. It used for monitoring the development of the studied skill. Basing on that, teacher timely made changes to the educational process. During the study, many tasks were developed and tested based on CLIL-technology strategies. Experiments have shown the effectiveness of proven strategies. The correct use of subject terminology in oral and written language is one of the indicators of academic literacy, which is one of the necessary conditions for achieving success in any field of activity. Therefore, the study remains significant and relevant for school education.
1:30 pm - 1:50 pm Live Q and A from poster session
#208, #55, #97, #107, #101, #189
1:50 pm - 2:05 pm Break
No workshops in this session.
2:05 pm - 2:35 pm Zone 3 Session 4
Multiple paper round table and live Q and A
(Recorded)
Reorienting Equity of Education through Transcript-Based Lesson Analysis
Yoshiaki ShibataJapan
Abstract
This roundtable aims to reconsider the concept of equity of education through intensive observation and discussion by means of transcript-based lesson analysis (TBLA). The first paper presents the theoretical background of the purpose and the method of our research. In order to uncover the hidden meaning such as 'inaudible but true voice of student' or 'invisible but real figure of student', the analysis of detail observational data brings us the insightful opportunities to rethink the equity of education. The second paper provides evidences that students’ correct answers during learning do not always indicate that their reasonings are based on an adequate essential knowledge. The third paper investigates the possibility of the students in classroom who wish to advocate others to contribute with justice to create a desirable society beyond the assigned knowledge to be acquired. From these findings, we have to pay more attention to every student's learning process.
Live Q and A 15.05
3:35 pm - 3:50 pm Break
No workshops in this session.
3:50 pm - 5:10 pm Zone 3 session Session 5
Parallel sessions A and B
A: Sharecases (Recorded)
Agile model of supporting teachers`leardership network of Ekibastuz Schools in Kazakhstan by trello.com
Yuliya MelnikovaKazakhstan
Abstract
The purpose of implementing the adapted agile model is the need of teachers` cooperation in schools (network of Ekibastuz schools # 5,6,7,10,12,23,21,24 )by means of internal and correspondent interaction in Lesson Study for increasing the professional development and quality of the stimulating help to pupils leading to better results of summative works in the conditions of updating the curriculum. The need of teachers from different remote schools to be involved in gaining better results of the students led to the development of the network supported at a distance by Trello.com service.
Effects of visual aids in learning grammar: An action research on students’ grammar learning with the help of pictures
Lang BorathCambodia
Abstract
The purpose of this action research is to obtain empirical data on how grammar teaching with visual aids has favorable effects on students’ motivation and actual learning of grammar. This study was conducted with 30 first year students at BTEC. They received English grammar instruction with visual aids in the form of pictures that described the concepts and use of target grammar. The instruction lasted for 30 minutes in each lesson within 12 lessons for this action research. The effects of this instruction were analyzed by pre-post questionnaires from the points of views of their attitudes toward learning grammar: written grammar tests; students’ free comments and teacher observation of students’ actual use of grammar in class. The results showed: their grammatical knowledge, accuracy in their grammar use and their motivation in learning grammar improved with the instructions. In conclusion, this visual teaching approach has strong impact on their grammar learning.
How Can Chinese Lesson Study Promote Professional Development of Teachers ---A Case Study Based on ‘Axially Symmetric Phenomenon’
Zhao Wen JunChina
Abstract
This study takes research project ‘Axially symmetric phenomenon’ as a carrier to explore whether and how Chinese lesson study can promote professional development of teachers. The results manifest that the teachers’ specialized knowledge and capability has been improved through repeated practice, reflection and extensive learning driven by contradiction. Professional development of teachers can be promoted through collaborators with counterparts from different background, explicit research questions, clear task allocation, repeated teaching, and in-depth learning based on teaching problems.
Reflection After Practice with the Aim of Improving the Quality of Learning in the Classroom by Using the Lesson Study Process Through the Professional Learning Community at Dara Academy, Chiang Mai, Thailand
Raviwan ThongsrikaewThailand
Abstract
The 21st century world is constantly changing and new knowledge is rapidly improving classroom practices. This challenge is why it is necessary for teachers to quickly learn more. Teachers must learn from the students, the lessons, the curriculum, other teachers, and themselves. To meet these goals, they should design learning management plans that are consistent with the reality of the era of the Professional Learning Community (PLC). It is therefore the teaching community within the school that uses education and works together to aid and encourage professional development that can keep up with this constant change. This leads to a positive learning culture for professional development within an adaptive school. With changes needed in order to reach the learning path of the 21st century, teachers using traditional supervision techniques cannot serve an appropriate role. 21st century teachers with the understanding of learning in the 21st century still lack classroom experience. Therefore, the Professional Learning Community of teachers is a way to create exchanges with each other. It also nourishes College Challenge and Listening Culture which requires structural adjustment with an open atmosphere, and there is a challenge for continued development as we move forward. In the 2019 academic year, Dara Academy has improved classroom quality with the Lesson Study process through the Professional Learning Community to drive the development of student learning. With the basic idea of the duties of a school, the training of teachers and appropriate follow-up is essential to encourage using new ideas in teaching and learning by using the School as a Learning Community: SLC principles. Dara Academy also focuses on educational equality. The class is the most powerful way to develop professional teachers. Hearing the voices of others is the key to success. This also includes collaborating and opening the classroom providing a positive learning environment where people are open to receiving new ideas. There were 66 teachers participating in this project. The teachers teach grade 1 to grade 12 in Thai language, mathematics, science, social studies and English. The process started by raising awareness and understanding with those involved including teachers, supporting teachers, and administrators. After that, the academic department arranged the schedule for the Model Teacher and PLC groups that participated in the activities to collaborate and match the lessons together. The Lesson Study within the Professional Learning Community together with classroom observations makes it possible to see, participate, teach, observe, and solve problems. It allows the teachers to truly know their students. When learning and problem solving were implemented regularly, the students learned to their fullest potential with a high level of quality in terms of the emotional, social and intellectual. The teacher is a model example of someone who is always willing to learn and be a problem solver. They can work as a team naturally resulting in a positive teaching culture in school. This allows students to learn and see the real skills of their teachers from exchanging learning with each other and from reflections from all parties. Regular support from management and academic departments made sure the teachers felt part of the community and were able to design and improve their teaching styles. Teachers will benefit from innovations in teaching and learning through the Lesson Study though the Professional Learning Community. Therefore, teachers feel that they are the owners of the teaching model together, and are a part of the development of the teaching model. Thus, the process is highly attractive and may enable us to work together to solve problems that we cannot predict in a world of constant change.
Teaching Practicum as Sites for Lesson Study and Student Teachers’ Learning to Teach
Frank MwamakulaChina
Abstract
This study examined how student teachers in Tanzania learn to teach through lesson study during teaching practicum, using a case study design and sample of four Literature in English student teachers placed in two secondary schools. Lesson study is less practiced and under researched in Tanzania, the curiosity and readiness of these student teachers to develop a lesson study was a challenging trial which promotes interest for further research in this area. This lesson study practice report was generated from observations, interviews and assessment during 56 days of student teachers’ teaching practicum. Mentor teachers’ and student teachers’ awareness and understanding of lesson study was minimal, with poor support from most host teachers. Also student teachers were challenged by assessment pressure, lack of cooperation, limited time and lack of knowledge on lesson study practice and awareness among in-service teachers.
Using Role Play to Improve Student Teachers’ Competence in Speaking English
PhirunCambodia
Abstract
The paper aims to improve the students’ English speaking skills at Phnom Penh Teacher Education College (PTEC) by using role-play in teaching English speaking to year-one student teachers of primary education (12+4) in the academic year 2018-2019. The results show that the student teachers become more comfortable in speaking English in the classroom and their speaking competence has been improved noticeably. Moreover, they build up their motivation and confidence in speaking, and they can use a variety of vocabulary and grammatical structures in their speaking. It is important to recommend that before conducting a speaking class, the teacher trainers should choose the most suitable way to improve the student teachers’ motivation in speaking. Plus, it is vitally important for the teacher trainers of English to make an interesting and enjoyable atmosphere during the process of teaching and learning to increase the students’ interest.
B: Sharecases (Recorded)
“A study of children's poems in improving students' creative ability”
Ellie HaoChina
Abstract
Based on the actual teaching situation of the school and the requirements of the national curriculum standard, the case has started a study of lessons for about 10 months, during which it has experienced the formation of a research team, the selection of topics, the study of documents, the determination of research plans, the practice of lessons, the careful study of a class.
Bringing Reflective Lesson Study into Online Mathematics Class: Supplementing Asynchronous Learning
Richelle Ann MangulabnanPhilippines
Abstract
Teachers have to teach, or prepare, under circumstances that they were never trained for as a result of no face-to-face memorandum in the Philippines. Will students learn Math alone? How can a teacher design synchronous learning to make learning more accessible with little support from the school? To address these questions, the authors decided to embark on a collaborative study embracing elements of reflective lesson study during the first two months of classes under modular learning. Both have experiences in RLS and practice records writing and previously worked together on designing Math classes that engaged students in the design of lessons. How can these experiences be utilized in designing online learning? This qualitative narrative study analyzed the experiences of the Math teacher in designing synchronous Math classes and overcoming challenges in engaging students to be self-directed learners during the first two months of implementation.
Igniting spark!
Azura AzmanSingapore
Abstract
Owing to the physical or mental disabilities, pupils with special learning needs ( SEN) came across as having difficulties in their learning and struggled to be included in mainstream education.These pupils do not have the same starting place and achieve the same learning outcome. To ensure equity for them, there should be a deliberate effort to demonstrate ‘meaningful progress’ and ‘appropriately ambitious’ goals for pupils with disabilities.We have to change our focus from equality to one of ensuring equity. In an effort to improve their learning, our team decided to use lesson study as a professional learning approach to bring about quality teaching to promote pupils’ engagement through active learning. The aim of the research lesson was therefore to review special education research articles and engage a Knowledgeable others; An Education Psychology. In this research, we explore different dimensions;learning environment, learning strategies and learning resources to improve pupils’ engagement.
Lesson study: a reflection of lesson study at one primary school in Malaysia
Hasnah Binti AbdullahMalaysia
Abstract
The purpose of this paper is to discuss how LS was introduced to an Islamic primary school in Nilai as an activity to improve the quality of student learning and how teachers benefit from pedagogical and content knowledge in making LS successful. The Professional Learning Community (PLC) team of the Malaysia Teacher Education Institute has taken the initiative to design and implement LS at this school. Dialogue sessions with school management and teachers are also held regularly in an effort to provide teachers with a better understanding of LS. The PLC team conducted a series of school visits to give teachers exposure to LS and LS's modus operandi as well as teachers implementing LS. The results of the LS found that they learned many things such as improving teachers' confidence in implementing the teaching process, accepting feedback from others, collaborating with colleagues and being willing to accept best practices
5:15 pm - 5:35 pm Zone 3 Session 5 Live Q and A
Live Q and A from Zone 3 Session 5
#8, #85, #99, #155, #171, #94, #192, #202, #160, #229
5:40 pm - 6:20 pm End of day highlights and announcements LIVE
No workshops in this session.
Thursday 3 Dec 2020
9:30 am - 10:00 am Opening on lead day
No workshops in this session.
10:00 am - 11:30 am Zone 3 Session 1
10:00 am - 11:00 am Symposium (Recorded)
Initial Cross-Cultural Research: Lesson Study for Pre & In-Service Teacher Education
Tetsuo KuramotoJapan
Abstract
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.”
11:00 am - 11:30 am Live Q and A
#75
11:30 am - 12:20 pm Zone 3 Session 2 Parallel sessions A and B
A: Papers (Recorded)
English Teacher Development in Japan Through the Construct of Knowledge Creation
Fumi TakegamiJapan
Abstract
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.
Enhancing the financial literacy of junior secondary students from underprivileged families through the Learning study
Pang Ming FaiHong Kong
Abstract
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.
Rubrics: Possibility to Assess Lesson Planning Objectively
Boldsuren BishkhorlooMongolia
Abstract
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.
B: Papers(Recorded)
Improving teaching and learning by using A student’s voice (high -achieving students) in planning
AymanKazakhstan
Abstract
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.
The improvement of teachers' observation skills
Kyzzhibek AbdramanovaKazakhstan
Abstract
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.
Trends of and Implications for the Diffusion of Lesson Studies: Thematic Analysis of WALS2019 Conference Presentations
Yanping FangSingapore
Abstract
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.
What are the issues of implementing Lesson Study in contexts outside Japan?
Masataka KizukaJapan
Abstract
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.
12:20 pm - 12:40 pm Live Q and A
Live Q and A from Zone 3 Session 2, #122, #195, #203, #51, #145, #197, #173
12:40 pm - 12:50 pm Break
No workshops in this session.
12:50 pm - 1:30 pm Zone 3 Session 3
Poster session (Recorded)
How can feedback improve the achievements of Year 10 students in English lessons?
AinashKazakhstan
Abstract
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.
How can we impact the problems of withdrawn students in the school environment?
SultanbekKazakhstan
Abstract
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.
How to create a reflective research community in the school environment?
GulzhanatKazakhstan
Abstract
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
How to develop learners’ argumentative essay writing skills
Shynar SherubayevaKazakhstan
Abstract
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.
Methods using the CLIL method in geography classes to develop pronunciation, listening, and writing skills.
GulzhanKazakhstan
Abstract
This article summarizes the results of a study of geography teachers conducted by in seventh grade based on CLIL. The article explains how the work, about mistakes made during work, about the work done on their restoration and the results of work. For classroom exploration, detailed joint work of each teacher to achieve this result. When joint planning, the teachers composed assignments and exercises, from simple level to complex, methods were used to help students develop listening, speaking, writing and reading skills. The article reflects the results of the work of teachers, which are that students of the Russian class, studying the subject of geography in the Kazakh language, show good results. Research team members cited the work of prominent authors. The collaboration was successful.
Physical Education Classroom Practice to Ensure Social Distancing: Through middle school athletics classes
Hirotake TomiokaJapan
Abstract
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.
Problems in Japanese Lesson Study and how to overcome them: OPPA in elementary school
Enomoto MichitakaJapan
Abstract
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.
Study of the Paralympic education lesson for junior high school students -Focus on Goal Ball Practice in Physical Education
RenfujishimaJapan
Abstract
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）
1:30 pm - 1:50 pm Live Q and A from poster session
Live Q and A from poster session
#72, #226, #148, #146, #190, #191, #102, #105
1:50 pm - 2:05 pm Break
No workshops in this session.
2:05 pm - 3:35 pm Zone 3 Session 4
2:05 pm - 3:05 pm Parallel session A (Recorded)
WALS Talks and Meet Ups
How to improve students' language productive skills in distance learning
Viktoriya BuzmakovaKazakhstan
Abstract
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.
Socio-cultural Perspective of Participation and Learning of Students with Intellectual Disabilities: Case Study in a Special Education School in Japan
Yusuke KusumiJapan
Abstract
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.
Teachers’ Motivation in Lesson Study: Relationship between Research Team Leadership and Factors affecting Teachers’ Motivation
Yuta ARIIJapan
Abstract
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.
The Use of Role Plays to Develop Students’ Communication Skill in Online English Lessons
Xeniya AlikulovaKazakhstan
Abstract
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.
Towards a Theory-Driven and Content-Focused Lesson Study
Erlina RondaPhilippines
Abstract
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.
3:05 pm - 3:35 pm Live Q and A
#3, #32, #112, #128, #131
3:15 pm - 3:45 pm Parallel B Meet up
(recorded intro and then live at 15.15)
How were our video lessons developed? A description of cross-cultural lesson study among Myanmar and Japanese practitioners
Atsushi TsukuiJapan
Abstract
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.
3:35 pm - 3:50 pm Break
No workshops in this session.
3:50 pm - 5:10 pm Zone 3 session Session 5 Parallel sessions A and B
A: Sharecases (Recorded)
Do all Triangles with the same base and the same height have the same area?
Lim Li LiSingapore
Abstract
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.
Lesson study in theoretical and practical context: teaching and learning belief
Hasnah Binti AbdullahMalaysia
Abstract
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.
The Effectiveness Research of "Participation of Students" in Elementary School
EllaChina
Abstract
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.
The Noisy Classroom – Embedding Oracy in Primary School
Hailynn AminSingapore
Abstract
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.
To what extent is Lesson Study effective in developing 7th graders argumentation skills?
Sholpan KhairullinaKazakhstan
Abstract
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.
Using 5 senses in narrative writing in Secondary 1 students
Low Xin YeeSingapore
Abstract
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.
B: Sharecases (recorded)
Effects and issues of Lesson Study developed in Mongolia-Consideration from international comparative study of TBLA-
Dulamjav NorjinMongolia
Abstract
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.
Lesson study in Malaysia: ideas and the future
FAIRUZZAH HARUNMalaysia
Abstract
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.
Teacher Co-Planning as a Useful Routine of Distance Learning: Convincing Arguments and Spectacular Results
Liliya ZhurbaKazakhstan
Abstract
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.
5:15 pm - 5:35 pm Zone 3 Session 5 Live Q and A
Live Q and A from Zone 3 Session 5
#172, #179, #182, #186, #187, #200, #205, #228, #147
5:40 pm - 6:20 pm End of day highlights and announcements LIVE
No workshops in this session.
Friday 4 Dec 2020
9:30 am - 10:00 am Opening on lead day
Opening of conference in Zone 3 (lead day)
WELCOME Catherine Lewis: Mills College, San Francisco and Pete Dudley, President of WALS (Recorded)
10:00 am - 11:30 am Zone 3 Session 1
10.00 – 11.00
Keynote Professor Manabu Sato
Chair Professor Sumar Hendayana
followed by
11.15 Introduction to the WALS Routledge Lesson Study Series (Recorded)
11:30 am - 12:20 pm Zone 3 Session 2 Parallel sessions A and B
A: Papers(Recorded)
A cross-cultural online lesson study for teaching an in-service teacher education course: Collaboration between Singapore and Finland teacher educators
HengSingapore
Abstract
This study examines how an online cross-cultural lesson study project can promote collaborations between two teacher educators, one works in Singapore and the other in Finland, to explore how they themselves can grow professionally and foster student learning when jointly studying teaching a graduate course for in-service teachers. The interrelated trifold aims of the lesson study include: (1) making the students’ thinking explicit via classroom assessment, (2) engaging students in the critical analysis on alternative perspectives for reflecting upon their professional practices, and (3) provide feedback to the teacher educators on how to help students find relevance between various theories and practice. The initial findings show that this online cross-cultural lesson study can make the aims above attainable, and contribute to teacher educators’ professional growth in the process of (1) explicating (understanding in dialogue), (2) interpreting (student learning evidence collectively), (3) negotiating (alternative cultural and pedagogical perspectives), and (4) perspective-taking.
Challenging Online Reflective Lesson Study: Case of Sarangani Elementary Teachers
Pauline Anne Therese MangulabnanJapan
Abstract
The pandemic and economic challenges of the country have caused great distress among Philippine teachers who were not trained to conduct learning other than the classroom. Teachers worry about whether learning will take place under a modular with limited synchronous teaching modality. This research focused on one team of public elementary school teachers who volunteered to embark on reflective lesson study (RLS) online as part of their continuous professional development. But is it possible to bring elements of RLS online? The study aims to narrate how RLS was modified to fit an online setting, what RLS elements need modification, and how participating teachers viewed online collaborative inquiry. The RLS structure was a localization of a structure from a Japanese school. The professional development elements were a grasp of professional identities, designing shared vision of online teaching and learning, and contextualizing the module to meet the group's research theme.
Promoting elementary school teachers’ multigrade teaching in mathematics in a remote area in Taiwan
Chang Hua ChenTaiwan
Abstract
This study conducted a Lesson Study (LS) to improve elementary school teachers’ mathematical teaching proficiency in multigrade classrooms in a remote area in Taiwan. The focus of LS is to facilitate participating teachers’ formative assessment practice to differentiate their instructions to meet individual students’ needs. Data collection includes interview transcripts, meeting recordings, and classroom observations. The researchers applied the constant comparative method to learn the challenges the teachers met and their professional development. Research findings suggest that a) the teachers mainly struggled with addressing two natures of mathematics: The logical and robust structure of established mathematical knowledge and the social construct process of mathematical knowledge. This tension affected the teachers’ view on multigrade teaching; b) the teachers appreciated the collaborating opportunity with colleagues created by LS and concentrated more on students’ mathematical thinking when planning and reflecting their lessons. Several teachers expressed the enhancement of professional knowledge in teaching mathematics.
B: LS Sharecase (Recorded)
Study on effective teaching method to minimize misunderstanding about insects’ characteristics for pre-service lower secondary teachers in TECs
Pechleakhna NAKCambodia
Abstract
This study aims to identify and eliminate student teachers’ misunderstanding about insects, and to compare the effectiveness between the Inquiry-Based Learning approach (IBL) and Traditional Method (TM). Forty-eight student teachers of the first-year bachelor degree program studying in 2nd semester of academic year 2018-2019 at PTEC were separated into IBL group and TM group for this study. Pre-test, post-test, and questionnaire were used to identify misunderstanding and effectiveness of teaching methods. The result showed that there was no significant deference between effectiveness of the two teaching methods. Although, misunderstanding about the common characteristics of insects (mainly the amount of legs and body segments) remained in each group, the percentage in TM group was still higher with less improvement in scientific skills. It can be concluded that IBL is one of the most effective teaching methods to minimize misunderstanding about characteristics of insects and to improve science learning skills.
Ignites (Recorded)
The use of logical reasoning tasks to develop students’ giftedness in ESL lessons
Alikulova XeniyaKazakhstan
Abstract
Logical reasoning is one of the key traits that gifted children possess. Logical reasoning is a complex weave of abilities that help students get someone's point, generate reasons for their own point, evaluate the reasons given by others. Therefore, logical reasoning tasks can be a diverse source to develop students’ argumentative and critical thinking skills and provide students with a challenge that can motivate them to grow. The aim of the research: to investigate to what extent logical reasoning tasks help to develop students’ giftedness in ESL lessons through the development of argumentative and critical thinking skills. The research instruments included the interview, the observation and the survey. The preliminary results show that logical reasoning tasks improve students’ argumentative skill and activate critical thinking as students’ justification of their own opinion has become more confident and fluent, student analyze information faster and use stronger arguments.
12:20 pm - 12:40 pm Live Q and A
Live Q and A from Zone 3 Session 2
#167, #233, #91, #126, #29
12:40 pm - 12:50 pm Break
No workshops in this session.
12:50 pm - 1:30 pm Zone 3 Session 3
Poster session (Recorded)
Development of Science Process Skills in Online Mode: A Lesson Study
Reyneth Renan P. MattaPhilippines
Abstract
The study is to explore how students describe their experiences and learning with the utilization of lesson study in attaining scientific skills through collaborations and other teacher made activities in the new normal setting. Science subjects have become the greatest contributors in other learning areas because it activates more the critical and logical thinking analysis of the learners so that it must be given so much emphasis by developing more efficient strategies for student's learning development. A qualitative phenomenological approach will be used. Semi structured interviews, observations, and document analysis will be conducted with 3 teachers and students who will undergo under lesson study in their respective online classrooms. The result may deem necessary in order to come up a suitable intervention program and or validation of resource materials that will help teachers and learners to achieve the highest levels of their understanding of particular lessons.
Home-based Learning Community(HBLC) Development using online lesson study and Professional Learning Community(PLC) during the COVID-19 crisis. Plearnpattana Secondary School, Thailand
Phurithat ChaiwattanakunnThailand
Abstract
The COVID-19 pandemic has affected Thailand. All schools must close. Collaborative-Active Learning and No One Left Behind are consistent aims at Plearnpattana which we combined with HBLC. HBLC was online Collaborative-Active Learning that was taught from teachers’ homes to students’ homes via applications during school time. HBLC was composed of 3 steps: 1) Applications: Zoom with breakout feature, Padlet, Mentimeter, Nearpod and Google Slides were prepared for HBLC. 2) Collaborative-Active Learning started using the applications. The online lesson study was composed of 3 steps: a) analyze & planning curriculum. b) teaching & observation. c) reflection & redesign; ensure that no one is left behind. PLC members consisted of teachers, co-teachers, mentors, experts, principals, etc. Each step of the online lesson study involved PLC members on the Zoom application everywhere and every time. 3) After that, Online PLC member and parents discussed the student’s learning outcomes and the development approach.
How can webquest develop students ' divergent thinking skills in an online lesson?
SvetlanaKazakhstan
Abstract
This paper offers a preliminary study of the impact of a web quest on the development of divergent thinking in high school students on distance learning in the context of a pandemic. It was important to conduct this research to make sure that the web quest used is reliable. The study was conducted at a school in Almaty in September 2020. 24 students in the 8th grade were selected as the sample size. The method of comparing the results of pre and post tests was applied. Two qualities of divergence were evaluated: originality and fluency. The positive impact of the web quest on students ' divergent thinking was found out. Comparison of pre and post tests and the results of the study showed a positive trend in changing the level of development of divergence qualities-fluency and originality, using immersion in the problematic situation of a web quest.
How does collaborative planning help improve teachers' teaching skills?
ZHANIYA OPANOVAKazakhstan
Abstract
The significance of the topic is that the teacher is currently experiencing some difficulty in implementing the updated educational program in the Republic of Kazakhstan. That is why social media, various professional publications, and television programs have the opposite opinion of the new education system. The reason for this is that the school teacher is still underdeveloped, which can be seen in the comments he gives in social networks, the text messages sent during the contact, and the consultations and lessons he gives during post-competitive support. We wanted to examine the rationale behind the importance of the study through the professional analysis of foreign scholars, such as Dr. Elizabeth Elisabeth Kubler-Ross, Dennis Jaffe and Cynthia Scott.These scientists have shown that the perception of change by a person has four main stages. That is, denial, opposition, research and acceptance.
How does the epidemic of COVID-19 affect physical education teachers’ beliefs through distance education?
Minako IsomuraJapan
Abstract
The purpose of this study was to examine the following three research questions; (1) How does physical education teachers’ perspectives toper their subject change through distance education? (2) How does physical education teachers’ perspectives on their role change through distance education? (3) How does physical education teachers identify their professional development through online lesson study? The main results as follows: (1) It became clear that it was an opportunity to aim for lessons that emphasize the balance of ability development from the skill-based lessons by implementing distance education. (2) The recognition that the subject of physical education is significantly related to the children’s health greatly influences the transformation of the teacher's perspectives on the specialty of the subject as a health supporter. (3) It was also suggested that the teachers’ beliefs and past experiences influenced the response to new methods for online lesson study.
Methods using the CLIL method in geography classes to develop pronunciation, listening, and writing skills.
GulzhanKazakhstan
Abstract
This article summarizes the results of a study of geography teachers conducted by in seventh grade based on CLIL. The article explains how the work, about mistakes made during work, about the work done on their restoration and the results of work. For classroom exploration, detailed joint work of each teacher to achieve this result. When joint planning, the teachers composed assignments and exercises, from simple level to complex, methods were used to help students develop listening, speaking, writing and reading skills. The article reflects the results of the work of teachers, which are that students of the Russian class, studying the subject of geography in the Kazakh language, show good results. Research team members cited the work of prominent authors. The collaboration was successful.
Motivation to study is one of characteristics of a good learner. How to raise learners’ motivation during remote learning?
Jumatayeva RaushanKazakhstan
Abstract
Purpose The purpose of Lesson study is to find out what makes 11th grade students of the NIS school to lose interests for study, what can motivate them, who can encourage students better, teachers, parents or they themselves. The problem: When teachers list characteristics of a good learner they say about motivation as one of the most important factors in their success at school. However, during remote education many types of stimulation do not work as in a traditional classroom, so frustrating with challenges of remote learning, students lose motivation to study. Methodology: Survey among 11th grade students was conducted, Lesson study teachers plan, conduct and provide observations of 11th grade lessons, then discuss the results of observations. Findings will be presented when lesson study cycle is completed. Conclusion: Educators need to know what two main types of motivation: intrinsic or extrinsic stimulate our learners better.
The Formation of Collaborative Lesson Study in Teaching Practice in Japan with a Focus on its Impact on Mentor Teachers.
Atsushi SakamotoJapan
Abstract
This study aims to clarify the requirements for collaborative lesson study through an examination of the effect of lesson study teaching practice on mentor teachers in Japan based on the results of questionnaires and interviews, particularly on elementary school mentor teachers. From our research, we found that mentor teachers who collaborated with student teachers through practical teaching centered on lesson study and reflect on their own practice through practical teaching leads to promotion of lesson study and lesson improvement. The interviews revealed certain key information: first, the mentor would encourage the student teacher to participate in the lesson study, and thus, tried to build a collaborative relationship between them; and second, mentor teachers sometimes received questions from student teachers that caused the mentors to reflect on their lesson practice, which led to actual lesson improvement. These results suggest that mentor teachers promote the success of collaborative lesson study culture.
1:30 pm - 1:50 pm Live Q and A from poster session
Live Q and A from poster session (Parallel A)
#45, #135, #142, #178, #184, #193, #103 #148
1:50 pm - 2:05 pm Break
No workshops in this session.
2:05 pm - 3:35 pm Zone 3 Session 4
Invited Plenary LIVE Elevating Student Equity through Effective Research-based and Learning
Sumar Hendayana: Professor, Indonesian University of Education, Indonesia Anunthaborasakul Athapol: Professor, Chulalongkorn University, Thailand Sarkar Arani Mohammmad Reza: Associate Professor, Nagoya University, Japan
Chair: Professor Manabu Sato
3:35 pm - 3:50 pm Break
No workshops in this session.
3:50 pm - 5:10 pm Zone 3 session Session 5 Parallel sessions A, B and C
A: WALS Talks (Recorded)
Personalization that leads to equity. Singularity for equitable reality.
Nazym TabarakKazakhstan
Abstract
A growing number of issues in the 21st century reality force educators, scientist to change their vision of the contemporary education and find new ways of learning, new approaches that will prepare young people for life as early as it possible. The intention of the research to reconsider, modify and test Discipline-based inquiry to realize the concept Singularity on English classes to foster learner’s intellectual engagement in the condition of distance learning. What are the findings by the moment in terms of realization Singularity in my lessons: 1. Modifying Discipline-based inquiry into the Research-based project with identification of research questions derived from the area of their future professions 2. Designing Personalized-Learning Plan with learning SMART-goal 3. Testing Personalization through: extension, advancing, challenging goal setting, scaffolding, self-regulation and development of soft-skills. The most important consequence of the work we are doing with my learners: develop competencies through a process of inquiry and discovery, they create new knowledge, familiarize how to make discoveries through inquiry, reflection, exploration, and make first step in the direction of their future professions
The Tools of Collaboration on Professional Learning Community in Malaysia
zanatonhiksanMalaysia
Abstract
The Professional Learning Community is a platform for teachers to collaborate among them. The discussion is on planning, observing and reflecting about teaching and learning process. The purposes of this collaboration are monitoring the learning process of students to be more focused and the development of students to ensure the student development. To achieve this goal, the Ministry of Education has developed a "PLC Kit" to help teachers as a guide to create culture of collaborative practices. Furthermore, the objective of this writing is to discuss on collaboration practices based on PLC Kit in the teaching and learning process. There are 13 strategies or collaborative tools discussed which are Performance Dialogue, Book Club, Teacher Learning Group, Video Criticism, Learning Tour, Peer Guidance, Lesson Study, Teacher Sharing Session, Data Analysis, Critical Partner Group, Induction and Mentoring of New Teachers, Group Problem Solving, Horizontal Team and Vertical Team. These strategies have an impact on the improvement of student’s learning and teacher’s pedagogy by focusing on student development to ensure student development.
Toward an Understanding of the Conditions and Constraints on Groups of Lesson Designers: A Comparative study
Toru HayataJapan
Abstract
This project aims to construct a theoretical framework for the (international) comparison of lesson studies. To do this, the study focuses on the lesson design process, one part of lesson studies, comparing the processes of designers (prospective teachers) at three universities in Japan and one in Thailand. The present study attempts to reveal which conditions and constraints the process is subject to, and what form it ultimately takes. The praxeology and the levels of determination are used as its framework based on the Anthropological Theory of the Didactic. The results are as follows: First, regarding the design of the mathematical praxeology, results show that there are differences at lower levels of determination such as the domain. Second, it was found that influence at the didactic level wherein no consensus was formed among participants. Finally, the potential for the format of lesson plan was shown to greatly affect the process.
B: Sharecases
How to develop student's research skills in conditions of distance learning?
Oral KdirshayevKazakhstan
Abstract
This school study is associated with the problem of students’ research skills development in Nazarbayev Intellectual School PhM, (Uralsk, Republic of Kazakhstan) during distance learning. The objective of this research – to develop and present complex of exercises, describe its application on online lessons, provide advantages and disadvantages of developing research skills for online teaching improvement. The study is conducted with 9th grade students. The research methods are theoretical analysis of literature and development of exercises. Practical method includes learning experiment - application of exercises during online lessons and analysis of students' works. First step included literature review and exercises development. Second step involved selection of 24 students and teacher who applied the complex of exercises for students’ research skills development. Research has the following results: created set of exercises encourages the development of research skills, makes possible to manage educational resources, increases motivation to the subject.
Scaffolding Scientific Oral Discourse Using Online Tools
SALBIAH BINTE ISHAKSingapore
Abstract
In the efforts of strengthening digital literacy amongst primary school students, schools are increasingly focusing on the use of blended learning as a regular feature in future schooling experience. The COVID-19 pandemic has resulted in accelerated moves in the nation’s digital literacy plans in constituting a seamless online learning experience both in school and at home. With the existing ‘Collaborative Inquiry’ school-wide pedagogy adopted by our school in 2017, this ‘new normal’ closes the alignment of various instructional approaches such as the 5E model and continues to help learners develop 21st century skills. In the visions set for the Education Master Plans in Singapore, “Thinking Schools, Leaning Nation”, we have come a long way in enabling the country to compete and stay ahead in an ever changing world, and equipping its workforce for a knowledge-based economy in the future.
Understanding Inclusive Relationships among Quadrilaterals by School based Picture Book
wingyingyeungHong Kong
Abstract
The learning objective about inclusive relationship among Quadrilaterals has launched in the official curriculum guide in 2017. Teachers may illustrate the inclusion relations between different types of quadrilaterals by using the diagrams, such as Venn diagrams or tree diagrams. (EDB, 2017) The Van Hiele Model of Geomatic thinking stated that children at Level 2 can draw a logical map of parallelograms. The inclusive relationship can be clarified in this state. This study investigated how picture books help students understanding the inclusive relationships among quadrilaterals. An experimental groups’ students will read a school based picture book while control groups’ students will follow the teaching procedure in the school mathematics book.
3:50 pm - 4:30 pm Parallel C Open Lesson from Indonesia
(Live Introduction and reflection)
Facilitator Arif Hidayat
Reflection Prof. Sumar Hendayana
5:15 pm - 5:35 pm Zone 3 Session 5 Live Q and A
Live Q and A from Zone 3 Session 5 (B)
#134, #138, #177,
#165, #188, #232
5:40 pm - 6:20 pm Intro to WALS 2021 in Hong Kong/Macao (Recorded)
No workshops in this session.