Opening Ceremony
09:00 - 09:30
(GMT+8)
19:00 – 19:30
(CT)
(New York +1hr)
02:00 – 02:30
(CET)
(London -1hr)
Welcoming Speeches (Live)
1. Jun LIU (Rector of City University of Macau, Macau SAR)
2. Representative of Education and Youth Development Bureau, Macau SAR
3. Peter DUDLEY (WALS President, University of Cambridge, UK)
4. Sean LI (Co-Chairperson of WALS 2021, Executive President of City University of Dongguan, China; Distinguished Professor of City University of Macau, Macau SAR)
5. Po-Yuk KO (Co-Chairperson of WALS 2021, Professor (Practice), The Education University of Hong Kong, Hong Kong SAR)
Keynote Live
09:30 – 10:15
(GMT+8)
19:30 – 20:15
(CT)
(New York +1hr)
02:30 – 03:15
(CET)
(London -1hr)
Prof. Zhengtao LI (Live)
(Professor, East China Normal University, China)
Keynote Live
10:15 – 11:00
(GMT+8)
20:15 – 21:00
(CT)
(New York +1hr)
03:15 – 04:00
(CET)
(London -1hr)
Prof. Po-Yuk KO (Live)
(Co-Chairperson of WALS 2021, Professor (Practice), The Education University of Hong Kong, Hong Kong SAR)
Session 1 (S1)Live
11:00 – 12:30
(GMT+8)
Live Q & A at 12:00
21:00 - 22:30
(CT)
(New York +1hr)
Live Q & A at 22:00
04:00 - 05:30
(CET)
(London -1hr)
Live Q & A at 05:00
Parallel Symposium A (Chinese Strand)
连结理论与实践：新教师通过课例研究探索学科素养培育
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CN55
Lesson or Learning Study in initial teacher training
DEEP DIVE - Symposia
WALS Admin
China
Parallel Symposium B (Chinese Strand)
香港課堂學習研究課堂與其他教學理論的實踐與兼容
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CN29
Creating knowledge in practice: action research and other practice-based research approaches
DEEP DIVE - Symposia
WALS Admin
Hong Kong
Parallel Symposium C
Teacher Educators’ Involvements in School-based Lesson Study: A Case of Japan
This symposium aims to clarify how teacher educators in Japan involve in school-based lesson study and why their involvement patterns differ. In Japan, there is a culture to invite university faculty members to school-based lesson study as knowledgeable others who bring new research into school, bridge theory and practice, and promote teachers’ reflections on their teaching and students’ learning (Takahashi, 2014). However, teacher educators’ involvement varies: from onetime involvement to a-year or several-year contributions; from subject-based involvement to whole-school approach. With the three Japanese faculty members’ cases, this symposium describes the differences in their involvement patterns and explores the elements causing the differences. The first presenter, whose specialty is physical education, showcases his involvement in school-based lesson study, focusing on his struggles to expand his role as a teacher educator from instructional advisor to lesson study consultant. The second presenter, who researches democratic citizenship education, explains how schools’ expectations and her understanding of the role of faculty members in lesson study collides with one another and how she tried to overcome the conflicts. Unlike the earlier two presenters mainly involved in lesson study with a specific school subject, the third presenter, whose specialty is pedagogy and educational methods, describes how he contributed to developing a lesson study system at schools collaborating with their members. The audiences can understand how the schools’ needs, faculty members’ specialty, research interests, and understanding of their role in lesson study creates the diverse involvement pattern and reflect lesson study context in individual countries.
106
Lesson or Learning Study in different cultural, subject and learning contexts
DEEP DIVE - Symposia
jongsung kim , Shotaro Iwata, Hiromi Kawaguchi, Nariakira Yoshida, Lee Kim Eng Christine
Japan
Parallel Symposium D
Kazakhstan and Lesson Study: status quo and perspectives
The history of Lesson study in Kazakhstan is not long. Its dissemination started in 2012 when the new in-service teacher development programmes were launched all over the country. These programmes focus on increasing pedagogical knowledge and widening opportunities for teacher collaboration, leading to collective inquiry. Lesson Study forms the key module of these programmes. Due to these PD programmes, Lesson study is now widely used in Kazakhstani schools as part of ongoing school improvement.
The symposium will be an attempt to analyse to what extent Lesson study has become a part of school life, to what aspects Lesson Study has managed to shift teachers’ focus and whether it has increased knowledge sharing and improved pedagogical content knowledge. The symposium will also review the pandemic period accessibility to Lesson study.
Thus the content of the symposium will correlate with the theme of the conference. We would share the results of three research – one is about the accessibility of LS in Kazakhstan; the second research is about the quality of it. And the third will be about the sustainability and how to support it.
166
Lesson or Learning Study in different cultural, subject and learning contexts
DEEP DIVE - Symposia
tavilyaakimova , Zhibek Abdramanova, Elvira Rakhmail, Yulia Melnikova
Kazakhstan
Parallel Symposium E
Teacher Professional Training of Lesson Study and Open Approach and its Vital Impacts in the Thailand Educational Context
The symposium is mainly discussed the vital impacts of teacher professional training of Lesson Study (LS) and Open Approach (OA) in the Thailand educational context encompassing in-service and pre-service teachers from elementary education level up to tertiary educational level. The Institute of Research and Development in Teaching Profession for ASEAN and Centre for Research in Mathematics Education, Khon Kaen University has a large teaching workforce to train teachers through their education milestones. They need training and development, particularly LS and OA innovations to keep up with a rapidly changing student composition and evolving environment. The first paper “Teacher Professional Training in Enhancing Quality Education in the Thailand Educational Context: Using LS and OA” aimed to investigate the impacts of teacher professional training in using LS and OA to enhance quality education. The teacher training is significantly developed well-equipped and competent teachers for enhancing quality education in the current scenario as demonstrated by 118 participants. The second paper “Teacher Professional Training of LS and OA to Enhance Quality Education: Using Pattern Blocks as Teaching Aids” aimed to demonstrate the effectiveness of using pattern blocks (manipulatives) when teaching mathematics. This is followed by exploring how the 60 participants practice these pattern blocks as a staple manipulative to support various mathematical concepts beyond patterning. The third paper “The reflection in science lesson of teachers and teacher-students in the post-lesson reflection of open approach and lesson study process” aimed to investigate the five teacher’s perspective and the thirty-two teacher students’ perspective of observing science classroom.
265
Lesson or Learning Study in initial teacher training
DEEP DIVE - Symposia
Nisakorn Boonsena , Maitree Inprasitha, KeowNgang Tang, Narumon Changsri, Jitlada Jaikla, Jiradawan Huntula, Romklao Jantarasee, Wachirawut Wongsuwan
Thailand
Parallel Symposium F
The Evolution of Lesson Study under Diverse Cultural Backgrounds: Using UK, US, Japan and Hong Kong as Samples
Lesson Study has witnessed prosperous growth in recent years and has reached the stage of more advanced and profound development, which is reflected in the emergence of location-specific and time-specific features. Lesson Study has different evolution patterns under different cultural backgrounds, including homogeneities and heterogeneities.
This essay uses UK, US, Japan and Hong Kong as samples. Thorough comparisons and analyses are conducted through detailed cases. All these countries (regions) mentioned above set studies of students and development of teaching as the major purposes of Lesson Study. However, there are cultural disparities in their approaches and outcomes. For instance, Hong Kong analysis focuses on introduction of theories, UK analysis focuses on improvements, Japan analysis concentrates on process, while US analysis stands out for exploiting and sharing resources. With this groundwork, this essay practices complex inter-regional cross analysis and provides hopefully constructive suggestions to the implementation and researches of Lesson Study in China.
284
Lesson or Learning Study in different cultural, subject and learning contexts
DEEP DIVE - Symposia
BaiGe , ZongXinyi, YangXue, YouLuying
12:30- 13:00
(GMT+8)
22:30 – 23:00
(CT)
(New York +1hr)
05:30 – 06:00
(CET)
(London -1hr)
Lunch Break
Session 2 (S2)
13:00 – 13:30
(GMT+8)
23:00 – 23:30
(CT)
(New York +1hr)
06:00 – 06:30
(CET)
(London -1hr)
Parallel Paper Presentation A
Influence of the level of self-regulation of students in adolescence on the effectiveness of their education
The aim of the study is to determine the relationship between the development of self-regulation skills in adolescent students and an increase in the effectiveness of STEAM education.
The study used quantitative and qualitative research methods: self-regulation questionnaire (SRQ) Brown, Miller & & Lawendowski (1999), online survey, interview, lesson observation sheet, document analysis, in order to collect relevant data on Cresswell (2014).
A survey of teachers showed that adolescents 12-13 years old have problems with time management, identifying problems and solving them. The results of the SRQ questionnaire showed a low level of self-regulation in 50% of adolescents and an average in 28%. The school psychologist summarized that the adolescent self-regulation levels are caused by the lag in the development of the prefrontal cortex of the cerebral hemispheres. If self-regulation skills were not developed in childhood, then in adolescence they are destroyed under the influence of brain microglia. For the development of self-regulation, the PBL method was chosen. After six months of using the PBL method, the level of self-regulation increased by 17%, and in the control group only by 7%. The results of the observation of the lessons also prove an increase in self-regulation of students by 18%, and in the control by 7%.
Thus, a relationship was found between the development of self-regulation skills in adolescent students and an increase in the effectiveness of STEAM education. Using the PBL method, the effectiveness of STEAM education is increased, which entails the development of self-regulation skills.
91
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Axyonova Inna , Bogucharskaya Inna , Ashirova Damira, Klyuchantseva Olga
Kazakhstan
Teaching Educational Research Using a Cooperative Learning approach in a Virtual Classroom Setting: Small Group Reading in Google Classroom
The purpose of this action research is to help year 3 student-teachers in secondary level (12+4) at Phnom Penh Teacher Education College (PTEC) to improve their interest in reading for Educational Research (ER) by using a cooperative learning (CL) approach, small group reading in virtual classroom setting. Educational Research (ER) was introduced to PTEC in early 2021. It is a new subject not only for student-teachers, but also for lecturers. Student-teachers viewed ER as a theory based subject which is very dry, complicated and uninteresting. Reading has become a major challenge for them. Coincidentally, the Covid-19 pandemic in Cambodia cancelled all face-to-face classes. ER has been conducting in new classroom setting since then. So this study aims to figure out a possible solution to help student-teachers enjoying reading more regardless of their mixed level of English by introducing small group reading approach in this new context. Student-teachers were organized into groups of five in Google Classroom. Classroom diary and interview were used as tools for data collection. To see whether small group reading approach is effective, the writer conducted five rounds of activity. The finding clearly shows that student-teachers have not only improved their interest in reading, but also built up positive relationship among their peers. The class rapidly grows active by following one simple rule: to help each other. Anyway, there are both strengths and weaknesses in using CL. The writer also would like to inform all stakeholders to take action in promoting and encouraging reading habit among student-teachers.
278
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Chanraksmey Tholthoeun
Cambodia
Exploring the Effects of Augmented Reality Approaches on Teaching and Learning Process: A Case Study of Biology Lesson
This research explored the effects of using Augmented Reality (AR) on teaching and learning by comparing the significant difference between the test score of students from two randomly selected classes at Phnom Penh Teacher Education College. One of the classes was assigned as the control group that was taught with a regular teaching method while the experimental group was taught with the Augmented Reality content. The collected data from the pre- and post-tests, questionnaires and observations were analyzed using two tails of Paired-sample t-test to compare the significance of different scores of the two groups by checking the value of p(T<=t) two tails in the confidence interval of 95%.
The result and findings demonstrated the positive impacts of using AR on teaching and learning the Biology lesson. The knowledge acquisition of student teachers were improved and they also expressed their interests and high level satisfaction of using AR. The discussion in the study showed teacher educators that the use of AR in Biology class is an affordable way of ICT integration and helps their student teachers gain a meaningful learning on the content subject of science. On this basis, the concept of Augmented Reality technology should be taken into account when designing instructional material for consistent education in the 21st century.
294
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Sophea Chor , Sovandara Choung, Chanpisith Dy
Cambodia
Lesson study approach in Project -Based Learning in a pandemic era, how it is applied by Instructional coaches.
The turmoil of the covid 19 pandemic that hit the world has had a profound impact not least on the field of education. As such, it requires instructional coaches to think of the best way for teaching guidance to teachers to be implemented as best as possible to preserve quality teaching guidance. Therefore, recognizing the importance of changes in the pattern of instructional coaching to project -based learning teachers has been considered as a catalyst to the sustainability of instructional coaches ’coaching for mentored teachers. Project -Based Learning (PBL) conducted for History subject by lesson study was held in four cycles. It was found that the results of the lesson study strategy carried out have given confidence for teachers to implement PBL on students. Findings show that teachers have been able to implement PBL activities more confidently and effectively as an effort to provide a better level of mastery in classroom assessment while students are more diligent in implementing PBL because they are free to produce projects in accordance with known interests and skills. In conclusion, through the PBL approach in lesson study has improved the teaching performance of teachers and student achievement in classroom assessment.
304
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Noel Jimbai , Zamri Mahamod, Nor Aishah Buang
Malaysia
Developing students' linguistic abilities using differentiated methods (complexity)
Differentiation has become one of the components of the modern teaching process. Complexity, as the differentiation method, develops students' linguistic abilities to foster their high-level skills.
This study explores the effectiveness of differentiated teaching, the application of the Complexity method in lessons, and the students' improvement in academic performance. The research is done by a group of school teachers and is based on the study and selection of various literary sources on the topic by conducting and observing the cycles of lessons. The object of the research was a focus group of students. As part of the study, a mixed approach was used to collect information, qualitative and quantitative as well, interviews and questionnaires of focus groups were conducted.
The findings were thoroughly interpreted and analyzed. It was revealed that students' linguistic abilities improved significantly that resulted in their successful academic performance at the end of the academic year. The improvement can be observed in all four skills mainly. Now they feel more confident discussing any topics and easily express their thoughts and ideas in oral and written communication without hesitation. Moreover, study improved the teaching process, on the whole, influenced students motivation positively, and raised their interest in the lesson.
324
Creating knowledge in practice: action research and other practice-based research approaches
Papers
ainashzhassybayeva , Sagymbayeva Nazerke, Abilova Albina, Bekenova Aktorgyn, Rakhym Aigerim
Kazakhstan
Parallel Paper Presentation B
Teachers' Beliefs and Practices about Implementing the Updated Curriculum in one Mainstream School of West Kazakhstan
After the collapse of the Soviet Union, Kazakhstan began to gradually reform the education system to the level of the most developed countries in the world. In other words, after gaining the independence, the education system has experienced many challenges, for example, the content of the old curriculum focused on memorization rather than the formation of life skills for school leavers. As a result, according to the Organization for Economic Cooperation and Development (OECD), the main problems of education system in Kazakhstan were revealed, as the lack of equal access to quality education for students, limited independence of educational institutions, low levels of funding and lack of effective student lending. To address these issues, the introduction of an updated content program in Kazakhstan began in the 2016-2017 academic year.
The purpose of this qualitative study was to explore the secondary school teachers’ beliefs and practices of implementation of the updated curriculum in one mainstream school of West Kazakhstan. In-depth study of teachers' practice in implementing the new curriculum, individual interviews were conducted with each participant, their opinions were discussed in detail, and common beliefs were identified.
Based on study findings, it was found out that teachers basically have a positive attitude towards the updated curriculum. The results of the interviews show that with the implementation of the program, teachers had opportunity to participate in various professional development courses, improved their knowledge, aspired to be innovative. However, it was also clear that some factors hindered the implementation of the new program.
23
Developing Professional Learning Communities: Models and practices
Papers
Albina
Kazakhstan
A Comparative Study of Sustainability in Lesson Study as Learning Community in Japan and Indonesia
This study examines what motivates teachers in Japan and Indonesia to engage in continuous professional development. The study examines the cases of School as a Learning Community (SLC) in Japan and Indonesia. SLC aims to reform the school of the 21st century as a “learning community,” where students learn together, teachers learn together for professional development, and even parents learn together through active participation in school reform. The case study examines the history of teachers’ engagement to SLC and analyzes what motivate these teachers to continue the SLC practice over the years. The participants met the criteria of engaging in SLC for over three years in Indonesia and five years in Japan (considering a long history of SLC in Japan). Based on the interviews, the study examines 1) personal motivation for teachers to continue to engage, 2) supportive environment which backed up the sustainability, and 3) network that enabled the commitment to professional learning.
85
Developing Professional Learning Communities: Models and practices
Papers
kanakonkusanagi
Japan
CONTENT AND LANGUAGE INTEGRATED LEARNING IMPLEMENTATION IN WEST KAZAKHSTAN: CLIL TEACHER CHALLENGES AND BENEFITS
The Content and Language Integrated Learning (CLIL) has already become one of the significant aspects of Kazakhstani educational reforms. Being a flagman of innovations in Kazakhstani secondary schools, Nazarbayev Intellectual Schools have gained the prominent attention of both local and international stakeholders in the CLIL implementation. The research highlights the key role of teachers who continuously reflect on their classroom practices, and who can have the clear vision of what will succeed or fail in classroom teaching (Banegas, 2012; Lundin&Persson, 2015; Eurydice, 2017). Thus, the study explores the challenges CLIL teachers face while teaching their subjects in English as the third language, as well as identifies benefits for teachers’ professional development at a secondary school in West Kazakhstan.
Six science teachers (Physics, Biology and Chemistry) were involved in a qualitative semi-structured research which included one-to-one interviews and non-participant lesson observations. The findings revealed that the main challenges that the CLIL teachers face were a lack of linguistic competence, prioritizing content knowledge in classroom interaction, and infrequency in teachers’ collaboration. However, it was stated that CLIL teachers enriched their pedagogical practice owing to collaboration between subject and language departments. The research participants claimed that such teaching contributes very much to their English language proficiency and research-to-practice skills.
The research might be beneficial for policy makers to understand the current processes of CLIL implementation to improve the CLIL traditions in schools. After hearing the CLIL teachers’ voices, senior management teams might better support the CLIL teachers in overcoming some challenges too.
87
Developing Professional Learning Communities: Models and practices
Papers
Baktygul Segizbayeva , Gulnara Duskaziyeva
Kazakhstan
Building Effective On-line Professional Learning Communities
Keywords
Professional learning communities, outcome-based learning, teaching quality
Abstract
Under pandemic situation, online teaching has been popular and becoming a main means of teaching. How to improve teach outcome is a challenge for many teachers. Professional learning communities (PLCs) are groups of teachers working together to share their teaching practice and improve teaching outcomes for students. The aim of this paper is to study how to build effective online PLCs. By qualitative methodology, such as case study, the study to compare the difference to build PLCs and online PLCs and identify key factors of building effective PLCs leading to teacher learning and improved student outcomes.
96
Developing Professional Learning Communities: Models and practices
Papers
WEN YAN
Macau
Lesson Study: Understanding Learning for Continuing Professional Development among Teachers in Malaysia
Continuing Professional Development (CPD) for teachers are entitlement and expectation for all teachers to engage in their professional and personal learning. Originating in Japan, Lesson Study (LS) is regarded as one of the tools that could enhance teachers’ learning in classroom. In Malaysia, Lesson Study has gained its popularity among teachers in schools as a platform to collaborate among teacher colleagues in understanding the pedagogical as well as the content knowledge. This article therefore considers the international and local literature in proposing a framework relating to Lesson Study as a Continuing Professional Development among teachers in Malaysia. The article identifies three models of CPD and further analyses the suitability of these models to be applied in local context. Finally it is argued there is a need to understand specific needs of local classroom in adopting Lesson Study as a tool for Continuing Professional Development among teachers in Malaysia. This article contributes to the theory and practice of lesson study as a learning tools for all teachers in Malaysia.
309
Developing Professional Learning Communities: Models and practices
Papers
Aida Hanim A. Hamid
Malaysia
Parallel Paper Presentation C
Differentiated Assessment as a Means of Inclusive Teaching Practice
Accessibility, quality, and sustainability of a lesson are the basic principles of the inclusive classroom practice which is supportive and emotionally safe for every student. However, we faced a problem of assessing students’ learning outcomes as they worry a lot about their assessment results and get frustrated if they are low. This leads to the decrease in students’ motivation to learn. Trying to solve this problem, we decided to use differentiated assessment strategies because they correspond to different learning abilities, needs and interests. We designed our differentiated assessment strategies in accordance with the learning styles which we identified in our students. We designed different tasks for visual, auditory, read/write and kinesthetic learners that were aimed to assess the same learning objectives but through different ways. We conducted our research with the 9th grade students in English and law lessons. To measure the results of our investigation, we used questionnaires, scales, check lists, observation forms, interviews. According to the research outcomes, students’ attitude towards assessment tasks changed drastically. Instead of focusing on their concerns about the assessment results, now students are actively involved in the process of task completion, more careful and attentive. The rapport in the class was improved as well, students became more supportive and confident in their abilities. However, the research outcomes revealed some difficulties in using differentiated assessment strategies as the students tend to complete tasks with different speed which is why a teacher should be ready to prepare extra activities and scaffold some students if needed.
107
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Alikulova Xeniya , Abdrakhmanova Karakoz
Kazakhstan
From Competition to Collaboration: Unraveling Teachers’ Lesson Study Experiences in the Philippines
Lesson Study, a professional development program among teachers, reciprocates teachers’ development to students’ outcomes – an act of leveraging classroom practices, enriching teachers’ content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the Lesson Study in their classes in a Division of the Department of Education in the Philippines. Qualitative data were gathered from the informants’ interview during the implementation of the Lesson Study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers’ competence through synergism, boosting teachers’ morale and confidence, refining the quality of the Research Lesson, and scheming avenues for critical thinking. It is, therefore, suggested that Lesson Study be implemented by all teachers across all subject-areas in the Division and introduced among pre-service teachers to further discover its efficacy towards teachers’ development and students’ outcomes. Furthermore, it is strongly suggested that Knowledgeable Others be involved in the implementation of the Lesson Study as their presence were found significant in ensuring its success as most of the teachers are not specialized to the field that they are teaching.
125
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
ROMIRO BAUTISTA , Wilfredo B. Baniqued
Philippines
Lesson Study and Teacher Professional Learning in Socially Disadvantaged Regions
Regardless of the proliferation of models of professional development (PD) available for teachers, many students in New Zealand continue to profile as underachieving. This heightens awareness of the complexities associated with providing quality teaching and learning across the breadth of school contexts. This study explored the potential of Lesson Study (LS) as a model of PD, to enhance teachers’ professional learning (PL) about the effectiveness of their practice and its impact on student learning. The study took place as case study research in schools in Northland, New Zealand. Specifically, it examined the experiences of teachers in an LS approach, adopted as a PL activity to support enhanced teaching practices for teachers located in a socially disadvantaged region.
Findings from the study suggest that there are elements particular to the efficacious implementation of LS, within such regions, which appear to be influential in strengthening both teacher and student perceptions of their learning. These elements include supportive leadership practices, collaborative teaching and the influence of student voice, increased teacher confidence and willingness to adopt new teaching approaches into their practice, achieving a deeper level of reflexivity and reflection on their professional learning and on their students’ learning, and dialogic reflection with their peers which enabled them to better understand the needs of their students.
The study provides new insight into teachers’ work with students in socially disadvantaged locations and into the potential utility of LS in such regions as a model of PD that can benefit both teachers and students.
153
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Rhona Leonard
New Zealand
Self-assessment by First-Graders: A Chicken-or-Egg Dilemma?
Empirical studies have shown the effectiveness of self-assessment in improving students’ academic performance, metacognition, learning attitude and habit. It is more widely adopted as a pedagogical strategy in higher education than in K-12 setting. Yet, younger kids, regardless of their cognitive ability, could benefit from the cognitive training in self-assessment. First graders, for example, around the age of six, are cognitively transitioning from preoperational to concrete operational stage. Their logical reasoning skills can be developed by ordering and classifying concrete things against specific standards, which is the core process of self-assessment. This study explores whether self-assessment is suitable for first graders to develop their cognitive thinking while catering to their current cognitive level. Self-assessment was practiced by 82 first graders in three classes from two primary schools in Hong Kong. Five lessons were developed and observed followed by teacher and student interviews. As expected, certain practical challenges did exist because of the cognitive constraint and insufficient experience, with a low expectation from teachers. Although encountering difficulty in understanding abstract and complex self-assessment tasks, with adequate scaffoldings, first graders did benefit from engaging in self-assessment as a learning strategy to develop their cognitive ability.
241
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Hongling Lao , Zi Yan
Hong Kong
Rome wasn’t built in a day: developing evaluative judgment via peer assessment among primary students
“Evaluative judgement is the capability to make decisions about the quality of work of self and others” (Tai et al., 2018, p. 471). It requires (a) understanding the evaluation criteria, and (b) comparing their own or other’s work against the criteria to make quality judgment. Considering its impact on students’ learning and future professional performance, evaluative judgment has been recognized as an important learning objective in higher education. However, less attention has come from K-12 sector, even though younger students may benefit more from an earlier exposure and can internalize it over time as a learning habit.
A lesson study was used to explore whether evaluative judgment can be developed in primary students via peer assessment with rubrics. Two English classes with 36 students in Hong Kong participated in this study. Both components of evaluative judgment were taught using multiple peer assessment activities. On average, students understood the evaluation criteria better after class (Mdn = 4) than before class (Mdn = 3). A Wilcoxon signed-rank test indicated that this difference was statistically significant (T = 367, z = -4.52, p < .001). Furthermore, "rating and commenting on peers’ performance using rubrics" was regarded as most useful to enhance evaluative judgment, whereas "practicing and performing task using rubrics" was second-most useful.
242
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Hongling Lao , Zi Yan
Hong Kong
Parallel Paper Presentation D
Teaching Mathematics through Problem Solving with the use of Model-Drawing to improve students' resilience in solving word problems
In Singapore, students learn to draw bar models to represent the relationship between the knowns and the unknowns in a pictorial form. The use of model- drawing technique helps them to make thinking more visible through which they are better able to see the logic and relationship between different objects. As such, drawing models enable them to put their thoughts into pictures and enable them to understand the problem better. However, teachers’ observations have concluded that many students are fearful and lack the confidence in solving mathematical word problems. To address this problem, a group of teachers conducted a lesson study with a class of Primary 3 students.
During the lesson study, lesson activities were carefully designed to use the approach known as “Teaching Mathematics Through Problem Solving”. Instead of the typical “I do, We do and You do” lesson structure, the lesson started with “You do”, where the Research teacher got the students to solve a 2-step word problem (using a sharing task), followed by another 2-step word problem (using a jumping task) involving multiplication and division. This approach had allowed students to explore the different ways to solve a problem without being taught at first. The lesson study team’s observations have revealed that students displayed perseverance in problem solving as they had remained engaged in a task even though the solution was not made known to them.
82
Lesson or Learning Study in initial teacher training
Papers
Chai Huel Leng , Nur Khairunnisa Abdullah, Lim Shi Nan
Singapore
How effective is the use of experimental research simulations (phetcolorado.com, vascak.cz) for developing the skill of formulating hypothesis?
This article is based on collaborative LS research with a group of science and math teachers and tutors at NIS, and on their readiness to complete the lesson.
The study began by discussing some of the issues students have with skills of formulating hypothesis and its assessment in Criterion B, creating teaching materials to improve this skill, conducting lessons and reflecting on discussions on the Google Meet.
The aim of this study is "How effective is the use of experimental research simulations for developing the skill of formulating hypothesis?". The actualization of research work is the development of critical thinking in students through research work in practice, laboratories. Since in experimental subjects suchas physics, biology, chemistry, experimental and design work is carried out, which requires a research question, formulating hypothesis, making methods, collect data, analysis of results and its evaluation. Accordingly, this paper explored strategies that develop the skill of hypothesis formulation through the use of online laboratory.
The preparation for this study includes some teaching materials on circular motion, centripetal acceleration and specific heat capacity; a form of observation conducted by observer teachers; standard teacher experience and implementation of a lesson study open questionnaire applied to students. This Lesson Study has obtained feedback on the strengths and weaknesses of learning in the classroom from the participating students.
In conclusion, it should be noted that the study used the "Brainstorm" strategy, differentiation in teaching students through level assignments, educational discussion with variety of model questions, like "Bloom's Daisy", reverse thinking.
115
Lesson or Learning Study in initial teacher training
Papers
Alima
Kazakhstan
Technology-enhanced assessment and its implications to lesson study in English language education
This study introduced two formative assessment tools that will enhance teachers’ lesson study capability to a) collaboratively plan multiple-choice questions, b) facilitate students’ self-and peer-assessment lesson by lesson, c) do reflections based on these consecutive and visualized assessment results to track students’ learning progress and refine teachers’ interventions for productive teaching and learning. Formative assessment is an important kind of interactive assessment to trace students’ learning progress and understanding to identify and cater to students learning needs by adjusting teaching appropriately. Previous found higher effect sizes of formative assessment interventions (.40-.70) compared to other educational interventions (Black & Wiliam, 1998). This study implemented two innovative technology-enhanced formative assessment tools as follows: Team-based E-Assessment (TEA) and Self- and Peer-Assessments (SPA) designed by the first author and the two tools aim to enhance Chinese students’ English language learning. Participants were thirty-one senior secondary students who participated in three consecutive English sessions/lessons. The results showed English lessons integrating both TEA and SPA promoted secondary students’ English learning outcomes through multiple formative assessment practices (e.g., immediate feedback, corrective feedback, visualized results to students). We also found significant changes in students’ positive emotions, team-based learning involvement, and achievement. For the implications to lesson study, teachers can be trained to use the two online assessment tools that provide visualized results to identify those academically weak students who may need more learning support as compared to others.
203
Lesson or Learning Study in initial teacher training
Papers
Lan YANG , Juan GAO
Hong Kong
Development of Lesson Implementation Rubrics
In this paper we developed lesson implementation rubrics, which was created within our previous series of work to develop lesson planning and implementation assessment rubrics. The first version of the rubric had 6 criterion with 13 descriptors. We have tested this version of the rubrics on 22 student teachers’ lessons and inter raters reliability calculated. This version of the rubrics required to undergo improvement because, there were no descriptors within the range of very good correlation (0.91-1.00), only 3 of the descriptors were within the good range of correlation (0.71-0.90). To improve the rubrics, we presented our result at the professors’ seminar and planned further steps. First, we revised our rubrics based on the results and developed the 2nd version with 8 criterion with 13 descriptors. And based on 3 experts’ comments further revisions were made. Next, we tested our second version again on the previous 22 student teachers’ lessons by 3 of the previous raters. Almost all of our descriptors’ correlations were improved, and are within the acceptable range. 2 descriptors have very good, 5 descriptors have good, 5 descriptors have medium, and only 1 descriptor have poor inter-raters’ correlation coefficiency now. Only 2 descriptors have decreased inter-raters' correlation coefficiency and we are explaining this related to TV lesson analysis method. And we conclude that the main factor improved our rubrics is additional descriptors explanation for the raters. The second version of our rubrics is viable tool to assess and improve lesson implementation.
268
Lesson or Learning Study in initial teacher training
Papers
Boldsuren Bishkhorloo , Nyamgerel Choijilsuren, Tumenbayar Davaanyam, Amartaivan Tsenddavaa
Assessing the Impact of Lesson Study Practice on Secondary School Mathematics Teachers’ Pedagogical Skills
Lesson Study, a teacher-directed and bottom-up approach of the Japanese model of teacher professional development. It has gained the interest and attention of the Malaysian Ministry of Education since 2011 particularly for English teachers. Implementation of Lesson Study among English teachers has given wrong interpretation as the approach is only for applicable for English teachers. This study became a turning point for a group of secondary school’s mathematics teachers in the district of Kuala Selangor to encounter challenges and issues of teaching at-risk students. The purpose of this study was to investigate the impact of teaching using Lesson Study approach among mathematics teachers. This paper discusses the experiences of promoting and implementing Lesson Study in improving teachers’ pedagogical skills.
The study utilized the true experimental design using the pre-post-test experimental-control group consisting of an experimental group (n = 28). The treatment group underwent lessons using the Lesson Study approach. The participants of Lesson study team have engaged themselves in the process for a period of 12 weeks. Each Lesson Study cycle required the teachers to collaboratively plan, discuss, teach, observe and reflect on topics of algebraic. The result revealed that using Lesson Study practices among Form Four mathematics teachers had significant impact on mathematics teachers’ pedagogical Skills and indirectly improved students’ learning. The findings of the study proposed some practicable suggestions on how to sustain Lesson Study in schools, in Malaysia and also schools in other parts of the world that face similar difficulties as Malaysia.
306
Lesson or Learning Study in initial teacher training
Papers
DR. ELENCHOTHY DAVRAJOO
Malaysia
Lesson Study: Exploring the Comprehension and Implementation of Lesson Study Among Teachers in Malaysia
Lesson Study was introduced in the field of education in Malaysia since 2004 and was implemented as Professional Learning Community in 289 schools in 2011 to improve the quality of education in the country. This study is an exploration on Lesson Study to assess the comprehension and implementation of this professional development in current education context. This paper focused on the professional development of teachers, formation of learning communities, preparation of teaching and learning plans, open classroom concepts and teaching reflections. The survey instrument used in the study contained 30 items with closed-ended responses and agreement of teacher perceptions on Lesson Study (Likert Scale) on context, concept, process, and content. The data gathered from 19 secondary schools’ teachers (n=342). The survey information was obtained through the Google Form, and all responses remained confidential. scales. Descriptive statistics were used to analyse the data. The results of this discussion can have implications for the construction of a learning community culture in improvise quality education for diverse students. Most of teacher have comprehension on context, concept and content of Lesson Study Culture. Majority (76%-89%) agreed that Lesson study is a collaborative approach for teachers’ professional development that involves teachers collaborative work in planning a lesson, observe it being taught and then discuss what they have learnt. However only 42% -56% able to answer the process of Lesson Study. This study is an evident in the current limitation of quantitative data Professional Learning Community model that is being increasingly advocated. Accordingly, this study has provided data to district education office that were looking to implement the professional development model among teachers.
308
Lesson or Learning Study in initial teacher training
Papers
DR. ELENCHOTHY DAVRAJOO , Zaisahiraton Zainudin, Mazlan Mohd Noor, Tamil Selvi Batumalai
Malaysia
Live Q&A
13:30 - 14:00
(GMT +8)
23:30 - 00:00
(CT)
(New York +1hr)
06:30 - 07:00
(CET)
(London -1hr)
Parallel Paper Presentation A
Parallel Paper Presentation B
Parallel Paper Presentation C
Parallel Paper Presentation D
Session 3 (S3)
14:00 – 14:30
(GMT+8)
00:00 – 00:30
(CT)
(New York +1hr)
(29 Nov)
(New York +1hr)
(29 Nov)
07:00 – 07:30
(CET)
(London -1hr)
(London -1hr)
Parallel Poster/Workshop Presentation A
Research skills of a teacher as an instrumental basis of creativity
The type of presentation
Workshop
Keywords: professional skills, research competence, analysis, diagnostic methods
An abstract: At forthcoming conference to your attention will be presented a workshop about teacher’s research skills as a basis of pedagogical creativity.
Today we live in a society with increasing dynamism, with profound changes in various areas of life, with various socio-economic transformations, with passing through new levels of knowledge. To meet the requirements of the time, it is necessary to achieve a new quality in the professional activity of the teacher.
The teacher needs to generate new knowledge on the basis of rethinking the design and implementation of the pedagogical process on a scientific basis, which is associated with research processes.
In our practice to solve the most urgent problem of evaluating the research competence and professional skills of teachers, we use a variety of diagnostic methods, such as analysis, self-analysis, and personality study.
The aim of the research: Conducting an expert assessment of the teacher's research skills
Methodology:
-theoretical: analysis of the literature, modeling of general and particular research hypotheses and designing the results and processes of their achievement at various stages of the search work;
- empirical: observation, survey and diagnostic methods (questionnaires, interviews), study of pedagogical documentation, generalization of pedagogical experience, analysis of creative works, diagnostic and formative experiments;
(Preliminary) findings: Mastering knowledge and experience in the field of pedagogical research is an essential condition for the professional growth of a teacher.
Relevance: Research skills of a teacher in a professional-pedagogical system, integrates his theoretical knowledge, practical and organizational-communicative skills, providing a high level of training of students, aimed to solve pedagogical problems.
The theoretical justification of the study: As a result of the study, the work of Toshiya Chichiba “A Guide for Teachers to Implement the Lesson Study Approach”, Pete Dudley’s "Lesson Study: Theory and Practice of Application" and also "Lesson Study Model" by Catherine Louis were used.
26
Creating knowledge in practice: action research and other practice-based research approaches
Workshop (face-to-face only)
Zamzagul Tuitina , Altynai Kobeldesova
Kazakhstan
What online tools are most effective for enhancing the cognitive activity of students in the context of distance learning?
With the conditions of distance learning, the most acute problem arose of activating students in lessons and motivating them to consciously master the curriculum. It became necessary to maintain the interest of students in various ways, including a using of variety online tools.
The modern Internet offers a huge number of tools for teachers. Each of them is unique and interesting in its own way.
This research is devoted to the study of such resources and the selection of those that meet certain criteria:
•it should encourage students to take an active position in the process of achieving learning objectives;
•it should have a friendly interface, be easy to navigate and use;
•the time for preparing an assignment based on it should be minimized for the teacher.
During the academic year, a large number of resources were studied and tested, such as learningapps.org, puzzlecup.com, learnis.ru and others.
It was experimentally determined which resources were the most effective, and which only lead to an unreasonable waste of time.
The effectiveness of the instrument was determined by the activity of students during its use, as well as through the "Student's voice" method.
The research identified 10 of the most useful online resources that can often be used by teachers. It should be noted that the variety of tasks used not only contributed to an increase in the activity of students in the lessons, but also significantly influenced their ICT-competence, which plays an important role in the modern world.
46
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
natalyakim
Kazakhstan
OPPA Theory Encourages Learners to Form "Objects of Learning"：Improvement in the Case of a Class Conducted Using the “Messing About” Approach to Science
This study aims to determine the effect of OPPA (One Page Portfolio Assessment) theory in improving classes conducted using a “Messing About” approach to science.
The 2015 PISA assessment showed that Japanese students have high scientific literacy but it also revealed that their attitude toward science is less positive than the OECD average. In order to improve this situation, current Japanese curriculum guidelines emphasize the development of student qualities and abilities, and the need to improve teaching.
It is known that formative assessment is the most effective intervention for any class improvement (Black and William，1998). Furthermore, it is important to aim for an "integration of learning and evaluation" that fosters the qualities and abilities of learners through "assessment as learning" (Hori, 2011). This is done appropriately by "self-assessment" in the sense that learners are made aware of their own problems (metacognition; Nakajima, 2019). Here it is important for learners to have "objects of learning" for proper self-assessment (Hori, 2011).
OPPA theory is a formative evaluation theory that emphasizes self-assessment. Previous studies have shown that OPPA theory encourages learners to form "objects of learning" (Hori, 2011). For this study, as the first stage towards forming "objects of learning", we conducted “Messing About” classes in the spirit of David Hawkins (1965) that were based on OPPA theory.
Our observations show that it became possible for learners to find their own "objects of learning" and for teachers to improve lessons, leading to the development and enhancement of student qualities and abilities.
89
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Asako YOSHINO , Masako NAKAJIMA
Japan
Professional development has a significant influence only when it is organized by a group of like-minded individuals and volunteers (mastermind groups)
Research topic: Lesson Study in the context of professional networking: analysis of the development of control tools.
The study's relevance is that cooperation is a major trend in contemporary education. And, as experience demonstrates, Lesson Study is one of the most successful strategies to establish and develop professional networking. This is because teachers have the opportunity to enhance their teaching abilities, both explicit and tacit.
The purpose of the study is to increase teachers' skills of monitoring and analysis of classes through professional networking.
Objectives of the research:
- Clarification of teacher control tools in relation to professional networking.
- Experimentation demonstrating the efficacy of professional networking in developing teachers' lesson control abilities.
Research participants - Leading school teachers and methodologists of the methodical room / 44 /
Subject of research- development of teachers' skills of observation and analysis of lessons through networking.
Research hypothesis: If the scientific-theoretical foundation for teachers' observation and analysis of lessons is recognized and given with methodological control tools, the efficacy of the pedagogical process in general education will grow, as consistency is provided in this instance.The research's scientific novelty and practical significance are as follows:
- Through professional networking, developed a framework for improving teachers' monitoring and analysis of lessons;
- The study's findings can be used to postgraduate support and teacher education courses.Conclusion.
The research is ongoing; mastermind groups' work is being examined.
The following problems have been identified::
1. New resources: created particular methods for monitoring students' progress during the Lesson's Study (creative types of control cards, online control cards)
2. Mutual support: Each participant shared their experience and perspective and matched their project with a partner from another school.
3. Different perspectives: gains a better understanding of their challenges by listening to the diverse perspectives of colleagues. The details the teacher had overlooked previously. Although the teacher disagreed with the colleagues' judgment, he/she was able to recognize new approaches and prospects for problem solving.
180
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Anargul Saparova , Ungarova Talash
Kazakhstan
Lesson Study and the Learners' Understanding on the Characteristics of Image Formed By Plane Mirrors of Grade 10 Science of Diffun National High School
The purpose of this study was to substantiate result on the effect of Lesson Study on the understanding of 78 grade 10 learners of Diffun National High School on the characteristics of image formed by plane mirrors conducted by the Science Lesson Study (LS) group using inquiry-based approach. The qualitative-descritive method was utilized in this study. In collecting data, the LS group made use of one lesson plan, obsservation forms, post-lesson conferences, and reflections, while LS group discussions, student impressions as well as videos and pictures taken were also utilized to validate and to support data gathered on the learning and behavior of the learners during the implementation. The study had shown that the lesson plan used was improved based on the suggestions and recommendations during post-conferences. The activity "Mirror, Mirror on the Wall" was used to strengthen the students' understanding and corrected the misconception that words were reflected on the mirror but rather it was due to left-right reversal as seen on the driver's side mirror. Increased participation in every group was shown when the use of the mirror in the activity was added and students wrote words on apper to prove if wvery word could be read easily in the mirror. An improved lesson study plan was conceived due to the inputs of the Knowledgeable Others, the different school heads and the pedagogy experts from UP-Nismed.
238
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Helen Tanio
Philippines
Developing students’ high-order thinking skills through story-based learning approach
Reading tasks in English language course books are mostly set to develop and assess students’ ability to comprehend the main idea, details and some specific information given in the text. They do not contribute to development of students’ imagination or creativity skills. To address this issue and foster interest to reading I decided to implement a story-based approach on my English classes with intermediate and advanced level students.
A story-based approach is an effective way of developing students’ reading skills, building their vocabulary, practicing skills like speaking, writing, and listening, facilitating analytical, creative thinking and evaluating abilities.
Throughout 6 months I used stories corresponding to the themes in the curriculum with various tasks aimed at analysing reasons behind the situations in stories, imagining how a certain situation could develop further, evaluating characters’ behaviour and motives.
Pre-research survey responses showed that some learners did not feel enthusiastic about reading stories, however, majority mentioned that it would be a good alternative. After 6-month period, survey revealed that almost all students enjoyed both the stories and tasks assigned to them. Given responses showed that they were able to enlarge their vocabulary, improve their reading comprehension as stories were engaging and easy to understand, learn to think beyond, and even life lessons.
My observation shows story-based approach helps children learn the language in context, better understand its features. In addition, stories are a great tool to instill love to reading and facilitate development of literacy.
246
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Akmaral Uteulina
Kazakhstan
Lesson Study and the Learners' Understanding of the Parts and Functions of the Digestive System of Grade 8 Students of Diffun National High School
The purpose of this study was to substantiate the effect of Lesson Study on the understanding of 73 Grade 8 learners of Diffun National High School on the parts and functions of the digestive system. The study used inquiry-based approach and utilized qualitative-descriptive method. In collecting data, the LS group made use of one lesson plan, observation forms, post-lesson conferences while LS group discussions, student impressions as well as videos and pictures taken were used to validate and support the data gathered on the learning and behavior of the learners during the implementation. The combination of the video clip on the digestive system and The Story of Dogut the Donut proved to have aided and strengthened the learning process. This was manifested when the learners tried verifying their answers to the guide questions without being told by the teacher. The use of donut and fried corn helped students imagine and make concrete generalization where food goes after entering the mouth. An improved lesson study plan which will be used for the next school year was conceived through the inputs of the PSDS of Diffun I District, School Head of Diffun National High school and the different school heads within Diffun I District who served as the Knowledgeable others, and through the shared experiences of the teacher implementers and observers.
280
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Helen Tanio , Malorie M. Dela Cruz, Novemy C. Ignacio, Peterson T. Apostol
Philippines
The Effect of Metacognitive Strategy Use on Intermediate Learners' Understanding
Listening comprehension poses a significant challenge to foreign language students. It is very demanding for learners to store information in their short term memory, also try to comprehend it, with little time to organize how are going to process it (Rubin, 2005).
This research was held in one of the intellectual schools of Kazakhstan. The participants of this study are eighth grade students of class B. Duration of study is 7 weeks. It is based on the problem of low listening comprehension in monitoring exams and aimed at finding if some listening activities and strategy use instruction can make a change in listener’s performance. Quantitative dimension was designed by pre- mid-post-test scores (derived Cambridge General IELTS Test).There are 11students, three of them have high ability (intermediate+ ), 5 students have intermediate, 3 has pre-intermediate level in English. The reason ofconducting research isthat learners, in previous years, had some difficulties when they were monitored by their grade level knowledge, when they have to pass their external exams for IGCSS. Students annually show less proficiency than internal exams for unit or term. This imbalance made all teachers discuss what strategies are efficient for advancement and how can they apply them in teaching and learning.
Anyway, the students’ test results are one way to assess your teaching. “Good results should reflect good teaching”. (Davies, 2000). So, itis teacher’s duty to make adifference immediately. At theend of7-week teaching process by Metacognitive Strategy Use , students’ listeningcomprehension in lengthy texts was at a statisticallysignificant level.
315
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
Kelimberdiyeva Altyn Nizamatdinovna
Kazakhstan
Parallel Poster/Workshop Presentation B
Development of analysis skills in students in chemistry and biology lessons through the use of the problem-finding method based on psychological characteristics
The purpose of the study is to use tasks in biology and chemistry lessons using the problem search method, focused on the formation of analysis skills based on psychological characteristics.
The relevance of the topic is that the use of a problematic approach contributes to the development of students' intellectual and cognitive activities, awakens interest in their own explanation of the problem, and develops analysis skills.
Research issues:
development of lessons with application of problem search method;
introduction of problem problems and modeling of problem situations into the training process;
Developing the analytical skills of students in dealing with problem texts, tasks and situations.
Methodology: biology and chemistry teachers together with a school psychologist became participants in the study. The focus group consisted of students in 10th grade, research tools - survey, questionnaire, interview, document analysis.
When collecting data, a survey on the "Communication Technique" scale of Curd was used to determine the level of development of the operational and emotional-will components of the communicative competence of students.
Researchers conducted a group observation of the progress of educational activities of students, drew attention to the ability to analyze and synthesize subject material.
Thus, researchers came to conclusions that the problem and search method improved teaching and training, pupils get and develop skills of team work, competently formulate the thoughts, reason the point of view at group search of a solution during discussions, discussions, a debate.
33
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Gulzhan Nussipzhanova , Maskarova Tilectes , Galustyan Angela, Gordienko Larisa
Kazakhstan
Improving students ability in analyzing physical phenomena on structural tasks in preparation for external summative assesment
The main goal of the study is to reduce the number of mistakes made by students in solving structural problems. Structured tasks are not limited to calculations, but also consist of questions that include high thinking skills, high requirements for answers, and testing the depth of knowledge gained by students. In this paper, the effectiveness of methods for solving structural problems on the topic of capacitors is determined by colleagues, and the difficulties encountered are described in each lesson, taking into account the student's voice.
41
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Zhanar Abdikerova
Kazakhstan
The Power of Contextual Approach in Learning Chinese Vocabulary
Our lesson study examined how words and vocabulary learnt in context during the reading process impacts the learning of primary school students in Singapore. As vocabulary instruction is a crucial component in reading comprehension for the Chinese Language, our approach aims to improve students’ instant recognition of word meaning during reading.
There are three instructional implications in our contextual approach to promote students’ word knowledge in the lesson:
Students were tasked to figure out the meaning of the word using contextual clues from the sentences or paragraphs, while teacher scaffolded students’ learning through questioning. During the lesson, students were engaged in a productive discussion on the meaning of the words as they explored the content of passage on their own. Through a rich discussion based on the tripartite relationship of the content, the peers’ responses and teacher’s questioning, students derived the definition of the words and created their new word bank. Harnessing on technology, teacher assessed students’ learning with Kahoot! and provided feedback to clarify misconception. To deepen their understanding, the students would be provided different contexts for the transference of their learning. This instructional process allowed students to go beyond their zone of proximal development and find joy in their learning.
The study concluded that contextual approach in teaching Chinese vocabulary is more effective than mere repetition or rote learning of the words. It enables meaningful and optimal vocabulary development as students integrate the learning with their prior knowledge and use them in real world context.
47
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
LAU SZE HUI , Ng Bih Jeng , Kwan Tuck Soon, Yeo Xinrong Marjorie, Chan Mei Yoke
Singapore
Scaffolding Scientific Oral Discourse Using Science Talk
In a discourse-rich classroom, where collaborative learning take center stage in inquiry lessons, talk is required to support students in communicating and expressing their ideas. The basis of our lesson study comes from a set of challenges that our Science teachers encounter , such as students unable to justify their answers or seek clarifications verbally. In tandem to our school Total Curriculum Framework with Voice as one of the focus areas, this study aligns with the long-term research goal set for our Science department in the school, ‘Students to think like a scientist,’ and to engage in collaborative inquiry effectively to make informed decisions.
The research lesson aims to investigate how our students collaborate using Science Talk. Embedded in this strategy is the technique used to scaffold students' communication by structuring their thinking using evidence or data and scientific reasoning with the aid of sentence starters. Students working collaboratively to present a range of viewpoints about science ideas using concept cartoons to stimulate their thinking.
With the Science talk, teachers are able to sieve out misconceptions of the subject matter and challenges that students faced when working collaboratively and communicating effectively. At the post-colloquium session, further discussion showed the need to make refinements to the activities to provide more opportunities for spontaneous talk to happen. Moving forward, the team believes that with the existing strategies in the department coupled with this lesson research findings, students will be equipped with knowledge and 21st century skills to think like Scientists.
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Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Liu Wenjia , Anom Bte Aris, Nur Liyana Suratman, Cheryl Ong, Salbiah Binte Ishak, Lee Xiu Min, Ahmad Salikin Bin Mohd Ali
Singapore
Creating well-structured complex sentences with grammar accuracy to develop students' writing skills in EFL classess
This research aims at developing students’ ability in writing to implement well-structured complex sentences in their writings toward the English lessons at Nazarbayev Intellectual Schools, in Almaty. 24 students of grade 10-11th, 2 observers were involved. The method used in this research was descriptive-analytic with a qualitative approach. The lesson study was conducted in three cycles. Each cycle included four steps: planning, action, observation, and reflection. In the first cycle, we identified three different level students, interviewed the students, planned, observed the first lesson, and prepared a second lesson plan. Further stages consisted of a discussion of the previous lesson to identify the steps to improve the quality of the lesson. To collect the data the researchers used questionnaires, surveys, interviews, pre-tests, and post-tests. Comparing data, integrating categories were used to analyze the data. According to the pre-test results, only 10 students out of 24 used complex structures in their writings correctly. The result of the post-test research showed that 22 students were able to construct well-structured complex sentences correctly due to the researchers' explanations and examples. The improvements of the assessment tests demonstrated that there was an improvement in the students’ writing skills.
92
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Aizhan Alzhanova , Zhumayeva Elmira
Kazakhstan
Students' Silence Styles as a Fulcrum of Communication in Multi-layered Interactions -Through Classroom Discourse Analysis in History Class of Japan -
This research depicts the multi-layerity in classroom discourse of two Japanese high school students as a social interaction with the observation of a.What kind of Students’ Silence Styles do there exist and b.How do the different silence styles work as a fulcrum to create multi-layered interactions. Based on an analysis of classroom discourse, the styles, features and the transformational processes of "silence" are discussed. Three findings were made: (1)There exists the relationship between dominating and being dominated in classroom discourse basing on multiple interactions;(2)There is a two-way superposition between the acquisition of subject knowledge and the acquisition of sociality; and (3) Individuals form and establish self-identity by exploring and estimating each factor in a certain group. Up to now, most of lesson study researches have paid a lot of attention to the performance of students, from the discourse in class to the acquisition of subject knowledge. However, with the popularization of online lessons and AI learning by which students can also acquire subject knowledge in discourse without the traditional lessons. Considering the problems existing in schools which seems to be so difficult to be solved like bullying, the voice questioning the existence of school and traditional lesson is becoming louder and louder. This research tries to answer the question in the angle of lesson study by clarifying the multi-layered interactions in classroom silence.
100
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Jackie Chen
Japan
IMPROVING NUMERICAL TECHNIQUES USING ENRICHED REAL-LIFE VARIED ACTIVITIES THROUGH LESSON STUDY(INTERVALS) ON ROBABILITY OF COMPOUND EVENTS
This study aimed to improve numerical techniques using enriched real-life varied activities through Lesson Study on Probability of Compound Events of Cabarroguis National School of Arts and Trades Grade 10 students. The LS group used the Structured Problem Solving Framework in providing learning experiences for the learners which aims to develop their critical thinking and problem solving skills while working with their peers. In this technique, the learners were encouraged to do activities by group where they will communicate their ideas with their peers in finding answers to their own questions. Also, the framework emphasized the importance of guessing and making conjectures by allowing the students to explore and discover how to solve the problems given. This study used Descriptive Qualitative Design using narration and reflections. Results confirmed that lesson study enables Math teachers design a lesson plan that provide real-life varied activities for learners to improve their numerical techniques through structured problem solving. Also, it provides opportunity for teachers to work collaboratively to seek effective implementation of new ideas which focus on student-centered process of teaching.
Key words: Lesson Study, Structured Problem Solving Framework, critical thinking, problem solving.
279
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Poster Session
Sheryl Joy P. Galvez , Francis Pagulayan Jr., Erlin B. Pumihic, Arlene S. Velasco, Eufrecina N. Gamurot, Liezel Jane P. Uson, Jimmy R. Eleria, Hilaria T. Sabado
Philippines
Parallel Poster/Workshop Presentation C
How to organize students' educational and research activities through STEM projects, through the integration of natural and mathematical subjects to form scientific thinking?
At the Nazarbayev Intellectual School of Aktau, physics and biology teachers conducted LS to determine on which topics of biology and physics knowledge can be integrated and effective teaching methods explored, as well as involving students in research through integrated scientific projects.
The purpose of the study is:
How to organize student training and research through STEM projects.
Relevance
Integrated STEM projects allow students to develop cognitive activity and research skills.
Methodology
The pilot phase included student questionnaires, lesson observation, qualitative and quantitative analysis of student research activities. Comparison and synthesis of the results, systematization and interpretation of experimental data was carried out at an effective-generalizing stage.
The researchers, analyzing the results of the questionnaire, came to the conclusion that it is necessary to introduce methods and technologies that develop the research skills of students into the teaching process.
The tasks of the project activity are to teach the planning of its activities, the ability to determine the goals and objectives of its creative work, the ability to collect and process information from various sources, the ability to think critically and creatively, the ability to take initiative, the ability to analyze and summarize material.
Conclusions
Thus, the researchers came to the conclusion that integrated STEM projects allow the development of cognitive activity and research skills of students in the field of scientific subjects. Engaged in project activities, students with active communication and teamwork develop independent thinking, gain valuable experience in creative, search activities to solve problems.
32
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Gulzhan Nussipzhanova , Khamitova Lisa , Ataniyazova Fatima, Ondasynova Asem, Karazhanova Kural
Kazakhstan
Developing the skills of independent experiment planning through the following methods: "critical design", high-order questions, reading the text, applying the algorithm.
The leading role in a chemistry course is performed by laboratory activities, during which students must demonstrate research skills. According to many researchers (Sedenko, 2014; Millar, 2002 & others), an important component in conducting an experiment is the presence of students’ research skills. But at the planning stage, not all students have such skills as formulating an experimental plan based on the equipment; predicting the results of the study; choosing the equipment and reagents necessary for the experiment; determining the potential risks before the experiment. Therefore, the research question was formulated: which methods do most effectively contribute to the development of the skills of independent experiment planning in chemistry lessons. The aim of the study was to identify methods aimed at developing the skills of experiment planning in students in chemistry lessons. The study was conducted in five classes of 45 students aged 13-15 years. Methods used in the study were "Critical Design", "Five why?", SQRRR(Survey!Question!Read!Recite!Review!), "Transformation" and "Algorithms".
The study collected data through tools such as observing selected students, interviewing the students' understudy, and collaborative planning and discussion.
Analysis of the results of the study showed progress in the skills of planning the experiment from 3 to 16 %. The greatest growth was shown by “Algorithms” and SQRRR methods. The observation sheets showed that students were more likely to give reasoned explanations of the processes taking place, choose the reagents necessary for the study, comment on their actions, and better analyze and draw conclusions from the results of
83
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Zhusipnazarova G. , Akimova E., Ashirova D, Bairysova A.
Kazakhstan
Feedback research and Lesson study: A scientometric analysis of publications in the past 30 years
Feedback and lessons study matter to teaching and learning. However, they have been studied as two research lines. From a macro and ‘big-data’ perspective, little is known about the extent that lesson study has been covered by feedback research and vice versa in the past 30 years. Based on a scientometric analysis through CiteSpace (Chen, 2006), this study aims to identify the research trends of feedback research and lesson study. The first search in the Web of Science found 120 publications on ‘lesson study’ 1992 to 2021out of 11,772 studies on ‘feedback’ (1% coverage of lesson study). The visualized results show eight (out of 328) strongest bursts of keywords ranging from 2016-2021(i.e., education, physical education, classroom, student, perception, motivation, engagement, and performance), which indicates these keywords remain as the focal points of feedback research covering lesson study until 2021 and beyond. 13 clusters were identified from 120 publications. The largest cluster is “formative assessment”, covering 35 publications (29%). Other clusters include preservice teacher, evaluation, reflective discussion, etc. The centrality by 31 countries showed USA, England, and Canada play influential roles in this field. In the other search of feedback from publications on lesson study, we found 13 studies out of 207 (6% coverage of feedback research). Variation theory and teacher appear to be the strongest citation bursts of keywords. Research clusters include preservice teacher education, reflective discussion, and teacher professional development. The results suggest a meaningful direction by integrating both feedback and lesson study to maximize productive student learning.
218
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Lan YANG , Juan Gao, Pok-Yu Ko
Hong Kong
Lesson Study on the Learners' Understanding in Proving Pythagorean Theorem: Case of Grade 9 Students of Diffun National High School, Quirino Province, Philippines
This descriptive qualitative research focused on a Mathematics lesson study conducted with 87 Grade 9 students of Diffun National High School in the Philippines. The main purpose of the lesson study group was to develop the approach on how proving Pythagorean theorem is being taught and being grasped by students. It was a cycle of two implementations including preparation, classroom teaching and reflection just before school closure in March 2020. Aside from the insights about student learning and redesign of the materials, the findings led to a recommendation of institutionalizing lesson study as the main medium of professional development among teachers in the region. It had led to an understanding of teacher reflection and collaboration, and how it can impact deeply student learning.
239
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Anabelle Edsa M. Camus , Nora I. Aquino, Rogelio C. Subia, Sonnette V. Ulnagan, Liezel P. Montemayor, Magdalena P. Layugan, Mely M. Rubi, Whilmar M. Villanueva
Philippines
E2 GOAL Implementation: A Lesson Study Trail
This is a qualitative narrative research of Science teachers in their classes with Grade 9 students. The action research is an attempt to incorporate lesson study in the rhythm of the Science teachers involved, and explore the initial effects to teacher perspective and student learning. The data was a compilation of observation notes, narratives of teachers and student reflections. The focus of the conclusion was on the narratives of teachers on their lesson study experiences and collaboration. They had also added insights on how critical thinking among students can be promoted by teacher collaboration. It has also emphasized the importance of institutionalizing lesson study as the means of developing teacher competency and strengthening partnerships among teachers, administrators, and students.
243
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Richelle Ann L. Dela Cruz , Elizabeth S. Catama, Belinda D. Gandeza, Mary Grace A. Ramos, Evanelle A. Sagario , Elizabeth C. Soriano, Jonathan F. Mauricio, Gloria A. Bacani
Philippines
Transforming Student Learning on Special Right Triangles through Problem Solving: Maddela District II Teachers’ Narratives
This descriptive-qualitative research focused on examining the teaching practices on problem solving and how it drives learners understanding on solving word problems on special right triangles among Grade 9 students in Maddela II District in the Schools Division of Quirino, Philippines. It was built on teacher’s reflections based on close examination of the process of learning and student responses in the first and second lesson implementations. Research findings showed that Lesson Study positively impact on the student achievement of learning goals and on the development of their critical thinking skills. This study led to improved teaching practices of Mathematics teachers in the district as they collaboratively plan, execute, observe and reflect on their classroom practices. The paper emphasized the potential of conducting lesson study not only among teachers in a school but also in the district level, especially in teaching lessons particularly challenging to learners. It further recommends the institutionalization of Lesson Study as a professional development model in improving teaching practices.
293
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Sonia S. Cabacungan , Maritess T. Dangkeo, Joy B. Quiyan, Horlyn D. Batallones, Ferdie B. Maximo, Cesario O. Badongen, Johnny B. Buyuccan, Liwliwa B. Bareng, Mayleen V. Yanto
Philippines
KINETIC HYDRAULIC CYCLE-DIORAMA MODEL IN IMPROVING THE SCIENCE PERFORMANCE OF GRADE IV LEARNERS OF SDO QUIRINO: A LESSON STUDY
This study was conducted to describe the effectiveness of Kinetic Hydraulic Cycle: Diorama Model” in improving the Science performance of Grade IV learners of the Schools Division of Quirino, Philippines, specifically in identifying and describing the processes involved in the water cycle and defining water cycle operationally. Descriptive-qualitative research design using narrations and reflections was utilized to describe the effect of the innovation to the science performance of the learners. The application of “KHC: Diorama Model” to the lessons strengthened the learners’ science understanding. With the opportunity to manipulate the material, learners were kept away from guesses and empowered them to uncover and gratified with ambiguous explanations of things. Having seen the efficiency of the material, it is therefore encouraged that it may be adopted as one of the teaching strategies in Science lessons in order to have a fulfilling teaching and learning process. It is not only designed for Grade IV learners but also intended to the other grade levels, only it needs simplification as to the level of leaners. Aside from intuitions on student learning, the outcomes fronted to a commendation of institutionalizing lesson study as the prime avenue of enhancing teachers’ competence, intensifying collaboration, and how it can greatly impact student learning.
298
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
MARY CHRISTINE S. DEZA , JUMELYN C. BORJA, LORELIE E. OLAD, CHARITO S. MELCHOR, MARILYN A. SISALBO, HILARIA T. SABADO
Philippines
Implementation of Lesson Study in Secondary School Mathematics during the COVID-19 pandemic: Issues and Challenges
The importance of lesson study in enhancing teaching delivery has been widely discussed in the literature. Undoubtedly, this approach is beneficial in creating a professional learning community (PLC) that constantly improvise the quality of teaching and learning, especially in Secondary School Mathematics. However, the COVID-19 pandemic has forced an immediate implementation of online learning to replace traditional face-to-face learning. Thus, the lesson study implementation needs to be transformed to suit this abrupt change. Therefore, this study is aimed at identifying the issues and challenges in implementing lesson study in Secondary School Mathematics during the COVID-19 pandemic. A critical analysis of relevant studies was conducted in describing the issues and challenges faced by teachers in implementing the lesson study. Generally, the issues such as poor readiness and mastery of technological skills have resulted in poor implementation of lesson studies. Also, the teachers faced challenges in adjusting themselves with the online learning and lesson study practices and getting support for their knowledge, skills and professional development. This study provides valuable insight for policymakers, stakeholders and administrators in designing an efficient lesson study implementation to suit the online learning settings during the pandemic.
299
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Khairul Azhar Jamaludin , Florengel Anak Christopher Jerry
Malaysia
Parallel Poster/Workshop Presentation D
Possibility of Global Lesson Study as a Professional Development Opportunity
Global Lesson Study is one of the Professional Development Opportunities through sharing recorded lessons and discussing teaching materials and teaching behavior for being better online. Based on the results and challenges of the Global Lesson Study presented by Suzuki and Ishii (2019), an updated Global Lesson Study was launched in 2021, combining asynchronous and synchronous initiatives to encourage more interactive activities, as well as a way to conduct interactive discussions in synchronous conferences. Suzuki and Ishii (2019) found that the Global Lesson Study has a significant positive impact on teachers who propose lessons. This study focuses on general attendees who participate as audiences and think about improving their lessons together. The method is the questionnaire survey. Participants from more than 15 countries worldwide will be asked what they have learned as a result of their participation in the Global Lesson Study. According to the 1st and 2nd round results, 90% of the participants were satisfied with it. It was also evident that they were encountering new ideas and bringing new insights. In addition to these results, the survey of the third Global Lesson Study participants to be held in July will be discussed and reported in detail at the conference.
63
Lesson or Learning Study in initial teacher training
Poster Session
Naoki Suzuki , Koji Ishii, Takuya Fujimoto, Koutarou Kikuchi, Karen Richardson
Japan
Achievements and Challenges of Lesson Study that Introduced Interactive Lesson Observation via 360-degree Live Streaming
Suzuki and Ishii (2019) found that Lesson Study for sharing and discussing recorded lessons online helped teachers promote the abilities. The results are becoming apparent not only Lesson Study in person but also Lesson Study using online. However, in the study by Suzuki and Ishii (2019), one of the challenges is that participants cannot make their own decisions about the perspectives they observe. Suzuki et al. (2021) have also attempted to assess lessons and conduct discussions for improving lessons through highly immersive lesson observations using VR goggles. Decision-making of participants while observing the lesson is very important for being a better lesson study opportunity. Therefore, in this study, the purpose is to create an effective system of interactive observation with VR google. We decided to conduct class observation while several viewers communicate through live streaming of 360-degree video. In addition, it is clarified what can be learned by monitoring the communication scene while observing the class online. The number of participants was approximately 200, and a questionnaire survey was administered to those participants. The following is a detailed report of the achievements and challenges that emerged from the questionnaire survey.
64
Lesson or Learning Study in initial teacher training
Poster Session
Naoki Suzuki , Koji Murase, Takuya Fujimoto, Seiji Ookuma, Toshihiro Nakajima, Mizuho Shiozaki
Japan
Developing students’ speaking skills by means of communicative strategies
The aim of this study is to to explore speaking (communicative) strategies and how they can be embedded to improve students’ comprehensive skills; to analyze the effectiveness of defined strategies based on students’ performance and to identify areas for improvement. The study was designed within the framework of Lesson study project. This study was conducted according to the
The participants of the study were seven graders who had problems in speaking and were selected based on the criterion sampling method. The main question of the study was “How do communicative strategies contribute to speaking skills development of students?” The technique of analyzing data was applied in this research was qualitative. The qualitative data were taken from observation sheet, interview, questionnaire and students workbooks. The investigation concluded with recommendations and implications for implementing the plan to improve speaking comprehensive skills through using communicative strategies.
The findings of the study showed the importance of improving students’ speaking skills with the need of constant implementation and regular use of speaking strategies. There were some challenges in applying communicative strategies while completing speaking assignments.
In conclusion, based on the result of the research and the data found, it can be said that teachers should implement communicative strategies to improve students’ speaking skills and set smart goals as a group with objectives and activities to achieve students’ better performance of speaking skills. It worth revisiting communicative strategies and modifying them in order to identify appropriate and effective strategies that can be used during the lessons.
70
Lesson or Learning Study in initial teacher training
Poster Session
Sergaliyeva Aliya , Ordabayeva Zhanar
Kazakhstan
How to develop 14-year-old students’ ability to express their attitude to reality through Literature (fiction) in the second language.
Since most of communication takes place in virtual world, 14 years old students have problems with social interaction in real life. It is important to teach students to ex-press their own opinions about real life. Literature and Self-knowledge are the subjects with the best potential revealing techniques which aim to solve the problem. Self-knowledge is a unique subject in Kazakhstan that develops students' skills in recognizing themselves and the world.
The research was conducted in the group of 12 students, where Russian is the second language. Thus, the aim of the study was to find optimal tools for integrating Literature in a second language and Self-knowledge through reading for development of skills to express attitudes towards real life.
The Lesson Study was conducted via the methodology of Pete Dudley, joint planning, active observation using sheets, questionnaires, interviews, and group discussion.
Jigsaw method, graphic organizers, SWOT analysis, the case method, RAFT strategy were used during the classes and helped to analyze the literature the students read and express their opinion.
While observing the group noticed that the most successful method was the Case method which allows to provide students with opportunities to express their thoughts. The rest of the methods were also effective but not enough. Furthermore, most of the students were able to provide meaningful arguments when constructing answers and reasoning them for the first time. According to the study 23% of students learned how to reason correctly and structure their speech when expressing their attitude to real
80
Lesson or Learning Study in initial teacher training
Poster Session
Zhanna Abdikarimova , Aisha Zholdasbekova , Zhamal Omirbayeva, Lyazzat Sapralieva
Kazakhstan
Comprehension for ALL!
Helping pupils understand the cause and effect that takes place in a comprehension passage is essential. This allows pupils to see and learn how one incident or relationship was connected in the passage through annotation. This further improves their ability in their understanding of the passage.
As our school embarks on ‘Collaborative Inquiry’ as our school-wide pedagogy, this research study aims to develop teachers’ competencies in designing effective strategies to build pupils’ comprehension skills. Recognizing that the comprehension passage was usually adapted from the book, it proved to be challenging as the pupils needed to understand the passage. It would be more demanding for pupils who are not avid readers. Through the study, the team tapped on differentiated instruction as the strategy because the research class comprised of pupils with different learning abilities and are at different learning pace. In a collaborative setting, pupils working in heterogeneous group helped one another to understand the passage through their annotations. Their understanding was further enhanced by differentiating their learning process in constructing different questions for the different learners. This strategy was effective through our findings at the post colloquium. Pupils were able to understand the text and answered some of the questions. Moving forward, the team would be working on the question types and building their collaborative skills in order to help one another in a group.
94
Lesson or Learning Study in initial teacher training
Poster Session
Dian Fitriani , Siti Shahirah Binte Samad, Saiful Nizam Bin Pungot
Singapore
The transformation of normal students' "learning to teach" under mentoring—— Three education practice cases of normal university students
Due to various limitations, normal university students can not meet the requirements of essential teaching work. This 'reality shock' urgently needs a change from a "student" to a "teacher". The mentoring system is a good way for normal university students to enter the real teaching field.
By selecting three normal students from the same normal university and exploring the internship’s details, key figures and events, this paper fully demonstrates the interaction between teachers and students in "learning to teach". The content of educational cases includes the following three aspects: Prepare for lessons, Give lessons, Attend lessons. Then the author analyzes the transformation of normal university students. The first period is gaining experience: Normal students learn teaching experience directly from lecture observations and acquire teaching strategies through interactions with teachers. The second period is engaging teaching: Normal university students participate in lessons as to promote the real understanding of various events in the classroom. The third period is creating knowledge: The process does not reflect the creative metaphor of learning due to the short internship time and the lack of continuous and long-term teaching practice.
Some suggestions are put forward based on the problem of ceative learning: normal students should enrich teaching experience, mentors should promote multiple ways of participation so as to establish an equal relationship between teachers and students.
213
Lesson or Learning Study in initial teacher training
Poster Session
Xinrong HUANG
China
Transforming student's engagement in the classroom through lesson study
Lesson study, a form of collaborative practice, is a school-based professional development initiative that aims to enhance teaching and learning through professional sharing of practice. In this article, we review the evidence of the impact of lesson study on student engagement during teaching and learning. We argue that lesson study can be a tool for teachers to improve student engagement, particularly in behaviour, cognitive, emotions, and social. We explained the need for this approach to evaluate lesson study through teachers' participant's plans and observe, analyse, and refine real classroom lessons. We also articulate cultural, practice, and belief changes that can be the constraints for teachers. We also recommend the practice for teachers through lesson study that can improve student engagement.
312
Lesson or Learning Study in initial teacher training
Poster Session
SYAWAL AMRAN , Khairul Azhar Jamaluddin , Zanaton Hj Ikhsan
Malaysia
Live Q&A
14:30 - 15:00
(GMT +8)
00:30 - 01:00
(CT)
(New York +1hr)
07:30 - 08:00
(CET)
(London -1hr)
Parallel Poster/Workshop Presentation A
Parallel Poster/Workshop Presentation B
Parallel Poster/Workshop Presentation C
Parallel Poster/Workshop Presentation D
15:00 – 15:05
(GMT+8)
01:00 – 01:05
(CT)
(New York +1hr)
(New York +1hr)
08:00 – 08:05
(CET)
(London -1hr)
(London -1hr)
Break
Global Highlight 1
15:05 – 16:35
(GMT +8)
01:05 – 02:35
(CT)
(New York +1hr)
08:05 – 09:35
(CET)
(London -1hr)
Global Highlight 1: (Live)
Learning Study in Hong Kong: Enhancing Sustainability and Accessibility of Quality Learning Study through Cross-school Collaboration in a Professional Learning Community.
(# 179)
Live Q & A (Chair by Prof. Po-Yuk KO)
Global Highlight
16:35 – 17:50
(GMT +8)
02:35 – 03:50
(CT)
(New York +1hr)
09:35 – 10:50
(CET)
(London -1hr)
Global Highlight 2: (Live)
(Invited Plenary)
Using Learning Study as the University Teacher Professional Development Platform: A Case Report from China
Live Q & A (Chair by Dr. Sean LI)
Session 4 (S4)
17:50 – 18:20
(GMT+8)
03:50 – 04:20
(CT)
(New York +1hr)
(New York +1hr)
10:50 – 11:20
(CET)
(London -1hr)
(London -1hr)
Parallel Paper Presentation A
(Chinese Strand)
英语趣配音APP辅助初中英语口语教学的行动研究
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CN1
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
探討如何提升小學生班級歸屬感之行動研究
-
CN4
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
Macau
交互教學法對教師專業發展的效果影響 ----以西方文論課程為例
-
CN5
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
Macau
在線教學模式的創新：挑戰與對策
-
CN8
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
Macau
基于一堂初一语文课的课堂教学和教师专业化发展模式研究
-
CN13
Lesson or Learning Study in initial teacher training
Papers
WALS Admin
China
身体表达素养的教育意蕴和培养路径
-
CN20
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
China
基于语篇组织模式下的英语阅读文本解构的行动研究
-
CN21
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
China
Parallel Paper Presentation B
(Chinese Strand)
专业学习共同体的中国实践：名师工作室发展现状与未来趋势
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CN7
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
Hong Kong
大學教師教學學術網絡探究—基於C大學教改團隊之個案研究
-
CN15
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
China
悅讀Happy House ──混合分層式活動教學於特殊教育上的應用與體驗
-
CN18
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
Macau
西方专业学习共同体中的教师学习：进展与启示
-
CN33
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
China
深度协作学习模型构建及应用研究
-
CN39
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
China
教师的情感领导力何以实现？产生机制、现实样态与未来图景
-
CN53
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
WALS Admin
China
教研组作为专业学习社群的案例研究
-
CN57
Developing Professional Learning Communities: Models and practices
Papers
WALS Admin
China
课堂是分享的
-
CN58
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
WALS Admin
China
Parallel Paper Presentation C
(Chinese Strand)
教师如何设计项目学习（PBL）支持英语教学？—— 基于元分析的论证
-
CN11
Research methodology and theoretical underpinnings of Lesson or Learning Study
Poster Session
WALS Admin
China
中國內地與香港本科中文教育專業課程設置的比較研究
-
CN14
Lesson or Learning Study in initial teacher training
Poster Session
WALS Admin
China
研究生课堂沉默现象何以发生？——基于中国N大学学生的质性研究
-
CN26
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
WALS Admin
China
艺术体操课堂如何高效开展练习 ——功能性训练对艺术体操运动员身体难度的影响
-
CN32
Creating knowledge in practice: action research and other practice-based research approaches
Poster Session
WALS Admin
China
西安市首批“名师+”研修共同体建设初探
-
CN44
Developing Professional Learning Communities: Models and practices
Poster Session
WALS Admin
China
Live Q&A
18:20 - 18:50
(GMT +8)
04:20 - 04:50
(CT)
(New York +1hr)
11:20 - 11:50
(CET)
(London -1hr)
Parallel Paper Presentation A
(Chinese Strand)
Parallel Paper Presentation B (Chinese Strand)
Parallel Paper Presentation C (Chinese Strand)
18:50-19:00
(GMT +8)
04:50 – 05:00
(CT)
(New York +1hr)
11:50 – 12:00
(CET)
(London -1hr)