Session 1 (S1)

09:00 – 09:30
(GMT+8)
(30 Nov)

19:00 – 19:30
(CT)
(New York +1hr)
(29 Nov)

02:00 – 02:30
(CET)
(London -1hr)
(30 Nov)

 

Parallel Paper Presentation A

Tackling student’s difficulties in understanding the concept of limiting reagent in chemistry through a Learning Study Networked Learning Community
Chemical stoichiometry is essential in understanding the quantitative relationships between reactants and products in a balanced equation. A key concept concerns limiting and excess reagents and many students seemed to have difficulties identifying them. A range of instructional strategies have been suggested to address students’ difficulties: pedagogical approaches (Chandrasegaran, 2008); using analogies [Toth, 1999] or graphics [Sostarecz and Sostarecz, 2012]; and, by laboratory experiments [González-Sánchez et al., 2014]. Each strategy has its own merit and to apply any of them requires a careful study of our own students’ difficulties and how best to respond to them. With this objective in mind, a Networked Learning Community comprising of teachers from seven schools and one Master Teacher was formed. We used Learning Study for our project because of two important reasons. First, it focused on students’ prior knowledge about limiting reagents (the object of learning) and the critical aspects that could be important for their understanding but not normally discerned by them. Second, Variation Theory - the framework that underpinned Learning Study, suggested how we could deploy our teaching strategies to bring the critical aspects to the focal awareness of our students. In our presentation, we shall share our pre-/post-tests and interviews that helped us determined the critical aspects of our object of learning. We would also share our research lesson and show how the critical aspects were linked to the object of learning and how the different strategies designed based on the patterns of variation impacted the students’ understanding.
10
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Md Shahrin KSM , Syed Alwi BS Abdullah Alattas, Koh Bing Qin
Singapore
Developing students' speaking skills with the help of POPS analysis in online lessons of the humanities: in the first and second languages.
The effectiveness of online learning is manifested in the use of various pedagogical technologies, methods and approaches adapted to distance learning. The development of students ' speaking skills, involvement in online dialogue, the development of research skills and cognitive needs have proved to be an urgent problem in online learning. The study group was 9th grade, Russian department. Since geography and Kazakh language lessons are held in Kazakh, students have a noticeable language barrier. In the history lesson, which is held in Russian, students are less active in the dialogue. During the discussion, it was decided to use POP analysis to activate speech. The use of POPS analysis in geography lessons, contributed to the development of critical and analytical thinking of students of group A, B students. The students of group A ended up expressing their ideas freely, engaging in discussions, and helping the students of group B and C. The students of group B made noticeable progress-using new terms, students could interview, ask questions freely, and the student of group C clearly understood the task assigned to him, tried to answer questions with the help of a dictionary, and asked for help from group A and B, this took longer. In the second language lessons - world history, classes and tasks positively influenced the transfer of skills / interests from theory to practice, the achievement of learning goals by all students. Students clearly observed the skills of individual-pair-group interaction, developed and formed the skills of research, creative search,
20
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Akmaral Bolatkyzy , Kulikenova Gulnur Khasanovna, Nazirkulova Dinara Abdigapparovna
Kazakhstan
Learning to Argue and Arguing to Learn: Introducing an Open-Source Learning Tool for Argumentation
Argumentation is a social and cognitive process of reasoning with evidence. It is a complex skill that is often required in everyday life and is essential for academic success. Students who excel in argumentation or fact-based reasoning are better able to think critically, succeed in the workplace, and resist the allure of charlatanism and demagoguery. Although the ability to reason with evidence (i.e., argue) develops with age, skills in parsing and constructing arguments remain elusive for many students, including university students. Despite instructional efforts to develop the skills of critical thinking and argumentation, many students have difficulty grasping the fundamentals of how to construct logical, persuasive arguments, and graduate with insufficient mastery of these skills. The quantity and sophistication of argumentative tactics increases as learners gain experience with argumentation-based activities. To address these concerns, our research team designed and developed an open-source learning tool called the Dialectical Map (DMap) that scaffolds argument construction and evaluation. As of now, it has been used in 15 university courses in Canada and China, delivered in either face-to-face or online format. Questionnaire and interview data indicated that the DMap was well received by instructors and students. Findings of experimental research revealed that engagement with the DMap tool effectively fostered students’ acquisition of advanced argumentation as a core, transferable skill while simultaneously deepening and extending their knowledge in a subject domain. It is a learning tool that scaffolds learning to argue and arguing to learn.
79
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Qing Liu , John Nesbit, Joan Sharp, Bahareh Shahabi Ghahfarokhi, Zhiying Zhong
China
Using Guided Writing to Improve Student Teachers’ Paragraph Writing of the Second-Year Lower Secondary Education at Phnom Penh Teacher Education College (PTEC)
The second-year student teachers at Phnom Penh Teacher Education College (PTEC), the academic year 2020/2021, had problems with paragraph writing. To deal with this problem, the researchers conducted action research to implement a method called guided writing. The purpose was to investigate whether this method can improve the student teachers’ writing skill, particularly paragraph writing. The action research was conducted in two cycles to collect both qualitative and quantitative data, and each cycle consisted of four steps: planning, action, observation, and reflection. T-test computation was used to analyze the significant differences between pre-test and post-test. The result of the research shows that guided writing could improve the student teachers’ writing skill based on the improvement of the mean scores. Through this method, the student teachers’ became more interested in learning writing and participated more actively in the teaching and learning process. They used more vocabulary and constructed sentences grammatically in their writing. According to the improvement of the paragraph writing of the student teachers at PTEC, the researchers recommend English teachers use guided writing to help students perform well in their writing skill.
117
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Phirun , Soksophat
Cambodia
Clarifying differences in point of views and values by analyzing with TBLA the utterances of two pupils
Teaching is a complex and dynamic process. Teachers need to grasp accurately what the pupils are saying, but this is not an easy task. Therefore, we record the lesson using some recorders, transcribe it, and then carefully read and interpret the lesson record using TBLA (Transcript Based Lesson Analysis) to clarify what the pupils wanted to say. We will clarify and discuss the possibility of using TBLA in teacher education. In this study, the author analyzed a third-grade social studies class in a Japanese elementary school. The lesson was a discussion on the current business situation of a local soldier hand factory. She focused on the utterances of two pupils. Both of them said that the local factory would not go bankrupt. Although one of them said that the factory would not go bankrupt unless people quit because of its large scale, the other one pointed out that the factory would go bankrupt if the equipment of the overseas factory were more extensive than that of the factory. In other words, the former pupil viewed the management of the factory in absolute terms, while the latter pupil viewed it in relative terms. TBLA is contrary to the current trend of data science because the amount of information is much less than that of video analysis. But it has the potential to accurately present the diversity of pupils' thinking to teachers who reflect on the class because we can analyze by limiting it to textual information only.
177
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WANG XIAO , Masanobu SAKAMOTO
Japan
DEVELOPING STUDENTS’ INTEREST IN SCIENCE THROUGH HAPPY SCIENCE "FOK"
Lack of interest in science subject among school children will triggered huge impact on future generations. What is even more worrying is the lack of a generation that able to think scientifically to solve problems. This study will examine the effect of using the Happy Science (FoK) Funds of Knowledge method on the interest in science subject. Interest in science to be studied are, 1) Interest in the subject 2) Interest in informal teaching activities using the FoK approach in teaching and 3) Interest through the influence of teachers. This intervention will involve the process of improving teaching and learning using the Happy Science Funds of Knowledge (FoK) method. A total of 20 participants aged 16 years from secondary schools from Petaling Utama District were involved in this study. The study design used is an action research design. Data on students’ interest in science subject were obtained from survey questions, supported by reflective journal data and unstructured interviews. The results of the quantitative analysis showed that the Happy Science (FoK) Funds of Knowledge intervention succeeded in increasing students' interest in science. Qualitative analysis showed not only an increase in terms of interest, but also an increase in terms of cognitive, affective and psychomotor. The findings of this study have proven the importance of teachers in the formation of interesting and meaningful methods in the classroom to create interest and produce students who are able to understand the subject of science.
311
Creating knowledge in practice: action research and other practice-based research approaches
Papers
NURUL AINI BINTI MOHD NOR ALAM , Zanaton H.Iksan
Malaysia

Parallel Paper Presentation B

Pre-service Teachers’ Experiences of Learning and Applying Variation Theory in Initial Teacher Education
Pre-service teachers (PSTs) engaged in learning studies often face challenges in applying variation theory (VT). To address this issue, teacher educators could design initial teacher education (ITE) courses to introduce VT, where PSTs’ learning experiences and needs are taken into consideration. Our study entailed introducing VT to 27 PSTs in an ITE course; PSTs worked in groups of four or five to plan science lessons. We investigated how the PSTs applied VT to guide their thinking and lesson design. Phenomenography was employed to answer the research question: What are the different ways PSTs apply VT to guide their lesson planning? Phenomenography methodology was employed to capture the different ways the PSTs applied VT. Multiple data sources included PST interview transcripts that were triangulated with their lesson plans, video-recording of VT session, the researcher field notes, five PSTs volunteered to share their experiences in an interview a week after the VT session. Four categories of description were constructed to depict strategies the PSTs employed in conjunction with the use of VT. The categories included PSTs: (1) prioritizing select curricular content they deemed important to students’ mastery of the object of learning, (2) developing a network of interrelated concepts, (3) addressing students’ existing conceptions, and learning gaps, and (4) directing students’ attention to critical aspects of the object of learning. It is noteworthy that the categories are aligned to facets that are deemed critical to learning difficult science content, thus suggesting that VT has great potential to support PSTs learning in ITE.
7
Lesson or Learning Study in initial teacher training
Papers
Miechie , Yuen Sze Michelle Tan, J. Douglas Adler
Canada
A Collaborative Case Study of Effects of Common Language Learning Strategy Model in English Classes at a Junior High School in Japan
The common language learning strategy originated in Japan, Jishobiki (JB) model, has significant value in language education that has been proven effective. JB model has been applied to various cultural contexts, including learning Japanese or English as the first language, English as a foreign language, Chinese as a second foreign language, and Tamil as a heritage language. One of the popular uses of JB aside from specific language learning is its potential to encourage learner autonomy. This study focuses on examining the effects of the JB model in learning English as a foreign language in a Japanese junior high school. The case study is carried out by a collaborative team of university researchers and a school teacher. Periodical lesson study meetings are conducted to support teacher’s teaching practices. In the meantime, lesson records, learners’ feedbacks, and the teacher’s reflection are collected. After analyzing the above data, the effects of the JB model can be seen from two aspects: learners’ autonomy and teacher’s professional development. This study also contributes to the repertoire of university-school and research-practice relationships.
28
Lesson or Learning Study in initial teacher training
Papers
linfengwang , Yuko Takeishi, Keisuke Fukaya , Tatsuo Yoshikawa, Kenji Sekiyama
Japan
Online training of high school teachers for doing research for international conference by using MS Teams
Participation of teachers from secondary schools at regional or international conferences can be for the purpose of presenting or just attending. While attending is simple and requires only registration, payment of fees, and possible travel to the conference venue, presenting on the other hand, for many teachers, looks like hard work to do that requires thorough preparation and developing skills, having own research conducted already, solid English knowledge, having prepared a presentation or a poster. The so-called “teacher research” contributes to recognizing the school as a learning organization. Teacher research stems from questioning and seeking theoretical or practical solutions to issues in the teacher’s professional life. Teacher research is intentional and systematic inquiry conducted by the teachers with the goals of learning, gaining insights, coping with the changes, and gaining improvements in teaching. Teacher research is a higher form of professional development, if not the highest. The aim of this research is to treat these issues and guide teachers to present their own research at an international conference. In this paper, the practice of online collaboration on preparing a paper for an international conference has been shown by using MS Teams platform. The experiences from an online workshop with the teachers have been discussed also, with the focus on the stages of research development, team collaboration, and the new skills and knowledge acquired.
35
Lesson or Learning Study in initial teacher training
Papers
Stojan Rendevski
Kazakhstan
Improving Initial English Teachers’ Pedagogical Content Knowledge Through Strengthening of Collaboration Based on Lesson Study
Lesson study is one of the recent innovations in preparing initial teachers, which enables teacher candidates to implement theoretical knowledge in practical inquiry context while building student-teachers’ pedagogical content knowledge through rounds of circulation from “design-implement-reflect”. Drawing upon theories about and research on lesson study, this study examined whether collaborative participation in lesson study could develop student teachers’ PCK effectively and explored what features of lesson study contributing to student-teachers’ PCK development. This longitudinal study conducts three rounds of lesson study during student-teachers’ practicum. The lesson study involves two secondary schools, four EFL student-teachers, four secondary school mentors and two university supervisors. Data were collected at four different stages along with the practicum through the content representation matrix, interviews and focus group interviews, and then quantified using a PCK scoring rubric (Gess-Newsome, 2017) as a measure of student-teachers’ PCK. Four student-teachers’ PCK scores are compared across different phases following the practicum. Findings revealed that collaborative participation in lesson study successfully enhanced student-teachers’ PCK. Among the four PCK categories, knowledge of instructional strategies achieved the best growth, while knowledge of assessment realized the least growth. As for the features contributing to the PCK changes, findings showed that lesson study enables student-teachers to enact and reflect their PCK in the cycles of studying, planning, teaching and reflecting. Especially the process of planning and reflecting are important impetus for student-teachers’ PCK development. Implications for initial teacher education are also discussed.
138
Lesson or Learning Study in initial teacher training
Papers
Li Shuo , Liu Liyan
China
A Virtual Lesson Study on Teacher Professional Learning during Covid- 19 Pandemic
The Covid- 19 pandemic requires educators to adjust to synchronous and asynchronous virtual lesson delivery. Therefore, this virtual lesson study, can be described as a relative success in meeting the professional development needs of the teachers and improving the quality of learning in the virtual classroom. Despite the many obstacles faced in achieving the objective of virtual lesson study conducted, the session conducted was a success in assisting and improving the teacher's teaching practice. The study found that, there are real benefits in conducting online learning. Teacher was found to apply various online applications in carrying activities and evaluation which makes the learning session more interesting and engaging. Instruction by the teacher to the pupils was also clearer verbally and non verbally during online learning. However, online learning was quite a challenge to the teacher in terms of teacher's waiting period for the pupils to attend the online lesson , pupils' response during the lesson, online collaborative activities and the problems of teacher's and pupils' internet speed. Few suggestions were given during the virtual lesson study conducted in order to assist the teacher to improve his online lesson approach during the pandemic.
249
Lesson or Learning Study in initial teacher training
Papers
fairuzzahharun , Chua Lay Nee, Norliza Abdul Razak, Manoriza Abdul Malek
Malaysia
Reflective and Sustainable Lesson Study Practice through University-School Partnership
This study offers the insights into a professional graduate programme adapting the Lesson Study as an approach to strengthen a field-based reflective practice for teachers and school leaders. Lesson Study is widely known approach for facilitating both teacher-led and classroom-based reflective practice for professional development and learning of in-service teachers. Its reflective practice promotes teachers to be autonomous and collaborative professionals by situating teaching practice into both the subject and the resource of professional learning. Furthermore, its teacher-led and field-based approach offers an ideal means to offer teacher learning since the Lesson Study sets its learning in alignment to teachers’ practice needs far more than other professional development approaches such as one-shot lectures and seminars. This study first elaborates the programme structure and its school-university partnership for building the platform for developing key actors for implementing the sustainable Lesson Study practice at schools. Then, the impact of the Lesson Study approach applied toward the graduate degree programme by qualitatively analysing the documented records and study-logs of graduate students enrolled as new entrant teachers, in-service teachers, and school leaders. This study sets its conclusion by highlighting the Lesson Study approach is not just about a reflective teaching practice for school teachers to advance their knowledge and skills in teaching, but it can offer a meaningful and critical environment for a systemic professionalisation approach to transform both teachers and schools into a collaborative place of learning by solving real issues in practice.
247
Lesson or Learning Study in initial teacher training
Papers
linfengwang , Yuu Kimura, Makito Yurita
Japan
Improving Elementary Pre Service Teachers’ Teaching Competency on Khmer Language Subject Using Microteaching
This study aims to analyze how microteaching improves the elementary pre-service teachers’ teaching competency on Khmer language. The research is initiated as we observed from the practicums of the previous years that our student teachers performed their teachings with lacking of both lesson planning and teaching processing. To deal with this problem, microteaching was applied online due to the Covid-19 outbreak to help promote their teaching skills. Data were collected by conducting pre/post-test, questionnaire, and peer observation sheet during teaching practice involving 49 pre-service teachers. After the microteaching implementation, we observed that our prospective teachers gain more confidence in teaching, plan better lesson plan equipped with suitable materials and techniques; teach effectively with time and classroom management compared to their performance before the research. The finding reveals that microteaching has changed the way of their teaching and lesson preparation by small group practicing again and again on each lesson and giving feedback to each other before they start to teach next loops that all of these inspire them to be reflective teachers. Together with these changes in our prospective teachers, we found that microteaching not only improved their teaching competence, but also familiarized them with the procedures in teaching methods, how to give and receive feedback, and the ability of using technology in teaching and learning.
274
Lesson or Learning Study in initial teacher training
Papers
Sizet VEN , Sam Ol NGUON
Cambodia

 

Parallel Paper Presentation C

Historical perspective on principal leadership for constructing school-based lesson study: The case of Toshio Atsumi at Shinshiro elementary school in Japan
　This paper aims to examine the role of principal leadership for constructing school-based lesson study at Shinshiro elementary school (SES), located in Aichi prefecture of Japan. For this purpose, the author analyzes the school document entitled “Kangaeru,” written by school principal Toshio Atsumi. 　At SES, the “Kangaeru” was distributed to all staff members at every in-service teacher training. Based on the document, Atsumi delivered a lecture on research policy for school-based lesson study. At the same time, Atsumi recommended some reference works as a strategy on problem-solving learning such as Kaoru Ueda and Fumio Nagaoka’s theory. According to Atsumi’s autobiography, he thought the “Kangaeru” has played the role of a pipe with in-school members as the core of school organization development. Toru Sugiura, who was one of the teaches at SES, recalled that the “Kangaeru” contained Atsumi’s vision on ‘What teachers should be like’ from multiple perspectives, in which all teachers should watch over each child and reform themselves to improve classes. Thus, Sugiura pointed out I listened attentively to Atsumi’s specific measures and beliefs one by one through his lectures based on the “Kangaeru.” 　The analysis of this paper reveals that Atsumi’s lectures based on the “Kangaeru” had an important role in sharing research policy, and it attempted to set a stage for the basis of school-based lesson study at SES.
5
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
Daiki YAMASHITA
Japan
Leading lesson study: exploring what is learnt and identifying the challenges from the perspective of a novice facilitator.
In this presentation I explore the lived experience of facilitation by a facilitator new to facilitating lesson study (LS). Rose* led a lesson study in high school Science focusing on the teaching and learning of Acids and Bases from August to October 2020. Nine teachers from different high schools participated in the LS. Their teaching experience ranged from a few years to more than 10 years. None had prior experience of LS except for one teacher. Throughout the LS, Rose received facilitation support from two knowledgeable others. The purpose of this presentation is to understand what she learnt from leading the lesson study and the challenges of facilitation from her perspective. The data for the research came from interviews with the novice facilitator and triangulated with interviews from eight teachers, interviews with case students, teacher reflection reports and evaluation questionnaire of the lesson study. A thematic analysis was applied on the data. From the data three main themes emerged. First, leading lesson study seemed to have changed her practice – the need for control and direction – to one which focused on what students need to learn. This was particularly important because it affected what went into the lesson plan. Second, she recognised how the culture and teachers’ content knowledge in the subject affected the quality of the lesson study. Thirdly, the role of knowledgeable others in providing input and direction appeared to be an important source of support for her.
113
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
vincentandrew
Brunei Darussalam
Professional Learning Community: The issue of sustainability
The purpose of this preliminary study aims at exploring the implementation of a Professional Learning Community (PLC) at secondary schools in the Seremban District. It provides findings from 48 secondary school teachers. The teachers are the PLC coordinators. Structured questions are given to the teachers to identify basic knowledge about the tools of PLC, the understanding of PLC definition, and the problem that might occur in implementing PLC in schools. Teachers training in series of Continuous Professional Development Programme (CPD) since 2011. Findings showed that only 12% of them list the correct tools in PLC. Most of them gave a maximum of 5 out of 12 PLC tools include Lesson Study, Teacher Sharing Sessions, Learning Walk, Peer Coaching, and Video Critique. 75.6% of the teacher gave the correct definition of PLC. It showed that their understanding of the concept is high. PLC had not been practising lately due to time constraints, lack of knowledge of PLC tools, and teachers’ workloads. 88.5 % agree that schools should practice Lesson Study. To do lesson study, they need to find an appropriate time that fit everybody in the team. Teachers in Malaysia are teaching at most 900 minutes a week. It does not include co-curricular activities in the evening. The teachers realize the importance of doing PLC. Due to those reasons, the sustainability of PLC in schools is hard to achieve. School leaders should play a role in the implementation of the PLC programme. Keywords: Professional Learning Community, Continous Professional Development. PLC Coordinators,
225
Developing Professional Learning Communities: Models and practices
Papers
AINI HAZIAH AMIRULLAH , ZANATON H IKSAN, ROHAIDA MAT TAIB, AHMAD TARMIMI MUKHTAR
Malaysia
How do school principals support Lesson Study at school?
The main goal of the study is to find out what skills school principals use to provide good support to their teachers in the LS process. Hypothesis: School principals are the main driving force and have a strong influence on the implementation of the LS process, hence, teaching and learning are improved. Questions: why are school principals not always interested in implementing the LS process in the school? What skills must school principals have to implement LS successfully? What conclusions will school principals draw about LS implementation and their teachers? Result: identify skills school principals to support the implementation of LS. Methods: in-depth interviews, questionnaires, polls, conversations, the methodology for determining the index of group cohesion of Sishore, which is the methodology for assessing the psychological atmosphere in the team (A.F. Fidler). D. Moreno method was used to determine interpersonal relationships in the group according to the LS. In-depth interviews with school principals: we asked about their experiences regarding the implementation of LS process. Interviews were conducted with 24 school teachers and 18 students. Tools: probing technique, balancing respondents' participation, question forwarding, citation, “artificial conflict” method, guide interview method, plan interview, interview according to scheme, semi-formalized and structured interview. We focused on the qualitative data collected from detailed interviews with school principals showing how they provide support in researching lessons and how this mainly affects the quality of teaching. As a result, school principals clearly understand how to use their findings to facilitate collaborative planning for highly effective pedagogical approaches.
235
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
Sara Ultanbayeva
Kazakhstan
From Lesson to Curriculum: the Innovative Practice of Chinese Lesson Study
Lesson Study is usually regarded as the approach of teacher professional development and the method of teacher teaching research. Recent research has begun to recognize the potential of lesson study as a tool to promote curriculum reform and even drive the overall change. However, few research reveals the ways in which lesson study has promoted regional curriculum reform, and what actual impact it has produced. This research focused on a regional curriculum leadership project in Y District of Shanghai, China, which used the lesson study as the main method. Six project experimental schools are selected as cases. Through the analysis of the relevant documents and records of the regional project, the texts related to the school project, and the interviews with the major regional and school project participants, the research aimed to explore the practical methods and actual impact of the lesson study as a tool for promoting regional reform. Based on the regional project design, the lesson study of the experimental schools took the five-level curriculum text as the research object, which involved school curriculum planning, subject/interdisciplinary (group) construction plan, semester curriculum syllabus, unit learning plan and lesson learning plan and promoted the step-by-step transformation. Such a process reshaped the way of school’s curriculum implementation. It shows that the research object of the lesson study has expanded from a single lesson to the entire curriculum system; Concomitantly, the function of lesson study has also been extended and it has become an important tool to promote curriculum reform.
269
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
An Guiqing , Chen Yanru
China
Evaluation report on the Ungraded Schools Development Concept in Kazakhstan for 2010-2025
Kazakhstan secondary education experiences low quality in terms of ungraded schools. Children of mixed ages are taught in one classroom in the buildings often inappropriate for studying. It should be mentioned that 56.5% of the total amount of schools are ungraded. The Ministry of Education and Science introduced the Ungraded Schools Development Concept in Kazakhstan for 2010-2025. The main goal of the Concept is to create conditions for students of ungraded schools to get quality education for further socialization, successful professional orientation, and self-development. The first cause is absence of regulatory base for ungraded schools functioning. In the beginning of 1990s due to the economic decline а large number of people began to move from villages to cities and abroad “in search of better life”. It led to sharp decrease of school learners and teachers in rural areas. Consequently, the number of ungraded schools in Kazakhstan critically increased. No proper syllabus, curriculum, and methodological recommendations were designed for ungraded schools. The existing regulatory base at that time did not meet the needs of ungraded schools and their peculiarities. The second cause is lack of teaching staff and absence of appropriate pre-service and in-service teacher preparation. In ungraded schools teachers have to conduct lessons at radically different subjects and mixed age groups. However, teachers are not trained to work in such conditions. Low salary, absence of social bonuses result in low motivation of teachers. The third cause is poor material and technical conditions due to improper state budgeting and financing.
271
Developing Professional Learning Communities: Models and practices
Papers
Assel Battalova , Maral Kurmambayeva
Kazakhstan

Parallel Paper Presentation D
(Chinese Strand)

同伴互評在初中寫作教學中的應用研究
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CN3
Innovative uses of Lesson or Learning Study
Papers
WALS Admin
Macau
中小学生艺术素养测评指标体系构建研究 ---以舞蹈素养测评为例
-
CN19
Innovative uses of Lesson or Learning Study
Papers
WALS Admin
China
小学英语课堂运用“问题链”促进学生思维品质发展的实践探究 ——以PEP《英语》六（上） Unit 5 Read and Write为例
在小学英语阅读教学中，问题的设计可以体现教师的问题组织能力，学生的回答可以体现学生的思维方法和形式。两个以上的相关问题可以构成一个问题集合即“问题链”。“问题链”可以激发学生学习兴趣，促进师生沟通，发展学生的思维品质。 本文以一篇课例的片段为例，通过4个“问题链”分析出“问题链”的三种不同类型，展示出其设计思路、内容以及学生的思维过程。总结出“问题链”的几个特征，如提问主体的多元化、问题种类多样化以及答案多角度化。最后，提出反思，探讨“问题链”的变式性、可调整性、派生性、可搭建性和多功能性。
CN24
Lesson or Learning Study in initial teacher training
Papers
袁曾溶 , 刘丽艳
China
核心素养视域下高中英语读写课课例研究—以《Diverse Cultures》为例
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CN31
Innovative uses of Lesson or Learning Study
Papers
WALS Admin
China
与教师合作促进学生的全面发展：核心素养时代小学班主任对家长参与的期待
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CN38
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
WALS Admin
China
基于质量功能展开法的中职课堂教学质量改进研究 ——以广西中职学校为例
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CN45
Innovative uses of Lesson or Learning Study
Papers
WALS Admin
Macau
创建智慧校园 创造教与学的新生活
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CN56
Innovative uses of Lesson or Learning Study
Papers
WALS Admin
China

Live Q&A

09:30 – 10:00
(GMT +8)

 

19:30 – 20:00

(CT)
(New York +1hr)

 

02:30 – 03:00

(CET)
(London -1hr)

 

Parallel Paper Presentation A

Parallel Paper Presentation B

 

Parallel Paper Presentation C

Parallel Paper Presentation D
(Chinese Strand)

Session 2 (S2)

10:00 – 11:15
(GMT+8)
(Live Q & A at 10:45)

 

20:00 – 21:15
(CT)
(New York +1hr)
(Live Q & A at 20:45)

 

03:00 – 04:15
(CET)
(London -1hr)
(Live Q & A at 03:45)

 

Parallel Symposium A

Local Government, State University and Department of Education: A Triangular Partnership towards Institutionalizing Lesson Study in Quirino Province, Philippines
This symposium aims to showcase the efforts of Quirino Province, Philippines in institutionalizing lesson study in the region. This is a case of a triangulated effort and partnership among the local government unit, the region’s department of education, and the region’s state university in promoting lesson study and ensuring support from each stakeholder. The latest effort is the one-month long lesson study and pedagogical fair (professional development training) for teachers of the region, which was collaboratively designed together undergoing a new form of lesson study model. The symposium has four papers. The first two papers are actual lesson study implementation of teachers in the region. One is a virtual lesson study as part of its efforts to continue lesson study in the middle of the pandemic. Another paper focuses on two face-to-face lesson studies and the value that teachers got from them. The third paper is a work in progress headed by the Quirino State University in exploring how a lesson study course can be introduced in the university using data from the perceptions of in-service teachers on lesson study. The last paper is a narrative analysis and presentation of the lesson study effort in the region and the direction that it can take considering the strong partnership among the stakeholders. It also tackles the institutionalization of a lesson study community in which teachers are supported by administrators, the state university producing teachers already trained in lesson study, and local government and its role in supporting the first two goals.
291
Developing Professional Learning Communities: Models and practices
DEEP DIVE - Symposia
Pauline Anne Therese Mangulabnan , Elmor B. Villaruel, Flordeliza C. Gecobe, Elenita B. Ugot, Lyn R. Catolico, Elaine May R. Gonzales, Jorge G. Saddul
Japan

Parallel Symposium B

Cross-Cultural Research: Lesson Study for Pre & In-Service Teacher Education
This symposium regarding "lesson study for pre & in-service teacher education" is intended to connect teacher educators and educational researchers to explore perspectives and applications across different cultural contexts (Japan, Vietnam, Cambodia). Firstly, it aims to introduce that lesson study generally has two dimensions/concepts; one is based on "learning study" to foster the student's academic development by teacher's subject teaching. For instance, for presenters from Vietnam and Cambodia, lesson study mainly focuses on classroom activities run by the teachers. Therefore, it concerns their teaching skills as well as their classroom management competence. Lesson studies in Vietnam and Cambodia are considered to be occupational activities for pre & in-service teachers. Thus, this definition consumes pre & in-service teacher education setting up requirements for the education quality in Vietnam and Cambodia in the current context. Secondly, the other concept regarding lesson study is for pre & in-service teacher education, in which the literature relates to curriculum management from the perspective of school improvement. The final presenter from Japan will demonstrate that curriculum management and lesson study concepts can be combined to develop a "knowledge management" theory; it will discuss how to facilitate curriculum management with lesson study using knowledge leadership and "input and output theory. Finally, it aims to introduce a few lesson study practices and models in the education systems in a few countries and explores the implications for further understanding and developing lesson study concepts in a cross-cultural context.
228
Lesson or Learning Study in initial teacher training
DEEP DIVE - Symposia
Tetsuo Kuramoto , Dac-Thanh Nguyen, Mam Chansean, Sarkar Arani Mohammad Reza , Nam Phuong Nguyen
Japan

Parallel Symposium C
(Chinese Strand)

循证课例研究与职前教师实践性知识构建
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CN51
Developing Professional Learning Communities: Models and practices
DEEP DIVE - Symposia
WALS Admin
China

Live Q&A

10:45 - 11:15
(GMT +8)

 

20:45 - 21:15
(CT) (New York +1hr)

 

03:45 - 04:15
(CET) (London -1hr)

 

Parallel Symposium A


Parallel Symposium B


Parallel Symposium C

(Chinese Strand)

Session 3 (S3)

11:15 – 11:45
(GMT+8)

21:15 – 21:45
(CT)
(New York +1hr)

04:15 – 04:45
(CET)
(London -1hr)

 

Parallel Paper Presentation A

How to develop an interest in reading Russian classical literature
The purpose of my research is to identify the reasons for the decline in students' interest in reading; find ways and methods to motivate family reading. The relevance of the topic is due to a decrease in interest in reading. At present, students write illiterately, read little books, do not know how to correctly structure their speech when speaking, and the culture of communication is declining. The problem of work: from year to year, students' interest in reading is sharply reduced. The school is actively working to promote reading, but this work is becoming ineffective, since in most families of students the tradition of family reading has been lost. The object of the research is students of the 9th grade. The subject of the research is the level of interest in reading. To achieve the goal, the following tasks were set: Analyze the literature on the problem of reading; Identify the main reasons that influenced the decrease in motivation to read; Study periodicals, magazines and newspapers, various WEB-sources, school library card index; Develop a questionnaire; Conduct a survey among students and parents; Process the data obtained, formulate conclusions. Hypothesis - if family reading was at the proper level, then the interest in reading would be higher. The practical significance of the research lies in the possibility of using the practical results of the material. During the study, the following methods were used: • analysis of literature and WEB-sources on this topic; • comparative analysis; • questioning, survey, interview, conversation.
51
Creating knowledge in practice: action research and other practice-based research approaches
Papers
shynarsherubayeva
Kazakhstan
Joint planning of subject and language teachers to implement CLIL: Teacher professional development and effective influence on student academic performance
The following research suggests that the teacher professional development and student learning in terms of subject knowledge and language skills is related to the importance of collaborative teacher planning. This study claims that CLIL strategies and responsibilities division should be included among those factors that lead to an effective collaboration between subject and language teachers. Results from a two-year lesson observations and interviews by CLIL trainers indicate that the expectations of responsibilities division are quite different between the science and language teachers. While this difference can serve as both negative and positive factors, teachers’ expectations can serve as one of the factors towards effective collaboration between subject and language teachers. Although teachers have had quite different attitudes towards the use of teaching methods and CLIL strategies to apply while joint planning, the results suggest that joint planning strategies may have considerable impact on teacher professional development and student performance.
62
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Aliya Sergaliyeva , Kanatbek Saugabekov, Assel Sakhiyeva, Saltanat Amangaliyeva, Baktygul Segizbayeva
Kazakhstan
Questioning Techniques in Learning Grammar: A Case of the Primary Education Student Teachers of BTEC
This research deals with the effect of using questioning techniques in teaching grammar. This study aims to observe how questioning techniques have the impact on learning English grammar of the primary teacher education program (12+4) in BTEC. Factual, conceptual and provocative questions were used by the lecturer during the teaching process, and they were categorized to find frequency. The 75 student teachers of the primary teacher education program at BTEC academic year (2020-2021) year 2 semester 1 are chosen as the sample size for the research. The data collection techniques used was the three 90-minutes-long lessons observations using video-recording. The video recordings were analyzed to find the frequency of each type of questions the lecturer asked and the frequency of answers the student teachers responded. The result demonstrates that 83.93% of factual questions and 70% of conceptual questions, the student teachers could answered accurately. The result of the study also found there is positive perfect correlation between questions and the answers responding by the student teachers (r 2 =1, p < .05). The result has revealed when there is a high frequency of questioning, there is a chance of increasing learners’ learning activities such as responding, practicing the conversation, asking questions, encouraging students to think critically and actively participating in the learning process. The paper was, therefore, expected to serve as a reference to both student teachers and lecturers in mastering questioning. Keywords: questioning technique, learning grammar and students' responses
167
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Thlang Sondom , Hieng Sophon
Cambodia
Four kinds of student dialogues: discussion in the graduate class of City University of Macau
It has become an unspoken consensus to engage in proper discussion in the classroom. However, do different types of student dialogues in the classroom follow consistent pedagogical rules? Can the same teaching techniques be used for seminar dialogues and students' debates in presentations? Due to the lack of a clear definition of the conceptual boundary for different type of student dialogues, previous research results are questionable in terms of generalization. In order to classify the dialogue between students and students, this paper selects two dimensions of response attitude and feedback timeliness, constructs a rectangular coordinate system, and then divides four types dialogue between students and students. Taking the postgraduate class of City University of Macau as the research object, the grounded theory was adopted to conduct interviews with students. After three levels of coding, the data obtained can explain the implementation status of different forms of student dialogue, the mechanism of teaching optimization and the corresponding teaching skills. The study found that defensive and complementary speech, timely and delayed feedback exercise students in different aspects of academic ability. Teachers should play different roles in different types of dialogue and choose appropriate guidance and intervention. Thus, this paper recommend that since different forms of student dialogue correspond to different teaching functions, teachers should select appropriate teaching forms according to teaching objectives, contents and teaching environment conditions, rather than blindly pursue the frequency of classroom interaction.
169
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Haowen Xu
Macau
The Effectiveness of Teacher Educator’s Scaffolding on the Improvement of the Student Teachers’ Writing Abilities on Research Introductions
. The ability to write the research introduction has recently seen very challenged for the student teachers at BTEC because the introduction is seen as very important part for the researcher to write as an orientation for the readers to understand the later sections of the remained research reports (Weissberg & Buker, 1990). When the researchers write the introduction of the research section, they generally cover on the several main focuses such as research background which requires the researchers themselves to have broaden knowledges on the contents of specialized subject they teach, teaching methodology, and also the educational policies; the identification of research problems, writing the objectives or purposes of the research study, generating the research questions, the hypotheses and the significance of the research (Weissberg & Buker,1990). Through the use of scaffolding as described by Mulvahill and Sager (2021) the teacher educator will have very important roles in supporting, facilitating and drilling the student teachers to write acceptable research introductions. First, this research will use the questionnaire for the observation on the way the teacher educator scaffolds and guides the student teachers to the model for writing the research introduction and to rate the student teachers’ understanding of the model using rating scale from (1 to 10). Secondly, this research will use the rubric assessment criteria checklist to evaluate the student teachers’ writing ability using rating scale from (1 to 10). The data will be collected and input by using Microsoft Excel HAD to analyzed on One sample T-test whether the scores on writing ability is lower or higher than the score of standard test value (65/100) and if it is equal or above the score of test value the quality of writing is acceptable. Therefore, the use of scaffolding will improve the writing ability on research introduction. The student teachers’ understanding of the model will also be rated from 1-10 and will be analyze to describe mean score. Finally, the data will be analyzed to find out the correlation between the student teachers’ understanding of the model and the ability to write the research introduction.
248
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Kong Sitha
Students’ Mathematical Thinking from Teachers’ Questioning in Classroom Using Lesson Study and Open Approach
This study aimed to explore students’ mathematical thinking development from teacher’s questioning in the classroom using Lesson Study and Open Approach. The five types of teacher’s questioning of Open Approach four steps are posing the problem, planning, and executing solutions, discussion for validation and comparison, and summarizing for further development. Previous studies proved that there is the relationship between teacher’s abilities in questioning to cultivate and instill students’ mathematical thinking so that they can make decisions independently. The researchers employed action research design qualitative approach. The target group consisted of 16 Grade 4 students from one of elementary school in Khon Kaen province, Thailand. The research instruments used in this study was comprised of video recording, student worksheet, and lesson plans. There were six Lesson Study team members who collaboratively designed the four research lesson plans, implemented, and observed the research lesson plans, and collaboratively reflected the research lesson plans. The findings revealed that students are able to develop their Mathematical thinking in general as follows; inductive thinking, deductive thinking, abstract thinking, simplifying their thinking, generalizing their thinking, symbolizing their thinking, and representing their thinking using numbers, quantities, and figures if teachers are appropriately applying the five types of Open Approach.
288
Creating knowledge in practice: action research and other practice-based research approaches
Papers
dhanachat anuniwat , Kanita Pamuta, Nathaporn Vittayaboon, Nattida Nambuddee
Thailand

Parallel Paper Presentation B

Practical experience on the use of Lesson Study methods in distance teaching and learning
The article reflects the possibilities of organization LS process in distance teaching and learning at the Nazarbayev Intellectual School of the International Baccalaureate. The school LS professional community has been working effectively since 2016, but the distance learning caused new challenges in observing online lessons. That’s why group supervisors considered new approaches to increase an interest in LS research and improvement of students’ learning process being in an on-line environment. Expected outcomes: - to create a collaborative environment in a distance to improve the quality of planning and teaching online lessons; - to develop a new perspective of teachers’ research culture and observation while teaching on-line; - to solve some students’ learning difficulties by using LS methods. Having discussed expected outcomes, group members decided to create an on-line portfolio where everybody can see and comment on lessons’ ideas and plans. According to the pandemic situation and practical experience it has become a new aspect of the research culture and observation. As for learning difficulties it was noticed that they are the same as while learning at school, but new challenges were internet connections; lack of students’ self-responsibility and lesson time. Advantages of distant observations are lessons’ recordings; teachers do not need to be on the lesson; the observation can be done with the help of a Transcription method, which is not popular during real life lessons. Some disadvantages of on-line observation were not-professional recordings of the learning process; technical problems and unwillingness of students to switch on cameras during lessons.
36
Lesson or Learning Study in initial teacher training
Papers
Arman Imansharipova
Kazakhstan
CEDOS TECHNIQUE: TO WRITE WITH EFFECTIVE TOPIC SENTENCES AND SUPPORTING DETAILS
The study is to seek the effectiveness of CEDOS technique in enhancing students’ ability to write with effective topic sentences and supporting details. The writing skills focused on this study is very significant for matriculation English course and these skills are also tested crucially even in Malaysian University English Test (MUET). This intervention in a virtual and classroom setting involved a practicum group of 12 students and three lecturers from Kolej Matrikulasi Kejuruteraan Kedah. This lesson study provided a platform for the students to write collaboratively using Google Docs and Canva Infographic applications. Based on diagnostic test 1’s findings, the students were found to have very low marks for their essay writing. Their scores were mostly at A2. The percentage of students’ writing performance in the diagnostic test 2 showed that the implementation of CEDOS was significant in enhancing students’ writing performance because 5 and 7 students were with B1 and B2 scores, respectively. Although they were no students scored C1, but CEDOS was found to facilitate the students to write effectively. However, the students were still lacking in the skill of paraphrasing the main and supporting details from linear texts. Much exposure and assistance needed for them to produce informative infographics and it will be the next attempt to be made to achieve the objectives of the study in a more effective manner.
121
Lesson or Learning Study in initial teacher training
Papers
J.D.KUMUTHINI A/P JAGABALAN , RODIAH BINTI DALI, Cheah Hwei Chiet, Malar Muthiah
Malaysia
AN INVESTIGATION ON STUDENTS’ PERCEPTION ON VIDEO PRESENTATION AND THEIR PERFORMANCE IN PRODUCT PROMOTION TASK
Speaking is a crucial part of second language learning and teaching. It is the mostly sought skill in the era of IR 4.0. When speaking assessments were to be done during the period of Movement Control Order (MCO) we had to think of ways to motivate and encourage the students to do the task effectively. The objectives of the study were to (i) to examine students’ perception on producing a video project for their English assignment in the non-face-face classroom setting (ii) to determine students’ performance in their speaking skills. The study was conducted among 83 pre-university students from Kedah Matriculation College. Based on the result of this study, the researcher found that short video presentations are effective. Video presentations provided them opportunities to practice and urge them to speak better. There was a significant difference in pre-test and post-test scores. Highest number of students (N=45) scored 21-25 marks for their presentation during their pre-test. Meanwhile in their post-test, highest number of students (N=35) scored 36-40 marks. It indicates that video presentations helped the students to improve their speaking performance because the students’ score in post-test was higher than their score in pre-test. Majority of the students (97.5%) preferred video presentation technique to present their product promotion task.
123
Lesson or Learning Study in initial teacher training
Papers
J.D.KUMUTHINI A/P JAGABALAN , Rodiah Binti Dali, Cheah Hwei Chiet, Malar Muthiah
Malaysia
What do Japanese teachers watch and document in lesson studies? an improvement program of teachers’ documentation skills through longitudinally observing lessons in a class
The concern over teachers’ documentation of children’s growth for lesson studies has risen. The present study discusses Japanese teachers’ documentation skills, to watch children’s developments in lessons, and to record them. An improvement program to develop the skills was created and run to analyze particularities of contents and the learning process of the skills. In this program, an elementary school teacher longitudinally recorded episode descriptions of a specified child’s development by observing lessons in a class for three months on alternating weeks. In analysis, the documentation became segmented and coded by content, and consolidated categories bottomed up from these codes. Consequently, there was an increase in the amount of the document each time. Moreover, two categories, “child’s cognitive process” and “children’s communication,” frequently appeared in the latter half of the observation. “Child’s cognitive process” was composed of codes of teacher’s presumption about children’s cognitive process of handling information from child’s behavior in a lesson. “Children’s communication” was composed of codes of children's communication by a weak voice, catching eye each other, and being spoken to by other children. In interviews, the teacher said that he could presume children’s cognition in progression because he gradually understood children’s cognitive patterns through the participant observation. These results indicate that the teacher learned documentation skills with a new viewpoint through this program. He learned the skills by watching and presuming a specified child's cognitive process and could accordingly record a child's and other children’s cognitions and development in lessons.
157
Lesson or Learning Study in initial teacher training
Papers
Takayoshi Sasaya
Japan
Moving service learning online: Challenges-turned-Point of Growth
Service-learning courses are experiential courses, designed for the students to serve the community with educational theories in mind. In this course, the target of the service is to provide assistance for children living under the poverty line in Hong Kong. Through these reflective volunteering activities, students are expected to understand the real condition of the community as well as building their empathy and communication skills. However, COVID19 undoubtedly has been affecting courses enrollment, including this service-learning course. As throughout its implementation, this course had only been done in person, the learning mode change from F2F to online mode brought a major change to the course, with the challenges coming from multiple directions. Three main sectors of the challenges we encountered were coming from the family regarding technology usage, the nature of the service learning itself, and the students’ training as the skills we needed to equip our students with were then, different from how they normally were. Within the two years of its implementation, came to light on how this course could grow through these changes, while serving its initial objectives. Using evidences taken during the course implementation, we will elaborate on how we managed to achieve the learning objectives despite the challenges of having an online service-learning during the peak of the pandemic.
173
Lesson or Learning Study in initial teacher training
Papers
chan po lin , Chiu Tsz Kit
Hong Kong
Teacher Professional Training of Lesson Study and Open Approach Using LessonNote to Develop Teacher Trainees’ Teaching Quality
The quality of teaching is enhanced greatly by proper planning. The LessonNote is the main tool to specify the behavioral terms of the objectives to be achieved. This study aimed to compare teacher trainees’ teaching quality with and without LessonNote using Lesson Study and Open Approach innovations. A total of six teacher trainees consisted of three of each were from Mathematics Education and Science Education programs respectively. Researchers employed an experimental design qualitative approach to collect data. The teacher trainees began to teach without using LessonNote in the first phase. This is followed by the second phase whereby LessonNote was used. Data were collected using document analysis, video recording, and semi-structured interviews through the three steps of the Lesson Study. The results of the first phase indicated that there was no detailed collection of student evidence and communication identified. However, results of the second phase are presented in three steps of Lesson Study: (i) Collaboratively design a research lesson (Plan) – a systematically aggregated evidence was found and teacher trainees could make more comprehensive predictions about students’ ideas; (ii) Collaboratively observe the research lesson (Do)–there was a systematic record of evidence in the classroom and comprehensive evidence of students’ ideas found; (iii) Collaboratively discuss and reflect on the research lesson (See)–the actual events of the classroom were sorted in detail. Finally, the reflection results revealed that the actual events in the classroom were in a systematic order, including teacher trainees exchanged their knowledge in various perspectives and issues.
263
Lesson or Learning Study in initial teacher training
Papers
Yutthapong Chanapunth , Narumon Changsri, Maitree Inprasitha
Thailand

 

Parallel Paper Presentation C

Popper Cycle: an Operational Tool for Primary School Teachers to Conduct Lesson Study
Lesson Study has a research stance to analyze and address questions from practice. However, many teachers find it difficult to generate authentic research questions that are worthy to be investigated through Lesson Study. Tools are needed to assist teachers in identifying and asking powerful questions about teaching and other classroom activities. Popper Cycle, which could be captured by the schema “P1->TT->EE->P2”, refers to the growth mode of scientific knowledge proposed by Karl Popper. Popper Cycle was utilized as an operational tool to scaffold 20 experienced primary school teachers to refine the implementation of Lesson Study based on a 10-month U-S cooperation project carried out in Beijing China. Interviews, participants’ reflection journals, pre- and post-lesson plans, researchers’ observation journals were triangulated and analyzed through constant comparative method. The findings demonstrated that Popper Cycle could help teachers narrow down their research questions of Lesson Study cycle by cycle and get closer to the essence and authenticity of problems, and thus improve the whole quality of Lesson Study. This stems from the reason that the characteristics of Popper Cycle determine that the problems in this chain must be precise and specific so that they can be solved and falsified with appropriate tentative theory. Moreover, the latter problems are generated after falsification, and each new problem is closer to the essence of the real problem. This process is to help teachers remove the false and retain the true, and constantly focus on the study of problems.
126
Innovative uses of Lesson or Learning Study
Papers
Xiaoyan, Li , Pei Miao
Australia
Listening pedagogy in lesson study: Changes in an experienced mathematics teacher’s thinking
Listening permeates all facets of the day-to-day activities in schools but its importance is often discounted and its complexity underestimated (Fogelsong, 2016). Listening is more than hearing. Contrary to commonly held notions that listening is passive, it is an active, relational and interpretive process that is focused on meaning-making (Schultz, 2015). Ideas about good teaching evolve from merely telling to listening in order to understand the needs of the student. In this qualitative research study, a holistic single-case study design is utilized to understand the impact of listening pedagogy using lesson study as a “contextual factor.” The aim of this study is to investigate different aspects of teacher learning by examining the changes in what and how an experienced teacher thinks of listening pedagogy, as well as changes in her practices, as she went through the process of lesson study. Using Schoenfeld’s theory of goal-directed activity, the teacher’s resources, goals and orientations were analysed to document changes in the teacher over a period of two years. The findings indicate that listening pedagogy led to a number of changes in the teacher’s thinking of listening pedagogy. This included increased teacher efficacy in addressing student misconceptions. The changes in the classroom practices were also evident to a certain extent. The findings suggest that lesson study provided a conducive and favourable context for teacher learning to take place especially in the introduction of a new pedagogy. At the same time, it also revealed how teacher beliefs can impact classroom practices.
131
Innovative uses of Lesson or Learning Study
Papers
Aneesah Latife
Singapore
Exploring Affordances and Limitation of Lesson Study for Teacher Educators in Kazakhstan
Teacher educators – those who teach the teachers – are accounted for as a critical force for improving teacher quality, pupils’ achievement and educational outcomes (European Commission, 2013; Kelchtermans, Smith & Vanderlinde, 2018). To ensure the quality of teacher educators, it is crucial for them to engage in professional inquiry (Boyd & White, 2017). Yet, the professional development of teacher educators had been widely ignored in the literature (Lunenberg et al., 2014; Kelchtermans, Smith & Vanderlinde, 2018). Since Lesson Study has been widely acknowledged as an effective tool for pre-service and in-service teachers’ learning (Vermunt et al., 2019), this exploratory qualitative study argues that Lesson Study could also be successfully adopted as an innovative professional development framework for teacher educators. Guided by the five principles of online lesson study (Goei et al., 2021), this study aims to elicit affordances and constraints of employing Lesson Study in the virtual environment with teacher educators in the context of the Education Reform at Scale in Kazakhstan (Bridges, 2014 (Ed.)), and design a set of guidelines for adapting Lesson Study for teacher educators’ learning. The data collected from one lesson study cycle (Dudley, 2011) and through narrative interviews (Lyons & LaBoskey, 2002) with four participants suggest that to accommodate lesson study for teacher educators’ professional needs some alterations in the approach to lesson study planning, delivery, observation, and reflection will be required. The conclusions derived from this research could provide valuable guidance for teacher educators’ professional learning trajectories locally and globally, as well as stimulate further academic discussion on the applicability of lesson study in different contexts.
172
Innovative uses of Lesson or Learning Study
Papers
Yuliya Melnikova , Olga Khokhotva , Yelena Marchenko , Yevgeniya Matorina
Kazakhstan
A learning study of a communication and service course for fishers of Macau: how to conduct it by one individual
Since 1999, fishing moratorium has been enforced in most areas of South China Sea in summer months. During these periods, most fishers of Macau stay in shelters and Macau government has been offering special education project for them. Allowances were given if the fishers met the attendance requirements of the courses of this project. In 2020, I was appointed as the lecturer of a course about communication and service in this project. After completing the first lesson, I recognized that the average age of these fishers was about 50 and they would go back to their fishing lives after the moratorium break. In addition, they had stopped schooling for decades. Therefore, listening to long presentation in the classroom was considered as penalty for most of them. Therefore, from the second lesson onward, I tried to let them discuss and share more about their life-experiences, and arranged more experimental learning for them. The student-evaluation score of this course was quite good: 4.5 out of 5. In 2021, I was appointed as lecturer of this course again. In order to get better improvements, I decided to turn my curriculum design and delivery of lessons into a learning study by using: the variation theory of learning as guiding principles in pedagogical design; self-reflection as the main tool for lesson analysis; and before-and-after-class short chats with the students as the main tools for formative evaluation and official student-evaluation as the main tools for summative evaluation of my performance.
184
Innovative uses of Lesson or Learning Study
Papers
Lou Chi Kin
Macau
The Significance of Lesson Study Conducted with Children：Case study on the practice of using lesson video
The purpose of this study is to clarify what children think when we conducted lesson study with children, and what significance it has for teachers to engage in such lesson study. With the development of research about student voice against the background of the Convention on the Rights of the Child, the practice of conducting lesson study with children has been attracting attention in recent years. However, it has not been examined what children think when they watch videos of their own classroom practices, and what significance it has for teachers to conduct lesson study with children. In this study, in order to examine these issues, we videotaped a lesson of one of the target classes (6th grade elementary school) and asked the children to describe what they thought when they showed the video to the children of the class in question on a worksheet while watching the video. The results were categorized based on what they were referring to. In addition, an interview survey was conducted with the teacher who was the class teacher immediately after the practice of conducting lesson study with children. In this presentation, we will report on the results of this study based on the descriptions on the worksheets and the narratives of the teacher about what he was thinking when we showed the children the videos of their classes.
210
Innovative uses of Lesson or Learning Study
Papers
Yuta ARII , Yasushi Shimada
Japan
Genosis Programme : Inquiry Based Learning in Student Centered Method.
GENOSIS PROGRAMME : INQUIRY BASED LEARNING IN STUDENT CENTRED METHOD MAZMIN MOHD EDUCATION SPECIALIST YAYASAN GENOVASI mazmin.mohd@genovasi.my ABSTRACT Genosis Programme is focus on student’s centred method in teaching and learning using Inquiry Based Learning (IBL) approach. The purpose of the study is to focus on the teacher’s ability to the application of collaborative learning structure through Inquiry Based Learning approach. Inquiry Based Learning is in line with the MoE’s blue print which focuses on 21st learning. Eight teachers from four Genosis Pilot Schools were observed by using Genosis Rubric. The study showed the teachers were able to implement Inquiry Based Learning in their lessons. There is significant changing of behaviour indicating teachers ability to apply five steps of Inquiry Based Learning compared to the previous method that was more focused to teacher centred method. Even though Inquiry Based Learning was implemented by teachers, there are still rooms for improvements. The teachers need further coaching to enhance their competencies so that in return the teachers are able to coach new teachers and those teachers that needed further guidance. To achieve the set goal, series of Professional Learning Community (PLC) through Lesson Study were planned and executed in Genosis Pilot Schools since March 2021. It is our vision that high competencies teachers would be able to produce first class human capital for Malaysia. Keywords: Genosis Programme, student centred method, 21st Century Learning, Inquiry Based Learning and collaborative learning structure.
295
Innovative uses of Lesson or Learning Study
Papers
Mazmin Mohd
Malaysia
University Teachers’ Classroom Practices with the SJPCK Model: Exploring Lesson Study beyond PCK
Purpose-The purpose of this paper is to explore how Taiwan university teachers carried out lesson study in practice with SJPCK model that incorporates Social Justice (SJ) together with Shulman’s PCK (Pedagogical Content Knowledge) approach. Design/methodology/approach – Data were semi-structured interviews with 6 university teachers, who have been teaching for 10 to 28 years in Taiwan with all participation voluntary in nature. Two researchers transcribed and analyzed the audio-recorded interview data using the SJPCK model as a framework. Peer debriefing was used to triangulate participants' self-reported accounts. Findings-Results indicate that students’ feedback and ability strongly influence teachers to reflect and then to modify their PCK in their actual curricular practices; thus, teachers become transformative intellectuals who can engage in a practical sense with student diversity in a socially just manner. However, critical pedagogy and reflexivity were less evident. Originality/value –This pilot study provides an avenue for a large-scale future research implementing a novel SJPCK model to examine how a larger sampling of university teachers’ performance embeds into lesson development. The implications also call for teacher education practices of all levels to emphasise their roles as transformative intellectuals and the components of SJPCK.
302
Innovative uses of Lesson or Learning Study
Papers
Hsin-Luen Tsai
Taiwan

Parallel Paper Presentation D
(Chinese Strand)

具身认知视角下指向情感体验的小学英语戏剧教学课例研究
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CN9
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
WALS Admin
China
教师教学专长理论视角下中小学体育教师专业发展研究 ——以篮球课例研究的问题识别与解决为例
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CN12
Lesson or Learning Study in initial teacher training
Papers
WALS Admin
China
来华留学生在线汉语课程教学质量评价研究
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CN25
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
WALS Admin
China
科学概念教学的现实困境、本质追寻与破解理路
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CN27
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
WALS Admin
China
基于课例研究的初任教师教学能力发展研究--以D高中英语教研组为例
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CN30
Lesson or Learning Study in initial teacher training
Papers
WALS Admin
China
美学与审美个体——论现代高等美术院校中的美学教育
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CN37
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
WALS Admin
China
班级文化形塑的课堂教学互动
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CN41
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
WALS Admin
China

Live Q&A

11:45 - 12:15
(GMT +8)

 

21:45 – 22:15

(CT)
(New York +1hr)

 

04:45 – 05:15

(CET)
(London -1hr)

 

Parallel Paper Presentation A

Parallel Paper Presentation B

 

Parallel Paper Presentation C


Parallel Paper Presentation D
(Chinese Strand)

12:15 - 12:45
(GMT+8)

22:15 – 22:45
(CT)
(New York +1hr)

05:15 – 05:45
(CET)
(London -1hr)

 

Lunch Break

Session 4 (S4)

12:45 – 13:15
(GMT+8)

22:45 – 23:15
(CT)
(New York +1hr)

05:45 – 06:15
(CET)
(London -1hr)

 

Parallel Paper Presentation A

The development of teachers' research culture in distance learning environment
This study is aimed at identifying factors that influence the level of research culture of NIS teachers in the context of distance learning by determining the level of stress, workload, burnout, cooperation, psychological isolation, and motivation to research practice. The study consists of two stages: studying the situation through a Case Study and making evidence-based changes in teacher practice to develop a research culture in a distance learning environment through Action Research. To collect data for the Case Study, questionnaires among teachers, interviews with school administrators, and teachers’ focus group were used. At this moment 39 teachers from one school took part in the survey. Most of the teachers note an increase in professional workload during the period of distance learning. Less than half of teachers experience professional burnout, while the majority of teachers do not come across this trend. Among the most common reasons for professional burnout, teachers note the lack of emotional contact with students, increased workload, ineffective time management, constant work with a computer, health deterioration. Most teachers do not see significant changes in their relationship with their colleagues. Teachers identify the following professional development opportunities as the availability of training courses, webinars, more time for professional development. The practical significance of the study refers to the factors which might encourage school leaders to create favorable conditions for the development of a research culture. Also, teachers may use the results to improve personal practice, analyze the experience of professional development within the framework of distance learning.
66
Developing Professional Learning Communities: Models and practices
Papers
Aliya Kurmasheva , Zukhra Zainiyeva
Kazakhstan
Becoming a Reflective Practitioners through Learning Community: Taxonomy of Reflective Thought Mezirow
Across the country, test-driven curriculum are holding reflective practitioners responsible for their professional behavior. Professional integrity requires practitioners be led to develop critical thinking so they can reflect on their activity and focus on solid reasoning, even if they are usually stripped of their professional identity and given little freedom to make educational decisions. While teachers must utilize particular mandated resources and prepare their kids for grade point averages, they are also expected to rethink their techniques and stay current on the newest research on how children learn. As educators rethink teacher effectiveness, scientific developments about cognitive processing ask for better academic standards, and major inventions about teaching as a socio constructive process lay growing challenges on all educators. The establishment of objectives and outcomes by educators and policymakers is one aspect of this reorientation. Reflective practice is an important element of curricula, according to the National Council for Accreditation of Educator Program.
196
Developing Professional Learning Communities: Models and practices
Papers
renimarlina , Hamdani, Erwina Oktavianty
Indonesia
The Bahasa Melayu Teachers’ Skills have Increased in Implementing the Elements of 4K1N During Online Lesson Through Professional Learning Community at Three Schools.
This study focus on the implementation of PLC– Lesson Study (LS) among Malay language teachers about the implementation of 4K1N elements during online lesson. Based on the Standard 4 SKPMg2 scores, apparently there’s a conflict between planning and carrying out the online lesson. The data showed no collaboration between teacher as a planner and pupils as active learners. Obviously, there was a lameness between teacher’s role to develop active learners in learnings. Researchers identify that teachers did not implement the elements 4K1N among pupils. Consequently, pupils were not active in their learnings. The samples for the study were three daily schools in Seremban district which involved 20 pupils and one Bahasa Melayu teacher in the same school. The observation was using a standard instrument called SKPMg2 and only one section in the instrument was observed that is Standard 4. This study is focusing on to upgrade the teachers’ habits and skills to implement the elements of 4K1N in online lesson through PLC (LS) which involved subject panel community. Evidently, the findings of the study had showed that the elements of 4K1N were implemented and pupils were gradually active in their learnings during the online lesson such as group work activities were carried out even though the TL process was online. The two-way communication between teacher and pupils, and pupils and pupils were also evident. This study suggests that teachers of other subjects to use the PLC method (LS) to solve the issue of implementing 4K1N in teachers’ TL process.
226
Developing Professional Learning Communities: Models and practices
Papers
ALNON FAZIATON FAKHRULLAH , KHANNITA ZAKARIAH, ZURAIMAH MOHAMAD
Malaysia
Lessons Learned from Plearnpattana Secondary School as Professional Learning Community
Professional learning community (PLC) have embedded at Plearnpattana Secondary School from 2017 to 2021. Lesson learned and executive summary for next development were aims of this paper, 1) Study the present state PLC of Plearnpattana Secondary School, 2) Study the result of using PLC and 3) Executive summary for development in covid19 situation. The sample was 41 teachers. The instrument were 1) questionnaire 2) structured interviewing and 3) Lesson learned. The findings were 1) 41 teachers agree with supreme level that collaboratively lesson study as PLC for learning and student development. 2) Result of plc were teamwork for student development and collaborative problem solving. 3) Summary from PLC of teachers for Covid19 were content reduction, no homework and recurriculum.
277
Developing Professional Learning Communities: Models and practices
Papers
Phurithat Chaiwattanakun
Thailand
Building Teacher Professional Learning Communities Through Learning Study in Universities: models and practices from China
Since established in 2007, WALS has been receiving increasing popularity with various lesson studies done in primary schools and middle schools worldwide. However, few trials have been found in universities due to a number of misconceptions: students are adults who can learn by themselves, and individual academic research work is more important than group teaching research in tertiary education settings etc.. With the concept of “scholarship of teaching” as foothold, this presentation is to share an on-site TPD model, showing how learning study (LS) could be applied in tertiary education settings in Macao SAR and Mainland China. The dual roles of being teaching practitioners and researchers constitute the cornerstone of this research, through which a REAL community featuring group teaching research is established targeting students’ learning effectiveness and teachers’ professional development (TPD). Introduced by Shulman, the notion of pedagogical content knowledge (PCK) believes that teacher education programs should combine the fields of subject matter knowledge and pedagogy. It was Boyer who advocated the idea that scholarship of application involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers，and the scholarship of teaching and learning differs from scholarly teaching (Wikipedia, 2017). In this respect, case analyses were allowed therefore to examine the various issues over conducting learning study in tertiary institutions, to encourage teaching researches in universities, thus to provide a source for reflection upon the possibility of establishing a healthy learning community and of LS on TPD within the community.
285
Developing Professional Learning Communities: Models and practices
Papers
Ricci
China
Study on Lesson: Development of Professional Learning Community in Malaysian Education System
The Professional Learning Community (PLC) is a model of professional teacher development in Malaysian Education System. This is the platform for teachers to collaborate each other and share their opinion and experiences for improving teaching and learning process and for enhance student learning development. There are many tools under the Professional Learning Community for teacher’s collaboration and some of these tools focus on studying the lesson. Study on lesson has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. This concept paper will discuss on issues related to PLC’s implementation, building collaboration, implementation of open class and doing reflection. Besides, the issues and challenges that exist in implementing the phase of lesson study process among teachers also will be highlighted. After examining all matters related to PLC and lesson study, it can be concluded that PLC is an important platform for teacher collaboration that every school teacher needs to practice in the context of education in Malaysia. This collaboration is important in order to enhance student development and student achievement during the process of teaching and learning and it can be further influence the quality of teachers in teaching.
301
Developing Professional Learning Communities: Models and practices
Papers
Zanaton H Iksan , Siti Nur Diyana Mahmud
Malaysia

Parallel Paper Presentation B

DEVELOPMENT OF STUDENTS’ LANGUAGE AND SUBJECT COMPETENCIES VIA USING CLIL TECHNIQUES
The radical changes that have taken place in the education system at the global level have affected not only teaching and learning approach, but also the entire educational system as a whole. In order to select the most successful CLIL techniques, it was decided to conduct a study "How to develop subject and language competencies using CLIL techniques." The aim of the study was to determine the effectiveness of the use of CLIL techniques for the development of subject and language competencies. The hypothesis of the study: the use of CLIL techniques contributes to the development of language and subject competencies. Methods of the study: observation, questionnaire, interview. The relevance of this study was that students acquire language and subject competencies that would be necessary when passing the IESC, and while studying at higher educational institutions. The novelty of the study was use of teaching and learning materials and syllabus in practice. Comparing positive results and some difficulties (not enough time for preparation of tasks), we concluded that the use of different CLIL techniques allows students to develop subject and language competencies, achieve a high quality of student education. The study has been completed, and matches its aim. The study was conducted among students of 11 grade, in the future it is planned to use tasks for students in grade 12.
58
Lesson or Learning Study in initial teacher training
Papers
Galina Vartanyan, Ruza Tashenova
Kazakhstan
VIRTUAL MICROTEACHING LESSON STUDY AS A WAY TO ENHANCE PROSPECTIVE TEACHERS' PEDAGOGICAL KNOWLEDGE
This research aims to investigate prospective-service teachers' pedagogical knowledge through virtual microteaching lesson study (MLS). The study used a case study with ten prospective physics teachers. Various data sources involve audiovisual meeting recording, field notes from virtual MLS sessions, interviews, and observation sheets were triangulated. Qualitative analysis indicates that prospective teachers felt their instructional skills and didactic knowledge improved due to organized instructional practices of MLS. The prospective shared their ideas and collaborated with others through practical teaching. The trial, analysis, discussion, and revision in MLS reduced prospective teachers' cognitive discrepancy. This study is expected to continually realize in higher education as preparation for prospective teachers' future careers as professional teachers.
81
Lesson or Learning Study in initial teacher training
Papers
Rifati Dina
Indonesia
Elementary School Science Teacher's Experiences on the Designed Features of Lesson Study
Four elementary level science teachers from a private university in the Philippines engaged in the Lesson Study process described by Lewis and Hurd (2011) with modifications. Goal setting is a very familiar activity for the teachers. They were adept in formulating objectives anchored on the curriculum and the school’s vision and mission. Classroom visits were challenging to the teachers; they associate this to faculty evaluation. While studying the curriculum, the teachers recognized that their instructional sequence for the chosen topic does not match the contents of the curriculum guide. In choosing an important lesson content, the teachers were initially hasty, but became more reflective when referred to the curriculum guide, and the difficulties they experienced in teaching process skills and previous topics in the unit. The teachers claim that they also collaborate. Yet, they manifested poor collaboration skills at the beginning of the Lesson Study engagement as the more seasoned teachers dominate the conversation. As the engagement progressed, however, everyone was imparting, challenging, and affirming ideas. Anticipating student thinking is an unfamiliar activity to the teachers. They thought that it is similar to what they do in preparing a detailed lesson plan. During implementation, they adhered to the lesson as closely as possible. The teachers were very satisfied with the feedback of the observers regarding the lesson. During reflection, the teachers realized that meticulously going through the process led to the improvement of their instruction. They recommend for the institutionalization of Lesson Study in the school to maximize its benefits.
101
Lesson or Learning Study in initial teacher training
Papers
Melanie O. Junio , Maria Ana T. Quimbo
Philippines
An expedient to a long-term solution：SPOC teaching design in colleges and universities based on Connectivism
With the impact of COVID-19, Small private online courses（SPOC）, as an alternative to traditional teaching, has achieved unprecedented popularity in universities. However, in the curriculum implementation, teachers and students can not respond to the change of teaching model, which led to a decline in the quality of teaching and learning. Therefore, it will be a meaningful exploration to create new instructional design ideas and optimize SPOC teaching. This article attempts to use connectivism, an emerging learning theory in the Internet era, as a theoretical support, to develop a basic format for SPOC instructional design. This paper first introduces the concept, characteristics and functions of connectivism, and proves that SPOC teaching in colleges and universities is highly compatible with connectivism. Then, according to the teaching difficulties summarized by predecessors, a new format of teaching design for lectures and seminars in liberal arts is given by using connectivism learning theory. The contents put into the discussion part of this paper include: 1. What changes will take place in the Shannon-Schramm model of traditional information processing theory under the perspective of connectivism. 2. What characteristics should new SPOC instructional design have and what are the differences between new design and the traditional counterpart? 3. What are the matters needing attention in SPOC teaching design implementation process? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.
147
Lesson or Learning Study in initial teacher training
Papers
Haowen Xu , Jiangfeng Lin
Macau
ONLINE LESSON STUDY: AN EXPERIENCE AT A SELECTED TEACHER EDUCATION INSTITUTE IN MALAYSIA
Professional Learning Community (PLC) was first introduced at the Malaysian Teacher Education Institute in 2011. An extensive effort were made by having roadshows all over the country especially at school. Very few moves were made for PLC to practice at the teacher education institute. Hence in 2021, Teacher Education Institute of Malaysia (IPGM) has started a new movement to place PLC as an important agenda for IPGM. This movement and effort is fully supported by the Malaysian Ministry of Education (MOE). A series of professional talks and webinars were conducted to alert the MOE communities including Teacher Education Institute. In response to this effort, we have chosen Lesson Study(LS) as the tool to put PLC into practice. The course chosen was Philosophy and Education Development in Malaysia (EDUP2072) and were taught by three different lecturers. A brief lesson plan was constructed and executed via Google Meet. A group of seven observers were present. It was a very meaningful session for the students as well as the lecturers and observers as it was the first time LS was conducted at the institute. The most precious knowledge was the second cycle of LS was conducted taking into consideration all comments obtained from fellow observers. The second cycle was conducted day after the first cycle took place. LS is proven to be one of the best tool to enhance students' learning and opportunity for fellow lecturers to learn from each other (the best practice) collaboratively.
159
Lesson or Learning Study in initial teacher training
Papers
hasnahabdullah , Dr Mohd Ashraf Ibrahim, Chin Kuang Tiu, Faizah A.Karim
Malaysia
Professional Learning Community and Digital Technology : A Possible Approach for Lesson Study
The use of technology cannot be denied as the present situation demanded its usage badly to secure the education process continuously. E-learning is the best option and has become one of the primary ways of delivering education around the globe. For the purpose of this paper, the Unified Theory of Acceptance and Use of Technology (UTAUT) is employed to predicting users’ adoption of new technology in teaching and learning. The variables involved are performance expectancy , effort expectancy, social influence and facilitating conditions contribute to behavioral intention and finally the use behavior. This model explain how professional learning community (PLC) specifically lesson study (LS) can be carried out even though during the pandemic COVID-19 provided all mentioned variables were given attention. Some demographic variables namely age, gender, experience and voluntariness of use were identified to give great influence to technological behavior among educators. The role of the educational institution is very important to ensure PLC and LS can be carried out. Taking into consideration all the variables, the practice of LS in teaching and learning is possible. Teachers and educators must alert with those variables to realize LS. Many research studies show that the usefulness of technology and ease of use are considered to be the main factors affecting an individual’s technology acceptance and to execute LS. The use of technology is no longer a choice but a compulsory for all educators.
178
Lesson or Learning Study in initial teacher training
Papers
hasnahabdullah , Nurulhidayah Alias, Yefrizal Nadzir , Nurciana Nasaruddin
Malaysia
PRESCHOOL PRACTICUM SUPERVISION CHALLENGES - TEACHER SHARING SESSION
Practicum is an important component of professional practice for teacher education in Malaysia. With the present pandemic COVID19, the practicum has to be carried out as usual regardless the hurdles all respective parties involved. Teacher educators have been assigned to supervise these preschool teacher trainees during this pandemic without much changes accept that it was conducted via online rather than face-to-face. There were few elements of the practicum have become impractical to be done via online teaching and learning. During normal practice a complete observation for a full day at the preschool was an enjoyable task to be completed but was very different and impossible to be carried out via online observation. Besides these administration hurdles and challenges teacher educators also faced difficulties to clearly observed the teacher trainees as most of the preschoolers were having unstable internet connection. The children were observed not focusing to what the teachers were teaching them. Their parents' involvement has raised an uneasy environment for the teachers as well as teacher educators as observers. Most of the precious time were wasted by fixing the technical faulty. Another challenging element of the practicum was simultaneous observation conducted by the teacher educators and the appointed teacher supervisor. Therefore, the practicum need to be revised and redefine its operational practice. Finally the practicum has brought stressful moments for involved parties namely - the teacher educators, preschool teacher, teacher supervisor and the preschoolers. This Teacher Sharing Session was conducted at the end of the practicum in July 2021.
266
Lesson or Learning Study in initial teacher training
Papers
Dr Hasnah Abdullah , Sailajah Nair Sukumaran, Hasbullah Abu Kasim, Rahayu Ismail, Umi Kalsom Takrif, Zaiton Sharif, Norhayaty Ismail, Habsah Yusof, Faizah A.Karim
Malaysia

Parallel Paper Presentation C
(Chinese Strand)

戏剧教学法在中小学英语课堂的应用研究
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CN10
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
China
基于OMO的《基础护理学》课堂教学改进之行动研究
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CN16
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
China
课堂生活需要何种参与？ ——基于公共性的考察
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CN28
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
China
科学大观念在中小学课堂教学中的转化研究
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CN36
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
China
契约与私交：合作学习的关系逻辑Contractual Relationship and Personal Relationship: The Relational Logic of the Cooperative Learning
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CN40
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
China
澳门与内地不同课堂互动形式对教学质量的影响研究
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CN46
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
Macau
疫情背景下混合学习模式对教学效果的影响探究
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CN47
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
WALS Admin
Macau
教研活动何以卷入 ——拟剧论视角下的教研活动机制研究
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CN50
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
WALS Admin
China

Live Q&A

13:15 – 13:45
(GMT +8)

 

23:15 – 23:45
(CT) (New York +1hr)

 

06:15 – 06:45
(CET) (London -1hr)

 

Parallel Paper Presentation A


Parallel Paper Presentation B


Parallel Paper Presentation C

(Chinese Strand)

Session 5 (S5)

13:45 – 14:15
(GMT+8)

23:45 – 00:15
(CT)
(New York +1hr)

06:45 – 07:15
(CET)
(London -1hr)

 

Parallel Paper Presentation A

Exploring Teacher Research Identity Through Lesson Study
While there now exist a wide range of research focusing lesson study as means to develop teachers professionally, scholars interested in this field is yet to focus on teacher research identity despite the fact that lesson study is very much related to action research. In addition, there is also a lack of attention given to the importance of teacher-academic collaboration and what takes place in this collaboration (Xu & Pedder, 2014). This is the focus of the study we report here. Conceptualizing lesson study as an encounter at the boundaries of research and practice (Akkerman & Bakker, 2011), our study examined the nature of teacher-academic collaboration for its potential to shape teacher research identity. This case study analyzed the collaboration between teachers and their academic partners using the concept of boundary crossing and boundary object. Documents produced by the teachers and academics from a three-year lesson study project and teachers’ presentations in conferences served as data sources. From our analysis of the process at each stage of the project, we were able to discern four mechanisms in the collaboration that allowed teachers to cross the boundaries of their field and participate in research-related practices: problematizing instruction based on evidence from practice, using a research-informed framework for designing and making decisions about the lessons, documenting processes and evidence, and sharing lesson studies.
43
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
Dennis Danipog , Erlina Ronda
Philippines
How to improve the effectiveness of organizing group work in the classroom to improve interaction and mutual learning of students?
The aim of research is to create the environment in which students are taught by their peers and each participant of learning process feels free and safe. While organizing the group work, we did not always gain the desired result from their interaction. The most favorable conditions for the development of personality is the exchange of values,in which each child in a group has the opportunity to be equally involved in the role of a giver and a taker. The development of each individual brings new challenges which is the one of the principles of didactics: mutual enrichment of students in the classroom. For the study, we selected and used the following research methods: The student observation method made it possible to analyze the individual involvement of the observed students. The "TimeLine" method allowed us to track the effectiveness of group work in the limited time in order to see the activity of students during the group work, the pros and cons of teacher's work and to identify the effective ways to improve planning and teaching. The seating chart identified students who did not interact within the group. By creating a more comfortable classroom environment for each student, we have gained active participants regardless of ability levels and needs. Moreover, we found that the changes made allow us to develop students 'communication skills that are relevant to our subject, since the studies involved students who have Russian as a second language, and help to increase self-esteem of less able students.
86
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
Aisulu Suleimenova , Boris Zelenov, Zhamila Khusanova, Dinara Tashenova
Kazakhstan
The Landscape of Researches on Lesson Study: An attempt to develop online research database of LS
The global expansion of Lesson Study approach in two decades brought an excessive diversity that makes LS practitioners hard to view the big picture of LS and to maintain organic communication within the association. Along with several trials such as Dudley (2015) and Norwich (2018), it is worthwhile to examine the landscape of research on LS, wherein upheavals, transactions, and fusions, or sometimes crashes and eruptions, occur in various cultural contexts across every nation. As a progress report of Yoshida et al. (2021). We will report an attempt by a Japanese research group to establish an online research database of LS, where anyone will be able to know practices and academic contributions of LS taking place on the globe. Believing the potential of this database for allowing researchers to view the trends in LS, we will present the concepts and contents of the online database that we will expectably develop in this academic calendar of 2021. We would like to discuss the potentials and challenges for accelerating the international collaboration of LS practice and research. Lit.: Dudley, P. (Ed.). (2015). Lesson study: Professional learning for our time. New York, NY: Routledge. Norwich, B. (2018). Making sense of international variations in lesson study and lesson study-like practice. International Journal for Lesson and Learning Studies, 7(2), 201–216. Yoshida, N., Matsuda, M., and Miyamoto, Y. (2021). The Landscape of Lesson Study. J. Kim, N. Yoshida, S. Iwata, and H. Kawaguchi (Eds.) Lesson Study based Teacher Education. New York, NY: Routledge.
88
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
Yuichi Miyamoto , Yuka Fujiwara, Kazuhisa Ando, Masako Aso, Yue Ming, Mitsuru Matsuda, Nariakira Yoshida
Japan
Curriculum Making as Boundary Crossing Expansive Learning in a Research-Practice Partnership through Lesson Study
This study reports on the curriculum making engaged by a lesson study team within a university-school partnership aimed to improve third-grade children's inferential reading skills through teaching fable in a Singapore primary school. Driven by strong dissonance arising from a unsuccessful research lesson, the team's endeavor gave rise to a set of boundary-crossing expansive learning actions and identity making. From curriculum implementers to curriculum makers, from delivering a lesson for learning to designers enabling children’s higher order learning experiences, the team, in supporting the novice RL2 teacher, experienced innovative curricularization of the text, unleashed its significant educative powers, not only taught reading but built future human powers. We argue that lesson study is essentially teacher curriculum making with PD, a biproduct and its iterative improvement a vital link to teachers’ intellectual reasoning and creative pedagogy. The potential to enable such work lies in the joint actions of teachers, curriculum specialists and researchers in research-practice partnerships.
135
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
Fang Yanping
Singapore
Using experiential learning to prepare social work students for case work practice - a phenomenological pedagogy study
After completing the classroom study of the important theories and practice models in social work and some other relevant subjects, social work students will be arranged to take part in the field work placement. During the placement, the students need to practice all the three core methods of social work practice: case work, group work and community work. As a supervisor in social work placement, it is important for me to help the students to practice well in their field work. During my supervision work, I found that most students considered the biggest challenge for them is to start a case work in the field. They thought it is quite abstract to start this task. Therefore, before and within their social work placements, I arranged some experience learning sessions for them to practice the skills of starting a case work. During each experience learning session, a mock scenario was given. One student played the role of the client and another student played the role of the social worker. Then, subsequent reflection was conducted. By using phenomenological pedagogy as the research method, the students’ views on the experiential learning to their case work practice. will be collected by written format or interviews, the phenomenon of how students learnt from experiential learning as they prepared for conducting social work case work by using narrative form as well as themes identified are acquired.
146
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
Lou Chi Kin
Macau
Exploring Metacognitive Teaching Framework through Lesson Study in Shanghai——A case study in Chinese language course
This paper reports an instructional design framework for effective metacognitive teaching which were identified through conducting Lesson Study in four junior secondary schools in Shanghai, China. Cultivating self-regulated learners through improving their learning skills are regarded as the main focus of the recent curriculum reform in Mainland, China (Core Literacy Research Group, 2016). Metacognitive teaching is a potential approach to nurture students’ self-regulated abilities which could respond to the curriculum reform. A three-circle Lesson study was conducted in each project schools, and all the lessons were videotaped. Intended and enacted teaching strategies and skills were identified through observation. Interviews with the teachers who participated in the Lesson Study were conducted to explore why and how they applied the metacognitive teaching strategies and skills. The qualitative data were transcribed and analyzed via NVivo. Results indicate that Lesson Study serves as a platform for the teachers to design the framework for metacognitive teaching and to craft those pedagogies. A metacognitive teaching framework that can develop students’ self-regulation, for examples, to plan, implement, revise and evaluate their learning in Chinese language for instruction design was identified. The framework includes four sequential instructional events - introduction, learning by doing, extended learning, and consolidation. This ILEC framework could effectively accommodate metacognitive teaching strategies including learning guide, think-pair-share, think aloud and peer or self-evaluation to enhance students’ reading comprehension.
149
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
Shilan , Eric C. K. Cheng
China
Needs Analysis for STEM Learners in Learning English through a Mobile App: New Insights for Lesson Study
Research methodologies and theories underpinning lesson study are of the same patterns – action research and variation theory. Henceforth, lesson study for mobile learning, particularly in this pandemic, requires different interventions. Catering to the first phase of lesson study, which is Plan, this paper aims to identify the needs of secondary school STEM (Science, Technology, Engineering, Mathematics) learners in learning English for STEM through a mobile app. Surveys were distributed to sixty-four secondary STEM learners through purposive sampling. The survey adapted from Dudley-Evans and St John’s model of needs analysis consisted of four constructs, which gives a comprehensive understanding of learners from different aspects. Findings revealed that all learners agreed that learning English is important, and the reading, writing, listening and general vocabulary were deemed most important in English language learning. The problem in learning English as perceived was in mastering vocabulary. The learning preferences were also sought, which included multiple-choice questions, gap-filling, discussions, games, audio-visual materials and problem-solving. All respondents were also ready to learn English for STEM through a mobile app. This preliminary study is significant as it demonstrates the perspectives from learners in identifying the lesson, which should be looked into for effective lesson study planning. Contributing to the research methodology, the needs analysis model underpinning this study is new as this model look into different aspects of analysis, thus contributing to the body of knowledge in the theoretical and conceptual aspects of lesson study.
208
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
Karmila Rafiqah M. Rafiq , Melor Md Yunus, Harwati Hashim
Malaysia
Lesson study & Learning study in China (1999-2021): Bibliometric Analysis based on CNKI
Purpose-This bibliometric study aims at exploring the publications on lesson study in China based on CNKI database between 1999 and 2021. Methods/approach – “Lesson study” and “Learning study” were keywords for searching relevant publications on August 11, 2021. There are 315 articles collected, excluding articles written in English. BICOMB software is applied to extract above data to count the top ten ranking publications and to construct lexical and co-occurrence matrices. The clustering tree generated from high-frequency keywords represents the relationship among the terms. Euclidean distance model presents the hotspot topics at present, potential issues in the future and the themes undeveloped in four quadrants. Findings- Results indicated that 39 high-frequency keywords were screened. There are 4 major clusters representing important issues: lesson study in practice, research approach, teaching strategies, and teacher education. Hotspot topics for lesson study are Teaching reflection, Classroom observation, effective teaching, etc. Comparative study, language art in primary schools, pre-service teacher education, deep learning, and information technology are seen as potential issues in the future; whereas themes such as core literacy, task design, teachers’ professional development are gradually declining. Originality/value – This study portrayed the development of lesson study and learning study in China by means of visualization techniques and bibliometric characteristics. The potential issues emerging from the data will contribute to future studies in this field. Keywords: Lesson study, learning study, Bibiliometric study, Keyword Co-concurrence, BICOMB (Bibliographic Items Co-occurrence Matrix Builder)
283
Research methodology and theoretical underpinnings of Lesson or Learning Study
Papers
Mei Liao , Jia-Fen Wu
China

Parallel Paper Presentation B

Enhancing Composition Writing through the use of Micro-Movie
Composition writing for Middle Primary can be challenging to teach. In Singapore schools, students are taught how to write compositions based on 3 or 4-sequential pictures. Generally, students are guided to write their story plot based on the setting and characters as provided in the pictures. So, what makes a good piece of writing? In order to make the picture composition captivating to readers, the verbs used in the writing are important. Many times, students passively tell their stories and are unable to show the characters’ actions with vivid verbs. Vivid verbs are verbs that show vividly what the subject of the sentence is doing physically or mentally. Research in our school showed that students often lacked the observation skills of the characters’ actions drawn in each picture. They could not visualize nor describe in detail a main character’s actions. In this lesson study, we explore the concept of using Micro-Movie to encourage students to visualize the characters’ actions in the pictures and help them to predict what might happen in a story. This will aid them in adding vivid verbs in sentences, which in turn can help readers to visualize the characters’ actions and make the story more interesting.
6
Lesson or Learning Study in initial teacher training
Papers
Nicole Khor , Ooi Soo Eng, Sim Wenyan, Tan Phaik See
Singapore
Developing Pre-service English Teachers’ Teaching Competence Through Lesson Study: A Longitudinal Study in Chinese Perspective
The present study aims to investigate how preservice English teachers’ teaching competence developed through lesson study (LS) and what factors in LS contribute to their development in Chinese context. Four preservice English teachers in Northeast China were selected and received two rounds of LS in their first year teaching practicum. The qualitative data were collected from research lesson, classroom observation, and interview. The results showed that the overall teaching competence of the four preservice English teachers improved after two-rounds LS. LS provided sustainable support for preservice teachers’ training. Specifically, there was a considerable growth in their designing competence and implementation competence, however, their assessment competence was still underdeveloped. Through interviewing, the study revealed that the dynamic interaction between preservice teachers, mentors and in-service teachers and the constant reflections in LS contributed to the development of their teaching competence. The present longitudinal study depicted a dynamic picture of the development of preservice teachers’ teaching competence and proved the sustainability of LS in teacher education.
195
Lesson or Learning Study in initial teacher training
Papers
Yang Shiyu , Liu liyan
China
Improving Students' Integrated Science Process Skills Through Science Clubbing
This 21st century purpose of science must be relevant to the interests of students, providing them with opportunities to explore the connections between science and everyday life. Students are encouraged to be interested in and engaged with the role of science in the world. Through the investigation of real examples of the application of science, students gain insight into the tensions and dependencies between science and societal, environmental and ethical factors. This simply puts Inquiry as the heart of learning sciences and aims to support students’ understanding of sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Science clubbing follows the notion of a constructivist approach to learning that views learning as active process carried out by students. A science club provides opportunities for learning to take place and allows students to construct individual understanding of a particular scientific context based on their own experiences and prior knowledge by articulating, discussing and exploring their ideas. A science club incorporates problem-based learning by which students get to know integrated science process skills. The purpose of this study is to explore how students describe their experiences and learning with the utilization of lesson study in attaining integrated science process skills through collaborations and other club activities. A qualitative phenomenological approach will be used. Semi structured interviews, observations, and document analysis will be conducted in order to come up a suitable intervention strategy to address students’ least mastered integrated science process skills.
286
Lesson or Learning Study in initial teacher training
Papers
Jose Paulo Dela Cruz
Kazakhstan
Improving Students’ Integrated Science Process Skills through Computer Simulated Laboratory Experiments in Physics
Doing practical works is always utilized in a physics class. Students enrolled in an A-Level Physics course will face some form of examination of their practical skills. Assessment Objective 3 (Practical and Experimental Skills) of Nazarbayev Intellectual Schools expects that learners should be able to: follow a detailed set of instructions and use techniques, apparatus and materials safely and effectively; make observations and measurements with due regard for precision and accuracy; interpret and evaluate observations and experimental data; identify a problem; design and plan investigations; and, record observations, measurements, methods and techniques with due regard for precision, accuracy and units. The A-Level Physics assessment objective 3 can also be related to the Integrated Science Process Skills, namely: Identifying and controlling variables, Stating hypotheses, Operational definitions, Graphing and interpreting data, and Designing and evaluating investigations. The COVID-19 pandemic has significantly affected the education system worldwide that was responding with a sudden shift to distance learning. Various physics courses such as lectures, tutorials, and the laboratories had to be transferred into online formats rapidly, resulting in a variety of simultaneous, asynchronous, and mixed activities. The question rises whether the approaches employed during the distance teaching and learning are helping the students to be proficient in their integrated science process skills. An alternative to practical assessment test in Physics will be administered to high school students that is aimed to probe their proficiency in their integrated science process skills.
287
Lesson or Learning Study in initial teacher training
Papers
Jose Paulo Dela Cruz
Kazakhstan
Exploration of Perspectives: Malaysian Novice teachers on teacher trainees' knowledge and student learning in ESL classroom
This paper aims to share experiences of conducting a Lesson Study Process which is two layers in nature: novice teachers’ observing teacher trainees, conducting ESL classrooms. The research seeks to explore the extent of success in students’ learning at fulfilling the learning outcome based on the teacher trainees’ knowledge on content. The process of Lesson Study was based on recorded teaching sessions which provided sufficient evaluative content to observe an association between the impact of teaching on students’ learning based on teachers’ knowledge. At the end of the Lesson Study, novice teachers reflected on the success of the lesson and provided suggestions for the represented teacher trainees.
305
Lesson or Learning Study in initial teacher training
Papers
hanitais , Nur Zarina Mohamad, Dinesiriy Indiran
Malaysia

 

Parallel Paper Presentation C

Japanese "Jishibiki" from British teacher's interpretation
The purpose of this study is to clarify the effects and problems of applying the Jishobiki (JB) model, which has been developed in Japan, to first language education in the UK. In order to develop a universal model of language learning strategy in the era of multiple languages, the word-for-word interview transcripts with British teachers is analysed in this study. The Common European Framework of Reference for Languages （CEFR）, providing a common framework for assessment among different languages, has a worldwide influence, Meanwhile, in the language learning environment of elementary schools, effective learning strategies which is applicable to multiple language environment to motivate students are required. We introduced the "learning through dictionary"(Jishobiki) model as the universal language learning strategy model at C Primary School in Worcester, UK for two years and six months from March 2017 to September 2019, with the cooperation of the teachers at the school. After the practice at C Primary School, the interviews were conducted with the principal who promoted the JB model to C Primary School and teachers who practiced JB model. By analysing the transcripts of the interview, the following three points were revealed. First, the JB model motivated British children who have problems of first language acquisition to learn vocabulary. Second, in addition to motivating British children to learn vocabulary in order to acquire their first language, the JB model provided opportunities for them to become interested in the structure and nature of English vocabulary, and promoted a variety of linguistic experiences for them to acquire English vocabulary. Finally, the JB model functioned effectively as a model of a learning strategy for British children to study English independently as their first language. In this presentation, the effects of the JB model as mentioned above is clarified based on the interviews with teachers. Also, the problems to adopt the JB model to non-Japanese environment as a common language learning strategy model will be discussed.
99
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Keisuke Fukaya , Tatsuo Yoshikawa, WANG Linfeng
Japan
WHAT IS TO BE LEARNED? THE USE OF VARIATION THEORY TO DESIGN AND EVALUATE THE EFFECTIVENESS OF AN ACCOUNTING LESSON
The purpose of this presentation is to show how a group of high school Accounting teachers (n=8) used the learning study framework (Lo, 2012) to teach the object of learning ‘depreciation and disposal of non-current assets’. The teachers judged this topic to be problematic to teach. To achieve the discernment of the object of learning, two lessons were planned based on two critical aspects identified in the pre-test outcomes and teacher discussion, that is, method of depreciation and the financial year. In lesson 1 the method of depreciation was varied while keeping all other aspects invariant. In lesson 2 the financial year was varied while all other aspects were kept invariant. The teachers came from different high schools and participation in the learning study was voluntary. They observed the research lessons conducted in one school. During the research lessons, each teacher observer received a prediction and observation sheet for seven different case students. Each of the case students was interviewed at the end of the lessons using questions from Dudley (2014). Both lessons were video-recorded. Post-test data (n=19) show 94.7% entered the depreciation and disposal accounts accurately compared to 0% in the pre-test. Interviews with students reveal the value of (1) drawing a graph of depreciation charge against time for the straight line and reducing balance methods, (2) the timeline to indicate how the financial year affects depreciation charge.
112
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
vincentandrew
Brunei Darussalam
Lesson Study adoption journey: Reflections from knowledgeable other and facilitator
Brunei Darussalam’s adoption of Lesson Study in primary schools can be traced back to 2008. Each author was first involved in the initial adoption of the Lesson Study as a knowledgeable other and facilitator. More than a decade later, the authors are still involved in Lesson Study. Our research aim is to share the experiences and reflections of the Lesson Study from the perspectives of a knowledgeable other, and a facilitator. The authors used Boud’s (1985) model of reflection where individually we return to the early adoption process of Lesson Study to reflect on our own experiences. Collectively, using qualitative methods, we extended it to a collaborative reflection where we articulate our shared experiences and outcomes of Lesson Study implementation. Although we found that there are similar traits in terms of our experiences, reflections, and outcomes, these traits are specific to our role in Lesson Study. Furthermore, through this group reflection, we identified the constraints and affordances that may affect the effectiveness of Lesson Study adoption. With these findings, we hope to understand better the fidelity and progression of Lesson Study adoption in our professional learning communities.
206
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
norazuraabdullah , Haji Ade Shahren bin Haji Suhaili
Brunei Darussalam
Process of valuing in Lesson Study
The aim of the study was to explore the values of a group of mathematics teachers in primary school settings during Lesson Study professional development process. The theoretical framework was to view the Lesson Study process from a valuing process perspective. Data collected were based on video recordings of teachers’ planning meetings, lessons implementations, and post-lesson discussions. Transcribed data were analysed using a qualitative approach, both inductively and deductively. The values were measured and inferred from the teachers’ value indicators consisted of their beliefs, attitudes, and orientations. Few observable changes and development of changes in values were documented. The mathematical values of rationalism and progress were shown to be shifted towards objectism and control respectively. In terms of mathematics educational values, there was an observable shift from conceptual skills to procedural skills, process-oriented to product-oriented, students’ discovery to teachers’ exposition, and relational to instrumental understanding. With the focus on these values shift, it is hoped to have a clearer insight towards the adoption of Lesson Study to a different cultural context.
264
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
norazuraabdullah
Brunei Darussalam
Upper Elementary School Students’ Values in Mathematics Learning in Classroom Using Lesson Study and Open Approach: A Preliminary Analysis
This study aimed to explore the upper elementary school students’ values in their mathematics learning using Lesson Study and Open Approach. This is because values in mathematics learning is the fundamental requirement in facilitating effective learning. Therefore, it is importance for teachers to know their students’ values. The researchers employed a survey research design using mixed mode method. The target group consisted of 43 Grade 4 to Grade 6 students from one of elementary school in Khon Kaen province, Thailand. The research instruments used in this study was comprised of WIFI (What I Find Important in Mathematics Learning) questionnaire, teacher interview protocol, and video recording for classroom observation. Data were collected during the second semester of academic year 2020 and analyzed using Inprasitha (2010; 2011) and Barkatsas, Law, Seah, and Wong’s (2019) framework. The results identified students’ value structure is consisting of problem-solving process, control, effort, ideas, recalling, feedback, broadening, and learning approach. Moreover, the results revealed that valuing problem-solving process, learning approach, control, and ideas are possessed by most of the students. The independent t-test results showed that there is no significant difference between male and female students in terms of their values in their mathematics learning.
292
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Anucha Koyata , Narumon Changsri
Thailand
Investigation of In-Service Teachers’ Mathematical Problem-Solving Knowledge for Teaching in Collaborative Planning of Lesson Study
This study was aimed to investigate in-service mathematics teachers’ mathematical problem-solving knowledge for teaching in collaborative planning of Lesson Study. The mathematics teachers’ mathematical problem-solving knowledge for teaching (MPSKT) (Chapman, 2015) was used as a conceptual framework to analyze two in-service teachers who are members in a Lesson Study team of Threerakarnbanhong School This team is included the researcher who is a coach from a university to collaboratively work with the teachers. We collaboratively planned lessons by using Japanese textbooks and then employed in mathematics international classrooms, grade 7 and 8, as Lesson Study in Thailand context (Inprasitha, 2011; 2015), composed of 3 steps; 1) Collaboratively Design Research Lesson (Plan), 2) Collaboratively Observe Research Lesson (Do), and 3) Collaboratively Reflect on Teaching Practice (See), respectively. While we collaboratively worked in according to the Lesson Study cycle via video conference, we recorded videos as an evidence for qualitatively analysis of the teachers’ mathematical problem-solving knowledge for teaching. Results of the study had shown that the in-service mathematics teachers perform their MPSKT in the Plan step as they review previous lessons and a present lesson, then try to solve problem situations in the textbook by using students’ views, then identify the students’ difficulties and anticipate the students’ ideas, finally, get the subject matters of the lesson, objective of the lesson, and also directions, materials and questions would be used in the classroom teaching practice. These performances had shown that the in-service teachers have got MPSKT for their teaching practices.
303
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Pimpaka Intaros , Sudarat Phiangnoy, Philip Dave Cajes
Thailand

Parallel Paper Presentation D
(Chinese Strand)

基于ST/SA方法的幼儿园故事活动创新实践及理论探讨
故事活动是幼儿园常规开展的幼儿活动，是促进儿童语言领域、社会领域发展的重要教育手段。作为一种创新的故事活动，ST/SA（story telling/story act ）方法源自薇薇安·佩利（Vivian Paley）在芝加哥大学附属幼儿园超过三十年的实践，是指幼儿教师以记录员的身份鼓励并记录儿童说自己的故事，并且支持儿童以自己的故事为脚本，与同伴一起通过表演性游戏二次呈现叙事文本。研究人员将ST/SA方法引入广州、佛山、北京5所幼儿园，开展了为期一年的行动研究，培训幼儿园骨干教师，结成共同研究者，以叙事探究为主要研究方法，结合现场观察文本开展研究。研究发现，ST/SA方法是故事活动在本体论、方法论和价值论上的创新发展。本体论聚焦在“教师-儿童”的主体关系变化。方法论聚焦在即时性、即兴性、叙事性、游戏性的特点。价值论体现在幼儿园故事活动的目标从能力培养面向儿童解放、面向重塑幼儿园教室文化、面向促使教师成为倾听、观察、研究儿童的重要他人。
CN59
Lesson or Learning Study in initial teacher training
Papers
liuying , Zhang Li
China
OBE视域下《基础护理学》混合式教学模式应用之行动研究
-
CN17
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
WALS Admin
构建促进教学卓越的教师评价及发展互动体系
-
CN23
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
WALS Admin
China
通過持續的基於實踐的課堂教學，對課堂研究與課堂學習研究進行理論昇華。 ——构建“一个也不落下的课堂”，办好“五育”融合的学校
-
CN35
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
冯旭初
China
教与学关系的新模式探寻：“中心论”到“为学而教”
-
CN43
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
WALS Admin
China
“问题导引式”课堂教学：内涵特征与过程建构
-
CN49
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
Papers
WALS Admin
China
管理提质增效——为课堂与学习研究服务
-
CN54
Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
WALS Admin
China

Live Q&A

14:15 – 14:45
(GMT +8)

 

00:15 – 00:45

(CT)
(New York +1hr)

 

07:15 – 07:45

(CET)
(London -1hr)

 

Parallel Paper Presentation A

Parallel Paper Presentation B

 

Parallel Paper Presentation C


Parallel Paper Presentation D
(Chinese Strand)

Session 6 (S6)

14:45 – 16:00
(GMT+8)
Live Q & A at 15:30

00:45 – 02:00
(CT)
(New York +1hr)
Live Q & A at 01:30

07:45 – 09:00
(CET)
(London -1hr)
Live Q & A at 08:30

 

Parallel Symposium A

Reconceptualizing the Process of Lesson Study with a Focus on Observation and Continuous Reflection: Case of a Complete Unit of Foreign Language Class in Japan
Necessary to lesson study is the design, implementation and reflection of the lessons. Moreover, for the knowledge created, classroom observation and immediate feedback are crucial. However, implementing teachers and their colleagues do not always have the luxury of time to prepare lessons together, allot time for post-lesson discussion after every class and lesson, or have colleagues observing every topic in the curriculum. This symposium addresses the concerns by contextualizing LS process to make classroom observations and feedback efficient, design reflection to create a habit of analyzing current practices to improve next classes, and maximizing resources at hand. The presenters, in cooperation with a Japanese teacher, designed, implemented and reflected on a non-conventional LS of a seven-lesson elementary English class in Japan. The related paper presentations are on the following topics. What can be focused on during classroom observation to ensure teacher learning, re-designing of curriculum, and student voice empowerment? What points can be focused on individual and group reflection to ensure that teacher reflection about ongoing practices impacts the design of the next lessons? What knowledge does a teacher create from LS and from observing students' progress? More specifically, the non-Japanese teacher implementor wrote a practice record, which is a resulting document after LS, after the experience. The non-conventional factors are flexible reflections, simplified observation notes, teacher-written research, autonomy in the design, and redesign of the curriculum based on student output and behavior. The symposium is supported by short clips of the classes for audience visualization.
175
Reconceptualisation of Lesson or Learning Study through ongoing practice-based classroom teaching and learning
DEEP DIVE - Symposia
Pauline Anne Therese Mangulabnan , Michael Wilson Rosero, Virna Christine Tancio, Akari Oshino
Japan

Parallel Symposium B

“Lesson Study & Curriculum Management” -From the Perspective of Teacher’s Knowledge Management/ Intellectual Capital –
A recent trend in the WALS theoretical and practical research movement is a growing interest in lesson study & curriculum management. Concerning school management, the evidence-based school's educational goal should be established initially (Researched-Plan). Following that, it is necessary to implement the curriculum, teach the introductory lesson (Do), and evaluate the educational effectiveness (Check). Lastly, improved qualitative curriculum development and teaching strategy should be completed to progress to the next stage (Action). This typical paradigm from the teacher's knowledge management / intellectual capital is called "lesson study & curriculum management." From the teacher's knowledge management perspective, the theory and practice behind "lesson study &curriculum management" is defined as the teacher's intellectual capital, which consists of human capital, relational capital, and structural capital factors for improving teacher training systems. Above all, this symposium, "Lesson Study & Curriculum Management", attempts to unload the complexity of the concept in Japanese and European (Finland & UK)school education contexts and explores how teachers are engaged in lesson study & curriculum management activities from an international and comparative perspective (between presenters and discussant). Specifically, the presentations seek to address the following questions: ●How have various models of "lesson study &curriculum management" developed in Japanese and European (Finland & UK)school education contexts from the teacher's knowledge management/intellectual capital perspective? The findings also suggest how innovative adaptations of lesson study & curriculum management could effectively improve the teacher's knowledge, intellectual capital, and school management.
227
Developing Professional Learning Communities: Models and practices
DEEP DIVE - Symposia
Tetsuo Kuramoto , Kaoru HORIUCHI, Takehiro WAKIMOTO, Raimo SALO, Peter DUDLEY
Japan

Parallel Symposium C

循证教育实践与教研转型
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CN52
Innovative uses of Lesson or Learning Study
DEEP DIVE - Symposia
WALS Admin
China

Live Q&A

15:30 – 16:00
(GMT +8)

 

01:30 - 02:00
(CT) (New York +1hr)

 

08:30 - 09:00
(CET) (London -1hr)

 

Parallel Symposium A

Parallel Symposium B

Parallel Symposium C

Session 7 (S7)

16:00 – 17:15
(GMT+8)
Live Q & A at 16:45

02:00 – 03:15
(CT)
(New York +1hr)
Live Q & A at 02:45

09:00 – 10:15
(CET)
(London -1hr)
Live Q & A at 09:45

 

Parallel Symposium A

Inquiry of lesson study cycle to deepen reflection based on the Japanese approach in Japan and the Netherlands
In Japan, dialogue-based review sessions of mock lessons based on the ALACT model by Korthagen were developed by Watanabe and others in Tokyo Gakugei University (Watanabe and Iwase, 2017). Many universities and schools have introduced this model in Japan. This review session encouraged meaning-oriented reflection while traditional lesson studies is more action-oriented reflection centered. In the dialogue-based review sessions of mock lessons, (pre)teachers participate in mock lessons as learners as well as in review sessions from the perspective of learners to encourage deeper reflection. This symposium addresses the following research question: How can lesson study stimulate the deeper reflection of (pre)teachers? For this research question, Watanabe will first discuss the background and contents of the dialogue-based review sessions of mock lessons and their outcomes. Second, Okumura will present how Hyogo University of Teacher Education has introduced and revised the review sessions. Then, the resulting changes in (pre)teachers will be analyzed. Finally, Logtenberg will delineate the position of reflection and lesson study in the curriculum of the Dutch teacher education institution compared with the preceding Japanese approaches. The most significant difference between the Japanese and Dutch approaches lies in whether mock lessons or actual lessons are adopted. After the three presentations, the advantages and drawbacks of mock lessons, the balance between team learning and individual reflection, the teachers’ collaboration in lesson study, and the role of facilitator will be discussed from the perspective of encouraging deeper reflection. Chair and Discussant: Sarah Seleznyov MA
55
Lesson or Learning Study in initial teacher training
DEEP DIVE - Symposia
Yoshimi Okumura , Takahiro Watanabe, Henk Logtenberg, Hiroyuki Ito, Kazushige Mizobe, Kaori Miyata , Marjolijn Peltenburg
Japan

Parallel Symposium B

Enhance teacher learning and promote curriculum reforms through AI-supported lesson study
Although research has well-documented positive effects of lesson study (LS) (Huang & Shimizu, 2016), LS has been implemented only sporadically in many Western countries due to challenges in scalability and sustainability. With the availability of advanced digital technologies, researchers have explored the potentials of using technologies in assistance of LS in hybrid environment at scale (Huang et al., 2021). A TEAM Model which focuses on the entirety of teaching, assessing, diagnosing and remediation has been evolved and developed as an Artificial Intelligence (AI)-assisted hybrid system with the goals of improving classroom teaching and school and teacher development over the past decade. LS has been enhanced in many aspects with the support of the AI-assisted hybrid system (Ku et al., 2018). This symposium including three papers aims to provide evidence on how this system could enhance LS systematically. The first paper focuses on theoretical foundations, structure, and functions of the system, and its appropriateness for assisting LS process. The second paper focuses on how the system could engage all participating teachers in assessing the research lesson and generate data-based analysis of the lesson promoting post-lesson discussion. The third paper presents a case study on school-wide AI-Assisted LS, with a focus on sharable LS products. The first hour is evenly divided among the three presentations with each presentation taking 15 minutes including clarification questions and answers. The remaining 30 minutes will be split evenly between comments from the discussant and further questions from the audience
142
Developing Professional Learning Communities: Models and practices
DEEP DIVE - Symposia
Rongjin Huang , Oskar KU, Jian LIAO, Ning RUI
United States

 

Parallel Symposium C

Three perspectives on one lesson: Rethinking pupils’ learning through lesson analysis
This symposium reports on the progress of the study, as presented in WALS 2020. The three researchers are analysing the same lesson from three different perspectives. We aim to explicate different aspects of classroom interactions from three perspectives, namely educational method, mathematics education and educational technology. Through lesson analysis, we intend to provoke dialogue around aspects that deserve teacher’s attention in developing competencies to interpret pupils’ learning. Data drawn from a Grade 2 mathematics lesson of a Japanese school include video recordings, lesson transcript and learning materials. In all three analyses, we divided the lesson into segments based on the lesson transcripts (Japanese and English translation). From there, each research delves into the abovementioned perspectives. The overarching significance of this symposium lies in the needs to be alert to the slightest change in the pupil’s utterances and actions. This includes being attentive to the “whats”, “hows”, and “whys'' of pupils’ thinking processes. By doing so, teachers could make appropriate decisions such as allowing pupils to voice their opinions, changing the teacher’s strategy of positioning, and adapting the bansho content. These are some vital aspects that need to be addressed to fully leverage pupils’ learning in an everyday
44
Research methodology and theoretical underpinnings of Lesson or Learning Study
DEEP DIVE - Symposia
Shirley Tan , Masanobu Sakamoto, Stéphane Clivaz
Japan

Parallel Symposium D

Necessary conditions for the development of teachers' pedagogical content knowledge through Learning Study
The objectives of the study reported here were threefold: - to test the effectiveness of Learning Study as a professional development model in the context of the Brunei education system; - to reveal support for a hypothesis that the experience of contrast, generalisation and fusion, through focusing on what their students need to learn, leads to teacher change and results in improvement in teaching; and - to identify necessary conditions for Learning Study to lead to improvement in students' learning outcomes. In this study groups of teachers in a range of curriculum areas - Computer Science/ICT, English, Mathematics, Malay Language, and Science - were invited to complete cycles of Learning Study action research facilitated by members of faculty. All data collected from teacher and student interviews, exit and entry surveys and video records of the teachers' meetings and research lessons were analysed to identify the qualitatively different ways in which teachers and students experienced teaching and learning before, during and after each of the cycles of Learning Study. The outcomes of this analysis will be shared in the symposium revealing a critical evaluation of the path of teacher learning through Learning Study, and identifying emerging necessary conditions for effective Learning Study in the context of the Brunei competence based model of education
328
Lesson or Learning Study in different cultural, subject and learning contexts
DEEP DIVE - Symposia
Keith Wood
Brunei Darussalam

Live Q&A

16:45 – 17:15
(GMT +8)

 

02:45 – 03:15

(CT)
(New York +1hr)

 

09:45 - 10:15

(CET)
(London -1hr)

 

Parallel Symposium A

Parallel Symposium B

 

Parallel Symposium C

Parallel Symposium D

Session 8 (S8)

17:15 – 17:45
(GMT+8)

03:15 – 03:45
(CT)
(New York +1hr)

10:15 – 10:45
(CET)
(London -1hr)

 

Parallel Paper Presentation A

Encouraging students to strengthen their researching skills through active reading strategies.
This article reports on an action research project conducted with 11th-grade students in an intellectual school. The project was focused on applying and practicing active reading strategies considered to be more appropriate and effective in encouraging students to advance their reading and researching skills. The reading strategies selected for this study were “SQ3R, Dealing with special texts, and Reading graphs”. In addition to developing their reading skills that may increase their achievement performance in exams, students were also expected to reinforce their researching skills. Data collection was administered through lesson observation, student journals, and interviews. Via these instruments it was possible to gather needed and significant information that demonstrates the level of improvement in students’ performance. Usage of Active Reading strategies appeared to be a good learning experience for students. They were able to develop reading and researching skills through pre-reading activities, follow-up questions, and assignments. The earlier studies also proved the significance of reading as an effective tool in teaching. In his work Bernhardt (1991) indicated reading as the most stable and durable second language technique. Research done by Wright & Lane (2007, p.22) showed that strategy training can encourage learner readers to reflect on their strategy use and boost confidence in their own reading abilities. Scott and Saaiman (2016) found out that teaching reading makes learners understand the academic value of texts and engage them in thinking. All these works could be good examples of research that evidence the benefit of reading in terms of learning and teaching.
162
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Bekeyeva Ainur , Turekhanova Zhanat
Kazakhstan
Improving Teaching Effectiveness via Peer’s Observation: Teacher Educators of Social Studies at Phnom Penh Teacher Education College
This study explores ways of enhancing teaching effectiveness via online observation classroom setting. Participants were teaching as full-time teacher educators at Phnom Penh Teacher Education College (PTEC). This cohort of participants was identified as outstanding teacher educators from the Department of Social Studies, who gained comparatively good scores in a student teachers’ yearly questionnaire survey in academic year 2019- 2020 from the Office of Internal Quality Assurance (IQA) of PTEC. Therefore, it was extremely curious to find out the effective aspects of teaching methods and techniques of those participants, particularly in distant learning context. The three circles of E-classroom observation were used to analyze the teaching methods and techniques of two teacher educators; the first circle was conducted online through recording video from Google Meet while the second and third processes of observation were directly observed online from the researchers to see the reality of the classroom. The study then provided subsequent reflection and structured conversations with the invited expertise and compiled best pedagogical practice among teacher educators of social studies. As a result of this study, the teacher educators improved their teaching methods to make the classes more interesting and attractive while the student teachers got actively involved in the classroom activities; especially, teacher educators engaged student teachers in the process of cognitive skills in the lesson and real life situation. They appreciated how the peer observation provided mentorship, which has conveyed the message to other teacher educators to learn from each other, and build professional development at PTEC.
183
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Rady Soeun , Sarann Choeurn, Liengieng Chhit, Sokandeth Korm
Cambodia
Focused lesson observation
The main purpose of the study is to develop the skills of focused observation in educators through the web service application named as "Focused Observation of the Lesson as Part of the Lesson Study Approach." The study used a set of theoretical (the study of pedagogical and methodological literature) and empirical methods of data collection: video recording, direct and peer observation, questionnaire, interviewing, semantic analysis of the text, keeping reflective diaries, writing essays and feedback by teachers. The study is authentic, since has been organized under natural conditions of the educational process of schools in the city of Nur-Sultan. 24 teachers of five schools participated at the seminar on the developed programme "Lesson Observation as Part of the Implementation of the Lesson Study Approach” in the amount of 72 hours were involved in the study launched in 2017. The web service application "Focused Lesson Observation in the Framework of the Lesson Study Approach" has been developed, which is currently being tested, got improvements and finalized. Teachers learned to develop tools for focused observation of the lesson as a part of Lesson study, developed the skills of lesson observation, information collection and its fixing. The developed web application within the framework of the study will allow you to effectively observe the lessons and record the results for discussion. The study was carried out in practice in the classroom, the results of the study will be relevant for teachers and exchange of experience.
201
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Sapura Zholdasbayeva
Kazakhstan
構建調動小組成員參與小組學習活動的教學模型研究
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330
Creating knowledge in practice: action research and other practice-based research approaches
Papers
WALS Admin
What Teacher Think about the Lesson: Reflection based on Lesson Analysis Discussion
The study aimed to describe the perception of teacher about lesson after they discussed their lesson based on lesson analysis. The project was a post-reflection discussion with transcript based lesson analysis. This study involved 11 teachers who teaches sciences in different secondary schools. This study gained data about how the teacher change their ways about reflect the lesson, determine the trend of interaction of lesson, their perception about the reflection of their lesson based on lesson analysis transcript. At beginning process, they responded the lesson as ideal as what the teacher think about the lesson should be. Aspects of discussion was more about teaching method, material content, teacher and assessments. After discussion, their lenses of lesson become wider that reflect about interaction based on data (lesson transcript). Most of participants believe that the reflection based transcript analysis will give insight about what are truly happened in the class.
281
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Erwina Oktavianty
Indonesia
Lesson study in rural middle school-A Zhuhai case of lesson study
"In recent years, although teaching and research activities have a broad foundation in China. Lesson study is still a relatively strange model for rural teachers. This article reports on how a group of teachers adopted lesson study and worked collaboratively to improve their classroom instruction on their key learning materials. At the same time, problems and difficulties encountered by rural teachers in improving their professionalization were discussed. In my proposed presentation, I will discuss my experience in teaching and research in rural middle schools. I address the teachers' desire to improve their professional development, and I share the teachers perspective and unsolved new problems that I have gained from the experiment"
326
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Shiru Cai
China

Parallel Paper Presentation B

Practice of peer-coaching research project in Nazarbayev International school of Physics and Mathematics in Taraz during the Pandemic period
NIS Taraz has been implementing a project on developing teachers ' research skills in Lesson Study, Action research and Hertscam through peer-coaching for 4 years. However, current switching to distance learning has created many difficulties in the implementation of the project: high employment of teachers, the inability to use some research tools in distance learning, limited lesson time for conducting research, and others. Therefore, the project leaders developed a plan for the implementation of Lesson Study, Action Research and Hertscam. The plan included: a week-long intensive course on the basics of these researches in the vacation time after the first semester of a school year, the implementation of research, a mini-conference on mid-term results with detailed feedback from professional trainers, individual group consultations, and a final conference at the regional level. In total, 49 school teachers (40.1%) were involved in this project. To assess the effectiveness of the project, quantitative and qualitative research methods were used. According to the quantitative results, 6.6% of teachers carried out the research for the first time, 77.5% indicated that they significantly improved their research skills. 3% were motivated to start their researches, but did not complete them. Results of the qualitative analysis showed that the developed project helped to support teachers in conducting research. The results of 24 research works out of 43 teachers were invited to participate in international conferences (ECER 2021-11, IFTE-2021 and Young Researchers -3, etc.), 7 researches participated in the republican conferences and other researches participated in the regional conferences.
102
Developing Professional Learning Communities: Models and practices
Papers
Zhussanbayeva Aliya , Sadykova Aysulu, Kotov Stanislav, Karazhygytova Kanat
Kazakhstan
HOW TO IMPROVE GRADE 7 STUDENTS WRITING SKILLS THROUGH PROCESS WRITING APPROACH
Close attention is being paid to English writing, as a basic language skill for second language learners. How to develop students’ writing competence remains an arduous task for English teachers. In this case, the process approach to writing has been seen as an improvement over the traditional methods of writing instruction in recent years and has been widely implemented in intellectual schools. However, the effectiveness of using the process approach to teach writing is still uncertain. This article reports on a Lesson Study project conducted with 7th grade students in an intellectual school. The project focused on the application and practice of “Process Writing” approach considered to be more appropriate and effective in encouraging students to advance their writing skills. The effectiveness of the method was investigated through observations, post-interviews and the comparison of term results, students’ drafts, writing and examination scores. The analyses of the research show some effects on their writing pace and writing quality. The findings also reveal that students are able to attempt writing despite the difficulty of the given writing task. The approach used in studying the lesson contributed to the development of students’ writing skills, such as the ability to keep the writing style, planning, providing feedback, supplementing thoughts with specific examples. Research also shows that feedback is more useful between drafts, not when it is done at the end of the task after the students hand in their written work to be marked.
140
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Zhanat Turekhanova , Arailym Zhylkybayeva
Kazakhstan
Online Lesson Study that Enables University Physics Faculty Members in Different Places to Collaborate and Improve their Teaching
In the light of developing college students’ abilities for 21st century, reform for learning and teaching at the college level has been strongly advocated in Japan since 2012. However, college faculty members are often isolated and wondering how they can teach students in more active-learning styles. In order to help them improve their teaching, a model for developing professional learning communities at the college level is highly needed. In this study, such a model is presented. A group of 10 faculty members in physics at 7 universities collaborate and conduct Lesson Study remotely through an online communication system (Zoom). Lesson Study usually consists of face-to-face discussion meetings and on-site observations of lessons. However, under the COVID-19 pandemic, in-person meetings are difficult to have and many of the college classes are held online. Researchers in this study took this opportunity to conduct online Lesson Study. Planning and post-lesson discussions of the targeted physics lessons took place through Zoom. Observations of the lessons took place either through video watching or participating in the actual physics lesson simultaneously with students. In 4 months in 2020, 10 discussion sessions took place for 9 lessons in 4 universities. The results indicate that the number of meetings and participation rate increased dramatically. Student performance at one of the courses showed a significant improvement. Participants attitudes toward active learning and collegial collaboration also showed an improvement. Significance of this online Lesson Study model in the physics education community in Japan will be further discussed in the presentation.
191
Developing Professional Learning Communities: Models and practices
Papers
Sachiko Tosa
Japan
Online lesson study for boundary crossing: Collaboration between Singapore and Finland teacher educators
While teachers’ professional development has gained much attention in the research, university instructors’ professional development is an area less studied. This study investigates the use of an online lesson study to engage conversations between teacher educators from two different cultural backgrounds in Singapore and Finland to explore how they can grow professionally as well as foster student learning when collaboratively studying teaching a graduate course for in-service teachers. Building on the theoretical perspective of boundary work, we teased out the cultural boundaries between the Nordic didactic tradition and Confucius’ teaching tradition, the educative boundaries between teachers and students (and among students), and the symbolic boundaries between theory and practice as emerged during lesson study. The initial findings show that this online intercultural lesson study has the potential to help the participants engaged the boundaries as the learning opportunities and contribute to teacher educators’ professional growth in the process of boundary-crossing via: (1) explicating (understanding in dialogue), (2) interpreting (student learning evidence collectively), (3) negotiating (alternative cultural and pedagogical perspectives), and (4) perspective-taking. The challenges of implementing the intercultural online lesson study are also discussed in terms of (1) integrating technology with curriculum and pedagogy, (2) reflection and communications, and (3) time and practicality.
297
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Heng Jiang
Singapore
Improving Reading Skills of Primary Students: case of rural school in South Kazakhstan
In the last decades, Kazakhstan has undergone several educational reforms among which improving functional literacy skills has been a priority. However, according to international large-scale assessments in education, 15 years old Kazakhstani students has persistently demonstrated low reading skills. In this regard, it is essential to understand how reading skills are cultivated and developed at the primary school. This research reports the findings of an ongoing action research maintained in one primary rural school located in southern part of Kazakhstan. Its main objective is to analyse and understand how vocabulary development can help to develop struggling students' reading skills. Given the existing disparities between urban and rural schools in learning achievement, this study will draw several implications for educational policy and practice.
322
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Smanova Gulmira , Alimova Marzhan
Kazakhstan
Comparative lesson analysis of Mongolian and Japanese teachers based on the verbatim record
Objective: To support students' learning development by comparing the concepts of Mongolian and Japanese teachers' attitudes towards lesson study and at which stage of the lesson they pay more attention. Research methods: 1. Observation method 2. Methods of document analysis 3. Transcript Based Learning Analyze-TBLA Research results: 1 It is observed that the highlighted parts of the lessons are different between Mongolian and Japanese teachers. 2 There was an equal focus on teaching and learning to improve the subject from both sides. 3 It is important to ensure equal participation of students and to choose a method that suits each student's learning style. The practical significance of the research: 1 The teacher should plan the lesson carefully considering the options for questions from the students 2 Ensure equal participation in team activities 3 Develop each child through motivation 4 Develop the ability to apply theoretical knowledge 5 Give students enough time to think and set a time for answers 6 Focus on development through task performance Innovation: 1. Mongolian and Japanese teachers have the opportunity to conduct joint research and exchange methods and experiences to improve their methodology. 2. Transcript Based Learning Analyze (TBLA) allows teachers to learn more about their students' learning process. Summary: On February 24, 2020, a joint Japanese-Mongolian teachers' lesson study discussion was conducted in Japan. A video-based analysis was conducted using the method (TBLA) and discussed after watching the video of the "Ratio" lesson taught in the 6th grade of "Hobby" school of Ulaanbaatar, Mongolia in 2019. It is interesting to note that there are a number of repetitive and different notes in the comments of Mongolian and Japanese teachers. By analyzing the different sections and sharing experiences, the teachers explored ways to increase student participation in the planning of the lesson
323
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Dulamjav Norjin , Purevsuren Damiran, Oyu-Erdene Batbayar, Batjargal Oktyabri, Enkhtuya Begz, Ninjinnorov Erdene, Erdenetsetseg Gombojav
Mongolia
Mainstreaming Lesson/Learning Study approach for inclusive education in the Hong Kong context
"Inclusive education is a concept focusing on the enabling environment, school curriculum, school climate and barriers to learning at different levels with an aim to respond to the diverse needs for all children in the regular system as a universal policy trend (OECD, 2018). Lesson/Learning Study is a diverse, equitable and inclusive intervention because it is not static and can be designed or revised to address the specific contexts targeted at improving students performance. For students with special education needs (SEN), lesson study could be adopted as a tool to proceed a dynamic assessment for understanding how well the SEN students are responding to a challenging task being taught and for interactively evaluating learner needs in terms of students responses to varied teaching approaches (Norwich & Ylonen, 2015). In Hong Kong, a dual-track system of education is provided to encourage the SEN students to study in mainstream schools as far as possible. Inclusive education is implemented by a three-tier model in which the first tier focuses more on early identification and quality teaching to create an inclusive classroom in mainstream schools. With the government support, Lesson/Learning Study approach becomes one of the effective strategies for promoting inclusive teaching, yet its sustainability remains questionable based on previous experiences. Against this backdrop, this paper aims to explore the opportunities and challenges of mainstreaming Lesson/Learning Study in Hong Kong. It is hoped that the findings could indicate Lesson/Learning Study would be an effective intervention for inclusive education in the mainstream schools. "
327
Lesson or Learning Study in different cultural, subject and learning contexts
Papers
Chun Wai Sun Derek
Hong Kong

 

Parallel Paper Presentation C

Improving Grade 7 students’ English language writing skills under distance learning: A Lesson Study
This Lesson Study contributes to the improvement of Grade 7 students’ English language writing skills under distance learning. The study site is Nazarbayev Intellectual School in Taraz, Kazakhstan. Earlier observations of students’ writing demonstrated that they did not complete all the requirements of the tasks. Monitoring each student’s activity under distance learning was challenging. Consequently, this Lesson Study set out to resolve this problem. It developed and adapted instruments to improve writing online. Fifty students in groups of 12-13 learners received support. Lesson study methods such as planning, observation, interviewing and reflection were used. Student-friendly rubrics, mind-mapping, and graphic organizers served as instruments during research lessons. The process consisted of three cycles. The first developed and implemented accessible student-friendly rubrics. However, the learners’ writing results declined. Graphic organizers were incorporated in the second cycle with suboptimal writing outcomes. These two interventions used individually were insufficient to improve students’ writing skills. Therefore, mind-mapping was adopted in the third cycle. It helped in revising previous learning about writing informatively and raised learners’ self-efficacy. Results increased by 1-2 points on a six-point scale for 86% of the students. Thus, mind-mapping plays a crucial role in the writing steps and is crucial even when lesson time has shortened during distance learning. The Lesson Study demonstrated that all the instruments complement each other and must be used in sequence from student-friendly rubrics, mind-maps, graphic organizers, and back to rubrics. Most importantly, great writing is a creative skill that needs to be taught.
40
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Sarsenbayeva Nagima , Alimbekova Renata, Seitkadyrov Abay
Kazakhstan
Increasing the utility factor in the professional development of teachers through distributed leadership
Abstract: The main task of the XXIst century is to develop the acquired knowledge and skills of using information in life. In this regard, the implementation of the country's strategic goal is reflected, first of all, in the implementation of reforms in the field of education. The program of professional development of teachers in the trilingual direction, courses of integration of PISA tasks in classes are carried out. This support from the state is perceived by teachers only in theory, and for its practical demonstration within the walls of the school, joint research is required within the framework of dedicated leadership, guided by these areas. The information we provide will reflect the structure, the course, the approaches used to distributed leadership work, the dynamics of the development of professional skills of teachers and how global innovations in the field of education can be combined with our national values. In our practice, we talk about how we process a variety of information that occurs in a world of priority changes, based on distributed leadership in our situation. We will apply the theory in practice with the help of lesson study and action research by bringing together interested specialists. The purpose of the study: to increase the utility coefficient in the professional development of teachers through distributed leadership. Methodology: - theoretical: analysis of the literature, modeling of general and particular research hypotheses and finding solutions, studying them in practice, without fear of any new changes. - empirical: observation, questionnaires and diagnostic methods (questionnaires, interviews), study of pedagogical documentation, generalization of pedagogical experience, analysis of creative works, diagnostic and formative experiments; (preliminary) conclusions: the combination of knowledge and experience in the field of pedagogical research is a necessary condition for the professional growth of a teacher. A teacher with high professional competence increases the effectiveness of teaching and learning. Relevance: the importance of a distributed leadership role in any issue in a multi-information society, combining practical and organizational and communication skills, provides a high level of teacher training aimed at solving pedagogical problems. Theoretical justification of the study: as a result of the study, the works of Tochiya Chichibu "A guide for teachers on the implementation of the approach to the study of the lesson", Pete Dudley "the study of the lesson: theory and practice of application", Magzhan Zhumabayev’s Pedagogy, Abai’s Words of Wisdom were used.
48
Developing Professional Learning Communities: Models and practices
Poster Session
Aliya
Kazakhstan
Health-preserving development of the younger generation in the context of distance learning
The aim of the study was to increase the information literacy of students on a healthy lifestyle in the field of exercise and balanced nutrition to form correct posture. Forms, teaching methods: - a differentiated approach; - active teaching methods; - new approaches Object of study: Control group - class 9K Experimental group - 9 L class. In the experimental class, out of 24 students, 14 (58.3%) have a violation, and in the control class 12 (50%) Research results: the popularization of healthy lifestyle in our school is at a high level, which led to the fact that students began to consciously do exercises to strengthen the muscular corset of the back, learned how to calculate a balanced diet, teachers use physical education in the classroom to relieve unnecessary stress on the spine. Students actively participated in various activities dedicated to healthy lifestyles, such as creating videos, intellectual and sports events. Conclusions: - students with impaired posture in the experimental class applied all the developed recommendations during the study period and showed the following: 30% - partially improved posture. - supplement exercises with a gymnastic stick, a skipping rope, in motion. - diet in the diet of other foods, including: Vitamin D, Calcium, sunbathing in the interval. Recommendations: - encouragement to be active, in the process the student will perform exercises according to Evdokimenko, connect massage and swimming. - properly balanced nutrition, taking into account the energy balance, balance - and micronutrients, as well as vitamins.
54
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Saule Idrissova , Khalitova Alfiya, Baibiissova Bazarkul
Kazakhstan
Collaborative Problem-based Learning in Mathematics
The collaboration through Lesson study involved a team of teacher participants designing an authentic Mathematics problem by engaging in various levels of discussions, anticipating student behaviour, computations, misconceptions and engagement level. A few factors that were essential to a collaborative learning environment were discussed and this included the learning styles of the individuals. The objective of the research lesson was to provide pupils with an authentic problem that required them to find the best possible solution using the concept of Percentage and Discount and make comparisons between various consumer products. The problem presented opportunities for pupils to factor in personal knowledge or experiences. Pupils were encouraged to optimize their solutions through cost and product savings. Making comparisons between the discounts placed on different products allowed pupils to utilize their procedural fluency and gain a deeper understanding of the topic conceptually. As the pupils engaged in collaborative discourse, they proposed mathematical ideas and learnt to evaluate their own and their peers’ thinking using reasoning and communication skills. Based on the groundings of the social constructivist theory that promotes learning to be facilitated through social and collaborative tasks, the lesson strongly emphasized on the need for pupils to construct knowledge and form mathematical ideas. Comparing pupils’ performances based on pre and post tests showed that there was a significant difference in pupils’ conceptual understanding of the topic and it could be concluded that the development of collaborative problem solving skills is key in the process of learning Mathematics.
77
Innovative uses of Lesson or Learning Study
Poster Session
Inthumathi Selvarajoo , Tan Beng Keong, See Hui Fang
Singapore
Improving writing skills of students through problem based tasks
This article presents the results of the learning study conducted among of 50 students aged from 15 to 16 years of NIS physics and mathematics in Taraz, Kazakhstan. The main aim of research was improve writing skills of students through problem-based tasks in Kazakh language. Research problem was identified where students which taught Kazakh as first language straggled when they identified on text the problem of the scenery and write problem-based article. Writing problem – based article is one of the required skills of NIS program, which contributes students to write academic essay. The aim of the research was to identify the barriers on writing articles and improve students writing skills. The instruments of research was identified after investigating secondary research sources based on the theme of research. Quantitative and qualitative research methods were used in this research . Students who participated in the study were tested on the "Gardner's intelligence" test, questionnaires and interviews in order determine the ability of writing skills. Furthermore, in order to improve writing skill of students were used several methods during the series of lessons. For instance, FILA chart, the Situational and analytical Map, the Fishbone, the Journalistic Research, and the Bloom Button. As a result, writing skills of were improved from 2% to 15%. In addition, it has had a positive impact on the development of the following skills: processing information from various sources and working with scientific texts, evaluating methods in problem solving, interpreting, formulating and documenting the results of research.
103
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Elmira Moldabek , Mukanova Zhanerke, Zhussanbayeva Aliya
Kazakhstan
Practice of Individual-training project in improving teacher's reflective skills during the Pandemic
The purpose of this study is to determine the impact of professional support on the development of teacher’s reflective skills which is provided by support trainers. Also, it tended to provide them with professional individual support in the process of ongoing professional development and create conditions for improving the level of professional skills. Our aim was to assist in writing reflective reports and help teachers to analyze their planning, teaching, and assessment. Systemic professional individual coaching allows to develop the teachers’ reflective skill, to guide their professional development Participants in the research consisted of focus group: teachers. Data collection methods were chosen as qualitative and quantitative techniques: Owing to qualitative we can see only the figures and it does not show the progress in reflection quality. For this reason the quantitative research was also tended to be used to quantify attitudes and opinions that are more helpful to keep statistics and see how the teachers are aware of reflective skill. The independent assessment of reflective accounts that was given by experts of the Center for Pedagogical Measurement revealed that teachers’ reflective skill level was improved. According to annual results, it was found a progress in the writing of reflective account. That is to say as a result of the 2018-2019 22 out of 37 and in 2019-2020 18 among of 23 and 2020-2021 7 teachers from 9 could cope with the reflection. Thus, following to this algorithm, there is a gradual improvement in teachers’ reflection, which facilitates their professional development..
104
Developing Professional Learning Communities: Models and practices
Poster Session
Zhussanbayeva Aliya
Kazakhstan
Lesson study in a professional networking environment
The poster presents the experience of collaboration between one of the leading schools of the Almaty region (Republic of Kazakhstan), secondary school No. 2 in Kapshagai, with other schools in the city within the framework of the Lesson Study. The aim of this work is to analyze the mechanism of using the Lesson study as an effective tool for conducting joint research with partner schools in order to create and sustain professional communities of teachers aimed at improving the teaching and learning in the region. The poster presents the model of interaction between teachers within and beyond the school with the aim of jointly conducting Lesson Study and analyzing the process of collaboration. At the same time, the poster presents some results of identified collaboration, in particular, the creation of Kapshagai Association of Lesson Study (KALS), the functioning of a special website, the publication of the annual printed and electronic journal aimed at presenting research results and tools for teaching.
133
Developing Professional Learning Communities: Models and practices
Poster Session
Temirgaliyeva Ulzhan , Abisheva Raushan, Avaliyev Adilzhan
Kazakhstan
Analyzing Online Engagement of Learners in Hybridized Lesson Study: Inputs for Effective Bichronous Online Learning
Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teacher researchers need to identify and plan an effective Learning Management System based on students engagement thus that the paper will explore the potential participation of students in contributing to the designing process of the said LMS using the different factors of online student engagement namely: skills engagement (keeping up with readings, putting forth effort); emotional engagement (making the course interesting, applying it to their own lives); participation/interaction engagement (having fun, participating actively in small group discussions); and performance engagement (doing well on tests, getting a good grade). The said LMS will undergo series of implementation in the Hybrid Lesson Study. Lesson study entails groups of teachers working together on the design, implementation, testing, and improvement of online research lessons by which these lessons are included in the LMS.
158
Innovative uses of Lesson or Learning Study
Poster Session
Reyneth Renan P. Matta
Philippines
Developing learners’ argumentation skills through various speaking activities
Teaching English in 8th grade for pre-intermediate level students we noticed that most students struggle with giving full responses while expressing one’s view or justifying opinion. In addition, speaking tasks like a dialogue were mostly completed in the form of an interview, not a conversation, as students found easier to respond to questions that were familiar to them. Research problem: how to enable students discuss in pairs/groups by providing arguments to support viewpoint. Research purpose: to develop students’ argumentation skills through various speaking activities. Within Lesson Study framework we, three English Language teachers at a school for gifted students, conducted lessons implementing different speaking strategies and activities. All methods were aimed at helping students give full responses, explain their viewpoint, comment and evaluate peers’ performance. Scaffolding allowed teachers to provide learners with topical vocabulary and encourage them to come up with interesting arguments for justifying answers. By the end of our study, we revealed that all students liked the activities introduced on the lessons for improving speaking skills, tasks with a competitive element were more successful, better to group students according to their language levels rather than having mixed level groups, and that tasks with local context encourage critical thinking. To contribute to development of learners’ argumentation skills we would recommend the following: • assign tasks which require argumentation skills; • implement more speaking activities with a competitive element; • cover local and real-life context and issues.
245
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
Akmaral Uteulina , Ainagul Urazalina, Luiza Bizhanova
Kazakhstan
Developing Communicative Competence on Prepositions: The Schools Division of Quirino Research Lesson Experience
English language learners find prepositions difficult to master due to the sheer number of them in the English language and their polysemous nature. This lesson study was conducted to explore collaborative lesson reflection of effective teaching practices to enhance the communicative competence of Grade 7 learners along the competencies of using prepositions in oral and written communication situations. The study employed the descriptive qualitative research design with narrations and reflections. The LS group developed a lesson plan subjected to revisions and changes based from inputs of knowledgeable others. The research lesson was anchored on Communicative Language Teaching approach that included varied learner-centered activities and functional second language enhancement strategies. Results of this research affirm that lesson study was effective in having students master competencies along prepositions and boosted a strong foundation of cooperation, enhanced critical thinking, and improved oral and written proficiency. The reflective stages of Lesson Study also helped teachers assess their general weaknesses and strengths in their own teaching. Thus, lesson study is an effective way for teachers to combine cooperative learning, subject specific language activities, higher order thinking tasks, and quality group discussions in English instruction to develop learners who are communicatively competent and functionally literate individuals.
261
Lesson or Learning Study in different cultural, subject and learning contexts
Poster Session
ANNE GRACE D. PASCUAL , PHOEBE MAE A. MADIANO, TEDEVIE T. JACOBE, NELIA S. LAZARO, JIMMY R. ELERIA, HILARIA T. SABADO, FELIMENDO M. FELIPE
Philippines

Parallel Paper Presentation D

The Noisier Classroom
As we elevate student equity by equipping them with the voice supported by our oracy framework, this encourages knowledge construction through purposeful exploratory talk. This lesson study cycle is a continuation of our oracy journey as the team aims to build sustainability, accessibility and quality in oracy lessons in the Upper primary. The research hypothesis was to provide opportunities for students to express their opinions; co-construct knowledge; and to structure content for presentation. An open topic which was age-appropriate, chalk talk and teachers designed ‘Talk Moves placemats’ were used to guide pupils to orchestra in productive academic conversation. . Our research observations and analysis showed the importance of the types of support teachers provide and the gradual release of responsibilities from teachers to pupils to take ownership of their learning. This helps to transform teaching and learning through talk. From the research lesson, the team learnt that Flipped Learning could help students build their content knowledge for effective discussions. Peer feedback could be facilitated in a structured manner for more meaningful and constructive comments focused on the content rather than the delivery of ideas. Moving forward, the team will look at challenges faced by teachers in conducting oracy lessons, revise our oracy framework and reflect on how student collaboration and knowledge construction through purposeful exploratory talk can be encouraged. In the development of our oracy unit, we select learner strategies that are crucial in the area of speaking and representing that our students should acquire to be confident speakers.
60
Lesson or Learning Study in initial teacher training
Poster Session
Hailynn Amin , Kwan Nee, Siah Siew Ling
Singapore
Effectiveness of the Conference at Lesson Study in Virtual Space
This session is a proposal of a new style of the conference at Lesson Study. Modern technology is facilitating the fusion of virtual space and modern space. It is becoming possible to experience the virtual space as if we were experiencing it in the real space. Therefore, we conducted a conference in our Lesson Study using Spatial with Quest2 from Oculus. In the virtual space, we could use multimedia to communicate and organize information more interactive. In addition, unlike general online meetings, participants were able to speak simultaneously in the same space, and they were able to break up into groups for in-depth discussions. The participants described the conference as if they were working face-to-face. This kind of conference in virtual reality will allow teachers from different regions to participate in the wider variety of conferences. We are convinced that this format will support the class study groups of the future.
65
Lesson or Learning Study in initial teacher training
Poster Session
Naoki Suzuki , Seiji Ookuma, Koji Ishii
Japan
A More Active Classroom – Infusing Small Movements in School-based Dyslexia Remediation (SDR) Programme
In our present Primary 4 SDR class, the students display off-task behaviours regularly. With the school day starting at 7:30am, when SDR lessons are underway, these students are already in their 6th hour of schooling. Hence, their lack of positive engagement can be attributed to the lethargy from the long school hours and time spent seated down in the classroom. The literature shows that movements improve multiple learning outcomes for the learner via stimulation of the brain, attention, and engagement. Despite this, teachers’ cautious mindset and lack of confidence in this area emphasize the need to bridge the gap between knowledge and application. The present lesson study aims to see the effects of movements on student engagement during SDR lessons. Not only should the resulting lesson activities require little teacher’s preparation, but they should also be able to be implemented repeatedly in a variety of lessons, thereby increasing the sustainability and effectiveness of its application. Small movements were deliberately infused into the activities at the start, middle and end of lessons, where usual seated activities would now require them to stand or move as they were carried out. Observers from the research lesson study noted that students generally showed increased attentiveness in parts of lesson where there were infused movements. Additionally, some students also showed eagerness to participate more actively. These encouraging observations demonstrated that a teacher’s infusion of, albeit small, additional movements into the lesson can be enough to light a spark in classroom learning and student engagement.
67
Lesson or Learning Study in initial teacher training
Poster Session
Ananthini , Diong Qiheng, Goh Chek Meng
Singapore
Developing higher order thinking skills through the usage of functional literacy tasks in mathematics, physics and English lessons
Nowadays modern society requires being flexible in thinking and functional literate. The definition of functional literacy is inherent in the international PISA study. The article examines the features of the international PISA testing system and its forms of functional literacy assessment. There is a special focus on PISA-2022 concept, especially on testing problem solving in the context of a global pandemic. The aim of this research is to develop higher order thinking skills through the usage of functional literacy tasks in mathematics, physics and English lessons. Action research has been conducted among 8-grade students during the 2020-2021 academic year. In this study, first of all, the literature review has been studied and characteristics of tasks for assessing functional literacy have been determined. Next, in order to identify students’ abilities and related problems in schooling learners have been interviewed and data has been collected. Following that, teachers have used PISA tasks at different stages on the lessons. Finally, comparative analysis of tasks in PISA format has been carried out. Moreover, SWOT analysis of tasks in the educational process has been provided in the article. Overall, PISA tasks have helped students to improve skills of analysis and synthesis as well as skills of reflection and evaluation which were identified as poor competence in the beginning of the study. Results are based on the mock PISA test organized for 8-grade students. It is found out that the usage of functional literacy tasks has helped to develop higher order thinking skills.
84
Lesson or Learning Study in initial teacher training
Poster Session
Valentina Kan , Dina Urazbekova, Gulnur Akhmediyeva
Kazakhstan
The Possibility of a Physical Education Class for Junior High School Students that Ensures Social Distancing -Evaluation of the Effectiveness of Floorball as a Teaching Material-
This study aimed to examine the effects of a physical education class that ensured social distancing to prevent the spread of COVID-19 in the school setting. This study focused on goal-type ball games in a junior high school, using floorball as a teaching material. The KJ method was used to analyze student portfolios. In addition, students were divided into skilled and unskilled groups, and SCAT analysis was conducted. These analyses revealed the value of teaching materials in line with the study courses and potential of physical education that includes a symbiotic perspective. Furthermore, the study demonstrated that hockey-style sports involve distance, leading to an effective countermeasure against infectious diseases.
114
Lesson or Learning Study in initial teacher training
Poster Session
hirotaketomioka
Japan
E-teaching Barriers: A Survey from Shanghai Primary School Teachers
It was considered either un-necessary or impossible for primary school students to implement the online teaching until last year. A large number of E-learning or E-teaching researches have been focused on adult-learners, andragogy and technology, however, in primary school education, it is facing with many problems to be solved. Therefore, this research is aimed at exploring barriers and influential factors on online teaching for K-12 students from teachers’ perspectives and discussing the E-pedagogy that is suitable for primary school students and teachers. Eight hundred and ninety-six teachers from 10 primary schools in Shanghai, were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results stress the significant three barriers by teachers with online teaching: the existing system is deficient in emotional interaction, teachers’ attitude towards the technology is negative and the present teacher training is lack of systematic E-pedagogy guidance. The barriers discovered by this study will help the software designers (E-lab) develop tools that allow for flexible and envolving pedagogical approaches whilst providing an easy entry point for cautious newcomers, so that help the teachers free to engage in E-teaching at pedagogical and disciplinary levels, to enhance their repertoire of teaching practices.
211
Lesson or Learning Study in initial teacher training
Poster Session
Liu Dan
China
Shifting to Virtual Platform: The Lesson Study Experience of Grade 5 Teachers of Saguday, Quirino, Philippines
This qualitative phenomenological research paper aimed to delve into the experiences and insights of the teachers and grade 5 learners of Saguday District, Philippines in their first virtual lesson study using interdisciplinary approach. Description-analysis-interpretation approach was employed to analyze and interpret data collected from the virtual focus group discussions, implementations of lessons and observations, learners’ responses, and recorded videos. Findings revealed that the learners’ visible thinking could still be developed in an online class utilizing interdisciplinary approach and teachers’ collaboration could still be strengthened through the virtual lesson study. This led to a recommendation of sustaining this virtual lesson study as an alternative mechanism of engaging learners and teachers in this time of pandemic.
255
Lesson or Learning Study in initial teacher training
Poster Session
JANICE N. MADANAY
Philippines
Development of Teaching Plan of Moral Education as a Subject Matter of a Familiar Olympic Medalist
Ministry of Education of Japan decided to change a period of moral education to a special subject of moral education in 2015. The guideline of the subject indicated that development of teaching plan to encourage students to consider and discuss about the values of moral in the lesson from now on. Therefore, it is important for initial teacher training students to experience the development of teaching plan in the lesson study of the faculty. Fortunately, a London Olympic medalist of female volleyball Mai Yamaguchi is working in the management section of the university. She was required to help the students to develop the teaching plan on the subject matter of a familiar Olympic medalist in the lesson study. Consequently, the aim of this study is to clarify how the lesson study worked in the development of teaching plan. In the lesson, she talked about her life history and they selected the value of moral to wish to foster as “hope and courage, effort and strong will”. The students interviewed her by listening to her story and asking her questions, and created original moral education teaching plan in each group. One of the teaching plan are the following, 1) think about what is important in order to make dreams come true, 2) be aware of the importance of having the next goal and to challenge positively, 3)make efforts toward one's own dreams and goals. In the latter half of the lesson, they challenged short mock lessons in each group.
300
Lesson or Learning Study in initial teacher training
Poster Session
Hironori SASAKI , Junko KOMORI
Japan
Improving Learning Motivation and Understanding of Monohybrid Crosses Using Guided Inquiry Approach: A journey to Lesson Study Episodes of Maddela II
This descriptive qualitative study explored the use of lesson study on learners’ understanding of monohybrid crosses among Grade 8 students of Maddela Integrated School and Dipintin High School. It also attempted to identify teachers’ prejudices on teaching heredity and variation particularly monohybrid crosses and the changes in these preconceptions after the lesson study cycle. It also documented teachers’ reflections regarding their pedagogical content knowledge as well as their confidence in teaching the concept. The data sources were: teacher reflections and observations, researchers’ field notes and reflections, knowledgeable other inputs and responses of participants from interviews, and focused-group discussions. Thematic analysis of responses and field notes revealed that both teachers and students improved their knowledge of the content of monohybrid crosses. Students showed improvement on science knowledge and skills such as critical thinking, observing, analyzing, and reporting of data. Teachers reflected that their knowledge of monohybrid crosses and genetics in general improved significantly after the lesson study cycle. Teacher's pedagogical knowledge increased in terms of anticipating student thinking and responses, recognizing the importance of observing students, and increased implementation of explicit teaching. Teachers also expressed increased confidence in teaching the concepts of heredity and variation particularly on monohybrid crosses which they attributed to the collaboration of teachers and the evidence of engagement and learning of students during the teaching-learning process. To conclude, insights and realizations among the teachers posed the effectiveness of lesson study in improving the teaching-learning process but aspects that need to be “unlearned” should be considered too.
310
Lesson or Learning Study in initial teacher training
Poster Session
Marie Eugenie C. Soriano , Badongen, Badongen, Bareng, Ferrer, Fernandez, Manicap, Valdez
Philippines

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