Collaborative Lesson Study

Author: Vicki S. Collet
Editor: Teachers College Press
ISBN: 0807763071
File Size: 19,31 MB
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Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decisionmaking, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students’ interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K–12 classroom. Use this step-by-step guide to develop professional learning communities; increase teacher motivation, efficacy, and knowledge; and support improvement adapted to local contexts. Book Features: Guides readers through three cycles of Lesson Study, taking teacher learning deeper with each cycle. Focuses on developing student understanding that supports meaningful instruction across academic areas. Emphasizes the utility of Lesson Study for informing culturally responsive instruction. Offers examples from a variety of grade-levels and content areas, featuring both pre- and inservice teachers. Includes additional resources and prompts in each chapter to guide application.

Faces Of Collaboration

Author: Robyn Litt
Editor:
ISBN:
File Size: 32,91 MB
Format: PDF, Mobi
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Lesson Study As A Collaborative Model In Secondary Public Schools

Author: David Pell
Editor:
ISBN:
File Size: 55,55 MB
Format: PDF
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Successful Transposition Of Lesson Study

Author: Eric C. K. Cheng
Editor: Springer
ISBN: 9811324727
File Size: 18,75 MB
Format: PDF, Mobi
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This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the analytical lens, it explores the tacit and explicit knowledge convention and creation processes in lesson study. Unpacking the mechanism of the knowledge management process and practices could assist policy makers and school administrators, educators in contextualising lesson study to their school systems. The book provides an accessible discussion of the benefits and challenges of introducing lesson study, and presents three new research dimensions to analyse it: reviewing the historical development of lesson study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum; examining lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation: and studying the “kaizen kata” embedded in the PDCA cycles of lesson study as an organization routine for school improvement.

Lesson Study In Inclusive Educational Settings

Author: Sui Lin Goei
Editor: Routledge
ISBN: 1317361555
File Size: 59,57 MB
Format: PDF, Docs
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Lesson Study has been shown to be a systematic way of building teachers’ knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden—countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

To Investigate The Effectiveness Of Japanese Lesson Study As A Collaborative Professional Development Activity For Teachers At School Level

Author: Pearl Sibongile Xulu
Editor:
ISBN:
File Size: 21,69 MB
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Shifting To Online Learning Through Faculty Collaborative Support

Author: Crawford, Caroline M.
Editor: IGI Global
ISBN: 1799869466
File Size: 38,92 MB
Format: PDF
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As a result of the COVID-19 pandemic, most schools had to suddenly shift from traditional face-to-face courses to blended, synchronous, and asynchronous instructional environments. The impact upon the immediacy of remote learning was overwhelming to many faculty, instructional facilitators, teachers, and trainers. Many faculty and trainers have experience with the analysis, design, development, implementation, and evaluation of online and blended learning environments, while many faculty and trainers also do not have this knowledge nor experience. As such, the collegial workspace has developed into a collaborative work environment wherein the faculty are helping faculty, partially because the instructional designer staff and learning advisors are overwhelmed with the number of course projects that must be moved from traditional face-to-face course environments into an online environment within a short period of time. The faculty are helping each other make this move, offering course design and development support and also instructional tips and tricks that will support successful blended and online experiences that enhance learning outcomes. Shifting to Online Learning Through Faculty Collaborative Support focuses on supporting and enhancing blended and distance learning course design and development, successful tips for course design and teaching, techniques for online learning, and embracing collegial mentorship and facilitative support for course and faculty success. This book highlights the strength of collegial bonds while discussing tools, methods, procedural efforts, styles of engagement, learning theories, assessment efforts, and even social learning engagement implementations in online learning. It provides information and lessons and embraces a long-term approach towards understanding institutional impact and collegial support. This book is valuable for school administrators, teachers, course designers, instructional designers, school faculty, business and administrative leadership, practitioners, stakeholders, researchers, academicians, and students interested in how faculty collaborative support is playing a critical role in improving and developing successful online learning.

Lesson Study

Author: Peter Dudley
Editor: Routledge
ISBN: 1134460481
File Size: 72,69 MB
Format: PDF, ePub
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This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts. Each chapter presents international research outcomes that clearly demonstrate how and why LS has a place within teacher learning approaches that have the greatest impact and the greatest capacity building potential for creating outstanding teaching. This is supported by primary research evidence, and linked with contemporary and recent high quality research worldwide into pupil learning, teacher learning, school improvement and system improvement. The book illustrates the diverse application of LS for innovating or transferring highly effective practices in a variety of contexts to boost learning for children with a range of challenges and specific needs. Lesson Study provides a global perspective on the development of LS worldwide, exploring its impact on innovation, creativity, curricula and achievement in a variety of contexts. It will be of key interest to practitioners in schools and teacher education institutions, researchers, and policy and decision-makers at local, national and international levels. The book’s explicit focus on the leadership of local authorities will also make it valuable reading for all leaders of professional development and school improvement.

Leading Lesson Study

Author: Jennifer Stepanek
Editor: Corwin Press
ISBN: 1452237506
File Size: 30,96 MB
Format: PDF, ePub, Docs
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Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in US educational circles as a powerful, collaborative approach. This "how-to" guide leads a beginning team through the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: Encourages educators to generate and share knowledge Inspires a teacherresearcher stance Illustrates both the process and substance of lesson study Encourages collaboration Provides guidelines for avoiding common pitfalls

Japanese Lesson Study In Mathematics

Author: Masami Isoda
Editor: World Scientific
ISBN: 9812704531
File Size: 74,42 MB
Format: PDF, ePub, Mobi
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In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: ?The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge?. Japanese Lesson Study has proved to be one successful means.This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

Knowledge Growth Through Lesson Study

Author: Natasa Sirotic
Editor:
ISBN:
File Size: 39,57 MB
Format: PDF, ePub
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Teachers learn their profession throughout their careers but how this happens is elusive. This research attempts to find out how mathematics for teaching (MfT) evolves in individual teachers and whether it can be promoted within a lesson study setting for in-service teacher development. The present small-scale, school-based "ethnographic" qualitative study uses participant observer methodology. A detailed analysis of one lesson study cycle is presented, focusing on a team of secondary mathematics teachers' pre and post-lesson discussions. Analysis and interpretation of findings are structured initially in four components of knowledge for teaching: mathematical, psychological, didactical, and pedagogical. A fifth component - the philosophical - is identified in the pre-lesson discussion from the data, prompting the extension of the theoretical framework used for this study. The philosophical component assumes normative principles and value decisions, which are interwoven into the subject matter knowledge about mathematics. While it is seldom discussed it seems to be always present and can even be identified as implicit content of teaching. Shifts in teachers' cognition and practice through the lesson study process are noted across all five components of MfT which moreover are discerned to function cohesively and to resist separate analysis. The findings further show certain conditions needed to promote teachers' learning in lesson study settings, including the influential roles of mentorship and of observing one another's practice in the classroom.The results of this study are consistent with the aim for a supportive collegial network built over time and acting as a source of continued learning and ongoing improvement of teaching practice. They also suggest that the incremental changes observed in teachers' MfT hold a promise for building confident, effective and inspired teaching through sustained professional development activity over time. However, they do not support the view that mathematics, being just distilled common sense, can be taught without intense prior endeavor in the field.

Teacher Collaboration For Professional Learning

Author: Cynthia A. Lassonde
Editor: John Wiley & Sons
ISBN: 9780470553978
File Size: 16,74 MB
Format: PDF, ePub, Docs
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Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.

Planning For Learning

Author: Mary Renck Jalongo
Editor:
ISBN:
File Size: 72,73 MB
Format: PDF, ePub, Docs
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Presents a guide to lesson planning and evaluation for diverse school settings.

Collaborative Professionalism

Author: Andy Hargreaves
Editor: Corwin Press
ISBN: 1506328164
File Size: 79,15 MB
Format: PDF, Mobi
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Ensure Conversations About Collaboration Get Results. This book lays out the theory and practice of Collaborative Professionalism. Through five international case studies, the authors distinguish Collaborative Professionalism from professional collaboration by highlighting intentional collaborative designs and providing concrete examples for how to be more purposeful with collaboration. Additionally, the book makes Collaborative Professionalism accessible to all educators through clear take-aways including: Ten core tenets, including Collective Efficacy, Collaborative Inquiry, and Collaborating With Students. Graphics indicating how educators can move from mere professional collaboration to the deep and transformative work of Collaborative Professionalism. Analysis of which collaborative practices educators should start doing, keep doing, and stop doing Collaboration can be one of your most powerful educational tools when used correctly, and turned into action. This book shows you how.

Lesson Study Based Teacher Education

Author: Jongsung Kim
Editor: Routledge
ISBN: 1000391272
File Size: 27,88 MB
Format: PDF
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The philosophy of Lesson Study in Japan—teacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and teacher professional community—has attracted educators and researchers worldwide. However, Lesson Study does not have the same meaning as its original Japanese expression Jugyou Kenkyuu, a combination of two Japanese words—Jugyou meaning instruction or lesson(s) and Kenkyuu meaning study or research. To bridge the gap between Jugyou Kenkyuu and Lesson Study and therefore maximize the potential of Lesson Study in the world, this edited volume provides two "mirrors" for those who wish to reflect on and implement Lesson Study within their own contexts. One section discusses how Lesson Study is utilized in Japanese teacher education and how this system reproduces the very culture of Lesson Study. The other section addresses case studies showcasing Lesson Study implementation in several countries such as the United States, Germany, Norway, Peru, and Uganda and discusses the opportunities and challenges that arise when Lesson Study-based teacher education expands beyond Japan to the rest of the world. This book will appeal to anyone interested in learning about Lesson Study.

Lesson Study And Schools As Learning Communities

Author: Atsushi Tsukui
Editor: Routledge
ISBN: 1317426762
File Size: 63,66 MB
Format: PDF
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School as Learning Community (SLC), or Lesson Study for Learning Community (LSLC) represents an approach to lesson study that emerged in Japan in the 1990s and which has been studied intensively by educators and researchers worldwide to establish democratic learning communities for teachers and students in schools. The model, which involves all teachers in a school observing and sharing a lesson together, creates a listening pedagogy to embrace and develop diversity of learning in each teacher and student – a practice that is as yet, not commonly researched in Asian countries outside of Japan. The book’s theoretical foundation reviews existing literature on SLC and LSLC in the Japanese contexts of educational theories and practices. The chapters discuss patterns of learning practices and the challenges of conducting LSLC in Japan, Taiwan, Korea, Indonesia, and Vietnam. Recommendations for research and practice involving SLC/LSLC are also provided in the book with a key focus on the impact of lesson study on school reform policies.

Leading Lesson Study

Author: Jennifer Stepanek
Editor: Corwin
ISBN: 9781412939881
File Size: 78,26 MB
Format: PDF, Mobi
Read: 4851
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Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in US educational circles as a powerful, collaborative approach. This "how-to" guide leads a beginning team through the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: Encourages educators to generate and share knowledge Inspires a teacherresearcher stance Illustrates both the process and substance of lesson study Encourages collaboration Provides guidelines for avoiding common pitfalls

The Collaborative Teacher

Author: Cassandra Erkens
Editor:
ISBN:
File Size: 67,82 MB
Format: PDF, ePub, Docs
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Transform education from inside the classroom. This book delivers best practices of collaborative teacher leadership, supporting the strategies with research and real classroom stories.

Lesson Study In Initial Teacher Education

Author: Phil Wood
Editor: Emerald Group Publishing
ISBN: 1787567990
File Size: 14,99 MB
Format: PDF, Docs
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Lesson Study in Initial Teacher Education highlights the importance of embedding lesson study within initial teacher education programmes, including building partnerships, making time to carry out collaborative inquiries using lesson study, and frameworks for reporting on lesson study projects.

Teaching Better

Author: Bradley A. Ermeling
Editor: Corwin Press
ISBN: 1506334881
File Size: 36,39 MB
Format: PDF, Docs
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Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes US and international case studies, powerful metaphors, application exercises, a leader’s guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support schoolwide, inquiry-based improvement! “A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert, Authors of The Teaching Gap