13:00 - 13:05
(CST)
20:00 - 20:05
(CET)
2nd Dec
03:00 - 03:05
(GMT+8)
Welcome
Gabriel Matney
Pete Dudley, WALS President and University of Cambridge UK
13:05 - 13:50
(CST)
20:05 - 20:50
(CET)
2nd Dec
03:05 - 03:50
(GMT+8)
Introduction
Dr. Aki Murata
What We Learned from Creating the Book Stepping Up Lesson Study: Accessibility, Quality, and Sustainability of Lesson Study
13:50 - 14:00
(CST)
20:50 - 21:00
(CET)
2nd Dec
03:50 - 04:00
(GMT+8)
Q & A
14:00-14:10
(CST)
21:00-21:10
(CET)
2nd Dec
04:00-04:10
(GMT+8)
Break
Session 1
14:10-15:00
(CST)
21:10-22:00
(CET)
2nd Dec
04:10-05:00
(GMT+8)
Parallel Paper A
Discussion with authors
Mixed Themes
As you listen to the recordings before the live Q & A sessions, please add quotes, noticings, and wonderings by clicking the blue button. Your input will shape the discussion.
Add QuotesDocumenting Students' Thinking in Virtual Lesson Study to Support Teachers' Professional Noticing of Children's Mathematical Thinking
One powerful aspect of in-person lesson study is the ability to listen to students’ conversations, peer over their shoulders to view their written work as they solve tasks, and then reflect upon these observations. With the switch to virtual lesson study due to the pandemic, how might we continue to observe and document students’ thinking to learn from and reflect upon? In this session, I will share how a virtual lesson study team captured focal students’ written work and authentic verbal responses and how the facilitator used these data to support teachers in Professionally Noticing Children’s Mathematical Thinking (Jacobs et al., 2010) within the reflection phase.
By recording, moment-by-moment, focal students' work (through multiple screenshots) and explanations, teachers were able to hone in on those students' thinking and how it unfolded throughout the virtual lesson study. The facilitator then used these documentations to engage teachers in professional noticing: attending to solution strategies (describing what the child did to solve the problem), interpreting students' thinking (identifying what the child understood), and deciding on possible assessing and advancing questions for each student (Huinker & Bill, 2017). The facilitator used the screenshots of the students’ work progress to direct teachers’ attention to critical nuances and incremental changes within students’ solution strategies over time. The virtual environment allowed teachers to unobtrusively collect detailed evidence of student thinking throughout the lesson study, which led to rich discussions and wonderings about the students’ understandings and directions for future lessons.
9
Innovative uses of Lesson or Learning Study
Papers
Melissa M. Soto
United States
BRIDGES OR BARRIERS: MAKING SENSE OF PRINCIPALS’ CHANGE FACILITATOR STYLE VARIATION IN THREE ELEMENTARY SCHOOLS
Research related to principal leadership style is apropos given the continued need to focus on positive student outcomes. However, the principal only maintains an indirect link to students. Teachers, therefore, serve as the direct link to students while also serving as direct beneficiaries of principal leadership, particularly as it relates to the principals’ propensity to support access to high quality professional development aimed at recruiting, supporting and retaining teachers.
This study examined the Change Facilitator Style (CFS) of three elementary school principals. Each school participated in Texas Lesson Study during the 2019–2020 academic year. It was guided by two questions: (1) To what extent do teacher ratings of elementary principals show variation in Change Facilitator Style? (2) To what extent does agreement exist between teacher ratings of a principal’s CFS and the principal’s self-rating?
Results revealed three distinct teacher groups at each school. Additionally, variation of CFS perceptions within teacher groups revealed a lack of agreement among teachers in each CFS cluster and dimension. Further, principal self-ratings, when correlated to teacher group means, revealed a lack of agreement among the teachers they serve.
In the face of continued educational reform, the importance of unanimity within the schoolhouse is crucial, as divergent paths between teachers and their principal are sure to cause a “missing of the mark” in the pursuit of positive student outcomes.
110
Lesson or Learning Study in initial teacher training
Papers
Eliel Hinojosa
United States
Adjusting lesson study to online digital spaces
Since March 2020, many schools in the United States have shut down due to the global pandemic that resulted from the variation and transmission of the SARS COVID-19 virus. However, in our local community, schools continued to offer in-person instruction because our classrooms were large enough to adhere to physical distancing guidance. In addition, some families elected for students to attend school only virtually, limiting the total number of students present in school. Despite the in-person instruction, we could not gather together to continue our lesson study work in a shared classroom space. Furthermore, we could not invite colleagues to observe the lesson in the classroom. In this paper, we report on the modifications we made to our lesson study process (as compared to our prior lesson study cycles) to fit a digital environment. For example, we met on zoom for our study and plan components even though many of us taught in the same school. We prerecorded a lesson introduction to orient colleagues to the goals of the research lesson. When we conducted the research lesson, we broadcast the lesson in live time to observers using a digital meeting platform. Finally, we used the same venue to hold our post-lesson discussion. The pandemic forced us to evaluate some of our prior assumptions about increasing teachers’ accessibility to lesson study, especially research lessons and post-lesson discussions. We report on the costs and benefits of our strategy to help other lesson study teams as they work in the future.
186
Innovative uses of Lesson or Learning Study
Papers
Sharon Dotger , Jennifer Heckathorn, Christy Allen, BethAnn Kempf, Julie Kielbasinski, Stephanie Lints, Elizabeth Shepard
United States
Lesson-Study in a Pre-Service Teacher Education Program: Improving Students’ Action and Expression
The purpose of this collaborative lesson study inquiry was to investigate the procedures necessary for effectively implementing and improving the Universal Design for Learning principle action and expression and developments in the learning process that were experienced by pre-service teacher education students. A seven-member Faculty of Education self-study group engaged in lesson study in a pre-service teacher education course. This study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry involved the four-step process of planning, doing, checking, and acting (PDCA). Data collection involved observations, personal reflections, meeting notes, and audio recordings.
The learning that occurred throughout this lesson study when implementing and improving action and expression with pre-service education students and subsequent developments in the process were informative. Regarding teaching improvements, we learned how to provide students with more opportunities for action and expression through devoting more time for students’ discussions, designing more group activities, using techniques such as think-pair-share, shortening formal lectures, creating engaging tasks, and pausing more after posing questions. The results revealed four overarching themes: 1) engaging collective faculty member discussions and decisions concerning implementation; 2) planning and preparing continuous improvements throughout the course of the lesson study; 3) recognizing the roles and realizations that faculty members experience as a result of their personal and professional backgrounds; and 4) modelling teaching pedagogies through explicit examples and explanations for students along with their recognition of those moments.
193
Lesson or Learning Study in initial teacher training
Papers
Christine Arnold , Alireza Moghaddam, Saiqa Azam, Karen Goodnough, Kimberly Maich, Sharon Penney, Gabrielle Young
Canada
Activity Theory Analysis of High School Teacher Lesson Study for Remote Science Inquiry Instruction (RSII)
During the COVID 19 pandemic, many teachers pivoted from conventional to remote models of professional learning (PL). This qualitative case study uses Cultural Historical Activity Theory (CHAT, Engeström, 1987) to examine high school science remote lesson study (LS). LS is a less common practice in the high school science context and is not well studied in the online environment. The LS group or case of this investigation (Stake, 1995) includes three teachers, a knowledgeable other, and an administrator. The LS group chose the “physics of motion” as the unit of study, and, over 12 weeks, they conducted two LS cycles for remote science inquiry instruction (RSII). Google meet provided synchronous case study data, including pre-interviews, LS meetings, lesson reflections, a focus group, and post-interviews. Asynchronous case study data was Gmail, shared Google Docs, Google Forms, and Screencastify videos. The coded LS activity system data demonstrated how group members conduct activities towards RSII or the Object (Engeström, 1987). Negotiated group norms (Rules) and rotating roles (Division of Labor) guided the LS activity. Contextual artifacts (Instruments), such as Google Docs and student responses, impacted learning as socially shared cognitive and physical resources (Vygotsky, 1978). Reflection on the research lesson (Outcome) resulted in modifications, with the seminal change being the requirement for student predictions. This LS group response demonstrates the multivoicedness of activity and how contradictions, seen in the student predictions, act as the driving force of change. We argue that the student focus of LS PL facilitated teacher expansive learning (Engeström, 2001).
317
Innovative uses of Lesson or Learning Study
Papers
Patrick Wells , Karen Goodnough, Gerald Galway, Saiqa Azam
Canada
Parallel Paper B
Discussion with authors
Mixed Themes
As you listen to the recordings before the live Q & A sessions, please add quotes, noticings, and wonderings by clicking the blue button. Your input will shape the discussion.
Add QuotesDesign principles for implementing Lesson Study: A model for professional development of postsecondary faculty and graduate teaching assistants
While Lesson Study continues to remain in the spotlight as an effective professional development (PD) model for teachers in K-12 educational settings in the U.S., its implementation with instructors in higher education is just beginning to be investigated and explored (Hervas, 2021). U.S. higher education institutions have increasingly relied on graduate teaching assistants (GTAs) as instructors for undergraduate students in various science courses. However, the PD these GTAs tend to receive are minimal and only implemented at broader institutional or departmental levels to cover basic classroom management and logistics (Gardner & Jones 2011). Lesson Study is an ideal model for instructional teams (i.e. faculty and GTAs) as it is centered around the context of their own classrooms. Findings of this study propose design principles for implementing Lesson Study as a PD model for instructional teams.
The Lesson Study cycle was conducted with two instructional teams each consisting of a chemistry professor and two GTAs. Each team taught a virtual, seven-week summer lecture and laboratory undergraduate introductory course. This paper presents a design-based research analysis of the Lesson Study process. The iterative design, implementation, and evaluation of the process were guided by the following data: (a) recorded weekly meetings with the instructional team, (b) weekly reflections completed by team members, and (c) post-participation interviews to understand their experiences. This presentation will provide recommendations for how to leverage the unique resources and structures of postsecondary education to maximize the learning and development of GTAs within the Lesson Study.
14
Developing Professional Learning Communities: Models and practices
Papers
Nicole Suarez
United States
The construal of teaching in discourse among science graduate teaching assistants participating in Lesson Study
While U.S. national initiatives have emphasized the development and evaluation of classroom strategies to increase retention and build equity in undergraduate science classrooms, educational researchers have begun to stress the importance of who can and should disseminate these classroom strategies. The increased reliance on graduate teaching assistants (GTAs) for undergraduate science instruction has raised concerns over the preparation graduate students receive for their roles in teaching. Reports have revealed that GTA professional development rarely extends beyond a single orientation program that solely covers teaching policies, classroom management, and course content (Gardner & Jones, 2011). This is particularly concerning as previous work has revealed GTAs often hold transmissionist conceptions of teaching, suggesting they are also adopting teacher-centered pedagogical approaches (Goertzen et al., 2010).
This paper uses thematic analysis to analyze the discourse of Lesson Study team meetings in order to document the trajectory of how teaching is construed by participants. The participants of this study include one professor and two GTAs teaching a large-enrollment, introductory online chemistry lecture and laboratory course. The team met once a week over the course of seven weeks. By focusing on discourse, this paper demonstrates the evolution of participants’ conceptions of teaching towards a more student-centered perspective and how the elements of Lesson Study have impacted their understandings. The findings of this paper once again illuminate the importance of the collaborative nature of Lesson Study and provide insight into possible mechanisms of how this professional development model prompts changes in participants’ beliefs about teaching.
15
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Nicole A. Suarez
United States
Alleviating hierarchical relationships: Building graduate teaching assistants’ agency through collaborative relationships with faculty during Lesson Study
Graduate teaching assistants (GTAs) are vital to undergraduate instruction, yet little attention has been given to their professional development (PD) as teachers (Goodwin et al., 2018). The teaching apprenticeship model is one of the most assumed ways that graduate students receive PD for teaching, but multiple issues have been raised about this method (Korpan, 2014). One in particular is the assumption that faculty are experts and are responsible for socializing graduate students into their roles as GTAs. However, reports have noted that GTAs have very limited interactions with faculty and, in fact, GTAs often feel anxious initiating conversations about teaching with faculty because of fear they will be perceived as incompetent (Seymour, 2005).
This paper explores Lesson Study as a formalized structure to facilitate interactions with GTAs and faculty and alleviate the hierarchical relations associated with these roles. This study takes place in a Lesson Study cycle occurring with an instructional team consisting of one professor and two GTAs teaching a virtual, introductory chemistry lecture and laboratory course. Through thematic discourse analysis of the Lesson Study meetings, this study investigates how the model diffuses the power differentials associated with a faculty and GTA relationship and creates moments for GTAs to claim expertise and exercise their agency as instructors. This presentation will provide ideas on how Lesson Study can be used as a potential model of decolonized PD which challenges the assumptions that knowledge only resides in faculty and establishes the legitimacy of the knowledge and experiences that GTAs have.
19
Innovative uses of Lesson or Learning Study
Papers
Nicole A. Suarez
United States
Collectively Re-Viewing Mathematics Teaching: Modified Lesson Study For Preservice Mathematics Teachers
The study focuses on mathematics preservice-teachers’ planning and enactment of mathematics teaching over the course of their student teaching semester. The preservice teachers, along with the PI, participate in cycles of lesson planning, the the delivery of the lessons in the classrooms of their student teaching practice, and reflection through collectively watching and discussing videotapes of their teaching and student artifacts during that period. The study is designed to register: a) changes in preservice teachers’ understanding of the key aspects of productive mathematics classrooms, and b) evidence that they are improving their own teaching in relation to those aspects. It will also examine to what extent utilizing a Lesson Study approach and regularly re-viewing of recordings of one’s own teaching supports continuing growth towards attainment of teaching competence and expertise in organizing and enacting the dimensions of a “powerful mathematics classroom” (Schoenfeld, 2014). The study utilizes a Modified Lesson Study approach, which aims at improving teaching through collective engagement in studying materials, planning and teaching lessons, and reflecting on them (Lewis et al. 2009; Lewis et al. 2006). Data is being collected over the course of the current Spring semester, and it consist of: (a) video recordings and transcriptions of each group meeting; (b) students’classroom logs and student artifacts; and (c) my own field notes. Once data collection is completed, I will analyze it and attempt to identify patterns of development associated with preservice-teachers’ noticing, identifying, and enacting the dimensions and elements of teaching in a “powerful mathematics classroom.”
105
Lesson or Learning Study in initial teacher training
Papers
Nadia Kennedy
United States
Pre-Service Teachers Consider the Needs of Emerging Bilinguals through Lesson Study
The purpose of this qualitative case study was to consider whether and how Lesson Study might support preservice teachers’ (PSTs) understanding of instruction for emerging bilinguals (EBs) and the ways EB students’ experiences and needs might be considered and represented during the Lesson Study process. Ten PSTs, divided into three similar grade-level groups, participated; all were engaged in a year-long student-teaching internship as the final step in their teacher preparation experience. Data sources included transcriptions of Lesson Study planning, pre-observation, and post-observation meetings, along with transcriptions of semi-structured interviews, which occurred after the Lesson Study cycle. Initially, transcripts were reviewed and 554 excerpts identified that were relevant to the research questions. Process coding was then used to identify salient features of these excerpts. Findings suggest that PSTs valued the collaborative Lesson Study process. Prior to teaching/observing the research lesson, they used professional literature to determine instructional objectives; anticipated students’ responses; and refined the lesson. After the research lesson, their reflection included evidence of student learning gathered during the observation, which supported further refinement of the lesson. Importantly, PSTs recognized the value of including opportunities for movement as part of instruction that enhanced engagement and supported learning for EB students.
137
Lesson or Learning Study in initial teacher training
Papers
Vicki Stewart Collet , Alissa Blair
United States
Promises of Sustainable Lesson Study Practices as a Professional Development tool in Tertiary Contexts
Sustainability in Lesson Study (LS) is critical for ensuring improvement on teaching practice and learning. We examine sustainability of LS activity in two Engineering courses in the context of a Hispanic-Serving university. We address the following questions:
How are organizational routines for LS adapted over time to support continued engagement and expansion of members?
To what extent have learning opportunities focused on infusing academic literacy been established and sustained?
What evidence in teaching practice suggests the development of teacher leadership over time?
This paper centers on the implementation of LS in upper and lower division Engineering courses across 5 semesters. Data are drawn from (a) transcripts of LS meetings; (b) observations of LS course delivery; and (c) reflections from institutional stakeholders of adaptations over time. Findings show that the cyclical process of LS allows for adaptations that support the three prominent premises of sustainability suggested by Perry and Lewis (2009): (1) professional learning communities, constructed from a collaboration between the Education and STEM faculty; (2) learning opportunities, which enable faculty members to co-construct teaching approaches that include academic literacy; (3) teacher leadership, shown through strong advocacy from senior STEM faculty in supporting efforts for curricular and instructional reform. We further examine constraints to sustainability as outlined by Lim, Teh, and Chiew (2019). Discussion of sustainability practices in tertiary settings aligns with the strand Developing Professional Learning Communities: Models and Practices, by presenting models that involve cross-disciplinary teams focused on cross-level courses in a still under-studied context of higher education.
165
Developing Professional Learning Communities: Models and practices
Papers
Andrew Walton , Juliet Langman, Jorge Solís, Lina Martin Corredor, Nguyen Dao, Héctor R. Castrillón-Costa
United States
An affinity identity shift from teacher to researcher: A critical autoethnographic narrative on conducting Lesson Study research
Critical autoethnographic narratives (CANs) offer an approach in research that allow stories to be generated from human experiences. These narratives create a storyline to illustrate how we understand ourselves and develop our identities in relation to the world (Loh, 2014). Adopting affinity-identity theoretical underpinnings (Gee, 2000), this study examines how the iterative process of Lesson Study (LS) as a professional development tool allows the researcher to negotiate the tension between his affinity-identity Discourse (aiD) from being an exemplary teacher to an emerging action researcher. This study addresses the following research question:
How can LS facilitate the aiD tensions of the roles and responsibilities negotiated by an emerging action researcher?
Data collection includes transcriptions of weekly faculty LS meetings both at the secondary and tertiary levels as well as personal written narratives from August 2020 to November 2021. Data analysis uses a critical discourse approach (Gee, 2014). Preliminary findings suggest that LS enables conflicting aiD that allows the researcher to create and maintain a third space while developing the roles and responsibilities within this third space for societal learning to occur. Discussion of the changing aiD of an emerging action researcher to create third spaces through LS align with the strand Creating Knowledge in Practice by presenting a model that action researchers can use to help facilitate the LS process (Gutiérrez et al., 1999; Kramsch, 2009; Wittmayer & Schäpke, 2014).
200
Creating knowledge in practice: action research and other practice-based research approaches
Papers
Andrew Walton
United States
Parallel Paper C
Discussion with authors
South America
As you listen to the recordings before the live Q & A sessions, please add quotes, noticings, and wonderings by clicking the blue button. Your input will shape the discussion.
Add QuotesThe role of education secretaries in the collaborative learning groups in mathematics: bridging between University and Schools
The effective Lesson Study practices in classrooms depend strongly on the sustainable learning communities that support continuously the execution of the fundamental phases of a Lesson Study, from the preparatory study of the content knowledge and curriculum, the preparation of materials and lesson planning, to the practice of a research lesson followed by the post lesson discussions. The organization of Study Groups as Learning Communities can be understood as part of professional development of teachers, framed within the complexity theory of Education Systems. Besides the academic qualification and the leadership of the coordinators of the study groups and the profile of the participant teachers, the organizing structure of the educational system, in proper background context, is recognized as a crucial interface between the research and practice, considered within a complex system with multiple dimensions and levels. The aim of this paper is to discuss the role played by the political administrative agents of the public school system in Brazil, based on the contemporary trends of research in Mathematics Education, enhancing their mediation to promote the accessibility and sustainability in developing a Learning Community. The methodology consists in the qualitative analysis of the collaboration process of researchers, the schoolteachers, and educational agents through Lesson Study principles. The paper presents reflections about the findings and the advances of the Lesson Study Project through the expansion of Lesson Study Groups in Mathematics for public schools supported by some Regional Secretaries of Education of the State of São Paulo, Brazil.
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Leadership, management and policy aspects of sustainable Lesson or Learning Study
Papers
Yuriko Baldin
Brazil
Lesson Study in higher education: Particularities of a research lesson in the Calculus 1 course
The scenario of recurring retentions in the Calculus course in higher education is a research field to be deepened. The commonly teacher-centered teaching approach influences learning and plays a role to the students’ difficulties. This work aims to analyze research lesson, in the context of Lesson Study, developed in the Calculus I course with a group of prospective mathematics teachers of a public higher education institution in southern Brazil. The exploratory task for this class focused on the “Maximums and Minimums” subject and involved a topic from the socioeconomic context of the region where the course is located. The lesson was planned, taught, and observed by a group of university teachers with experience in teaching the Calculus I subject and in the training of mathematics teachers. It took place remotely, synchronously, with two central strategies followed by moments of ideas socialization: the question presentation and the resolution of the task in groups. The socialization moments included discussions and reflections about the question statement and the distinct solving strategies presented by the groups. The class analysis highlighted that, during socialization, the interaction between students and teacher contributed to enlighten the theme and content. The small groups evinced aspects of autonomy and collaboration among students in the consolidation of mathematical thoughts about the lesson content. The research lesson with exploratory tasks values a teaching process more focused on collaboration and student learning, which can characterize an innovation for the teaching of Mathematics in a university context.
199
Innovative uses of Lesson or Learning Study
Papers
Andriceli Richit , Clemerson Alberi Pedroso, Ranúzy Borges Neves, Tânia Teresinha Bruns Zimer
Brazil
Lesson Study with pre-service Mathematics teachers: a Collaborative Supervised Curriculum Stage between two Brazilian Universities
Our research is inserted in a curricular component of the Graduated Degree in Mathematics course called Supervised Curricular Stage in two Brazilian federal universities. The objective is to carry out Lesson Study cycles with pre-service Mathematics teachers enrolled in the two Regency Stages in high school to foster the teacher education and professional development of participants in remote education. It is a qualitative research that will be completed in October 2021 with 7 Lesson Study cycles of at least 10 lessons each. The researchers collaboratively planned the online stages, even though they are from completely different and distant cities, with the intention that the interaction between the participants will also contribute to everyone's professional practice, in addition to the implemented Lesson Study structure. Pre-service teachers were divided into groups of three to four participants according to their socio-affective needs. So far, the groups have discussed texts on Japanese methodology, problem solving, started studies of curricular programs, papers on topics to be taught in online lessons and the choice/adaptation/elaboration of future proposed problems. With this, this summary focuses on writing lesson plans that are shared between groups in order to get feedback from each other. Finally, this idea of collaboration between the pre-service teachers, inserting LS in both contexts, highlights relevant learning about this first moment of study and planning.
313
Lesson or Learning Study in initial teacher training
Papers
Aluska Macedo , Regina da Silva Pina Neves
Brazil
Supervised Curriculum Stage in Mathematics in Lesson Study Cycles: Collaborative Studies in Two Brazilian Universities
Lesson Study (LS) due to its reflective and collaborative nature has enabled the professional development of teachers and pre-service teachers in different countries, by integrating them into the study of their own teaching practices (QUARESMA; PONTE, 2019). Therefore, we have organized the Supervised Curriculum Stage in Mathematics, a mandatory curricular component in teacher education in Brazil, in the LS process (SILVA, 2020; PINA NEVES; FIORENTINI, 2021) in order to understand its potential for the development of professional learning between pre-service math teachers. The present qualitative and interpretative research (BOGDAN; BIKLEN, 1994), had the participation of 25pre-service teachers, from two Brazilian federal public institutions, for one academic semester. To this end, the researchers and future teachers, organized into 7 groups, carried out, in a collaborative way, the following actions: Study/planning - considering the curricular guidelines, scientific literature and exploratory teaching; simulation and validation of lessons – encouraging critical analysis of proposals between groups; conducting research lessons – promoting observation of student learning; critical analysis of the lessons taught - contrasting planning/conducting and writing reflective reports on the experience. These were developed in 16 synchronous meetings, of 2 hours each, via the Zoom platform and, in asynchronous moments, via a shared drive. The data, consisting of videos, written texts, students' mathematical production, transcripts of classroom videos, among others, were analyzed and reveal the formative potential of LS.
314
Lesson or Learning Study in initial teacher training
Papers
Aluska Macedo , Regina da Silva Pina Neves
Brazil
Exploring online open approach in preschool Lesson Study
We developed a two components model for improving mathematics teaching abilities in preschool . The theoretical dimension refers to developing Content Knowledge and Pedagogical Content Knowledge in childhood teachers. The practical dimension considers how to prepare and to implement open approach mathematics lessons.
This writing shows how three pre kinder teachers were involved in three cycles of two or three experiences of Lesson Study and how they developed their teaching abilities by practicing open-approach mathematics lessons.
The teachers were invited to adopt open-approach as a way of teaching, considering different topics as comparison (more than, less than or equal), ordering numbers, until 10 and composition and decomposition until 6.
What was new? Preschool teachers consider that they recognize that children know several informal concepts that they can connect to the curricula content of lessons. Children's verbal interactions were new too, for instance, to evaluate classmate productions.
What was difficult for them? Teacher -student interaction and student -student interaction in online lessons were difficult to administer to preschool teachers.
The major contribution of this manuscript refers to the explicit connection between practical and theoretical dimensions during the experience. The practical dimension was related to the theoretical through the steps of the lesson that determine the students and teachers roles during interaction. These steps are (1) reviewing prior knowledge, (2) reflecting on the problem, (3) discussing the solutions, and (4) summarizing with students.
Raimundo Olfos is Teacher of Mathematics, got a PhD degree at University of Wales, UK, and post-doctorate at University of London, England. He was visiting professor at University of Tsukuba in 2008, 2017 and 2019. In 2019-2020, he was President of the Chilean Society of Mathematic Education. He is Full professor of the Pontifical Catholic University of Valparaso, PUCV, belonging to the Mathematics Education Doctor Program team. He is the founder in 2008 of the Lesson Study Group of the Institute of Mathematics, PUCV. During the last decade his efforts to combine the study of teacher knowledge and practices through Lesson Study, focusing on preschool and primary level, referring to numbers, algebra and STEM focus. He published a number of articles in various languages, his newest book is "Teaching Multiplication with Lesson Study" with Masami Isoda from Springer (2021).
Soledad Estrella, PhD in Mathematics Education, is full professor at the Institute of Mathematics of the Pontifical University Catholic of Valparaiso, Chile, where she leads the Research Group in Early Statistics. Her research focuses on the practice of statistics instruction, and on the improvement of teacher training and development through Lesson Study. She was visiting professor at University of Tsukuba in 2019. She is faculty member of the Graduate Program for the Mathematics Education of PUCV, with research interest in the area of Statistics Education concentrated in the Teaching of Statistics, Informal Inference and Probability, and Teacher Education, with contributions on the topics: early statistics; connections between the preschool mathematics and the primary mathematics content; Lesson Study as strategy for Teacher Education; STEM education and cross border. She has published numerous articles and book chapters, the last one on interdisciplinary cross-border lessons (2021). In Academic Societies, she is vice-president elect of Chilean Society of Mathematical Education, SOCHIEM (2021-2022), and part of the board of the Chilean Statistics Society (2020-2021).
Book (2021): Teaching Multiplication with Lesson Study (Isoda & Olfos)
https://library.oapen.org/handle/20.500.12657/43273
Paper (2021): Digital competence of a teacher involved in the implementation of a cross-border lesson for classroom in Brazil and Chile (Isoda, Estrella, Zakaryan, Baldin, Olfos & Araya)
https://www.emerald.com/insight/content/doi/10.1108/IJLLS-05-2021-0045/full/html
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Soledad Estrella , Raimundo Olfos
Chile
Parallel Poster/Wkshp D
Discussion with authors
Posters/Workshop
As you listen to the recordings before the live Q & A sessions, please add quotes, noticings, and wonderings by clicking the blue button. Your input will shape the discussion.
Add QuotesMathematics and Science Integrated Lesson Design: One Middle School’s Journey
One sixth grade mathematics teacher, one sixth grade science teacher, and one facilitator collaborated throughout the 2020-2021 school year to design a daily 90-minute integrated lesson plan structure that would engage students academically and intellectually in both subjects. Incorporating inquiry stance on practice and social constructivist methods, we each learned that innovation involves keeping an open mind, asking questions, being willing to challenge or alter personal philosophies or assumptions, and gaining a deeper sense of lesson and learning study theory and practice. We also learned about personal cognitive conflicts during the design and initial implementation phase. For example, how can I be expected to teach science concepts and skills when I’m a mathematics teacher? What if our teaching philosophies do not align? How can we create these integrated lessons when we each have a curriculum that we are expected to follow?
Although challenges often come when designing or implementing a new project, qualitative findings have been promising. The mathematics and science teacher learned that the lesson design approach has provided a/an 1) structure for differentiating instruction; 2) ample opportunity for students to collaborate, explore, and solve problems; and 3) means for connecting/aligning science and mathematics skills. Students have enjoyed collaborating in small groups, hearing about different ways to solve a problem, and observing the many relationships between/among mathematics and science. And, as an organization who wants to sustain these research-based practices, more subject areas have learned about and are following this lesson plan process.
109
Innovative uses of Lesson or Learning Study
Workshop (face-to-face only)
Dr. Daryl Michel , Emerie Sanchez, Mario Gallegos
United States
The Power and Promise of a Learning Community: Better When Working Together
Over the past two decades, I’ve witnessed many schools and districts try to implement countless change initiatives but fail. Oftentimes, the reason for failure is due to a/an 1) unclear implementation plan, 2) non-transparent communication, 3) unknown reason or rationale for the change, 4) decision that excludes those who will be expected to implement the change, or 5) lack of support and guidance.
During this workshop, we will show how leaders (e.g., instructional coaches) in one Texas district have engaged teachers in ongoing cycles of professional learning experiences by implementing a problem-solving process and guiding conversations via Student-Focused Coaching facilitation strategies. The process begins by narrowing the focus with evidence/data and setting a goal(s). This is followed by formal professional learning experiences (i.e., theory, demonstration, practice) during weekly meetings that delve deeper into learning about the knowledge or skill to accomplish the goal(s), along with informal peer coaching experiences between meetings to apply and reflect on learning. The result is a true professional learning community that offers rich opportunities to “work collaboratively, build new learning relationships, and learn from the work” (Fullan, Quinn, & McEachen, 2018, p. 26). Rather than feeling like you are in The Pressure Box (Michel, 2011), this approach results in an environment where participating individuals (a) listen to each other; (b) learn from each other; (c) engage in critical discourse; and (d) extend or deepen their own learning to enhance student learning.
111
Developing Professional Learning Communities: Models and practices
Workshop (face-to-face only)
Dr. Daryl Michel , Maggie Queen, Paola Pernalette
United States
Awakening the Sleeping Giant: Lesson Study to Engage Undergraduate Students and Faculty at an (HBCU) Through the Support of The United Negro College Fund (UNCF)
Talladega College is addressing the recruitment and retention of students by creating a space to include the pedagogy of active learning with the support from a United Negro College Fund (UNCF) grant. Research suggests that modifying traditional lecturing in favor of “active learning” increases enrollment and retention. Talladega faculty benefit from a reflective space where professors work together to improve the attention and engagement of students.
To solve this problem, Talladega College is using training and development to encourage faculty and student interactions that result in deep relationships that support active learning in the college classroom. The quality of teacher-student relationships increases during active learning. Interactions are visible during the professors’ use of active learning and are examined during “Lesson Study.”
Early first phase assessment in the first year of this study includes qualitative data collected through interviews to provide a close evaluation of the process with an eye toward suggestions to improving the entire college’s Lesson Study innovation and the professional learning process for professors and teacher candidates. Talladega College is using the “Learning Forward’s Standards” for professional learning evaluation and “Guskey’s five levels” for measuring the effectiveness of professional development. A Participant Observer from Stillman College, Dean Alicia Curry, provides observation reports. Qualitative and quantitative data are also collected through video-taped lessons, reflections of Lesson Study participants, participant observation, and decibel analysis of the lessons. Current analysis of data to document the impact of “Lesson Study” as a viable professional learning process for 2021-2022 is underway.
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Lesson or Learning Study in initial teacher training
Poster Session
Rebecca B. McKay , Rebecca Robinson
United States
The Planning Stage in a Lesson Study alongside University Mathematics Teachers
TTeaching planning is a dynamic process performed at the intersection of distinct elements which support and guide the educational processes, such as curriculum guidelines, curriculum programs, specific and general teaching objectives, social and cultural aspects, and students’ learning needs. The planning promotes educational changes and teacher growth, so valuing and enhancing this process is a way to promote teacher professional development. A professional development approach centered in the lesson planning is the Lesson Study, which characterizes a reflexive and collaborative process. Engaged by these aspects, we dedicated ourselves to analyzing the planning process in a Lesson Study alongside university mathematics teachers, driven by the question: which perspectives the planning stage accomplished in Lesson Study? The Lesson Study, structured into twelve two-hour weekly meetings, involved eight university teachers from institutions in the south region of Brazil and a prospective mathematics teacher, which applied themselves to plan a class about Maximum and Minimum. In the Lesson Study, teaching planning was re-signified in two perspectives: purpose – the planning focuses on students learning, mobilizing knowledge, values, strategies, and resources oriented towards the established objectives; nature – the planning, carried out in collaboration, undertakes a social nature, held by the process of negotiating ideas, meanings, choices, and decisions. Therefore, the planning in Lesson Study promotes the appreciation of this dimension [planning] of teaching and provides opportunities to move from the perspective of the teaching planning to learning planning.
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Lesson or Learning Study in initial teacher training
Poster Session
Adriana Richit , Bruno Augusto Teilor, Luiz Augusto Richit, Marisol Vieira Melo, Neila Tonin Agranionih
Brazil
Live Q & A
14:10-15:00
(CST)
21:10-22:00
(CET)
2nd Dec
04:10-05:00
(GMT+8)
Parallel Paper A
Parallel Paper B
Parallel Paper C
Parallel Poster/Wkshp D
15:00-15:10
(CST)
22:00-22:10
(CET)
2nd Dec
05:00-05:10
(GMT+8)
Break
Session 2
15:10-15:35
(CST)
22:10-22:35
(CET)
2nd Dec
05:10-05:35
(GMT+8)
Lesson Introduction (pre-recorded)
Sharon Dotger, Christy Allen, Beth Ann Kempf, Julie Kielbasinski, Jennifer Heckathorn
Session 3
15:35-15:55
(CST)
22:35-22:55
(CET)
2nd Dec
05:35-05:55
(GMT+8)
Watch Public Research Lesson (Science Elementary) (Pre-recorded)
Expert Commentator: Sachiko Tosa, Channon Jackson
Participants are welcome to download the notetaking guide below.
15:55-16:05
(CST)
22:55-23:05
(CET)
2nd Dec
05:55-06:05
(GMT+8)
Break
Session 4
16:05-16:50
(CST)
23:05-23:50
(CET)
2nd Dec
06:05-06:50
(GMT+8)
Post lesson discussion (live)
16:50-17:00
(CST)
23:50-00:00
(CET)
2nd Dec
06:50-07:00
(GMT+8)
Break
Session 5
17:00-17:45
(CST)
2nd Dec
00:00-00:45
(CET)
2nd Dec
07:00-07:45
(GMT+8)
Exploring post lesson discussions in the eyes of experts
Chair: Jean Lang
Panel: Kyndall Brown, Susie Hakansson, Akihiko Takahashi, Tad Watanabe
Assumption: “A good post lesson discussion is one that leaves one wanting more”
17:45-18:00
(CST)
2nd Dec
00:45-01:00
(CET)
2nd Dec
07:45-08:00
(GMT+8)
Closing
Gabriel Matney
2nd Dec
00:30–01:30
(CT)
(New York +1hr)
2nd Dec
07:30–08:30
(CET)
(London -1hr)
2nd Dec
14:30-15:30
(GMT+8)
WALS AGM (Live)
2nd Dec
01:30–02:00
(CT)
(New York +1hr)
2nd Dec
08:30–09:00
(CET)
(London -1hr)
2nd Dec
15:30–16:00
(GMT+8)