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.
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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.
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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
Live Q&A
17:45 - 18:15
(GMT +8)
03:45 – 04:15
(CT)
(New York +1hr)
10:45 – 11:15
(CET)
(London -1hr)
Parallel Paper Presentation A
Parallel Paper Presentation B
Parallel Paper Presentation C
Parallel Paper Presentation D