{"id":2,"date":"2026-02-04T17:04:43","date_gmt":"2026-02-04T17:04:43","guid":{"rendered":"https:\/\/walsnet.org\/2026-launching\/?page_id=2"},"modified":"2026-10-03T15:41:07","modified_gmt":"2026-10-03T15:41:07","slug":"panel-discussion","status":"publish","type":"page","link":"https:\/\/walsnet.org\/2026\/panel-discussion\/","title":{"rendered":"Panel Discussion"},"content":{"rendered":"\n

Panel Discussion<\/h2>\n\n\n\n

Title: Let’s focus on student learning. How can we improve our observations of student learning?<\/strong><\/h3>\n\n\n\n
<\/div>\n\n\n\n

Speakers<\/h4>\n\n\n\n
\n
\n
\"\"<\/figure>\n<\/div>\n\n\n\n
\n

Ann-Sofie J\u00e4gerskog<\/h4>\n\n\n\n

ann-sofie.jagerskog@su.se<\/a><\/p>\n\n\n\n

\n

Ann-Sofie J\u00e4gerskog<\/strong> is an Associate Professor of Teaching and Learning, specializing in social studies, at the Department of Teaching and Learning at Stockholm University. Her research focuses on learning through visual representations in the social sciences, citizenship education, sustainability, and civic reasoning. Much of her research is conducted in collaboration with practicing teachers through educational development research and learning studies. She is currently involved in three larger research projects that explore student learning through iterative cycles of research lessons.<\/p>\n<\/blockquote>\n<\/div>\n<\/div>\n\n\n\n

How can observations of student learning inform lesson design in lesson and learning studies?<\/strong><\/h4>\n\n\n\n

Identifying student learning is a central part of a learning study. However, an equally important step is to design and test teaching based on analyses of student learning, in order to draw well-founded and useful conclusions about principles for teaching. Drawing on examples from a research project in social studies, I will argue that there is much to gain from broadening our repertoire of theoretical tools and concepts when analysing teaching design and drawing conclusions about teaching based on student learning. The example illustrates how concepts and analytical tools from activity theory can enrich such analyses in a learning study, contributing to both educational practice and theoretical development.<\/p>\n\n\n\n

\n\n\n\n
\n
\n
\"\"<\/figure>\n<\/div>\n\n\n\n
\n

Ariana Contreras<\/h4>\n\n\n\n

<\/a>contrerasa1@sfusd.edu<\/a><\/p>\n\n\n\n

\n

I came into this work with over a decade of classroom teaching experience in San Francisco Public Schools. As a teacher leader, I led my colleagues in inquiry cycles, planned and facilitated whole-school Professional Development, and provided instructional guidance to the district. Currently, I am an instructional coach supporting teacher teams, leading our whole school implementation of Lesson Study, an inquiry-based Professional Development, and supporting the expansion of this model across the district.  I am passionate about building and sustaining teacher leadership that is equity-centered. To me, that looks like disrupting patterns of systemic oppression that can take place in schools–teachers are the key. I have my Master’s in the Art of Teaching from the University of San Francisco, trained in Coaching for Equity and Restorative Practices, and attended IMPULS ’18, ’23, ’24.<\/p>\n<\/blockquote>\n<\/div>\n<\/div>\n\n\n\n

What can we learn from student learning in lesson and learning studies?<\/strong><\/strong><\/h4>\n\n\n\n

Students are everything. When we can take the time to really look closely<\/em> at what students are saying\/doing and how they are engaging with the content and their peers, we can glean so much beyond how effective our lesson is. We can gather information on their progression of skills towards mastery of the content and well as their mindset as a learner.  We can observe class dynamics of student-perceived authority in the classroom and our roles in this.  The information from our observations goes beyond that SINGLE lesson in the classroom. We can use it to make shift large and small into our instruction.<\/p>\n\n\n\n

\n\n\n\n
\n
\n
\"\"<\/figure>\n<\/div>\n\n\n\n
\n

Kyoko Ishii<\/h4>\n\n\n\n

<\/a><\/a>kyokoi@u-fukui.ac.jp<\/a><\/p>\n\n\n\n

\n

Kyoko Ishii<\/strong> is a Japanese researcher specializing in science education and physics education. Contribute improving science teacher training and developing effective elementary and secondary school science curricula.<\/p>\n\n\n\n

Academic Career<\/p>\n\n\n\n