Preparation and Supporting Factors for Lesson Study (for SEAMEO QiM Training in Lesson Study)
Preparation
and Supporting Factors
for Lesson Study Activities
Edi t ed by Sahi d
Acknowledgement
ii
Table of Contents
ACKNOWLEDGEMENT ........................................................................................................ II
TABLE OF CONTENTS ......................................................................................................... III
I. OBJECTIVE AND GENERAL OVERVIEW ............................................................................. 1
II. THE STRATEGY OF THE WORKSHOP ................................................................................ 1
III. THE CONTENT OF THE WORKSHOP ................................................................................ 2
A.
B.
C.
D.
WHAT IS LESSON STUDY?............................................................................................. 2
HOW IS A STUDY LESSON DONE?................................................................................... 3
HOW TO PREPARE A LESSON STUDY?............................................................................. 6
WHAT ARE SUPPORTING CONDITIONS? ........................................................................ 10
REFERENCES ..................................................................................................................... 18
APPENDIX 1: THE EXAMPLE OF A FORMAT OF LESSON PLAN (MODEL 1) .......................... 19
APPENDIX 2: THE EXAMPLE OF A FORMAT OF LESSON PLAN (TABLE MODEL) .................. 20
APPENDIX 3: OBSERVATION SHEET OF LEARNING ACTIVITIES THROUGH LS ..................... 21
APPENDIX 4: WORKSHEET 1 ............................................................................................. 22
APPENDIX 5: WORKSHEET 2 ............................................................................................. 23
APPENDIX 6: WORKSHEET 3 ............................................................................................. 24
APPENDIX 7: WORKSHEET 4 ............................................................................................. 25
iii
Preparation and Supporting Factors
for Lesson Study Activities
I. Obj ective and General Overview
The mai n obj ect ive of t his t opic is t o give knowledge and experience t o t he
part icipant s about
t he preparat ion f or l esson st udy act ivit ies, and t o invit e
part icipant s t o discuss t he general and specif ic f act ors and condit ions t hat support
t he successf ulness of lesson st udy pract ices. At t he end of t his session, t he
part icipant s should abl e t o prepare a l esson st udy act ivit ies and underst and t he
necessary implement at ion supoort s and chal lenges in lesson st udy. Theref ore, when
t he part icipant s want t o conduct a lesson st udy, t hey will make bet t er lesson plan,
prepare all required t eaching mat erials and observat ion t ools, and document al l
lesson st udy act ivit ies wel l f or ref lect ion and improvement of t he next inst ruct ion
cycl es.
The lesson st udy act ivit ies involve a group of t eachers who collaborat ively work on a
broad goal and develop research lessons t hat are observed, analyzed and revised
t ogat her. The revised research lesson can be impl ement ed again in t he classroom in
order t o st udy and improve on it again. This is called a lesson st udy cycl e. These
act ivit ies cont ribut es t o t he development of new ideas f or t eaching and learning
act ivit ies and t he improvement st udent s’ t hinki ng.
In order t o impl ement t he l esson st udy act ivit ies, some relevant component s are
needed such as t he preparat ion f or support ing t hose act ivit ies. By underst anding t he
preparat ion and support ing f act ors f or lesson st udy act ivit ies, t he part ici pant s are
expect ed abl e t o prepare t he lesson st udy act ivit ies wel l.
II. The Strategy of the Workshop
During t his sesson, t he part icipant s will be invit ed t o review t he st eps of lesson st udy,
t o discuss t he preparat ion f or lesson st udy act ivit ies, and t hen t o ident if y and t o
1
discuss t he f act ors and condit ions relat ed t o t he success of t he lesson st udy act i vit ies.
The part icipant s are grouped i nt o t he same number as t he number of st eps i n lesson
st udy. Each group is asked t o review one st ep i n l esson st udy and wat ch some relat ed
videos and required t o ident if y t he relat ed support i ng f act ors f or success in t he st ep.
Af t er each group discussion, all groups discuss t ogat her t o summerize t h whole
f act ors f or successf ul ness of t he impl ement at ion of lesson st udy. As an int egrat ion
part of t his session is an act ivit y f or part icipant s t o prepare/ writ e a l esson plan f or
one select ed t opic and
it s support i ng mat erials i n a group, t hen present it t o t he
class f or comment s.
The requi red mat erials t hat wil l be used in t his session incl ude: all workshop
modul es, curriculum & syl laby, t ext books, a collect i on of video clips demonst rat ing
t he st eps in lesson st udy (preparat ion , t eachi ng and observat ion (col lect ing dat a),
and ref l ect ion), and worksheet s.
III. The Content of the Workshop
Because t he mai n approach i n t his session is group discussion, t he f ollowing descript ion should be present ed and discussed af t er t he smal l group and t he class discussion. The f ollowing explanat ion is not f inal descript ion, but it is open f or discussion. The part i cipant s may agree or disagree t o some f act ors ment ioned here because
t hey shoul d have t heir own opinion af t er group discussion.
A. What is Lesson Study?
In order t o ident if y t he support ing f act ors f or lesson st udy, we need t o underst and
what is and how is lesson st udy. The f ol lowing is a brief review of lesson st udy t aken
f rom a f ew of ref errences ( see t he ref errences).
Lesson st udy is a prof essional development process t hat a small group of t eachers
syst emat ically examine t heir inst ruct ions in order t o improve t he ef f ect iveness of
t he experiences t hat t he t eachers provide t o t heir st udent s.
A Focus on t he Examinat ion of Lessons: The core act ivit y in l esson st udy is f or
t eachers t o collaborat ively work on a small number of “ st udy lessons” . These l es-
2
sons are called “ st udy” l essons because t hey are used t o examine t he t eachers’
pract ice.
Teacher col laborat ion and collegialit y are cent ral l esson st udy as a prof essional
development model. In lesson st udy, t eachers col laborat ively plan, observe, and
analyze act ual classroom l essons, drawing out implicat ions bot h f or t he design of
specif ic l essons and f or t eaching and l earning more broadly.
B. How is a Study Lesson Done?
The basic element s of l esson st udy consist of f ive basic phases:
1.
Goal-set t i ng: af t er t he lesson st udy group is f ormed and norms as well as procedures are est ablished, t hey ident if y prof essional development goals and f ormulat e goals f or st udent learning t hat wil l be expect ed during t he st udy l esson and
long-t erm development .
2.
Research and planni ng: st udying exist ing curricula, st andards, and inst ruct ional
mat erials and discussing t he planni ng a research lesson designed t o make t he
goals observabl e in t he classroom.
3.
Teachi ng and Observing: having one t eam member t each t he research l esson
based on t he designed lesson plan whil e ot hers observe and col lect inst ruct ional
dat a on st udent s learning and development .
4.
Post -l esson Discussion: t eam members and ot her observers share dat a gat hered
duri ng t he l esson observat i on t o evaluat e t he st udent development process.
5.
Revising: using evidence f rom t he col lect ed dat a t o revise t he l esson, t he unit ,
and t he t eachers' overal l approach t o inst ruct ion. This f ol lows by conclusi ons
about inst ruct ional st rat egies and st udent learning t hat can drive f ut ure pract ices. If necessary, t he revised lesson is t aught by t he same or ot her t eacher in
t he same or anot her classroom f or f urt her st udy and i mprovement .
The above f ive phases of lesson st udy can be seen as t hree main act ivit ies, namely:
(1) research and preparat ion, (2) t eachi ng and observat ion, and (3) ref lect ion and
improvement . These t hree act ivit ies is illust rat ed in t he f ol lowing diagram.
3
Det ails about t hese l esson st udy act ivit ies are described below.
1.
Research and preparation:
A group of t eachers f rom t he same or dif f erent schools and knowledgeable ot hers
(col lege or universit y lect urers) j oint ly draw up a det ailed plan f or t he st udy lesson.
Lesson St udy is a Goal-Driven Act ivit y
Based on t he nat ional , school, or curricular educat ional goal and t eachers' experiences in t he classrooms, t eachers select an overarching goal t o guide t heir work
on all t he st udy l essons.
•
•
The t eachers collaborat ively t hink, share, list en, consider, and examine t heir
knowledge in t he cont ext of act ual classroom lessons.
The same level (primary or secondary) schools usual l y have t he same educat ional goal f or specif ic subj ect and same cont ent area as described on t he
•
school curricul um or nat ional st andards.
In order t o set an overarching lesson st udy goal , t he t eachers need t o ident if y
and t o discuss t he gaps t hey see bet ween t he expect ed st udent s' learning result s and t he t heir act ual mot ivat ion, perf ormances, and/ or achievement in
•
t he school.
Then t hey f ormulat e goals f or st udent development , imagining and art iculat ing what t hey would like t o see t heir st udent s achi eve.
4
•
•
They need t o t hink about t he relat ionship bet ween t he st udy lesson’ s cont ent -specif ic goals and t he overarchi ng l esson st udy goal.
For each st udy l esson, t he t eachers also ident if y and sel ect l esson-specif ic
•
goals t o f ocus on.
•
t heir i nst ruct ion.
The t eachers wil l t hen sel ect a goal as a t arget of lesson st udy t o improve
Based on t he select ed goals t he lesson st udy group plan lessons, ant icipat e
st udent responses, prepare t eaching mat erials, i nst ruct ional t ools, observat ion t ools, and recording t ools (phot ograph, video recorder, et c. ) if necessary.
2.
Implementation:
•
A t eacher t eaches t he st udy lesson in a real classroom in new ways as planned
collaborat ively on t he l esson plan whi le ot her group members look on and
coll ect t he dat a f rom t he i nst ruct ion. All lesson st udy group members are re-
•
sponsible t o t he success of t he lesson.
The observat ion should f ocus on st udent t hinking and perf ormance and not on
t he classroom t eacher. The observat ion should also cover t he whol e st udent s'
act ivit ies in t he classroom duri ng t he ent i re lesson, not j ust a part number of
st udent s and a part of lesson. The observer shoul d not int erf ere t he st udent s'
•
learning, neit her hel p t hem in any way.
To f acilit at e dat a coll ect ion, t he observers may use t he prepared observat ion
sheet s or videot apes t o record t he st udent s' act ivit ies.
3.
Reflection and improvement:
•
•
•
Af t er t he lesson, each observer ref lect s on t he observed inst ruct ional dat a
and organize t he inf ormat ion f or group sharing.
The group comes t oget her t o discuss t heir observat ions of t he lesson.
They discuss t he l esson and st udent s act ivit ies during t he l esson, t hey share
t heir own percept ions and hear what ot hers’ perceived, including percept ions
and perspect ives of out side expert s and educat ors who at t ended and ob-
•
served t he l esson.
In t he discussion t ime, t he t eacher who t aught t he research l esson ref lect
f irst and ment ion t he st rengt hs of t he l esson, changes t o t he original plan
5
t hat have been made, surprises, and evidences t hat t he inst ruct ional goals
have been achi eved. Next , t he ot her group members (observers) report t hei r
dat a t hat rel evant t o t he lesson obj ect ives. This usuall y f ollows by showing
•
t he lesson video.
They analyze st udent work t o obt ain more insight and underst anding of st udent t hi nking and a deeper concept ual underst andi ng of t he mat hemat ics in-
•
volved.
Conclusion is made as a result of t he discussion whet her t he planned l esson
has been impl ement ed well and whet her t he lesson plan has been wel l prepared i n order t o achieve t he l esson st udy goal . Then a revision can be made
t o t he lesson plan f or next improvement as in t he f irst phase of l esson st udy.
4.
Second implement ation and reflection (optional but recommended):
The same t eacher or anot her t eacher t eaches t he st udy lesson in a second classroom whil e group members look on as in t he second phase above f ollowed by t he
group discussion as in t he t hird phase.
C. How to Prepare a Lesson Study?
There are six component s t hat shoul d be considered in t he preparat ion of l esson
st udy act ivit ies. They are (1) anal yzing t he curriculum and syl labus t o develop lesson
st udy, (2) prospect ive analyses t o develop t he scheme f or t he st udent s t o achieve
t heir compet ences in mat hemat ics, (3) developing operat ional procedure f or t he implement at ion of l esson st udy, (4) est ablishing agenda f or one semest er of lesson st udy
act ivit ies, (5) socializing t he plan of lesson st udy act ivit ies and (6) realizi ng t he idea
of PLAN, DO and SEE in act ion of lesson st udy.
1.
Analyzing the curriculum and syllabi t o develop lesson study
In doing t he LS act ivit ies, i t is import ant t o analyze t he curricul um and cont ent st andards f irst . In t his st ep, we analyze t he prerequisit e knowledge t hat st udent s must
have when we st art t o make a lesson plan. By col laborat ing wit h ot her t eachers, it
makes possible t o share ideas in design t he lesson pl an, t he st rat egies t o devel op and
reach l earni ng goals.
6
Af t er analyzing t he curriculum and cont ent st andards, t he LS group members ident if y
t he i nt ended t opics in t he course t hey want t o t each. In t his st age, t he LS group decide t o choose a research t heme,
research f ocus (research main goal), t opic, st an-
dard compet ence, basic compet ence or t he i ndicat ors of basic st andard achievement .
2.
Prospective analyses to develop t he scheme for the students to achieve their
competences in mathematics
In preparing t he l esson t heme, t he t eachers need t o prepare t eachi ng mat erials
incl uding scenario f or t eaching and learning act ivi t ies. In doing t he scenari o, it is
suggest ed t o t he t eachers t o prepare t he t eachi ng cont ent descript ion such t hat t hey
can f ind i n which part s t he st udent s get dif f icult ies in underst anding t he l earning
act ivit y. The t eachers can at t ach t he rel evant concept map f or helpi ng t hemselves
and t he st udent s t o know t he li nks among t opics t hat have been learned, being
learned and wil l be l earned in t he next meet ing.
In preparing a l esson plan, t he t eachers are suggest ed t o t hink about t he ant icipat ions
of st udent s’ responses t hat might be happened. The LS group predict s some unusual
responses or wrong answers f rom t he st udent s.
3.
Developing Operational Procedure for the Implementation of Lesson Study
Form a LS group
1.
2.
3.
4.
Develop learning goals
PLAN:
Select one topic as a research
theme
Develop a research lesson
Develop an observation sheet
Do micro teaching
1.
2.
1.
OPTIONAL:
Do second PLAN-DO-SEE
and Reflection activity,
invite one/more outside
2.
DO – SEE:
The model teaches
The others observes
the students’
REFLECTION:
Reflect the LS activity based
on the evidences have found
(discussion and analyze) on
observation sheet
The result of the reflection is
used to revise the research
NEXT PLANNING:
Deciding the next Open Class activity (who will be the model, when and where
the LS activities will be held, which classroom and what topic will be taught)
7
4.
Establishing agenda for one semester of lesson study (LS) activities
a.
Ident if ying t he long-t erm goals and t he expect ed charact erist ics of st udent s’
development
b.
Est ablishi ng t he schedul e f or LS meet ing t hroughout t he semest er. Some
experi ences have shown t hat t he meet ing t akes approximat ely 6 – 9 meet ings
f or one semest er.
c.
Est ablishi ng t he LS communit y: f acilit at or, secret ary, t reasurer, l ect urers as
f ellow workers
Not e:
We need t o record t he meet ings because we wi l l work over a period of t ime.
The document at ion is import ant f or making f ut ure ref erence easy and hel p us chart
progress over t ime. We can use video t ape recorder, audio t ape, camera or writ t en
not es.
5.
Socializing t he plan of lesson study activities
Gat hering a meet i ng f or socializing t he plan of lesson st udy act ivit ies t o t he school
princi pal , col leagues (e. g. lect urer), t he represent at ive of t he minist ry of educat ion,
school’ s commit t ees and st ake hol ders (if necessary). This will buil d underst anding,
support and conf idence in schools and t eachers.
6.
Realizing the idea of PLAN, DO and SEE in action of lesson study
PLAN
1)
Sel ect ing a subj ect , concept , t heme or t opic i n t he course f or one t eaching
learning act ivit ies (general ly 2 x 40 minut es)
2)
Developing t he l esson plan which consist s of learning scenario, worksheet
and/ or eval uat ion sheet f rom t he chosen t opic.
3)
Deciding Open Class (OC) i n one of LS members’ schools: Where, when, which
class will be chosen (See appendices … exampl e in t able).
4)
Deciding a t eacher t o be a model , moderat or and secret ary f or each Plan-DoSee act ivit y.
5)
Doing a micro t eachi ng among t he LS group f or validit y and revising t he
lesson plan bef ore using it in f ront of t he class (t he model demonst rat e t he
scenario of lesson plan whi le t he ot hers observe t he act ivit y, give opinions or
revisions)
Not e:
8
Many t eams begin new l essons cycles by reviewi ng st udent dat a and f ollowi ng
up on problems in st udent learning t hat surf aced in prior l esson st udy work.
The t eam is suggest ed t o use t he local/ surrounding t eaching mat erials or
t eaching resources.
The l esson plan shoul d be described in enough det ail so t hat anot her t eacher
coul d use it . This does not mean t hat every singl e word is script ed but t he
lesson plan is more t han a general overview, and shoul d describe t he
sequence of lesson act ivit ies, t he mat erial wil l be used in t he class, t he
t eacher’ s quest ions, possible responses t o st udent s’ quest ions and answers
(See Appendices …).
Possible responses t o st udent s’ quest ions and answers can be t hought during
t he micro t eaching act ivit y. Some t eachers can act as t he high l evel, average
level or low l evel st udent s in get t ing some unusual/ wrong answers in order t o
answer t eacher’ s quest ions.
Based on t hese answers, t he LS group provides t he addit ional t asks (f or high
level st udent s), t eaching st rat egies t o handle t he wrong answers or ot her
t hings
DO – SEE
1)
Arranging t he st udent s group and chairs (i ncl udi ng name/ number t ag f or each
st udent ) bef ore DO act ivit y f or saving t he t ime. Theref ore, when st art ing t o
implement DO act ivit y, t he model can direct l y goes int o t he t eachi ng learning
act ivit y.
2)
Impl ement ing t he l esson plan by t he model and t he ot hers do observat ion
(SEE). Remember t hat t he observers are not al lowed t o get involved in hel ping
t he model or st udent s. They at t end t he class only t o observe and coll ect
evidence of st udent learni ng, t hi nking, behavior and engagement during t he
lesson.
Not e:
Usually, observat ions in t he convent ional classroom observat ions f ocuses on
what t he t eacher’ s act ivit ies. In t he l esson st udy act ivit ies, observat ions are
mainly f ocused on st udent s and what t hey do in response t o inst ruct ion.
During t he DO act ivit y, observers should have a copy of l esson plan,
worksheet , evaluat ion sheet and t he map of st udent s’ posit ion in t he
classroom. For t he beginners, it is allowed t o observe only one group.
The LS group develop an observat ion sheet based on t he emphasize of
st udent s learning processes, includi ng many ideas f or solving t he probl em,
common misunderst andings t he st udent s had, how and when t heir
underst anding changed.
From t he observat ion sheet , t he observers arrange comment ari es t hat wi ll be
delivered f or t he ref l ect ion act ivit y.
9
REFLECTION
1)
Discussion t o ref lect and analyze DO act ivit y. In t his act ivit y, moderat or l ead
t he discussion among t he model , observers, t he f el low worker and expert . The
secret ary writ e t he opinion, revision and concl usion
2)
Reviewing and revising t he l esson plan and t he approach based on t hese
observat ions
3)
Filing t he concl usion of t he whol e LS act ivit y f or t he f ollowing LS act ivit y cycle
or using by ot her col leagues t o t each in t hei r classes.
4)
Deciding t he next Open Class act ivit y (who will be t he model , when and where
t he LS act ivit ies will be hel d, which classroom and what t opic will be t aught )
D. What are Support ing Conditions?
Underst andi ng about lesson st udy process, we can idenf it y several f act ors and
condit ions t hat inf luence t he success of lesson st udy implement at ion. These f act ors
can be cat egori zed int o t hree groups, namely (1) int ernal/ int rinsic f act ors, (2)
ext ernal/ ext ri nsic f act ors, and (3) syst emic f act ors. The i nt ernal or i nt rinsic f act ors
exist inside t he t eachers who part icipat e in t he l esson st udy group. The ext renal or
ext rinsic f act ors exist s out side t he t eacher as a personal. Meanwhil e, t he syst emic
f act ors correspond t o t he exist ing educat ional and t eachers' prof essional t eachers
syst ems.
The i dent if ied f act ors are highlight ed bellow.
1.
Int ernal/ Int ri nsic Fact ors:
a. Teachers’ knowledge:
Knowledge of subj ect mat t er
Teachers in t he l esson st udy group t alk about mat h in a part icular way,
t hat includes how t hey t hink kids learn t he cont ent , what t he mat hemat ics behi nd a probl em really is, what are t he essent ial mat hemat ical concept s behind a unit , et c. The t eacher's knowl edge on subj ect mat t er t heref ore wi ll af f ect very st rongly t he lesson st udy act ivit ies during
10
t he research and planning and also t he research lesson phases.
Knowledge of inst ruct ion
It is clear t hat t eacher's knowledge of inst ruct ion will inf luence t he
t eaching and l earni ng process, even when t he lesson st udy group pre-
pares l esson plan.
Knowledge of st udent t hi nking ("eyes t o see st udent s” )
During t he observat ion of act ual classroom where t eaching and learning
process is happening, t he observers shoul d f ocus on t he st udent s' learning. This observat ion skil l requires t he knowl edge of st udent t hinking i n
order t o see t he way how st udent learn mat hemat ics.
b. Teachers’ personal disposit ion
Ident it y
At t ent ion t o St udent Thi nking
Belief s about St udent s
What t eachers do in pl anning and pract icing t eaching and l earni ng
processes depends on t heir belief about st udent s. Teachers must beli eve
t hat all st udent s are able t o learn. The t eacher's ident it y will be ref lect ed
on what t eacher do during t he lesson st udy group's di scussion, t he l esson,
and post lesson discussion, because al l t hese lesson st udy act ivit ies are
int erpersonal int eract ion f orms. Teacher's i dent it y inf l uence t he way
he/ she int eract wit h ot hers.
Meanwhi le, t he t eachers' at t ent ion t o st udent t hi nking and belief about
st udent s af f ect t he way and what t hey plan l esson and t each t he l esson as
wel l as t heir observat ion during t he l esson. As consequences, t hese
t eachers' personal disposit ion wil l also af f ect t he dat a t hey col lect ed during t heir l esson as observat ion result s depend on t he observers' perceive.
Sense of Ef f icacy
It is clear t hat af f ect ivit y is an import ant t hing t hat must be at t empt ed in
each act ivit y, incl uding l esson st udy. The sense of ef f icacy hel ps t eachers
in set t ing clear l esson st udy goals as t o improve inst ruct ion and st udent s'
learning. The lesson st udy is an act ivit y t hat t akes t imes and money, and
requires human resources as well as f acilit ies. Theref ore t his ef f ort
shoul d achieve t he goals and improvement at least t he same value as it s
"cost ".
Inquiry St ance on Pract ice
11
Experienced t eachers may have t aught f or several years wit h rout ine act ivit ies, such as prepare l essons, t eaching mat erials, and t each lesson i n
classrooms. The i nst ruct ion and st udent 's learning i mprovement requi res
hard work and creat ivit y inst ead of rout ine act ivit y.
c. Teachers’ commit ment and communit y:
Mot ivat ion t o improve
Lesson st udy is a model f or t eachers' prof essional development t o improve
t heir pract ices t hat result in t he st udent s' l earni ng improvement . Wit hout
mot ivat ion, an improvement is never happen. Teachers j oin t o t he l esson
st udy group shoul d have mot ivat ion t o improve t heir inst ruct ions as part
of long-t erm goals relat ed t o t heir inst it ut ions (schools) and nat ional educat ional goals.
Lesson st udy shoul d be t hought as an opport unit y f or t eachers t o “ be
researchers, ” “ t est t heir own knowl edge of how t heir st udent s learn” and
“ underst and t he subj ect cont ent and why it ’ s import ant ” .
Sense of account abi lit y t o communit y of t eachers
In lesson st udy, t eachers engaged in an open int erchange of ideas and
mat erials. They also share t heir experiences. During t he lesson plan preparat ion and ref l ect ion, everyone should engage in t he conversat ion, wil ling t o hear ot her members' opinion and let t hem hear his/ her opi nion and
observe his/ her t eaching pract ices. Wit hout sense of account abilit y
among lesson st udy group members, it is almost impossible t o make col-
laborat ion among t hem and t o reach t he lesson st udy goals.
Connect ion of daily pract ice t o long-t erm goals
As already known t hat l esson st udy f ocuses on t eachers' pract ice improvement t hat f inal ly wil l impact t o t he st udent s' learning result s and
schools long-t erm goals. Theref ore, wit hout clear f ormulat ion of lesson
st udy goals based on dail y t eachers' experiences and broad educat ional
goals, t he group act ivit ies will be j ust a short -t erm proj ect t hat wil l not
have impact t o t he st udent s' development . Theref ore when a l esson st udy
group has been est ablished, each member needs t o ref lect his/ her own
t eaching pract ices and it s problems in relat ion t o st udent s' learning perf ormances.
12
d. Local cult ure:
Teachers f rom dif f erent areas may have dif f erent personalit y and behavior,
such as closeness or openness, shamef ul ness, regret f ulness, t he way t o comment t o ot hers, and so on will af f ect t hey communicat e, discuss, and int eract
wit h ot her members during lesson st udy meet ings.
e. Communicat ion skil l
It is clear t hat lesson st udy requires communicat i on skills because l esson
st udy is collaborat ive act ivit y among t eachers who have t he same "mission" in
improving t heir pract ices t o develop st udent s' l earni ng.
f . Self crit ical ref l ect ion
This is an import ant f act or t hat exist s inside t he t eachers required when t hey
j oin t o t he l esson st udy group. The t eacher's crit ical ref l ect ion helps him/ her
when t alking about how he/ she t each and t hi nk what st udent s done in t he
classroom. This charact eri st ic also helps t eachers t o always record and keep
t rack of t heir ideas f or revising lesson plan over t i me t hrough l esson st udy
cycl e.
Do you have any ot her idea?
2.
Ext ernal/ Ext rinsic Fact ors:
Because lesson st udy is not an individual act ivit y, but a collaborat ive act ivit y, it
depends not only on t eacher's charact erist ics, but also on ot her f act ors come
f rom out side t eacher's personal disposit ion. These are highlight ed as f ollows.
a. St udent s charact erist ics
As t he lesson st udy f ocuses on t he st udent s' learning improvement , st udent s
t ake an import ant rol es in t he success of l esson st udy. St udent s at a research
lesson classroom will see "out siders", observers, during t he lesson. This can
af f ect t heir learning concent rat ion when t hey f eel surprised wit h t he exist ence of t he observers.
b. Collaborat ion among t eachers
It is clear t hat lesson st udy cannot be done individually as l esson st udy is a
group act ivit y. Each member of l esson st udy group must t ake part icipat ion
duri ng al l st eps and phases in t he l esson st udy cycle.
13
Collaborat ion and cooperat ion in l esson st udy can be make among t eachers
f rom t he same school, or f rom dif f erent schools of t he same dist rict , among
t eachers t each t he same subj ect or t each dif f erent subj ect s.
c. Connect ion t o knowledgeable ot hers, including col l eagues
educat ional ex-
pert s and f acilit at ors (coaches) who can help t he l esson st udy group in analyzi ng and set t i ng t he l esson st udy goals, observing t he research lesson, analyzi ng t he observat ion dat a, revising t he lesson plan.
The need of knowledgeable ot hers is urgent when t he members of lesson
st udy group are new t o l esson st udy. Even when t hey already experienced lesson st udy, t hey need expert s such as mat hemat ics educat ors, mat hemat ics
educat ion researchers t o help t hem make bet t er l esson plan preparat ion and
lesson improvement .
Knowledgeable ot hers (out side examiner, invit ed advisor, or react or t o t he
lesson): coll ege/ universit y lect urers (cont ent special ist s, cont ent educat ors,
et c. ), experienced t eachers, and dist rict supervisors have import ant role in
t he lesson st udy implement at ion and disseminat ion.
The f ollowing are some f unct ions of ot her knowledgeabl e ot hers f or t he lesson st udy group (Fernandez, 2001):
•
•
•
•
provides a dif f erent perspect ive when react i ng t o t he l esson st udy work
of t he group
provides inf ormat ion about subj ect mat t er cont ent , new ideas, or ref orms
shares t he work of ot her lesson st udy groups, also
somet imes t hey act as cheerleaders t o encourage t eachers t o persist in
t he process.
Ef f ect ive l esson st udy depends on observat ion and subsequent discussion
skills. Post -lesson discussions should f ocus on st udent t hinking and should be
driven by dat a coll ect ed during t he research lesson. In t urn, t he dat a col lect ion it self shoul d be int ent ional and is planned in advance wit h a part icular
f ocus. The result ing discussion shoul d f ocus on st udent s’ sol ut ion st rat egies,
inf ormat ion organizat ion, and t ypes of errors. Formulat ion a set of quest ions
in advance wil l be usef ul t o guide t he post -l esson discussion, rat her t han
14
simply present ing dat a col lect ed by each t eam member. Col laborat ion wit h
cont ent specialist s will hel p t eachers t o get i deas about t he part icular aspect s
of st udent t hi nking t o t arget f or observat ion. They can also provide f eedback
on emerging ideas or lesson plans, part icipat e i n research l essons as dat a
coll ect ors, provide comment s and suggest ion on post -lesson discussion.
d. Learni ng resources:
As lesson st udy concerns wit h t eaching and learning processes, t his act ivit y
requires l earni ng resources t hat will be used by t he t eacher who t each t he research lesson. This incl udes:
Lesson plans t hat reveal and promot e st udent t hinki ng
Tools t hat support coll egial l earni ng during lesson st udy
Mat hemat ical Tasks & St udent Work
Curricul um Mat erials
Research Art icl es & Summaries
Lesson Videos
Ref l ect ion Forms & Quest i ons
All t hese resources may be available readily, or need t o be prepared by t he
lesson st udy group.
e. The availabi lit y of sponsorship providing f unds f or l esson st udy proj ect s
Lesson st udy requires f unding f or success and sust ain, t hough t his is not t he
only support f or cont i nuit y of lesson st udy proj ect s. Teachers need t o spend
money f or t heir t ransport at ion f rom t heir homes t o schools and t he place of
lesson st udy. The l esson st udy group also needs money t o buy inst ruct ional
t ools t hat cannot be prepared by t hemselves. During t he lesson st udy meet ings, somet imes t hey also provide f oods and dri nk. This of course requires ext ra money t o buy t he f oods and drinks.
f . Geographic f act or: dist ances among schools, access t o ot her schools.
Do you have any ot her idea?
3.
Syst emic Fact ors:
a. Curricul um:
Nat ional st andard
Allows plent y of t ime f or hands on explorat ion during classroom lesson
15
Allows t eachers t o devot e t imes t o st udying t he most ef f ect ive ways t o
present t opics rat her t han t o sel ect t he most import ant t opics f rom a
massive t ext books.
Nat ional st andard makes school level curricul um more managable when
t hey can make choices
Academic calendars
In lesson st udy act ivit ies, t eachers need t o analyze curriculum, educat ional
goals, schools long-t erm goals (vision and mission), and school mat hemat ics
obj ect ives. The clear and direct ive f ormulat ion of nat ional st andards of educat ion and school level curricula hel p t he members of lesson st udy group t o
ident if y and f ormulat e t he lesson st udy goal and ref erence t o t heir own daily
classroom pract ices.
b. St abilit y of Educat ional Pol icy:
The st abi lit y of educat ional policy make it is easier t o make improvement s in
inst ruct ion t hrough long t erm research lesson. It is will also encourage t he
t eacher collaborat ion and cooperat ion in lesson st udy.
c. The syst emat ic way t o expand t he lesson st udy f ocus f rom l esson st udy’ s surf ace f eat ures, such as development of lesson plans, t o it s underlyi ng pri nciples, such as increasing t eachers’ opport unit ies t o learn f rom one anot her,
f rom pract ice, and f rom t he curricul um. Ref orms of t en f ail when t heir surf ace
f eat ures are impl ement ed in reci pe-like f ashion, wit hout suf f icient at t ent ion
paid t o t he underl ying rat i onale.
d. The commit ment of cent ral and local/ dist rict government i n t he development
of t eacher prof essionals t hrough lesson st udy by providing lesson st udy block
grant and est ablishing perf ormance based promot ion or reward f or t eachers.
e. The commit ment of school headmast er in t he improvement of inst ruct ion
Lesson st udy is a model f or int ensive, school-based prof essional development
in which t eachers collaborat e t o plan, observe, and ref ine a l esson. Teachers
engage in lesson st udy as researchers and scholars of t heir own classrooms.
The process has t he pot ent ial t o t ransf orm schools int o places where t eachers
can invest igat e and verif y what works f or t heir st udent s.
f . Teacher cert if icat ion syst em requires t eachers t o improve t heir inst ruct ion
16
g. Teachers associat ion net work and collaborat ion: est ablishment of learning
communit y such as MGMP (learning communit y among t he same subj ect
t eachers) as media f or t eachers t o share t hei r experi ences.
h. Encult urat ion of lesson st udy t o make lesson st udy as daily pract ices among
t eachers, exchange experi ences, publicat ion. This requires support f rom educat ional aut horit y such as school headmast er, dist ri ct educat ion supervi sor,
local government , and cent ral government . For Indonesian case, t he exist ence of LPMP and P4TK can be support i ng inst it ut ions f or lesson st udy disseminat ion and encult urat ion.
Lesson st udy report s are an import ant part of t he process because t hey f aci lit at e and capt ure t he t eachers' ref lect ions about t he lesson and about broader issues of t eaching and l earning.
Do you have any ot her idea?
Let s discuss now!
17
References
Anonim.
Lesson St udy f or
Col l ege Teacher s:
An Onl ine Gui de.
ht t p: / / www. uwlax. edu/ sot l/ lsp/ int ro. ht m. Accessed on July 20, 2009.
Cat herine Lewis and Ineko Tsuchida (1998), "A Lesson is Like a Swif t ly Flowing
River – How Research Lessons Improve Japanese Educat ion". American
Educat or , Wint er 1998, 22(4), pp. 12, 14 –18, 50 – 52.
Cat herine Lewis and Rebecca Perry (2003), " INSTRUCTIONAL IMROVEMENT
THROUGH LESSON STUDY: PROGRESS AND CHALLENGES IN THE U. S. "
Present ed at Exploring Collaborat ions in Science and Mat hemat ics
Educat ion, March 17-19, 2003, San Francisco. Learning Across
Boundaries: U. S. -Japan Collaborat ion in Mat hemat ics, Science and
Technology Educat ion. pp. 239 – 253.
Cat herine Lewis, Rebecca Perry, Jacqueline Hurd, and Mary Pat O’ Connel l (2006),
"Lesson St udy Comes of Age in Nort h America", Phi Delt a Kappan, Vol. 88,
No. 04, December 2006, pp. 273-281.
Fernandez C. And Makot o Yoshida. (2004). Lesson St udy: A Japanese Appr oach t o
Impr oving Mat hemat ics Teaching and Lear ni ng. New Jersey: Lawrence
Erlbaum Associat es, Inc.
Fernandez, C. , Yoshida, M. , Chokshi, S. , & Cannon, J. (2001). An overview of
Lesson St udy: Lesson St udy Research Group. Ret rieved August 1st , 2009,
f rom
ht t p: / / www. t eacherscol lege. edu/ lessonst udy/ present at ions_slides. ht ml .
Hurd, Jacqueline and Licciardo-Musso, Lori . (2005). Lesson St udy: Teacher -Led
Pr of essional Devel opment in Lit er acy Inst r uct ion . Language Art s; May
2005; Vol. 82; No. 5; pg. 388-395; Research Library.
Ist amar Syamsuri and Ibrohim (2008), Lesson St udy (St udi Pembelaj aran) – Model
Pembinaan Pendidik secara Kolaborat if dan Berkelanj ut an, dipet ik
dari Program SIST T EMS—JICA di Kapupat en Pasuruan – Jawa T imur
(2006-2008). Bandung: FMIPA UM.
Susilo H. (2009). Lesson St udy sebagai Pil ihan Sar ana Peningkat an Kual i t as
Pembel aj ar an dan Penyiapan Cal on Gur u MIPA di LPTK. Malang: Workshop
Lesson St udy bagi Dosen FMIPA Universit as Negeri Malang.
Takahashi, Akihiko and Yoshida, Makot o. (2004). Ideas f or Est abl ishing LessonSt udy Communit ies. Rest on, Virginia: NCTM-The Nat ional Counci l of
Teachers of Mat hemat ics, Inc. ; Teaching Children Mathematics; May
2004.
18
Appendix 1: The Example of a Format of Lesson Plan
(model 1)
LESSON PLAN
School
: Jogj a Junior High School
Subj ect
: Mat hemat ics
Class/ Semester
: VII / 2
Standard Competence : To under st and t he concept s of quadr il at er al and
t r iangl e and t o det er mine t heir si zes
Basic Competence :
- To i dent if y t he pr oper t ies of a t r iangl e based on it s sides
- To i dent if y t he pr oper t ies of a t r iangl e based on it s angl es
Indicator(s) :
- To expl ain t ypes of t r iangl es based on t heir sides.
- To expl ain t ypes of t r iangl es based on t heir angl es.
Time allocation
: 2 x 40 menit ( … Meet i ngs)
A. Learning goal(s)
B. Learning material (Learning subst ance)
C. Learning Method(s)
Learning St rat egies
: CTL (Cont ext ual Teaching Learni ng), et c
Met hods
: Discussion, et c
D. Learning activities steps:
Meet ing 1. . . . . . . . . . . .
Meet ing 1. . . . . . . . . . . .
……. et c
E. References
F. Evaluation
19
Appendix 2: The Example of a Format of Lesson Plan
(Table model)
LESSON PLAN
School
: ...................................
Subj ect
: ...................................
Class/ Semest er
: ...................................
St andard Compet ence : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Basic Compet ence
: ...................................
Indicat or(s)
: ...................................
Time al locat ion
: . . . . . x 40 minut es ( … Meet i ngs)
A. Learni ng goal(s)
B. Learni ng mat erial (Learning subst ance)
C. Learning Met hod(s)
D. Learning act ivit ies st eps:
Meet ing 1.
St r uct ur ed of Teaching
1. 1. Int r oduct i on
Apercept ion
(The st udent s are expect ed
t o prepare, physically and
psychologically, t heir
learning act ivit ies)
Mot ivat ion
(Facilit at ing t he st udent s t o
enj oy mat hemat ics act ivit ies)
Scheme of
Int er act ion
St udent s’ Act i vi t i es
Not es
Whole Class
For example:
The t eacher dist ribut es
small paper cont aining
one simple problem and
let all individual st udent s
t o solve it .
Whole Class
Good and int erest ing
f acilit at ion by t he t eacher
Not es:
Educat i on i s f or
al l , so al l st udent s
shoul d have a
chance t o do mat h
act i vi t ies f r om
t he ver y ear l y of
t he l esson
act i vi t ies.
Good and
i nt er est ing
f aci l i t at i on by t he
t eacher may
mot ivat e t he
st udent s t o l ear n
1. 2. Mai n act i vi t i es
Small Group
Consi der how t o
devel op gr oup
di scussi on and
st udent s’
wor ksheet .
Whole Class
The st udent s
shoul d pr oduce
t hei r own
concl usi ons
1. 3. Summar y
E. Ref erences
F. Evaluat ion
20
Appendix 3: Observation Sheet of Learning Activities
through LS
Dat e: _____________
A.
Do all st udent s reall y l earn about t his t opic?
(provide concret e f act s and t he reasons)
Exampl e:
Gr oup 1 ar e seemed t o have a good conver sat ion dur ing t heir discussion whil e in
Gr oup 2, onl y t he st udent number 5 can do t he wor ksheet and t he ot her s have
not under st and t he t opic yet and t hey ar e ashamed t o ask him.
B.
Which st udent can not f ol l ow t he learning act ivit ies? (based on t he concret e
f act s t hat are observed and provide t he st udent ’ s name/ number)
C.
Why t hat st udent can not f ollow t he l earning act ivit ies?
Do you know t he causes why he/ she can not f ol low t he l earni ng act ivit ies?
How do you t hink t o solve t his problem?
D.
What kind of val uable poi nt s can you get f rom t his l earning act ivit ies?
Not es:
Ot her aspect s t hat can be observed are
t he int eract ion among st udent s in t heir group,
t he int eract ion among st udent s wit h st udent s f rom ot her groups,
t he int eract ion bet ween st udent s and t he t eacher,
t he int eract ion bet ween st udent s and t heir surroundi ng,
t he media/ ref erences, et c
Model Teacher
: _______________________________
Class
: _______________________________
School
: _______________________________
Observer
: _______________________________
Posit ion
: Teacher/ Pri ncipal/ Supervi sor/ Lect urer/ _______________
21
Appendix 4: Worksheet 1
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t i ng f act or s invol ving in t he l esson st udy
pr epar at ion (pl anning a l esson st udy)
Obj ective :
To ident i f y t he suppor t i ng f act or s f or success of l esson st udy pl anning
Materials: some exampl es of video showing a gr oup t eacher s pr epar ing a l esson
st udy pr oj ect
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t o pr epar e a l esson st udy. Wit hin your gr oup, ident i f y and discuss some f act or s t hat you t hi nk wil l suppor t f or success i n pl anni ng a l esson st udy. Pr epar e your descr ipt ion or j ust if i cat ion f or t he f act or s you ident i f y.
( 30 minutes) Wat ch t he sampl e videos on pl anning l esson st udy. Ident i f y
and discuss some ot her f act or s t hat you di dn't f ound dur ing your r eadi ng
r eview but t hey wil l suppor t f or success in pl anning a l esson st udy.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
Appendix 5: Worksheet 2
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t ing f act or s invol ving in t he i mpl ement at ion of
l esson st udy (t eaching and obser vat ion)
Obj ective :
To ident i f y t he suppor t i ng f act or s f or success of l esson st udy impl ement at ion
Materials: some exampl es of vi deo showing a r esear ch l esson wher e one t eam
member t each t he r esear ch l esson whil e ot her s obser ve and col l ect
dat a
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t he impl ement at ion of a l esson st udy. Wit hi n your gr oup, ident i f y and di scuss some f act or s t hat you t hi nk wi l l suppor t f or success in i mpl ement ing a
l esson st udy. Pr epar e your descr ipt ion or j ust if icat i on f or t he f act or s you
ident if y.
( 30 minutes) Wat ch t he sampl e videos on impl ement ing a l esson st udy.
Ident i f y and discuss some ot her f act or s t hat you di dn't f ound dur i ng your
r eading r eview but t hey wil l suppor t f or success in impl ement ing a l esson
st udy.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Appendix 6: Worksheet 3
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t i ng f act or s invol ving in t he r ef l ect ion and
impr ovement st ep of a l esson st udy
Obj ective :
To ident if y t he suppor t i ng f act or s f or success of r esear ch l esson r ef l ect ion and
impr ovement
Materials: some exampl es of video showing a gr oup t eacher s meet ing discussi ng
a r esear ch l esson
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t he r ef l ect ion and impr ovement a r esear ch l esson is done dur ing t he post
l esson meet ing. Wit hin your gr oup, i dent i f y and discuss some f act or s t hat
you t hink wil l suppor t f or success in r ef l ect ing and impr oving a r esear ch
l esson. Pr epar e your descr ipt ion or j ust if icat ion f or t he f act or s you ident if y.
( 30 minutes) Wat ch t he sampl e videos on post l esson discussion. Ident if y
and discuss some ot her f act or s t hat you di dn't f ound dur ing your r eadi ng
r eview but t hey wil l suppor t f or success in r ef l ect ing and impr ovi ng a r esear ch l esson.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
24
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . .
and Supporting Factors
for Lesson Study Activities
Edi t ed by Sahi d
Acknowledgement
ii
Table of Contents
ACKNOWLEDGEMENT ........................................................................................................ II
TABLE OF CONTENTS ......................................................................................................... III
I. OBJECTIVE AND GENERAL OVERVIEW ............................................................................. 1
II. THE STRATEGY OF THE WORKSHOP ................................................................................ 1
III. THE CONTENT OF THE WORKSHOP ................................................................................ 2
A.
B.
C.
D.
WHAT IS LESSON STUDY?............................................................................................. 2
HOW IS A STUDY LESSON DONE?................................................................................... 3
HOW TO PREPARE A LESSON STUDY?............................................................................. 6
WHAT ARE SUPPORTING CONDITIONS? ........................................................................ 10
REFERENCES ..................................................................................................................... 18
APPENDIX 1: THE EXAMPLE OF A FORMAT OF LESSON PLAN (MODEL 1) .......................... 19
APPENDIX 2: THE EXAMPLE OF A FORMAT OF LESSON PLAN (TABLE MODEL) .................. 20
APPENDIX 3: OBSERVATION SHEET OF LEARNING ACTIVITIES THROUGH LS ..................... 21
APPENDIX 4: WORKSHEET 1 ............................................................................................. 22
APPENDIX 5: WORKSHEET 2 ............................................................................................. 23
APPENDIX 6: WORKSHEET 3 ............................................................................................. 24
APPENDIX 7: WORKSHEET 4 ............................................................................................. 25
iii
Preparation and Supporting Factors
for Lesson Study Activities
I. Obj ective and General Overview
The mai n obj ect ive of t his t opic is t o give knowledge and experience t o t he
part icipant s about
t he preparat ion f or l esson st udy act ivit ies, and t o invit e
part icipant s t o discuss t he general and specif ic f act ors and condit ions t hat support
t he successf ulness of lesson st udy pract ices. At t he end of t his session, t he
part icipant s should abl e t o prepare a l esson st udy act ivit ies and underst and t he
necessary implement at ion supoort s and chal lenges in lesson st udy. Theref ore, when
t he part icipant s want t o conduct a lesson st udy, t hey will make bet t er lesson plan,
prepare all required t eaching mat erials and observat ion t ools, and document al l
lesson st udy act ivit ies wel l f or ref lect ion and improvement of t he next inst ruct ion
cycl es.
The lesson st udy act ivit ies involve a group of t eachers who collaborat ively work on a
broad goal and develop research lessons t hat are observed, analyzed and revised
t ogat her. The revised research lesson can be impl ement ed again in t he classroom in
order t o st udy and improve on it again. This is called a lesson st udy cycl e. These
act ivit ies cont ribut es t o t he development of new ideas f or t eaching and learning
act ivit ies and t he improvement st udent s’ t hinki ng.
In order t o impl ement t he l esson st udy act ivit ies, some relevant component s are
needed such as t he preparat ion f or support ing t hose act ivit ies. By underst anding t he
preparat ion and support ing f act ors f or lesson st udy act ivit ies, t he part ici pant s are
expect ed abl e t o prepare t he lesson st udy act ivit ies wel l.
II. The Strategy of the Workshop
During t his sesson, t he part icipant s will be invit ed t o review t he st eps of lesson st udy,
t o discuss t he preparat ion f or lesson st udy act ivit ies, and t hen t o ident if y and t o
1
discuss t he f act ors and condit ions relat ed t o t he success of t he lesson st udy act i vit ies.
The part icipant s are grouped i nt o t he same number as t he number of st eps i n lesson
st udy. Each group is asked t o review one st ep i n l esson st udy and wat ch some relat ed
videos and required t o ident if y t he relat ed support i ng f act ors f or success in t he st ep.
Af t er each group discussion, all groups discuss t ogat her t o summerize t h whole
f act ors f or successf ul ness of t he impl ement at ion of lesson st udy. As an int egrat ion
part of t his session is an act ivit y f or part icipant s t o prepare/ writ e a l esson plan f or
one select ed t opic and
it s support i ng mat erials i n a group, t hen present it t o t he
class f or comment s.
The requi red mat erials t hat wil l be used in t his session incl ude: all workshop
modul es, curriculum & syl laby, t ext books, a collect i on of video clips demonst rat ing
t he st eps in lesson st udy (preparat ion , t eachi ng and observat ion (col lect ing dat a),
and ref l ect ion), and worksheet s.
III. The Content of the Workshop
Because t he mai n approach i n t his session is group discussion, t he f ollowing descript ion should be present ed and discussed af t er t he smal l group and t he class discussion. The f ollowing explanat ion is not f inal descript ion, but it is open f or discussion. The part i cipant s may agree or disagree t o some f act ors ment ioned here because
t hey shoul d have t heir own opinion af t er group discussion.
A. What is Lesson Study?
In order t o ident if y t he support ing f act ors f or lesson st udy, we need t o underst and
what is and how is lesson st udy. The f ol lowing is a brief review of lesson st udy t aken
f rom a f ew of ref errences ( see t he ref errences).
Lesson st udy is a prof essional development process t hat a small group of t eachers
syst emat ically examine t heir inst ruct ions in order t o improve t he ef f ect iveness of
t he experiences t hat t he t eachers provide t o t heir st udent s.
A Focus on t he Examinat ion of Lessons: The core act ivit y in l esson st udy is f or
t eachers t o collaborat ively work on a small number of “ st udy lessons” . These l es-
2
sons are called “ st udy” l essons because t hey are used t o examine t he t eachers’
pract ice.
Teacher col laborat ion and collegialit y are cent ral l esson st udy as a prof essional
development model. In lesson st udy, t eachers col laborat ively plan, observe, and
analyze act ual classroom l essons, drawing out implicat ions bot h f or t he design of
specif ic l essons and f or t eaching and l earning more broadly.
B. How is a Study Lesson Done?
The basic element s of l esson st udy consist of f ive basic phases:
1.
Goal-set t i ng: af t er t he lesson st udy group is f ormed and norms as well as procedures are est ablished, t hey ident if y prof essional development goals and f ormulat e goals f or st udent learning t hat wil l be expect ed during t he st udy l esson and
long-t erm development .
2.
Research and planni ng: st udying exist ing curricula, st andards, and inst ruct ional
mat erials and discussing t he planni ng a research lesson designed t o make t he
goals observabl e in t he classroom.
3.
Teachi ng and Observing: having one t eam member t each t he research l esson
based on t he designed lesson plan whil e ot hers observe and col lect inst ruct ional
dat a on st udent s learning and development .
4.
Post -l esson Discussion: t eam members and ot her observers share dat a gat hered
duri ng t he l esson observat i on t o evaluat e t he st udent development process.
5.
Revising: using evidence f rom t he col lect ed dat a t o revise t he l esson, t he unit ,
and t he t eachers' overal l approach t o inst ruct ion. This f ol lows by conclusi ons
about inst ruct ional st rat egies and st udent learning t hat can drive f ut ure pract ices. If necessary, t he revised lesson is t aught by t he same or ot her t eacher in
t he same or anot her classroom f or f urt her st udy and i mprovement .
The above f ive phases of lesson st udy can be seen as t hree main act ivit ies, namely:
(1) research and preparat ion, (2) t eachi ng and observat ion, and (3) ref lect ion and
improvement . These t hree act ivit ies is illust rat ed in t he f ol lowing diagram.
3
Det ails about t hese l esson st udy act ivit ies are described below.
1.
Research and preparation:
A group of t eachers f rom t he same or dif f erent schools and knowledgeable ot hers
(col lege or universit y lect urers) j oint ly draw up a det ailed plan f or t he st udy lesson.
Lesson St udy is a Goal-Driven Act ivit y
Based on t he nat ional , school, or curricular educat ional goal and t eachers' experiences in t he classrooms, t eachers select an overarching goal t o guide t heir work
on all t he st udy l essons.
•
•
The t eachers collaborat ively t hink, share, list en, consider, and examine t heir
knowledge in t he cont ext of act ual classroom lessons.
The same level (primary or secondary) schools usual l y have t he same educat ional goal f or specif ic subj ect and same cont ent area as described on t he
•
school curricul um or nat ional st andards.
In order t o set an overarching lesson st udy goal , t he t eachers need t o ident if y
and t o discuss t he gaps t hey see bet ween t he expect ed st udent s' learning result s and t he t heir act ual mot ivat ion, perf ormances, and/ or achievement in
•
t he school.
Then t hey f ormulat e goals f or st udent development , imagining and art iculat ing what t hey would like t o see t heir st udent s achi eve.
4
•
•
They need t o t hink about t he relat ionship bet ween t he st udy lesson’ s cont ent -specif ic goals and t he overarchi ng l esson st udy goal.
For each st udy l esson, t he t eachers also ident if y and sel ect l esson-specif ic
•
goals t o f ocus on.
•
t heir i nst ruct ion.
The t eachers wil l t hen sel ect a goal as a t arget of lesson st udy t o improve
Based on t he select ed goals t he lesson st udy group plan lessons, ant icipat e
st udent responses, prepare t eaching mat erials, i nst ruct ional t ools, observat ion t ools, and recording t ools (phot ograph, video recorder, et c. ) if necessary.
2.
Implementation:
•
A t eacher t eaches t he st udy lesson in a real classroom in new ways as planned
collaborat ively on t he l esson plan whi le ot her group members look on and
coll ect t he dat a f rom t he i nst ruct ion. All lesson st udy group members are re-
•
sponsible t o t he success of t he lesson.
The observat ion should f ocus on st udent t hinking and perf ormance and not on
t he classroom t eacher. The observat ion should also cover t he whol e st udent s'
act ivit ies in t he classroom duri ng t he ent i re lesson, not j ust a part number of
st udent s and a part of lesson. The observer shoul d not int erf ere t he st udent s'
•
learning, neit her hel p t hem in any way.
To f acilit at e dat a coll ect ion, t he observers may use t he prepared observat ion
sheet s or videot apes t o record t he st udent s' act ivit ies.
3.
Reflection and improvement:
•
•
•
Af t er t he lesson, each observer ref lect s on t he observed inst ruct ional dat a
and organize t he inf ormat ion f or group sharing.
The group comes t oget her t o discuss t heir observat ions of t he lesson.
They discuss t he l esson and st udent s act ivit ies during t he l esson, t hey share
t heir own percept ions and hear what ot hers’ perceived, including percept ions
and perspect ives of out side expert s and educat ors who at t ended and ob-
•
served t he l esson.
In t he discussion t ime, t he t eacher who t aught t he research l esson ref lect
f irst and ment ion t he st rengt hs of t he l esson, changes t o t he original plan
5
t hat have been made, surprises, and evidences t hat t he inst ruct ional goals
have been achi eved. Next , t he ot her group members (observers) report t hei r
dat a t hat rel evant t o t he lesson obj ect ives. This usuall y f ollows by showing
•
t he lesson video.
They analyze st udent work t o obt ain more insight and underst anding of st udent t hi nking and a deeper concept ual underst andi ng of t he mat hemat ics in-
•
volved.
Conclusion is made as a result of t he discussion whet her t he planned l esson
has been impl ement ed well and whet her t he lesson plan has been wel l prepared i n order t o achieve t he l esson st udy goal . Then a revision can be made
t o t he lesson plan f or next improvement as in t he f irst phase of l esson st udy.
4.
Second implement ation and reflection (optional but recommended):
The same t eacher or anot her t eacher t eaches t he st udy lesson in a second classroom whil e group members look on as in t he second phase above f ollowed by t he
group discussion as in t he t hird phase.
C. How to Prepare a Lesson Study?
There are six component s t hat shoul d be considered in t he preparat ion of l esson
st udy act ivit ies. They are (1) anal yzing t he curriculum and syl labus t o develop lesson
st udy, (2) prospect ive analyses t o develop t he scheme f or t he st udent s t o achieve
t heir compet ences in mat hemat ics, (3) developing operat ional procedure f or t he implement at ion of l esson st udy, (4) est ablishing agenda f or one semest er of lesson st udy
act ivit ies, (5) socializing t he plan of lesson st udy act ivit ies and (6) realizi ng t he idea
of PLAN, DO and SEE in act ion of lesson st udy.
1.
Analyzing the curriculum and syllabi t o develop lesson study
In doing t he LS act ivit ies, i t is import ant t o analyze t he curricul um and cont ent st andards f irst . In t his st ep, we analyze t he prerequisit e knowledge t hat st udent s must
have when we st art t o make a lesson plan. By col laborat ing wit h ot her t eachers, it
makes possible t o share ideas in design t he lesson pl an, t he st rat egies t o devel op and
reach l earni ng goals.
6
Af t er analyzing t he curriculum and cont ent st andards, t he LS group members ident if y
t he i nt ended t opics in t he course t hey want t o t each. In t his st age, t he LS group decide t o choose a research t heme,
research f ocus (research main goal), t opic, st an-
dard compet ence, basic compet ence or t he i ndicat ors of basic st andard achievement .
2.
Prospective analyses to develop t he scheme for the students to achieve their
competences in mathematics
In preparing t he l esson t heme, t he t eachers need t o prepare t eachi ng mat erials
incl uding scenario f or t eaching and learning act ivi t ies. In doing t he scenari o, it is
suggest ed t o t he t eachers t o prepare t he t eachi ng cont ent descript ion such t hat t hey
can f ind i n which part s t he st udent s get dif f icult ies in underst anding t he l earning
act ivit y. The t eachers can at t ach t he rel evant concept map f or helpi ng t hemselves
and t he st udent s t o know t he li nks among t opics t hat have been learned, being
learned and wil l be l earned in t he next meet ing.
In preparing a l esson plan, t he t eachers are suggest ed t o t hink about t he ant icipat ions
of st udent s’ responses t hat might be happened. The LS group predict s some unusual
responses or wrong answers f rom t he st udent s.
3.
Developing Operational Procedure for the Implementation of Lesson Study
Form a LS group
1.
2.
3.
4.
Develop learning goals
PLAN:
Select one topic as a research
theme
Develop a research lesson
Develop an observation sheet
Do micro teaching
1.
2.
1.
OPTIONAL:
Do second PLAN-DO-SEE
and Reflection activity,
invite one/more outside
2.
DO – SEE:
The model teaches
The others observes
the students’
REFLECTION:
Reflect the LS activity based
on the evidences have found
(discussion and analyze) on
observation sheet
The result of the reflection is
used to revise the research
NEXT PLANNING:
Deciding the next Open Class activity (who will be the model, when and where
the LS activities will be held, which classroom and what topic will be taught)
7
4.
Establishing agenda for one semester of lesson study (LS) activities
a.
Ident if ying t he long-t erm goals and t he expect ed charact erist ics of st udent s’
development
b.
Est ablishi ng t he schedul e f or LS meet ing t hroughout t he semest er. Some
experi ences have shown t hat t he meet ing t akes approximat ely 6 – 9 meet ings
f or one semest er.
c.
Est ablishi ng t he LS communit y: f acilit at or, secret ary, t reasurer, l ect urers as
f ellow workers
Not e:
We need t o record t he meet ings because we wi l l work over a period of t ime.
The document at ion is import ant f or making f ut ure ref erence easy and hel p us chart
progress over t ime. We can use video t ape recorder, audio t ape, camera or writ t en
not es.
5.
Socializing t he plan of lesson study activities
Gat hering a meet i ng f or socializing t he plan of lesson st udy act ivit ies t o t he school
princi pal , col leagues (e. g. lect urer), t he represent at ive of t he minist ry of educat ion,
school’ s commit t ees and st ake hol ders (if necessary). This will buil d underst anding,
support and conf idence in schools and t eachers.
6.
Realizing the idea of PLAN, DO and SEE in action of lesson study
PLAN
1)
Sel ect ing a subj ect , concept , t heme or t opic i n t he course f or one t eaching
learning act ivit ies (general ly 2 x 40 minut es)
2)
Developing t he l esson plan which consist s of learning scenario, worksheet
and/ or eval uat ion sheet f rom t he chosen t opic.
3)
Deciding Open Class (OC) i n one of LS members’ schools: Where, when, which
class will be chosen (See appendices … exampl e in t able).
4)
Deciding a t eacher t o be a model , moderat or and secret ary f or each Plan-DoSee act ivit y.
5)
Doing a micro t eachi ng among t he LS group f or validit y and revising t he
lesson plan bef ore using it in f ront of t he class (t he model demonst rat e t he
scenario of lesson plan whi le t he ot hers observe t he act ivit y, give opinions or
revisions)
Not e:
8
Many t eams begin new l essons cycles by reviewi ng st udent dat a and f ollowi ng
up on problems in st udent learning t hat surf aced in prior l esson st udy work.
The t eam is suggest ed t o use t he local/ surrounding t eaching mat erials or
t eaching resources.
The l esson plan shoul d be described in enough det ail so t hat anot her t eacher
coul d use it . This does not mean t hat every singl e word is script ed but t he
lesson plan is more t han a general overview, and shoul d describe t he
sequence of lesson act ivit ies, t he mat erial wil l be used in t he class, t he
t eacher’ s quest ions, possible responses t o st udent s’ quest ions and answers
(See Appendices …).
Possible responses t o st udent s’ quest ions and answers can be t hought during
t he micro t eaching act ivit y. Some t eachers can act as t he high l evel, average
level or low l evel st udent s in get t ing some unusual/ wrong answers in order t o
answer t eacher’ s quest ions.
Based on t hese answers, t he LS group provides t he addit ional t asks (f or high
level st udent s), t eaching st rat egies t o handle t he wrong answers or ot her
t hings
DO – SEE
1)
Arranging t he st udent s group and chairs (i ncl udi ng name/ number t ag f or each
st udent ) bef ore DO act ivit y f or saving t he t ime. Theref ore, when st art ing t o
implement DO act ivit y, t he model can direct l y goes int o t he t eachi ng learning
act ivit y.
2)
Impl ement ing t he l esson plan by t he model and t he ot hers do observat ion
(SEE). Remember t hat t he observers are not al lowed t o get involved in hel ping
t he model or st udent s. They at t end t he class only t o observe and coll ect
evidence of st udent learni ng, t hi nking, behavior and engagement during t he
lesson.
Not e:
Usually, observat ions in t he convent ional classroom observat ions f ocuses on
what t he t eacher’ s act ivit ies. In t he l esson st udy act ivit ies, observat ions are
mainly f ocused on st udent s and what t hey do in response t o inst ruct ion.
During t he DO act ivit y, observers should have a copy of l esson plan,
worksheet , evaluat ion sheet and t he map of st udent s’ posit ion in t he
classroom. For t he beginners, it is allowed t o observe only one group.
The LS group develop an observat ion sheet based on t he emphasize of
st udent s learning processes, includi ng many ideas f or solving t he probl em,
common misunderst andings t he st udent s had, how and when t heir
underst anding changed.
From t he observat ion sheet , t he observers arrange comment ari es t hat wi ll be
delivered f or t he ref l ect ion act ivit y.
9
REFLECTION
1)
Discussion t o ref lect and analyze DO act ivit y. In t his act ivit y, moderat or l ead
t he discussion among t he model , observers, t he f el low worker and expert . The
secret ary writ e t he opinion, revision and concl usion
2)
Reviewing and revising t he l esson plan and t he approach based on t hese
observat ions
3)
Filing t he concl usion of t he whol e LS act ivit y f or t he f ollowing LS act ivit y cycle
or using by ot her col leagues t o t each in t hei r classes.
4)
Deciding t he next Open Class act ivit y (who will be t he model , when and where
t he LS act ivit ies will be hel d, which classroom and what t opic will be t aught )
D. What are Support ing Conditions?
Underst andi ng about lesson st udy process, we can idenf it y several f act ors and
condit ions t hat inf luence t he success of lesson st udy implement at ion. These f act ors
can be cat egori zed int o t hree groups, namely (1) int ernal/ int rinsic f act ors, (2)
ext ernal/ ext ri nsic f act ors, and (3) syst emic f act ors. The i nt ernal or i nt rinsic f act ors
exist inside t he t eachers who part icipat e in t he l esson st udy group. The ext renal or
ext rinsic f act ors exist s out side t he t eacher as a personal. Meanwhil e, t he syst emic
f act ors correspond t o t he exist ing educat ional and t eachers' prof essional t eachers
syst ems.
The i dent if ied f act ors are highlight ed bellow.
1.
Int ernal/ Int ri nsic Fact ors:
a. Teachers’ knowledge:
Knowledge of subj ect mat t er
Teachers in t he l esson st udy group t alk about mat h in a part icular way,
t hat includes how t hey t hink kids learn t he cont ent , what t he mat hemat ics behi nd a probl em really is, what are t he essent ial mat hemat ical concept s behind a unit , et c. The t eacher's knowl edge on subj ect mat t er t heref ore wi ll af f ect very st rongly t he lesson st udy act ivit ies during
10
t he research and planning and also t he research lesson phases.
Knowledge of inst ruct ion
It is clear t hat t eacher's knowledge of inst ruct ion will inf luence t he
t eaching and l earni ng process, even when t he lesson st udy group pre-
pares l esson plan.
Knowledge of st udent t hi nking ("eyes t o see st udent s” )
During t he observat ion of act ual classroom where t eaching and learning
process is happening, t he observers shoul d f ocus on t he st udent s' learning. This observat ion skil l requires t he knowl edge of st udent t hinking i n
order t o see t he way how st udent learn mat hemat ics.
b. Teachers’ personal disposit ion
Ident it y
At t ent ion t o St udent Thi nking
Belief s about St udent s
What t eachers do in pl anning and pract icing t eaching and l earni ng
processes depends on t heir belief about st udent s. Teachers must beli eve
t hat all st udent s are able t o learn. The t eacher's ident it y will be ref lect ed
on what t eacher do during t he lesson st udy group's di scussion, t he l esson,
and post lesson discussion, because al l t hese lesson st udy act ivit ies are
int erpersonal int eract ion f orms. Teacher's i dent it y inf l uence t he way
he/ she int eract wit h ot hers.
Meanwhi le, t he t eachers' at t ent ion t o st udent t hi nking and belief about
st udent s af f ect t he way and what t hey plan l esson and t each t he l esson as
wel l as t heir observat ion during t he l esson. As consequences, t hese
t eachers' personal disposit ion wil l also af f ect t he dat a t hey col lect ed during t heir l esson as observat ion result s depend on t he observers' perceive.
Sense of Ef f icacy
It is clear t hat af f ect ivit y is an import ant t hing t hat must be at t empt ed in
each act ivit y, incl uding l esson st udy. The sense of ef f icacy hel ps t eachers
in set t ing clear l esson st udy goals as t o improve inst ruct ion and st udent s'
learning. The lesson st udy is an act ivit y t hat t akes t imes and money, and
requires human resources as well as f acilit ies. Theref ore t his ef f ort
shoul d achieve t he goals and improvement at least t he same value as it s
"cost ".
Inquiry St ance on Pract ice
11
Experienced t eachers may have t aught f or several years wit h rout ine act ivit ies, such as prepare l essons, t eaching mat erials, and t each lesson i n
classrooms. The i nst ruct ion and st udent 's learning i mprovement requi res
hard work and creat ivit y inst ead of rout ine act ivit y.
c. Teachers’ commit ment and communit y:
Mot ivat ion t o improve
Lesson st udy is a model f or t eachers' prof essional development t o improve
t heir pract ices t hat result in t he st udent s' l earni ng improvement . Wit hout
mot ivat ion, an improvement is never happen. Teachers j oin t o t he l esson
st udy group shoul d have mot ivat ion t o improve t heir inst ruct ions as part
of long-t erm goals relat ed t o t heir inst it ut ions (schools) and nat ional educat ional goals.
Lesson st udy shoul d be t hought as an opport unit y f or t eachers t o “ be
researchers, ” “ t est t heir own knowl edge of how t heir st udent s learn” and
“ underst and t he subj ect cont ent and why it ’ s import ant ” .
Sense of account abi lit y t o communit y of t eachers
In lesson st udy, t eachers engaged in an open int erchange of ideas and
mat erials. They also share t heir experiences. During t he lesson plan preparat ion and ref l ect ion, everyone should engage in t he conversat ion, wil ling t o hear ot her members' opinion and let t hem hear his/ her opi nion and
observe his/ her t eaching pract ices. Wit hout sense of account abilit y
among lesson st udy group members, it is almost impossible t o make col-
laborat ion among t hem and t o reach t he lesson st udy goals.
Connect ion of daily pract ice t o long-t erm goals
As already known t hat l esson st udy f ocuses on t eachers' pract ice improvement t hat f inal ly wil l impact t o t he st udent s' learning result s and
schools long-t erm goals. Theref ore, wit hout clear f ormulat ion of lesson
st udy goals based on dail y t eachers' experiences and broad educat ional
goals, t he group act ivit ies will be j ust a short -t erm proj ect t hat wil l not
have impact t o t he st udent s' development . Theref ore when a l esson st udy
group has been est ablished, each member needs t o ref lect his/ her own
t eaching pract ices and it s problems in relat ion t o st udent s' learning perf ormances.
12
d. Local cult ure:
Teachers f rom dif f erent areas may have dif f erent personalit y and behavior,
such as closeness or openness, shamef ul ness, regret f ulness, t he way t o comment t o ot hers, and so on will af f ect t hey communicat e, discuss, and int eract
wit h ot her members during lesson st udy meet ings.
e. Communicat ion skil l
It is clear t hat lesson st udy requires communicat i on skills because l esson
st udy is collaborat ive act ivit y among t eachers who have t he same "mission" in
improving t heir pract ices t o develop st udent s' l earni ng.
f . Self crit ical ref l ect ion
This is an import ant f act or t hat exist s inside t he t eachers required when t hey
j oin t o t he l esson st udy group. The t eacher's crit ical ref l ect ion helps him/ her
when t alking about how he/ she t each and t hi nk what st udent s done in t he
classroom. This charact eri st ic also helps t eachers t o always record and keep
t rack of t heir ideas f or revising lesson plan over t i me t hrough l esson st udy
cycl e.
Do you have any ot her idea?
2.
Ext ernal/ Ext rinsic Fact ors:
Because lesson st udy is not an individual act ivit y, but a collaborat ive act ivit y, it
depends not only on t eacher's charact erist ics, but also on ot her f act ors come
f rom out side t eacher's personal disposit ion. These are highlight ed as f ollows.
a. St udent s charact erist ics
As t he lesson st udy f ocuses on t he st udent s' learning improvement , st udent s
t ake an import ant rol es in t he success of l esson st udy. St udent s at a research
lesson classroom will see "out siders", observers, during t he lesson. This can
af f ect t heir learning concent rat ion when t hey f eel surprised wit h t he exist ence of t he observers.
b. Collaborat ion among t eachers
It is clear t hat lesson st udy cannot be done individually as l esson st udy is a
group act ivit y. Each member of l esson st udy group must t ake part icipat ion
duri ng al l st eps and phases in t he l esson st udy cycle.
13
Collaborat ion and cooperat ion in l esson st udy can be make among t eachers
f rom t he same school, or f rom dif f erent schools of t he same dist rict , among
t eachers t each t he same subj ect or t each dif f erent subj ect s.
c. Connect ion t o knowledgeable ot hers, including col l eagues
educat ional ex-
pert s and f acilit at ors (coaches) who can help t he l esson st udy group in analyzi ng and set t i ng t he l esson st udy goals, observing t he research lesson, analyzi ng t he observat ion dat a, revising t he lesson plan.
The need of knowledgeable ot hers is urgent when t he members of lesson
st udy group are new t o l esson st udy. Even when t hey already experienced lesson st udy, t hey need expert s such as mat hemat ics educat ors, mat hemat ics
educat ion researchers t o help t hem make bet t er l esson plan preparat ion and
lesson improvement .
Knowledgeable ot hers (out side examiner, invit ed advisor, or react or t o t he
lesson): coll ege/ universit y lect urers (cont ent special ist s, cont ent educat ors,
et c. ), experienced t eachers, and dist rict supervisors have import ant role in
t he lesson st udy implement at ion and disseminat ion.
The f ollowing are some f unct ions of ot her knowledgeabl e ot hers f or t he lesson st udy group (Fernandez, 2001):
•
•
•
•
provides a dif f erent perspect ive when react i ng t o t he l esson st udy work
of t he group
provides inf ormat ion about subj ect mat t er cont ent , new ideas, or ref orms
shares t he work of ot her lesson st udy groups, also
somet imes t hey act as cheerleaders t o encourage t eachers t o persist in
t he process.
Ef f ect ive l esson st udy depends on observat ion and subsequent discussion
skills. Post -lesson discussions should f ocus on st udent t hinking and should be
driven by dat a coll ect ed during t he research lesson. In t urn, t he dat a col lect ion it self shoul d be int ent ional and is planned in advance wit h a part icular
f ocus. The result ing discussion shoul d f ocus on st udent s’ sol ut ion st rat egies,
inf ormat ion organizat ion, and t ypes of errors. Formulat ion a set of quest ions
in advance wil l be usef ul t o guide t he post -l esson discussion, rat her t han
14
simply present ing dat a col lect ed by each t eam member. Col laborat ion wit h
cont ent specialist s will hel p t eachers t o get i deas about t he part icular aspect s
of st udent t hi nking t o t arget f or observat ion. They can also provide f eedback
on emerging ideas or lesson plans, part icipat e i n research l essons as dat a
coll ect ors, provide comment s and suggest ion on post -lesson discussion.
d. Learni ng resources:
As lesson st udy concerns wit h t eaching and learning processes, t his act ivit y
requires l earni ng resources t hat will be used by t he t eacher who t each t he research lesson. This incl udes:
Lesson plans t hat reveal and promot e st udent t hinki ng
Tools t hat support coll egial l earni ng during lesson st udy
Mat hemat ical Tasks & St udent Work
Curricul um Mat erials
Research Art icl es & Summaries
Lesson Videos
Ref l ect ion Forms & Quest i ons
All t hese resources may be available readily, or need t o be prepared by t he
lesson st udy group.
e. The availabi lit y of sponsorship providing f unds f or l esson st udy proj ect s
Lesson st udy requires f unding f or success and sust ain, t hough t his is not t he
only support f or cont i nuit y of lesson st udy proj ect s. Teachers need t o spend
money f or t heir t ransport at ion f rom t heir homes t o schools and t he place of
lesson st udy. The l esson st udy group also needs money t o buy inst ruct ional
t ools t hat cannot be prepared by t hemselves. During t he lesson st udy meet ings, somet imes t hey also provide f oods and dri nk. This of course requires ext ra money t o buy t he f oods and drinks.
f . Geographic f act or: dist ances among schools, access t o ot her schools.
Do you have any ot her idea?
3.
Syst emic Fact ors:
a. Curricul um:
Nat ional st andard
Allows plent y of t ime f or hands on explorat ion during classroom lesson
15
Allows t eachers t o devot e t imes t o st udying t he most ef f ect ive ways t o
present t opics rat her t han t o sel ect t he most import ant t opics f rom a
massive t ext books.
Nat ional st andard makes school level curricul um more managable when
t hey can make choices
Academic calendars
In lesson st udy act ivit ies, t eachers need t o analyze curriculum, educat ional
goals, schools long-t erm goals (vision and mission), and school mat hemat ics
obj ect ives. The clear and direct ive f ormulat ion of nat ional st andards of educat ion and school level curricula hel p t he members of lesson st udy group t o
ident if y and f ormulat e t he lesson st udy goal and ref erence t o t heir own daily
classroom pract ices.
b. St abilit y of Educat ional Pol icy:
The st abi lit y of educat ional policy make it is easier t o make improvement s in
inst ruct ion t hrough long t erm research lesson. It is will also encourage t he
t eacher collaborat ion and cooperat ion in lesson st udy.
c. The syst emat ic way t o expand t he lesson st udy f ocus f rom l esson st udy’ s surf ace f eat ures, such as development of lesson plans, t o it s underlyi ng pri nciples, such as increasing t eachers’ opport unit ies t o learn f rom one anot her,
f rom pract ice, and f rom t he curricul um. Ref orms of t en f ail when t heir surf ace
f eat ures are impl ement ed in reci pe-like f ashion, wit hout suf f icient at t ent ion
paid t o t he underl ying rat i onale.
d. The commit ment of cent ral and local/ dist rict government i n t he development
of t eacher prof essionals t hrough lesson st udy by providing lesson st udy block
grant and est ablishing perf ormance based promot ion or reward f or t eachers.
e. The commit ment of school headmast er in t he improvement of inst ruct ion
Lesson st udy is a model f or int ensive, school-based prof essional development
in which t eachers collaborat e t o plan, observe, and ref ine a l esson. Teachers
engage in lesson st udy as researchers and scholars of t heir own classrooms.
The process has t he pot ent ial t o t ransf orm schools int o places where t eachers
can invest igat e and verif y what works f or t heir st udent s.
f . Teacher cert if icat ion syst em requires t eachers t o improve t heir inst ruct ion
16
g. Teachers associat ion net work and collaborat ion: est ablishment of learning
communit y such as MGMP (learning communit y among t he same subj ect
t eachers) as media f or t eachers t o share t hei r experi ences.
h. Encult urat ion of lesson st udy t o make lesson st udy as daily pract ices among
t eachers, exchange experi ences, publicat ion. This requires support f rom educat ional aut horit y such as school headmast er, dist ri ct educat ion supervi sor,
local government , and cent ral government . For Indonesian case, t he exist ence of LPMP and P4TK can be support i ng inst it ut ions f or lesson st udy disseminat ion and encult urat ion.
Lesson st udy report s are an import ant part of t he process because t hey f aci lit at e and capt ure t he t eachers' ref lect ions about t he lesson and about broader issues of t eaching and l earning.
Do you have any ot her idea?
Let s discuss now!
17
References
Anonim.
Lesson St udy f or
Col l ege Teacher s:
An Onl ine Gui de.
ht t p: / / www. uwlax. edu/ sot l/ lsp/ int ro. ht m. Accessed on July 20, 2009.
Cat herine Lewis and Ineko Tsuchida (1998), "A Lesson is Like a Swif t ly Flowing
River – How Research Lessons Improve Japanese Educat ion". American
Educat or , Wint er 1998, 22(4), pp. 12, 14 –18, 50 – 52.
Cat herine Lewis and Rebecca Perry (2003), " INSTRUCTIONAL IMROVEMENT
THROUGH LESSON STUDY: PROGRESS AND CHALLENGES IN THE U. S. "
Present ed at Exploring Collaborat ions in Science and Mat hemat ics
Educat ion, March 17-19, 2003, San Francisco. Learning Across
Boundaries: U. S. -Japan Collaborat ion in Mat hemat ics, Science and
Technology Educat ion. pp. 239 – 253.
Cat herine Lewis, Rebecca Perry, Jacqueline Hurd, and Mary Pat O’ Connel l (2006),
"Lesson St udy Comes of Age in Nort h America", Phi Delt a Kappan, Vol. 88,
No. 04, December 2006, pp. 273-281.
Fernandez C. And Makot o Yoshida. (2004). Lesson St udy: A Japanese Appr oach t o
Impr oving Mat hemat ics Teaching and Lear ni ng. New Jersey: Lawrence
Erlbaum Associat es, Inc.
Fernandez, C. , Yoshida, M. , Chokshi, S. , & Cannon, J. (2001). An overview of
Lesson St udy: Lesson St udy Research Group. Ret rieved August 1st , 2009,
f rom
ht t p: / / www. t eacherscol lege. edu/ lessonst udy/ present at ions_slides. ht ml .
Hurd, Jacqueline and Licciardo-Musso, Lori . (2005). Lesson St udy: Teacher -Led
Pr of essional Devel opment in Lit er acy Inst r uct ion . Language Art s; May
2005; Vol. 82; No. 5; pg. 388-395; Research Library.
Ist amar Syamsuri and Ibrohim (2008), Lesson St udy (St udi Pembelaj aran) – Model
Pembinaan Pendidik secara Kolaborat if dan Berkelanj ut an, dipet ik
dari Program SIST T EMS—JICA di Kapupat en Pasuruan – Jawa T imur
(2006-2008). Bandung: FMIPA UM.
Susilo H. (2009). Lesson St udy sebagai Pil ihan Sar ana Peningkat an Kual i t as
Pembel aj ar an dan Penyiapan Cal on Gur u MIPA di LPTK. Malang: Workshop
Lesson St udy bagi Dosen FMIPA Universit as Negeri Malang.
Takahashi, Akihiko and Yoshida, Makot o. (2004). Ideas f or Est abl ishing LessonSt udy Communit ies. Rest on, Virginia: NCTM-The Nat ional Counci l of
Teachers of Mat hemat ics, Inc. ; Teaching Children Mathematics; May
2004.
18
Appendix 1: The Example of a Format of Lesson Plan
(model 1)
LESSON PLAN
School
: Jogj a Junior High School
Subj ect
: Mat hemat ics
Class/ Semester
: VII / 2
Standard Competence : To under st and t he concept s of quadr il at er al and
t r iangl e and t o det er mine t heir si zes
Basic Competence :
- To i dent if y t he pr oper t ies of a t r iangl e based on it s sides
- To i dent if y t he pr oper t ies of a t r iangl e based on it s angl es
Indicator(s) :
- To expl ain t ypes of t r iangl es based on t heir sides.
- To expl ain t ypes of t r iangl es based on t heir angl es.
Time allocation
: 2 x 40 menit ( … Meet i ngs)
A. Learning goal(s)
B. Learning material (Learning subst ance)
C. Learning Method(s)
Learning St rat egies
: CTL (Cont ext ual Teaching Learni ng), et c
Met hods
: Discussion, et c
D. Learning activities steps:
Meet ing 1. . . . . . . . . . . .
Meet ing 1. . . . . . . . . . . .
……. et c
E. References
F. Evaluation
19
Appendix 2: The Example of a Format of Lesson Plan
(Table model)
LESSON PLAN
School
: ...................................
Subj ect
: ...................................
Class/ Semest er
: ...................................
St andard Compet ence : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Basic Compet ence
: ...................................
Indicat or(s)
: ...................................
Time al locat ion
: . . . . . x 40 minut es ( … Meet i ngs)
A. Learni ng goal(s)
B. Learni ng mat erial (Learning subst ance)
C. Learning Met hod(s)
D. Learning act ivit ies st eps:
Meet ing 1.
St r uct ur ed of Teaching
1. 1. Int r oduct i on
Apercept ion
(The st udent s are expect ed
t o prepare, physically and
psychologically, t heir
learning act ivit ies)
Mot ivat ion
(Facilit at ing t he st udent s t o
enj oy mat hemat ics act ivit ies)
Scheme of
Int er act ion
St udent s’ Act i vi t i es
Not es
Whole Class
For example:
The t eacher dist ribut es
small paper cont aining
one simple problem and
let all individual st udent s
t o solve it .
Whole Class
Good and int erest ing
f acilit at ion by t he t eacher
Not es:
Educat i on i s f or
al l , so al l st udent s
shoul d have a
chance t o do mat h
act i vi t ies f r om
t he ver y ear l y of
t he l esson
act i vi t ies.
Good and
i nt er est ing
f aci l i t at i on by t he
t eacher may
mot ivat e t he
st udent s t o l ear n
1. 2. Mai n act i vi t i es
Small Group
Consi der how t o
devel op gr oup
di scussi on and
st udent s’
wor ksheet .
Whole Class
The st udent s
shoul d pr oduce
t hei r own
concl usi ons
1. 3. Summar y
E. Ref erences
F. Evaluat ion
20
Appendix 3: Observation Sheet of Learning Activities
through LS
Dat e: _____________
A.
Do all st udent s reall y l earn about t his t opic?
(provide concret e f act s and t he reasons)
Exampl e:
Gr oup 1 ar e seemed t o have a good conver sat ion dur ing t heir discussion whil e in
Gr oup 2, onl y t he st udent number 5 can do t he wor ksheet and t he ot her s have
not under st and t he t opic yet and t hey ar e ashamed t o ask him.
B.
Which st udent can not f ol l ow t he learning act ivit ies? (based on t he concret e
f act s t hat are observed and provide t he st udent ’ s name/ number)
C.
Why t hat st udent can not f ollow t he l earning act ivit ies?
Do you know t he causes why he/ she can not f ol low t he l earni ng act ivit ies?
How do you t hink t o solve t his problem?
D.
What kind of val uable poi nt s can you get f rom t his l earning act ivit ies?
Not es:
Ot her aspect s t hat can be observed are
t he int eract ion among st udent s in t heir group,
t he int eract ion among st udent s wit h st udent s f rom ot her groups,
t he int eract ion bet ween st udent s and t he t eacher,
t he int eract ion bet ween st udent s and t heir surroundi ng,
t he media/ ref erences, et c
Model Teacher
: _______________________________
Class
: _______________________________
School
: _______________________________
Observer
: _______________________________
Posit ion
: Teacher/ Pri ncipal/ Supervi sor/ Lect urer/ _______________
21
Appendix 4: Worksheet 1
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t i ng f act or s invol ving in t he l esson st udy
pr epar at ion (pl anning a l esson st udy)
Obj ective :
To ident i f y t he suppor t i ng f act or s f or success of l esson st udy pl anning
Materials: some exampl es of video showing a gr oup t eacher s pr epar ing a l esson
st udy pr oj ect
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t o pr epar e a l esson st udy. Wit hin your gr oup, ident i f y and discuss some f act or s t hat you t hi nk wil l suppor t f or success i n pl anni ng a l esson st udy. Pr epar e your descr ipt ion or j ust if i cat ion f or t he f act or s you ident i f y.
( 30 minutes) Wat ch t he sampl e videos on pl anning l esson st udy. Ident i f y
and discuss some ot her f act or s t hat you di dn't f ound dur ing your r eadi ng
r eview but t hey wil l suppor t f or success in pl anning a l esson st udy.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
Appendix 5: Worksheet 2
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t ing f act or s invol ving in t he i mpl ement at ion of
l esson st udy (t eaching and obser vat ion)
Obj ective :
To ident i f y t he suppor t i ng f act or s f or success of l esson st udy impl ement at ion
Materials: some exampl es of vi deo showing a r esear ch l esson wher e one t eam
member t each t he r esear ch l esson whil e ot her s obser ve and col l ect
dat a
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t he impl ement at ion of a l esson st udy. Wit hi n your gr oup, ident i f y and di scuss some f act or s t hat you t hi nk wi l l suppor t f or success in i mpl ement ing a
l esson st udy. Pr epar e your descr ipt ion or j ust if icat i on f or t he f act or s you
ident if y.
( 30 minutes) Wat ch t he sampl e videos on impl ement ing a l esson st udy.
Ident i f y and discuss some ot her f act or s t hat you di dn't f ound dur i ng your
r eading r eview but t hey wil l suppor t f or success in impl ement ing a l esson
st udy.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Appendix 6: Worksheet 3
Group Activity
Group # : __________
Activity #1 : Ident i f yi ng suppor t i ng f act or s invol ving in t he r ef l ect ion and
impr ovement st ep of a l esson st udy
Obj ective :
To ident if y t he suppor t i ng f act or s f or success of r esear ch l esson r ef l ect ion and
impr ovement
Materials: some exampl es of video showing a gr oup t eacher s meet ing discussi ng
a r esear ch l esson
Activities:
1.
2.
3.
( 20 minutes) Review t he st eps of l esson st udy. Look at t he det ail on how
t he r ef l ect ion and impr ovement a r esear ch l esson is done dur ing t he post
l esson meet ing. Wit hin your gr oup, i dent i f y and discuss some f act or s t hat
you t hink wil l suppor t f or success in r ef l ect ing and impr oving a r esear ch
l esson. Pr epar e your descr ipt ion or j ust if icat ion f or t he f act or s you ident if y.
( 30 minutes) Wat ch t he sampl e videos on post l esson discussion. Ident if y
and discuss some ot her f act or s t hat you di dn't f ound dur ing your r eadi ng
r eview but t hey wil l suppor t f or success in r ef l ect ing and impr ovi ng a r esear ch l esson.
( 30 minutes) Discuss your f i nding wit h ot her gr oups.
Discussion Result :
List al l supor t ing f act or s your gr oup agr ee (give a br ief descr i pt ion i n one or
t wo sent ences of each f act or ) :
24
1.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.
……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.
……. . . . . . .