Lesson+Study+Project

=Lesson Study Project=

Lesson study is a Japanese professional development practice that has gained ground in some educational systems in the United States. The premise of lesson study is that a group of teachers join together to create a lesson in great detail, have the lesson taught while the other teachers are in the room as observers, and then the teachers reassemble to discuss what occurred in the classroom. Often several iterations occur. Lesson study is a way for teachers to help develop ideas about teaching in a collaborative environment while observing to see the enactment of this group-planned lesson. In recent years, more and more United States educators have become familiar with this style of lesson planning and the culture that is attached to it.

We use lesson study as a method of helping the interns to collaborate and design a lesson, but also to engage in pedagogical research. The lesson study that is used in TE 801 does not go through several iterations, but is only taught once. The preservice teachers use the lesson to help shape their understanding of student thinking.

[|TE801_Thorpe_LessonPlanning.doc]

Consider: Chokski, S. and Fernandez, C. (2004). Challenges to importing Japanese lesson study: Concerns, misconceptions, and nuances. //Phi Delta Kappan,// 85(7), 520-525. [|Chokshi & Fernandez - Lesson Study Challenges.pdf]

 Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. //Journal of Teacher Education//, 53(5), 393-405. [|Fernandez -- Learning from Lesson Study.pdf]

Watanabe, T. (2002). Learning from Japanese lesson study. //Educational Leadership//, 59(6), 36-39. [|Watanabe -- Learning from Lesson Study.pdf]

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