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Collaborative experiential inquiry
Lesson study is a professional development approach used in education. It originated in Japan and is often associated with Japanese educational practices. The primary goal of lesson study is to improve teaching and learning through collaborative and reflective practices among educators.
Key thinkers in this area:
The key principles underlying lesson study include collaborative inquiry, a focus on student learning, and a commitment to continuous improvement. Lesson study is seen as a powerful tool for teacher professional development as it encourages a culture of reflection, collaboration, and the sharing of effective teaching practices.
Teaching strategies that are linked to lesson study
Collaboration: Teachers work together in small groups, usually consisting of three to six members. These groups collaborate on planning, observing, and analysing lessons.
Lesson planning: The team collaboratively plans a lesson, focusing on specific learning goals and objectives. The lesson is carefully designed to promote learner understanding and engagement.
Teaching observation: One teacher from the group teaches the planned lesson in a real classroom setting while the others observe the learners' responses and interactions. Observers pay attention to various aspects, such as learner engagement, understanding, and misconceptions.
Debriefing and analysis: After the lesson, the group meets to debrief and analyse the teaching and learning that occurred. They discuss what worked well, what could be improved, and how to enhance the effectiveness of the lesson.
Revision and repeat: Based on the reflections and feedback, the team revises the lesson plan and teaching strategies. They may decide to implement the revised lesson in another class, allowing for continuous improvement.
Documentation: Throughout the process, there is an emphasis on documenting the insights gained, the changes made, and the impact on learning. This documentation serves as a valuable resource for future professional development and sharing with other teachers.
Read more here:
Cheung, W. M., & Wong, W. Y. (2014). Does Lesson Study work?: A systematic review on the effects of Lesson Study and Learning Study on teachers and students. International Journal for Lesson and Learning Studies, 3(2), 137-149.
Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., ... & Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. International Journal for Lesson and Learning Studies, 7(1), 8-22.
Saito, E. (2012). Key issues of lesson study in Japan and the United States: A literature review. Professional development in education, 38(5), 777-789.
Questions
How appropriate is the lesson study approach to the FES sector?
How might the process of planning, observing, and collaboratively debriefing after lessons be challenging?
How might the collaborative nature of lesson study be problematic?
How would lesson study work in your setting for your subject specialism?
Lesson study originated in Japan. How appropriate do you think it is for the UK education system?
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