M AT H 6 0 5 : G e o m e t r y f o r Te a c h e r s

LESSON
STUDY
a s Act ion Resea rch

VON CHRISTOPHER G. CHUA, LPT, MST

Instructor, ESSU-Graduate School
Improving
But teacherssomething
must be
as the
complex and
primary
culturally embedded
driving force behind as change
teaching. requires
They arethe
efforts of all theto
best positioned players, including
understand the students,
problems
parents, and politicians...
that students face and to generate possible
solutions.
Stigler & Hiebert, The Teaching Gap.1999
Session Objectives
In this fraction of the course, Geometry for Teachers, graduate students
enrolled in the subject are expected to do the following:

1. Explain the potential of lesson study 4. Decide on a specific, Geometry-

as an approach in improving teachers related learning competency in the K-
pedagogical practice. 12 Curriculum (G7-G10) that will take
2. Describe in detail the phases center in a lesson study cycle.
undertaken in conducting a lesson 5. Formulate a specific (lesson study)
study. research question based on the
3. Differentiate action research from selected competency.
other research designs.
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Understanding the
Nature of Lesson
Study
Seeing the Potential in the Problem
Japanese lesson study was first brought to worldwide
attention through the Trends in International
Mathematics and Science Study (TIMSS) video study and
Stigler and Hieberts account of Japanese-structured
problem-solving mathematics lessons in The Teaching
Gap.
Groves, 2014

Lesson study or jugyukenkyu which is a school-based

collaborative professional development activity dates
back to 1872.
Stigler, 1999
 Lesson study is a potent-embedded, peertopeer
professional learning strategy. It requires teachers and
other educators to work collaboratively to strengthen a
lesson until it has been refined as much as possible and
then teach it to get powerful data about how well the
lesson works.
Florida and the Islands Regional Comprehensive Center,
2009

Lesson study is a professional development approach

with aims that go beyond simply improving teaching
skills.
Fujii, 2014
 Key
Increased knowledge of subject matter Pathways to
Increased knowledge of instruction Instructional
Increased ability to observe students Improvement
Stronger collegial networks
Stronger connection of daily practice to
long-term goals
Stronger motivation and sense of efficacy
Improved quality of available lesson plans
Lewis, Perry, & Hurd, 2004
 (1) Research goals are decided;
(2) Materials are examined for LS theme;
(3) Lessons are carefully designed;
Study the
(4) Lessons are tried out within the LS
curriculum
group and final revisions and formulate
are done. goals
Plan

(1) Lessons are demonstrated;

(2) Lessons are observed by
other teachers, university
Reflect professors, and
research experts;
(1) Post lesson (3) Observers take
debriefing focused note of student
See Do activity and
on observations
made in the demo; teachers decisions.
(2) Participants
The Lesson discuss and reflect on what transpired;
(3) Revisions areConduct
decided and
research
Study Cycle incorporated in the next planning phase
lesson

Adapted
Adapted from from Lewis
Fernandez & Hurd,
& Yoshida, 2004 2011
as
as cited
cited by Ebaeguin by Fujii, 2014
& Stephens,
 EDUCATIONAL
VALUES
Study the
curriculum
and formulate
goals

Reflect Plan

Educational
Conduct
Values in research
lesson
Lesson Study
Adapted from Lewis & Hurd, 2011
Pyramid Model of Lesson Study,
as cited by Fujii, 2014
 It is not a seminar or a workshop.
Fujii, cited in Ebaeguin & Stephens, 2014

A workshop begins with an answer, a lesson study

begins with a question.
Liptak, cited in Lewis, 2002

It is not a momentary activity is a purpose-oriented

and continuing life-long practice.
Fujii, 2014

Is lesson Continuity and the desire to improve teaching are

study a critical factors of lesson study that distinguish it from
workshop or workshops.
seminar? ibid., p 71
 In Japan, a lesson plan is called gakushushidou-an,
which when translated verbatim into English means
learning/teaching proposal.
Fujii, 2014

A lesson plan: (1) brings ideas of the planning

teachers together for a common purpose; (2) draws
out the essentials of the teaching materials
Must the (kyozaikenkyu); and (3) helps keep a focus on
lesson plan teaching, not on the teacher.
be followed Takahashi, 2006

exactly?
 Japanese structured problem-solving lessons require
what Sugiyama (2008) referred to as Level 3
teaching.
Fujii, 2014

Level 1. The teacher can tell students important basic ideas of

mathematics such as facts, concepts, and procedures.
Level 2. The teacher can explain the meanings of and reasons behind
Is structured the important basic ideas of mathematics in order for students to
understand them.
problem- Level 3. The teacher can provide students opportunities to understand
these basic ideas, and support their learning so that the students
solving just become independent learners.
solving a Sugiyama as cited by Takahashi, 2011

task?
 To implement a Level 3 lesson, teachers must be able
to choose a good task, identify the pre-requisite
knowledge, and most importantly, nurture students
to apply their knowledge to a new situation.
Is structured Sugiyama, 2008

problem-
solving just
solving a
task?
 Lesson study is never about the teacher. It is about
the lesson.

The implicit purpose of lesson study sessions are to

improve teaching and not the teacher.

The use of a checklist (for teacher evaluation) is not

Is the focus wrong, depending on the context but the purpose of
of checklists in lesson study needs to be reconsidered.
Fujii, 2014
consideratio
n teaching or
the teacher?
 The chosen topic could be:
(1) one that is hard for teachers to teach;
(2) one that students find difficult;
(3) one that may seem easy but important
misconceptions arise; or
(4) one may be related to newly introduced content
in the national curriculum.

Choosing a topic (or competency) should NOT be

because of simplicity of content, or because it was
How should a the teachers favorite topic.
Fujii, 2014
topic be
selected?
 Lesson study as professional development is assumed to Assumptions
be transferable.
Teachers and schools are assumed to commit to iterative underlying
cycles of improving practice. attempts at
The research and planning phase of lesson study is Lesson Study
intended to be thorough and time consuming.
Lesson study is done democratically in a collaborative
environment.
There is continuing support from and appreciation of the
role of lesson study from school administrators.
University persons and other outside people come in as
resources and not leaders.
A lesson study group is composed of teachers with a wide
range of experience.
Ebaeguin & Stephens, 2014
Linking Lesson
Study to Action
Research
Hitting two birds with one stone

Action research is a valuable problem-solving tool.
For teachers, it can provide opportunities for
reflection and improvement, a testing ground for
improving teachers practice and a personal
transformation tool for a teachers professional
practice.

Segal, 2009
Action Research in Mathematics Education: A Study of a
Masters Program for Teachers
 Action research designs are systematic procedures
done by teachers to gather information about, and
subsequently improve, the ways their particular
educational setting operates, their teaching, and their
student learning.
Mills as cited by Creswell, 2008

Action research is not a research on practice but

research as practice, and practice as research.
McAteer, 2013
 Action research
compared to Basic
What is the extent of? research (Hendricks,
Can/Does (intervention
2009) program) increase
What are students (variable)?
concepts of?
The Research Can/Does (intervention
What are teachers belief Question program) reduce
in? (problem)?

Is there a significant Can/Does (innovative

relationship between? pedagogical practice)
improve (learning
What factors affect? competency)?
educational psychologists
The teachers
Researcher
anthropologists school department
chairperson,
social scientists
school heads, supervisors,
higher education superintendents
institution faculty
guidance counselors
graduate students
other educators
professional researchers
school personnel
development managers
and officers
 Implications of
Findings
Understanding improving professional
educational phenomena practice

Making generalizations solving problems in

school
Building theories
addressing pedagogical
Contributing to research issues
literature
 GENERAL
Research EDUCATIONAL LESSON STUDY
and Lesson RESEARCH FIELD
Study
Research Proposal Lesson Plan

Data Gathering Observing the

research lesson

Interpretation and Debriefing Session

analysis of Data
Adapted from Takahashi (2006)
as cited by Fujii, 2014
 Starting the
Lesson Study
Process
Gearing up for the challenge ahead
Study the
curriculum and
formulate goals.
Agree on a research theme.
As a group, set a criteria for
selecting one competency that you
will do a lesson study with. Do you
want to focus on designing
instruction for a least-learned
skill? Is it most important that you
select a topic that is difficult to
teach? Find potentials in problems.
Narrow down the competencies
based on the criteria you have
decided as a lesson study group.
Do this repeatedly until you have
identified one specific competency.
Express your specific aim as a
lesson study group through a
question that will be made central
to your lesson study.
Make a time table.
 Study the
curriculum and
Plan formulate goals.
Brainstorm. Why is this lesson Narrow down
Think. Use yourthe competenciesof
understanding
difficult? Why is it important to based on the criteria
the challenges you have
in the lesson as a
study this lesson? decided as a lesson
way to develop study group.
the lesson plan.
Do this repeatedly until you have
Research. Investigate relevant identified
Constructonethe specific competency.
lesson plan. Revise if
studies that have been done in the necessary. Study intensively the
recent past and use these as Express
materialsyour
thatspecific
you willaim
use.as a
foundation for developing the lesson study
Consider thegroup
type ofthrough
students a you
lesson plan. Present a coherent question
will workthat
with.will be made
Examine all central
details.
epistemological orientation of the to your lesson study.
research lesson.
Make a time table.
 Conduct
Plan.
research lesson.
Write a data collection plan as part Think.
OrientUse your understanding
the knowledgeable othersof
of the instructional plan, specifying the challenges
of their role, theinaims
the lesson
of the as a
lesson
the data to be collected. way
study,toand
develop the lesson plan.
the epistemological
orientations.
Coordinate with the principal of Construct the lesson plan. Revise if
the school for the conduct of the necessary.
Collect data Study intensively the
as planned.
lesson study. materials that you will use.
Consider
Conduct athe type of students
postlesson you
discussion,
Invite others to be part of the will work with.
following Examine
a structured all details.
agenda with
lesson study group including the a designated facilitator and note
knowledgeable others. taker.

Focus the discussion on the data

collected at the research lesson.

Reflect.
Discuss the results of the
postlesson discussion and decide
on the important findings that you
will highlight on your paper.
Write the paper.
Revise if necessary.
Conduct
research lesson.
Orient the knowledgeable others
of their role, the aims of the lesson
study, and the epistemological
orientations.
Collect data as planned.
Conduct a postlesson discussion,
following a structured agenda with
a designated facilitator and note
taker.
Focus the discussion on the data
collected at the research lesson.
This is it.
Any question?
Important Dates:
February 18th Presentation of Epistemological Orientations
and the Plan for Research Lesson
March 3rd - First Lesson Study Session
March 10th - Second Lesson Study Session
March 18th - Submission of First Draft
March 25th - Paper Presentation