Analysis of the final comments provided by a knowledgeable other in lesson study

Abstract

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.

Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes

“…Learning potential increases when expertise (both insider and outsider) is drawn on. Seino and Foster (2021) and other studies (Takahashi and Yoshida, 2004; Watanabe and Wang-Iverson, 2005) also point out the importance of knowledgeable others in Japanese LS.…”

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

“…It was frequently conducted by in-service (81.4%) elementary and middle school teachers (Corey et al, 2021), although a growing body of research has explored the implementation of LS in secondary classrooms (e.g., Huang, Barlow, et al, 2017) and with preservice teachers (e.g., Guner & Akyuz, 2020; Hernández-Rodríguez et al, 2021). LS cycles were often led by expert teachers (Seino & Foster, 2021) or supported by “knowledgeable others” who provided feedback during the process (Hernández-Rodríguez et al, 2021; Lewis & Perry, 2017). Outside of Japan, university faculty often initiated and facilitated LS cycles (Calleja & Camilleri, 2021).…”

“…Although there is no magic bullet for LS duration and flexibility is often needed due to local contexts, effective LS demands careful design and enactment, which takes a considerable amount of time. In Japan, a school usually spends 4–6 weeks to develop one lesson plan (Seino & Foster, 2021). This strikingly contrasts with LS implementation outside of Japan, where a research lesson plan may be developed in 1–2 hours (e.g., Confrey & Shah 2021; Hernández-Rodríguez et al, 2021).…”

“…Last but not least, the role of “knowledgeable others” is inconsistent across LS studies during the enactment process. While both Japanese and Chinese LS have always involved knowledgeable others as a critical element (Groves et al, 2016; Huang & Shimizu, 2016; Lewis & Perry, 2017; Seino & Foster, 2021), some LS studies in other countries did not have this role (Takahashi & McDougal, 2016). Although the exact roles of knowledgeable others in Japanese and Chinese LS can differ—for example, they may or may not be part of the LS team or serve as a facilitator—these experts play an extremely important role in LS by providing content, conditional, and practical knowledge (Gu & Gu, 2016).…”

The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson

“…This emphasis on careful use of the board (e.g. see Seino & Foster, 2020) contrasts starkly with how classroom boards are typically used in Western classrooms, where the board tends to occupy a much smaller fraction of the front wall, and where only a small amount of content is normally visible at any one time (Foster & Baldry, 2019). The combination of having access to such a board, and an expert teacher's considerable bansho skill, provides opportunities to conduct the neriage phase of the lesson in ways that can support the productive discussion of multiple student responses, providing rich learning opportunities for students.…”