Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes

Norwich, Brahm; Ylönen, Annamari

doi:10.1016/j.tate.2013.04.012

Cited by 48 publications

(53 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While extensively used in the Far East and North America, lesson study lacks an established empirical base in UK mainstream settings, although the studies by Dudley (2013), Ylonen and Norwich (2012) and Norwich and Ylonen (2013) have recently developed useful insights. The purpose of this paper is to explore the potential of lesson study for advancing professional practice and teachers' learning in the English secondary context.…”

Section: Introductionmentioning

confidence: 99%

“…The National College for School Leadership (2013) has also begun to promote the use of lesson study, arguing that it impacts positively on teacher learning and student outcomes. Consequently, we were puzzled to find that there have been relatively few studies of lesson study in the United Kingdom, with the exception of a small number of papers Norwich 2012, Norwich andYlonen 2013;Tall 2008;Dudley 2012aDudley , 2012b). Ylonen and Norwich (2012) focused on the efficacy of teachers using lesson study with a series of lessons over two terms for students with moderate learning difficulties in a secondary school.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Lesson study as a vehicle for collaborative teacher learning in a secondary school

Cajkler

Wood

Norton

et al. 2014

Professional Development in Education

View full text Add to dashboard Cite

Lesson study is recommended to schools as a powerful approach to the development of teacher learning. This paper reports the outcomes of a 'Lesson Study' project conducted in a Mathematics department with four serving teachers in a secondary school in England. Using Dudley's lesson study framework and, drawing on Hargreaves and Fullan's notion of professional capital, the feasibility and value of collaborative lesson study as a vehicle for the development of teacher learning was explored. Planning and evaluation meetings as well as end-of-project interviews were analysed to investigate how teachers planned research lessons together and how these were evaluated. Despite time constraints, teachers who engaged in lesson study reported that the process improved understanding of their students, that collaboration helped them to develop less-teacher-centred approaches and created a stronger sense of teacher community. The project demonstrated that lesson study has potential as an alternative or complementary model of teachers' learning, but it also throws up substantive organisational challenges if its use is to expand.

show abstract

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Lesson study as a vehicle for collaborative teacher learning in a secondary school

Cajkler

Wood

Norton

et al. 2014

Professional Development in Education

View full text Add to dashboard Cite

show abstract

“…The teachers eventually implemented these plans in the classroom and then reflected on the lessons together (Saito and Atencio, 2013). The process of lesson study is: (1) defining the problem; (2) planning the lesson; (3) teaching the lesson; (4) evaluating the lesson and reflecting on its effect; and (5) revising the lesson (Norwich and Ylonen, 2013;Nesusin, et al, 2014;Murata, 2011). The lesson study cycle is carried out through activities: planning-doing-seeing (Saito, et al, 2006).…”

Section: Discussion Instructional Management Based Lesson Studymentioning

confidence: 99%

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Gunawan¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

View full text Add to dashboard Cite

Abstract:The purpose of this study is: (1) to describe the process of instructional management based lesson study; and (2) improving of student achievement by applying instructional management based lesson study. The research method used is a classroom action research, which is implemented with two cycles, namely Cycle I and Cycle II. The research instrument is the observation sheet of lesson study and test. Data analysis is the analysis of variance paired-samples t test formula with the SPSS PASW Statistics 18. Subjects of the study were 31 students of the Class Management course. The result of the research shows that: (1) the process of instructional management based on lesson study is cyclical i.e. lesson plan, learning implementation (do, open class), and learning evaluation (see); and (2) there is improvement of student achievement by applying instructional management based lesson study.

show abstract

“…Lesson Study, for being a collaborative method that deals with planning single lessons, faces difficulties such as the need for excessive teachers' labor due to extensive planning and discussions (LEE, 2008), increased school budget requirements due to extensive hours teachers work to plan, execute and evaluate lessons (NORWICH;YLONEN, 2013), difficulty in keeping focus on all the relevant aspects of a lesson (FERNANDEZ; CANNON; CHOKSHI, 2003) and excessive feedback to student teachers due to the presence of many experienced observers (TSUI;LAW, 2007).…”

Section: Shortcomingsmentioning

confidence: 99%

“…It results from the works of Lewis (1992) and has been widely spread across Asian countries due to its favorable results in students' learning, its reflection on national and institutional test results (NORWICH;YLONEN, 2013;KILIÇ;DEMIR;ÜNAL, 2011) and its applications with the development of pedagogical content knowledge of student teachers (MATANLUK;JOHARI;MATANLUK;2013;NORWICH;YLONEN, 2013, DEMIBURBAK, 2011DUDLEY, 2013).…”

Section: Introductionmentioning

confidence: 99%

Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods

Médici

Carmo

2018

Sc. Knowl. Focus

View full text Add to dashboard Cite

Educational researchers are concerned with the investigation and improvement of teaching methods, and data obtained this study evidences their efficacy. The Personalized System of Instruction (PSI) and Lesson Study (LS) are two evidence-based effective teaching methods applied in varied disciplines in several countries with different theoretical backgrounds, procedures and evaluation strategies. In general, PSI research focuses on student development, lesson planning relies on an instructor, instructions are written, evaluation based on experimental manipulation, and shortcomings involve issues like student procrastination, excessive preparation and supervisor training time. LS research focuses on teacher and student development, instructions are varied, the assessment is based on a performance of the student, and teacher perception and shortcomings include excessive meeting time. This article suggests that both PSI and LS can benefit from the investigating implementation of each other's features. Keywords: Teaching and Learning, Personalized System of Instruction, Lesson Study, Comparative Analysis. RESUMO:Os pesquisadores educacionais estão preocupados com a investigação e aperfeiçoamento dos métodos de ensino e os dados obtidos evidenciam a sua eficácia. O Personalized System of Instruction (PSI) e Lesson Study (LS) são dois métodos de ensino efetivos baseados em evidências aplicados em disciplinas variadas em países com diferentes contextos teóricos, procedimentos e estratégias de avaliação. Em geral, a pesquisa do PSI concentra-se no desenvolvimento do aluno, o planejamento de lições depende de um instrutor, as instruções são escritas, a avaliação baseia-se em manipulação experimental e as deficiências envolvem problemas como a procrastinação dos alunos, a preparação excessiva e o tempo de treinamento do supervisor. A pesquisa do LS concentra-se no desenvolvimento do professor e do aluno, as instruções são variadas, a avaliação é baseada no desempenho do aluno e na percepção do professor e as deficiências incluem o excessivo tempo de reunião. Este artigo sugere que tanto PSI quanto LS, podem se beneficiar com a implementação investigativa dos recursos uns dos outros. Palavras-chave: Ensino e aprendizagem, Sistema Personalizado de Instrução, Estudo de Lição, Análise Comparativa.

show abstract

Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes

Cited by 48 publications

References 22 publications

Lesson study as a vehicle for collaborative teacher learning in a secondary school

Lesson study as a vehicle for collaborative teacher learning in a secondary school

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods

Contact Info

Product

Resources

About