Developing Discussion Leaders Through Scaffolded Lesson-Study

Kohlmeier, Jada; Saye, John W.

doi:10.1080/00377996.2016.1237466

Cited by 13 publications

(12 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, it has been simplified and shortened. In a recent study, Kohlmeier and Saye () approached lesson study from a different perspective. They tried to examine the influence of scaffolded lesson study on the use of discussion skills in the classroom.…”

Section: Lesson Studymentioning

confidence: 99%

The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study

Arslan

2018

TESOL Journal

View full text Add to dashboard Cite

The lesson study (jugyoukenkyuu) approach to professional development, used in Japan and various regions of North America, encourages teachers to reflect on their teaching in order to improve its overall quality. The purpose of the current study is to analyze the influence of this approach on the professional development of English as a foreign language (EFL) preservice teachers in Turkey. The lesson study format was new to all participants, and data were collected from research lessons, observations, and reflections during the teaching process. The findings suggest that lesson study contributes to teacher learning by providing teachers with concrete examples of practice.

show abstract

Section: Lesson Studymentioning

confidence: 99%

The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study

Arslan

2018

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…Many of the strategies observed in only a minority of lessons are strategies that would support all learners. Currently, staff are relying on ‘craft knowledge, which is contextually specific, idiosyncratic, and personal when making pedagogical choices’ (Hiebert et al , 2002, cited in Kohlmeier and Saye, 2016, p. 23).…”

Section: Presentation and Analysis Of Findingsmentioning

confidence: 99%

“…Teachers need to be supported to move from being ‘private’ to ‘collective’ practitioners and recognise their contribution to the skills of the whole school community (EADSNE, 2019). Further action is planned to organise a lesson study programme that will permit teachers to identify areas of focus, collaboratively plan, implement a new strategy on multiple occasions and reflect on and refine practice (Kohlmeier and Saye, 2016). The focus for the lesson study will be inclusive pedagogy founded on equity, a graduated response to the needs of all children to ensure the same opportunity to participate for all (Freeman, 2016, p. 12).…”

Section: Presentation and Analysis Of Findingsmentioning

confidence: 99%

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Connett¹

2020

Support for Learning

View full text Add to dashboard Cite

This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university‐based course. It follows an earlier evaluative study that identified a tension between teachers’ self‐rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The ‘action’ which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy.

show abstract

“…Lesson study activity is primarily conducted by designing lesson activities to achieve learning objectives, implementing lesson activities, observing lesson activities implementation, and performing comprehensive reflection towards lesson activities implementation to examine what have been implemented for further enhancement in the next session [9,10]. Lesson-study positively influenced the quality of the teachers' discussion facilitation, their appreciation for lesson-study as a professional development model, and their adoption of broader cultural principles necessary for independent inquiry-oriented teaching practice [11] Contextual Teaching Learning constitutes a learning concept that enables teachers to connect lesson topics delivered within learning activities with the real-life context and setting around students. This contextual teaching, thus, allows students to be able to implement the acquired knowledge in their real life [13].…”

Section: Introductionmentioning

confidence: 99%

Lesson Study Based on Flipped Classroom on Primary School

Hakim¹,

Sulistyowati²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

View full text Add to dashboard Cite

This paper aims at discovering and examining the implementation of Lesson Study on Social Studies for Primary School course based on flipped classroom. To answer the questions, this paper employed descriptive qualitative approach. The obtained data were then processed through data collection, reduction, presentation, and conclusion. The implementation of Lesson Study was performed to students of C2017 class and it involved 38 students. The results of Lesson Study indicated that the planning and implementation of learning activities which were carried out through three stages improved the quality of teaching and learning process. It was proven from the results of observation conducted during the implementation of learning activities as well as the reflection phase after the learning activities by the lecturer team. The drawbacks in first stage of learning activities were reflected and resolved before continuing to second stage. The drawbacks in second stage of learning activities were reflected and resolved before continuing to third stage. These reflections further improved the quality of learning activities. It also offered a new experience for the lecturer regarding team teaching learning activities. The improvement of learning through Lesson Study could be taken continuously.

show abstract

Developing Discussion Leaders Through Scaffolded Lesson-Study

Cited by 13 publications

References 21 publications

The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study

The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Lesson Study Based on Flipped Classroom on Primary School

Contact Info

Product

Resources

About