Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

Wood, Phil; Cajkler, Wasyl

doi:10.1080/0309877x.2016.1261093

Cited by 21 publications

(17 citation statements)

References 29 publications

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“…The gain from cycle 1 to cycle 2 show the improvement from think pair share and lesson study approach. This result give other proof of the previous different study that problem solving (Snell et al, 2014) (Hämäläinen & Cincinnato, 2014), think pair share (Gok, 2018) (Bamiro, 2015) and lesson study (Wood & Cajkler, 2017) (Chizhik, Chizhik, Close, & Gallego, 2017) (Cajkler, Wood, Norton, & Pedder, 2014) (Bjuland & Mosvold, 2015) give positive influence in the quality of learning.…”

Section: Improvement Of Gra-des Of Learning Results In Theoretical Andsupporting

confidence: 73%

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Hudallah¹

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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Improvement of skill for students in vocational school is very important to face the new era of Industry 4.0. Students need the flexible ability and long-life problem-solving skill. In this work problem solving of assignment combined with think pair share and lesson study approach is proposed to be used in class of electrical installation. Student collaboratively try to solve, discuss and find solution of the assignment given by the teacher. Learning process was also observed by teacher partner as a reflection what happen in class. The reflection is used for planning the next action to improve the quality of learning. It found that the reallife problem which is designed as assignment in practical class improve the motivation of student to engage with problem solving. Think pair share made the class more active and help the conceptual understanding. Lesson study help the teacher to improve the quality of learning process. The combination of the method has improved significantly the learning result.

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Section: Improvement Of Gra-des Of Learning Results In Theoretical Andsupporting

confidence: 73%

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Hudallah¹

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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“…), collaborative scholarship(Weaver et al 2013), collaborative self-study(Louie et al 2003), design-based research(Sharma and McShane 2008), e-portfolios(Pelliccione and Raison 2009), e-teaching/learning(Benson and Brack 2009), expert teachers(Kreber 2003, Yair 2008, institutional research (Shreeve 2011), international writing groups(Marquis, Healey and Vine 2016), lesson study(Wood and Cajkler 2017), peer partnership (Barnard et al 2011), practice research(Hatch 2009), reflection(Cranton 2011, Kreber 2005, Nilsson 2013, reward(Roxa, Olsson and Martensson 2008), using theory(Hutchings and Huber 2008) and through shared practice(Kahn et al 2013). Others (e.g.…”

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confidence: 99%

Tracking the scholarship of teaching and learning

Tight

2017

Policy Reviews in Higher Education

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The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy-particularly at the level of the individual, course or department-it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.

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“…Defined as a teacher‐led, collaborative activity (Cajkler & Wood, 2016; Wood & Cajkler, 2018; Yalçın Arslan, 2019), lesson study is a form of PD practice for teachers and a model based on peer observation and reflection on microlevel teaching practice (Johnson, 2009). Wood and Cajkler (2018) proposed that the basic LS cycle is composed of five major steps. First, a group of teachers identifies a learning challenge that their students experience.…”

Section: Lesson Studymentioning

confidence: 99%

Reflection as meta‐action: Lesson study and EFL teacher professional development

Uştuk

Costa

2020

TESOL Journal

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This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta‐action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio diaries were used to collect both introspective and retrospective data. These data sources enabled the researchers to focus on reflective action both as a process and as a product. Using thematic content analysis, the research demonstrates how reflective practice permeates lesson study as teachers reflect on their practice both individually and collaboratively. Moreover, the research also shows how teacher agency can be promoted in reflective practice throughout lesson study. The findings reveal how reflection as meta‐action in lesson study can support transformative teacher agency among EFL teachers.

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Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

Cited by 21 publications

References 29 publications

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Tracking the scholarship of teaching and learning

Reflection as meta‐action: Lesson study and EFL teacher professional development

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