The Critical Role of Task Development in Lesson Study

Designing and adapting tasks in lesson planning: a critical process of Lesson Study

“…In this example, the teachers believed that the subtraction-addition strategy was the most valuable for students to learn, so they examined the potential of different choices of numbers to lead to that strategy. For the same reason, almost all textbooks in Japan choose 13-9 or 12-9 to elicit the subtraction-addition strategy (Doig, Groves, and Fujii, 2011). In the case of school S, numbers were chosen to lead students to calculate distance divided by time.…”

A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching

“…argued that, under creative problem solving teaching, teachers had to play the role of knowledge facilitators in students' learning process to cultivate student attitudes to tell truth, consider others' opinions, present reservation attitudes and proper suspicious attitudes through inquiry learning. Doig et al (2011) indicated that, for successful creative teaching, teachers had to make proper decisions, realize the roles of problem diagnosticians and analyzers, know how to plan teaching environments, and understand students' interests, aptitudes, abilities, and willingness to creation so as to induce students searching for problems, knowing problems, and solving problems as well as to develop the creation potential.…”

“…McKiernan (2011) applied creative problem solving teaching to G6 social studies, and Chang (2011) applied it to G3 social studies; both studies revealed notable differences in the learning achievements between the experimental group and the control group. Doig et al (2011) applied creative problem solving teaching to technology education in junior high schools, and Baker (2011) applied it to G4 science course; the results also presented remarkable differences in the learning achievements between two groups. H2: Creative problem solving teaching would affect learning achievements.…”

A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project

“…These mini-cycles are often implied in lesson study work, but have received less explicit attention compared to other aspects of the lesson study process (Lewis 2011). This adaptation made to lesson study in the M4YC project also helped to dispel the North American misperception of the 'magic bullet lesson' or singular answer to helping children understand complex measurement concepts (Doig et al 2011). Rather, the exploratory tasks enabled a sustained and precise focus by educators and researchers alike, on learning to structure and implement measurement tasks that were relevant, complex and effective in building young students' understanding of foundational measurement concepts.…”

“…Results of this study suggest that exploratory tasks are a powerful variation of lesson study as a strategy to highlight quality learning Fig. 6 a, b Student self-initiated connections to perimeter in their drawings opportunities (Doig et al 2011), not only in the final stages of the process but throughout. This report illustrates how smaller cycles of planning, implementation and reflection can be enhanced and framed within the larger lesson study cycle.…”