Lesson Study: Lost in Translation – PowerPoint

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Sarah Seleznyov explores the key elements of Japanese CPD phenomenon Lesson Study, and considers how it can be adapted to work in the English school setting.

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Professional Development

Lesson Study: Lost in Translation -Webinar

3 May 2017

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      string(5419) "orlocal university?5. What’s the best way to ensure complete separation between lesson study and performancemanagement lesson observation?In my next article…I will explore the most effective ways to capture the impact of your lesson study project. I will also lookat maximising the learning from your project, so that improvements to teaching and learning take placebeyond the research group, and benefit all staff and pupils.Sarah Seleznyov is Programme Leader at UCL Institute of Education. For more information onlesson study, to join the UCL Institute of Education Lesson Study Network or to purchase theLesson Study Handbook, contact Sarah at s.seleznyov@ucl.ac.uk.To find out about the UCL’s lesson study leadership programmes, visit:ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schools. For access to the IOE onlinejournal libraries (and a wealth of other useful resources), join the UCL Institute of EducationResearch and Development Network: ioe-rdnetwork.com.Figure 1: Tension between learning and performancemailto:s.seleznyov@ucl.ac.ukhttp://www.ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schoolshttp://www.ioe-rdnetwork.com/57Vol 7.5School Leadership Todaywww.teachingtimes.comProfessionalDevelopmentLessonstudyKnowledge trails1. Lesson study: Towards collaboration – David Weston explains how lesson study is helpingschools move towards more teacher-led professional development.library.teachingtimes.com/articles/lesson-study-towards-collaborative-cpd2. Observing classrooms: A powerful shift in emphasis – How can we enhance the learninggoing on in our classrooms? Alison Peacock explains why so many schools across the UK areturning to lesson study to answer this fundamental question.library.teachingtimes.com/articles/observing-classroomsReferences1. Stigler, J.W. and Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in theclassroom. New York: Free Press.2. Lewis, C., Perry, R. and Murata, A. (2006). How should research contribute to instructional improvement? The case oflesson study. Educational Researcher, vol. 35(3), pp. 3-14.3. Lewis, C. (2000) Lesson Study: The Core of Japanese Professional Development. Paper presented at the Annual Meetingof the American Educational Research Association, New Orleans, LA, 24-28 April 2000. [online] Available at: eric.ed.gov/?id=ED444972 [Accessed 15 September 2016].4. Earley, P. and Porritt, V. (2010). Effective practices in continuing professional development. London: Institute of Education,University of London.5. Sharples, J. (2013). Evidence for the Frontline: A report for the Alliance for Useful Evidence. [online] Available at:alliance4usefulevidence.org/publication/evidence-for-the-frontline [Accessed 15 September 2016].6. Chokshi, S. and Fernandez, C. (2004). Challenges to importing Japanese lesson study: Concerns, misconceptions, andnuances. Phi Delta Kappan, vol. 85(7), pp. 520- 525.7. Isoda, M., Stephens, M., Ohara, Y. and Miyakawa, T. (2007). Japanese lesson study in mathematics: Its impact, diversityand potential for educational improvement. Singapore: World Scientific.8. Janis, I. (1972). Victims of groupthink: a psychological study of foreign-policy decisions and fiascoes. Chicago, IL:Houghton Mifflin Harcourt Publishing Company.9. Chokshi, S. and Fernandez, C. (2004). Op cit.10. Murata, A. (2011). Introduction: Conceptual overview of lesson study. In: Hart, L.C., Alston, A.S. and Murata, A. 2011.Lesson study research and practice in mathematics education. Houten, NL: Springer Netherlands.11. Fernandez, C. and Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching andlearning. London: Routledge.12. Brown, C. and Zhang, D. (2016). How can school leaders establish evidence-informed schools? An analysis of theeffectiveness of potential school policy levers. Educational Management Administration & Leadership, pp. 1-20.13. Watkins, C. (2010). Learning, Performance and Improvement. Research Matters (34), pp. 1-16.Lesson study is experiencing a significant boost inpopularity in the UK. However, the lack of English-language literature means it’s difficult to knowwhether we are really applying it to its full potential.Join Sarah Seleznyov on Thursday 20 October from16.00-17.30, as she explores the key elements oflesson study, and considers how it can be adapted towork in the English school setting while retaining allthat made it so successful in Japan.Places are limited, so book now to avoiddisappointment!How canyour schoolbenefit fromlesson study?Find out in Sarah’supcoming webinarBook your place today!http://library.teachingtimes.com/articles/lesson-study-towards-collaborative-cpdhttp://library.teachingtimes.com/articles/observing-classrooms.htmhttp://eric.ed.gov/?id=ED444972http://eric.ed.gov/?id=ED444972http://www.alliance4usefulevidence.org/publication/evidence-for-the-frontline/http://teachingtimesbookshop.co.uk/product/cpd-webinars/webinar-lesson-study/"
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Leadership

Lesson study: Lost in translation?

4 Oct 2016

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      string(6201) "Lesson study is a collaborative approach to professional development that originated in Japan. Since 1999, when Stigler and Hiebert first wrote about lesson study as a model for improvement of classroom practice in the US, lesson study has enjoyed an enduring fascination for teachers around the world.  US and Japanese researchers have written extensively about the challenges of adopting the lesson study model in a US context. But very few researchers have focused on the nature of implementation in an English context.  What does this mean for English schools wanting to implement a lesson study approach?Over the last four years, as part of their broader work with schools in supporting a research approach to professional learning and leadership, the London Centre for Leadership in Learning have supported over fifty schools to explore lesson study. To bolster this work, I participated in a two-week visit to Japan to gain deeper understanding of lesson study in its original context and carried out an extensive review of the lesson study literature. This process has led us to believe that there is a need to explore the degree of fidelity with which the Japanese model of lesson study can be implemented in an English context. It has also prompted us to make rational and pragmatic decisions about necessary adaptations, based on the realities of school leadership in England.The importance of cultural contextJapanese  authors  recognise the appeal and power of lesson study for countries beyond Japan, but are  well  aware of the potential pitfalls. Isoda (2007) states that: …moving outside of its own historical and cultural context may entail the loss of some of the powerful influences that shape and give direction to lesson study in Japan.  He also recognises that in moving beyond Japan, lesson study may undergo  ’creative transformation’  as it is adapted to a different culture.  In other words, there is a recognition that the Japanese model of lesson study will not be so easy to translate into another cultural context and some kind of adaptation might be necessary to its successful translation.  Lewis et al (2006) describe the emergence of lesson study in the US as a ‘local proof route’: practitioners have adapted and spread the approach in the absence of funding, direction or research findings because they perceive it to be valuable.  In the last ten years, lesson study has also begun to gain momentum in England through a similar ‘local proof route’. This means that the implementation of the lesson study approach is very much a trial and error approach for many schools, and adaptations are likely to occur to meet local and national educational contexts.Complexities have been identified as lesson study has been implemented in US schools.  Chokshi and Fernandez (2004) state that ‘Lesson study is easy to learn, but difficult to master.’ They highlight that US educators do not have a deep knowledge of lesson study which potentially leads them to:…focus on structural aspects of the process…or…mimic its superficial features, while ignoring the underlying rationale for them.’ That this situation has arisen is not a surprise to anyone who has reviewed the literature on lesson study.  There is a dearth of material about lesson study by Japanese authors that is accessible to the English language reader.  Even Japanese authors admit that there is a need for a more explicit articulation of lesson study (Fujii, 2014).  For the Japanese, ‘lesson study is like air’ (eg Fuji, 2014): it is so much a part of the fabric of their educational system that there has never been a need to articulate what it is.  How can schools ensure that their models of lesson study remain true to the spirit of the approach and do not lose their  power in the process of  ‘creative transformation’? What is Japanese lesson study?At its simplest, we can describe lesson study as a joint practice development approach where teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt about teaching and learning. The details of its process however are less simple to identify and frequently contested in the literature. Taking a research stanceThe literature on lesson study helps to illuminate what these elements of the approach entails. Fernandez (2002, 2005) describes how schools begin by identifying a research theme. The research theme emerges from a comparison of the ‘ideal’ and ‘actual’ qualities of their students and will often last for a year or more. Teachers then work in collaborative groups to plan a lesson to address the research theme (usually only one lesson per group, per year). Fujii (2014) describes how teachers initially carry out a close examination of material relevant to the research theme (called kyozai kenkyu): curricular material, manipulatives, relevant research material. This kyozai kenkyu stage is curiously absent from much lesson study literature in the US and England. Several authors stress the importance in the lesson plan of teachers attempting to anticipate student responses so that difficulties or misconceptions can be tackled with confidence by the teacher.One teacher teaches the lesson and all teachers in the school observe the students’ reactions to the lesson and participate in a post-lesson discussion. Saito (2012) has stressed the need for observers to take a ‘research"
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Creative Teaching & Learning

Improvement through Lesson Study

25 Jan 2017

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      string(4852) "Improvement through Lesson Study ■■■■■6Improvement throughLesson StudySarah Seleznyov explores the Lesson Study approach to professional development. Sheexplains how much can be gained from schools engaging with the authentic Japanesemodel when shaping their own programmes.Lesson study is a collaborative approach to professional development that originated in Japan. Since 1999, when Stigler and Hiebert first wrote about lesson study as a model forimprovement of classroom practice in the US, lessonstudy has enjoyed an enduring fascination for teachers‘Lesson study is like air’(Fuji, 2014)Policy andpractice7……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………around the world.  US and Japanese researchers havewritten extensively about the challenges of adoptingthe lesson study model in a US context. But very fewresearchers have focused on the nature of implementationin an English context.  What does this mean for Englishschools wanting to implement a lesson study approach?Over the last four years, as part of their broaderwork with schools in supporting a research approachto professional learning and leadership, the LondonCentre for Leadership in Learning have supportedover fifty schools to explore lesson study. To bolsterthis work, I participated in a two-week visit to Japanto gain deeper understanding of lesson study in itsoriginal context and carried out an extensive reviewof the lesson study literature. This process has led usto believe that there is a need to explore the degree offidelity with which the Japanese model of lesson studycan be implemented in an English context. It has alsoprompted us to make rational and pragmatic decisionsabout necessary adaptations, based on the realities ofschool leadership in England.■■■ The importance of cultural contextJapanese  authors  recognise the appeal and powerof lesson study for countries beyond Japan, butare  well  aware of the potential pitfalls. Isoda (2007)states that:…moving outside of its own historical and culturalcontext may entail the loss of some of the powerful influencesthat shape and give direction to lesson study in Japan.He also recognises that in moving beyond Japan, lessonstudy may undergo  ’creative transformation’  as it isadapted to a different culture.  In other words, there isa recognition that the Japanese model of lesson studywill not be so easy to translate into another culturalcontext and some kind of adaptation might be necessaryto its successful translation.Lewis et al (2006) describe the emergence of lessonstudy in the US as a ‘local proof route’: practitionershave adapted and spread the approach in the absenceof funding, direction or research findings because theyperceive it to be valuable.  In the last ten years, lessonstudy has also begun to gain momentum in Englandthrough a similar ‘local proof route’. This means thatthe implementation of the lesson study approach is verymuch a trial and error approach for many schools, andadaptations are likely to occur to meet local and nationaleducational contexts.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Improvement through Lesson Study ■■■■■8Complexities have been identified as lesson studyhas been implemented in US schools.  Chokshi andFernandez (2004) state that ‘Lesson study is easy to learn,but difficult to master.’ They highlight that US educatorsdo not have a deep knowledge of lesson study whichpotentially leads them to:…focus on structural aspects of the process…or…mimicits superficial features, while ignoring the underlyingrationale for them.’That this situation has arisen is not a surprise to anyonewho has reviewed the literature on lesson study.  Thereis a dearth of material about lesson study by Japaneseauthors that is accessible to the English language reader.Even Japanese authors admit that there is a need for amore explicit articulation of lesson study (Fujii,"
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Professional Development

Improvement through Lesson Study

12 Sep 2016

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