Expanding and Generalizing Lesson Study for Improvement of the Quality of Teaching among

APEC member economies

Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures

APEC Lesson Study Project, Proposed by Thailand and Japan

Project Overseer; Isoda, Masami. CRICED, University of Tsukuba, Japan.

17 economies participated,11 economies endorsed.

What is Lesson Study?Teachers engage in improvement of their practice within groups through ‘Plan, Do and See’ processes. It enable teachers to develop students and enable us to improve curriculum and to learn what is professional development, and so on.

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Demonstration and Discussion in Open forum

A teacher is a challenger.

Why do we need Lesson Study?Why do we need Lesson Study?We can reform curriculum documents but difficult to implement it.We can reform curriculum documents but difficult to implement it.

No reference 7%7%

Knowing the existence only 0%0%

Having an opportunity to read 7%7%

Trying to implement 87%87%

Well implementing 0%0%

Implementation of Curriculum Standards

No existence 0%0%

Existence but a few participation 33%33%

Existence 20%20%

Existence and Working 40%40%

Well working 7%7%

Professional Development of In-service Teachers

86% of Economies are engaging in movement of Lesson Study for improvement.The Project is: Useful for Improvement of the Quality of Education 100%. Influential to Other Subjects Such As Science 93%.Through Lesson Study, Specialists, including new comers, are working; for Developing Innovative Teaching Approach for Developing Innovative Teaching Approach → 93% as a Part of Curriculum Implementation Curriculum Implementation → 80% for Curriculum ImprovementCurriculum Improvement → 80% for Sharing ModelSharing Model of Teaching Approaches → 80% for Developing TeachersDeveloping Teachers → 80% for Developing StudentsDeveloping Students → 80%

Lesson Study for Improvement of Classroom Teaching 　

OECD-PISA Competency• Reading Literacy

– Argumentation

• Mathematical Literacy– thinking and reasoning; – modeling; – problem posing and solving; – argumentation; – communication; – representation;– and using symbolic, formal and technical language and

operations

The Competency and Problems could be seen on the website but very difficult to know how to develop it.

Seeing Is Believing!Videos show:

What is it? How to prepare it?

If there is not Lesson Study?If there is not Lesson Study?

If we introduce Lesson Study?If we introduce Lesson Study?

A U.S. teacher said , “Before Lesson Study, we had talked about multiple intelligences, constructivism and so on, but never talked about the contents of teaching. In the Lesson Study project, we began to talk about the subject matter, why we teach it, how we teach it and what students learn from the lesson”

by Catherine Lewis

What should we change? Messages for APEC economies for Having Leadership each other

Researcher used to say that‘Teacher should be a researcher!’

for getting students’ perspectives Excellent Teacher says,and we say in Lesson Study

‘A researcher should be a teacher!’

for enabling to suggest teachers

how to develop good practice.

Most researchers meet the problem how to teach because they do not have any teachers’ perspective.

If there is not Lesson Study?

If we introduce Lesson Study?

A U.S. teacher said , “Before Lesson Study, we had talked about multiple intelligences, constructivism and so on, but never talked about the contents of teaching. In the Lesson Study project, we began to talk about the subject matter, why we teach it, how we teach it and what students learn from the lesson” by Catherine Lewis

Development of Teacher’s Perspectives ‘Kodomo wo miru me’ for MathematicsResponsibility for my lesson, Self-confidence

A U.S. teacher said, “I developed the eyes (teacher’s perspective) to look at students and subject matters “Kodomo wo miru me”. Now, I am well aware of my responsibility for my lesson. In the lesson study with other teachers, I preferred the more challenging lesson such as with Open-ended problems. When I found that students can challenge such difficult problems, I recognized self-confidence in my lessons” ”

Pedagogical Content Knowledge

Shulman, L. S.(1986) categorized teachers’ knowledge bases for necessary their teaching practice into seven categories. Pedagogical Content Knowledge (PCK) is a category which will be integrated with Content knowledge, Pedagogical knowledge, and so on in teaching context.

Shulman (1987) proposed following developmental process of PCK.

Comprehension (Didactical) Transformation: preparation, representation, selection, adaptation and tailoring

InstructionEvaluationReflection

Didactical Reasoning

Teaching Activity

A Shocking data

• Teachers do not learn from their teaching experience.

• Dewey, J. ‘Experience is the result of reflection’– Teachers do not have

appropriate experience.

– Teacher educators must prepare appropriate experience.

ホンジュラス・ラパスの事前調査

Let’s learn from good collaborative lesson studies

ホンジュラスPROMETAMによる教師の学力改善

How teacher changed.

Data & Evidence in Case Thailand &Other economies

ホンジュラスPROMETAMによる教師の学力改善

How teacher changed?

Target of the Project: Respond to the APEC priority area

Priority area of the third APEC Education Ministerial Meeting “Stimulating Learning in Mathematics and Science”

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2) Supporting Challenges of Each Economy through Lesson Study

In Chile, Oct.2007, total 2300 people observed a model of teaching approach at Seven Auditoriums

Improve the quality of Teaching

Through Lesson Study

Plan (Preparing) →Do (Observe Lesson)→ See (Reflection)Plan (Preparing) →Do (Observe Lesson)→ See (Reflection)

1) Improve the quality of Teaching and Learning Mathematics through Lesson Study

Live Lesson Demonstrations Live Lesson Demonstrations on Dec. 9 and 10, 2007on Dec. 9 and 10, 2007 Number of the Access of the Internet TV programNumber of the Access of the Internet TV program

APECAPEC OutsideOutside Economies (Number of access in case larger than 20 ）

North America 233 2 USAUSA(150),CanadaCanada(83), MexicoMexico, Honduras, Guatemala

South America 97 16 ChileChile(54),PeruPeru(43), Brazil, Argentina

Asia (except Japan)(except Japan) 199 41

ThailandThailand(87), MalaysiaMalaysia(37), SingaporeSingapore(25), Brunei Brunei DarussalamDarussalam, Hong KongHong Kong, Philippines, India,Philippines, India, Chinese Chinese TaipeiTaipei, KoreaKorea, IndonesiaIndonesia, ChinaChina, Macau , Israel, Jordan, Turkey

JapanJapan 677 0

Oceania 24 0 AustraliaAustralia(22), New ZealandNew Zealand

Europe 0 74Sweden(46), UK, France, Denmark, Bosnia Herzegovina, Norway, Netherland, Bulgaria, Poland, Italy, Germany

Africa 0 5 Uganda, South Africa, Morocco

Total11301130(553)(553)

138 40 economies in the world, 19 economies from APEC(Number of the access from APEC except Japan)

Project Scheme based on Contribution of each Economy

Editorial Meeting

SELF

Expanding Conference

SELF

Asia: SingaporeAPEC Fund

Pacific: AustraliaAPEC Fund

Sp. : ChileAPEC Fund

Wiki & K. BankUS

Why is it necessary?

It is still a weak movement.We have some models, teachers and specialists. Now, it grown up the small community in APEC and we have sharable Wiki site.

How can we enhance it in economies and to other subject?

The Language Barrier: Education is deeply related on the culture. We need good models in each language.

How can overcome the Language Barrier?

Quality of Product.Improving through the Wiki and Asking world famous specialist to give Commentaries of videos

Main Activities for Expanding Main Activities for Expanding

Lesson Study Workshops:

Chile, Singapore, & Chile, Singapore, & Australia Australia

with TV broadcasting via internet, Wiki

For Overcoming LanguageLanguage ＆ Cultural Cultural Barrier Barrier by APEC Grantby APEC Grant

Editorial Meeting for Producing Videos,

Textbook in Thailand

For Improving Qualities by Self Grant

2

International Conference in Japan

3For Looking Back

For Involving all subjects

by Self Grant

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