What is lesson study?What is lesson study?

Lesson study is a professional Lesson study is a professional development process that Japanese development process that Japanese teachers engage in to systematically teachers engage in to systematically examine their practice, with the goal examine their practice, with the goal of becoming more effective. of becoming more effective.

This examination centers on teachers This examination centers on teachers working collaboratively on a small working collaboratively on a small number of "study lessons". number of "study lessons".

What is lesson study?What is lesson study?

Lesson study is a teaching Lesson study is a teaching improvement activity in which improvement activity in which instructors jointly develop, teach, instructors jointly develop, teach, observe, analyze and revise lessons for observe, analyze and revise lessons for their courses. Lesson study teams build their courses. Lesson study teams build knowledge about how students learn in knowledge about how students learn in their discipline, produce a lesson that their discipline, produce a lesson that can be used by others, and create can be used by others, and create manuscripts for possible publication, manuscripts for possible publication, presentation, and inclusion in teaching presentation, and inclusion in teaching portfolios. portfolios.

What is a lesson study?What is a lesson study?

Lesson studyLesson study merupakan kegiatan merupakan kegiatan peningkatan kualitas pembelajaran dalam peningkatan kualitas pembelajaran dalam suasana kesejawatan (kolegalitas). Dalam suasana kesejawatan (kolegalitas). Dalam lesson study,lesson study, sejumlah guru bidang studi sejumlah guru bidang studi dan pakar pendidikan bersama-sama me dan pakar pendidikan bersama-sama me neliti aktivitas pembelajaran yang sedang neliti aktivitas pembelajaran yang sedang berlangsung di suatu kelas. berlangsung di suatu kelas. Kegiatan ini Kegiatan ini terdiri dari tiga tahap utama, yaitu terdiri dari tiga tahap utama, yaitu perencanaanperencanaan (planning), (planning), pelaksanaanpelaksanaan (do/action)(do/action) dan evaluasi dan evaluasi (see/reflection). (see/reflection).

Process of Lesson StudyProcess of Lesson Study

Working on these study lessons Working on these study lessons involves planning, teaching, observing, involves planning, teaching, observing, and critiquing the lessons. To provide and critiquing the lessons. To provide focus and direction to this work, the focus and direction to this work, the teachers select an overarching goal teachers select an overarching goal and related research question that and related research question that they want to explore. This research they want to explore. This research question then serves to guide their question then serves to guide their work on all the study lessons. work on all the study lessons.

Process of Lesson StudyProcess of Lesson Study

While working on a study lesson, teachers jointly While working on a study lesson, teachers jointly draw up a detailed plan for the lesson, which one of draw up a detailed plan for the lesson, which one of the teachers uses to teach the lesson in a real the teachers uses to teach the lesson in a real classroom (as other group members observe the classroom (as other group members observe the lesson). lesson).

The group then comes together to discuss their The group then comes together to discuss their observations of the lesson. Often, the group revises observations of the lesson. Often, the group revises the lesson, and another teacher implements it in a the lesson, and another teacher implements it in a second classroom, while group members again look second classroom, while group members again look on. The group will come together again to discuss the on. The group will come together again to discuss the observed instruction. observed instruction.

Finally, the teachers produce a report of what their Finally, the teachers produce a report of what their study lessons have taught them, particularly with study lessons have taught them, particularly with respect to their research question. respect to their research question.

lesson study goals lesson study goals

Teachers choose lesson study goals that Teachers choose lesson study goals that focus on skills or dispositions that they want focus on skills or dispositions that they want to foster in all students, across all grades, to foster in all students, across all grades, and in a particular content area (e.g., and in a particular content area (e.g., fostering autonomous thinking in students fostering autonomous thinking in students when they do mathematics). Teachers then when they do mathematics). Teachers then generate research questions, which have to generate research questions, which have to do with exploring how to develop these skills do with exploring how to develop these skills or dispositions in children. In addition, or dispositions in children. In addition, specific content goals are also articulated for specific content goals are also articulated for each study lesson. each study lesson.

Implementation of lesson Implementation of lesson studystudy

Lesson study is practiced in every Lesson study is practiced in every content area from language arts, to content area from language arts, to math, and even gym. Lesson study math, and even gym. Lesson study provides a process for teachers to provides a process for teachers to examine their practice in order to examine their practice in order to answer questions about how they answer questions about how they can serve their students more can serve their students more effectively, and this can be done in effectively, and this can be done in all subject and grade levels.all subject and grade levels.

Participants in Lesson StudyParticipants in Lesson Study

Lesson study is practiced as a school-based Lesson study is practiced as a school-based activity as well as in groups that come activity as well as in groups that come together across schools. Teachers from together across schools. Teachers from different schools learn about each other's different schools learn about each other's lesson study activities through attending lesson study activities through attending lesson study open houses or by procuring lesson study open houses or by procuring published lesson study materials. In a single published lesson study materials. In a single school, lesson study often brings together school, lesson study often brings together teachers from all grade levels and different teachers from all grade levels and different areas of interest. This diversity of areas of interest. This diversity of participants is seen as providing a rich participants is seen as providing a rich perspective to lesson study activities.perspective to lesson study activities.

Length of a Given Study Length of a Given Study LessonLesson

The exact amount of time devoted per The exact amount of time devoted per study lesson varies significantly from group study lesson varies significantly from group to group. On average, a group will devote a to group. On average, a group will devote a 2-4 week period to working on a standard 2-4 week period to working on a standard study lesson. Groups of 4 to 6 teachers will study lesson. Groups of 4 to 6 teachers will work on an average of 2-3 lessons a year. work on an average of 2-3 lessons a year. Often, each of these lessons will be taught Often, each of these lessons will be taught twice in the process of being developed. In twice in the process of being developed. In most schools, there will be at least a few most schools, there will be at least a few subgroups that work on study lessons, subgroups that work on study lessons, which yields many opportunities for which yields many opportunities for teachers to teach, observe, and discuss teachers to teach, observe, and discuss publicly taught lessons.publicly taught lessons.

Nonteacher participantsNonteacher participants

Generally, the principal and vice Generally, the principal and vice principal remain well informed about principal remain well informed about a school's lesson study activities; a school's lesson study activities; they also often participate in lesson they also often participate in lesson study. An "outside advisor" is often study. An "outside advisor" is often invited to come observe the study invited to come observe the study lessons and provide insights for a lessons and provide insights for a group's lesson study process.group's lesson study process.

1. Tahap perencanaan.1. Tahap perencanaan.

Pada tahap ini dilakukan identifikasi Pada tahap ini dilakukan identifikasi masalah yang ada pada proses masalah yang ada pada proses pembelajaran dan menentukan alternatif pembelajaran dan menentukan alternatif solusi pemecahannya. Fokus solusi pemecahannya. Fokus permasalahan berkaitan dengan permasalahan berkaitan dengan karakteristik pokok bahasan, jadwal karakteristik pokok bahasan, jadwal pelajaran, karakteristik siswa dan suasana pelajaran, karakteristik siswa dan suasana kelas, metode/pendekatan pembelajaran, kelas, metode/pendekatan pembelajaran, media, alat peraga, serta evaluasi proses media, alat peraga, serta evaluasi proses dan hasil belajar. Solusi yang telah dipilih dan hasil belajar. Solusi yang telah dipilih selanjutnya diaplikasikan ke dalam suatu selanjutnya diaplikasikan ke dalam suatu perangkat pembelajaran yang terdiri dari:perangkat pembelajaran yang terdiri dari:

Perangkat PembelajaranPerangkat Pembelajaran

a. Skenario pembelajarana. Skenario pembelajaranb. Rencana pelajaranb. Rencana pelajaranc. Petunjuk mengajar guruc. Petunjuk mengajar gurud. Lembar kerja siswad. Lembar kerja siswae. Media atau alat peraga e. Media atau alat peraga

pembelajaran pembelajaran f. Lembar penilaian proses dan hasil f. Lembar penilaian proses dan hasil

pembelajaranpembelajaran

2. Tahap implementasi dan 2. Tahap implementasi dan observasiobservasi

Pada tahap ini seorang guru Pada tahap ini seorang guru mengimplementasikan rencana mengimplementasikan rencana pembelajaran yang telah disusun guru itu pembelajaran yang telah disusun guru itu sendiri dan atau oleh tim pengajar mata sendiri dan atau oleh tim pengajar mata pelajaran sejenis. pelajaran sejenis. Ketika implementasi Ketika implementasi berlangsung, para guru lain, kepala sekolah, berlangsung, para guru lain, kepala sekolah, dan pakar pembelajaran meneliti proses dan pakar pembelajaran meneliti proses pembelajaran melalui observasi. Selain pembelajaran melalui observasi. Selain diobservasi, aktivitas pembelajaran juga diobservasi, aktivitas pembelajaran juga direkam melalui perekam video, gunanya direkam melalui perekam video, gunanya agar guru pelaksana pembelajaran agar guru pelaksana pembelajaran bersama-sama kepala sekolah dan guru lain bersama-sama kepala sekolah dan guru lain dapat menilai proses pembelajaran yang dapat menilai proses pembelajaran yang telah berlangsung.telah berlangsung.

3. Tahap refleksi3. Tahap refleksi

Pada tahap ini guru yang telah melakukan Pada tahap ini guru yang telah melakukan pembelajaran diberi kesempatan untuk menyatakan pembelajaran diberi kesempatan untuk menyatakan kesan-kesannya selama melaksanakan pembelajaran, kesan-kesannya selama melaksanakan pembelajaran, baik terhadap dirinya maupun terhadap para siswa baik terhadap dirinya maupun terhadap para siswa yang dihadapinya. Selanjutnya para yang dihadapinya. Selanjutnya para observerobserver (guru (guru lain dan pakar) menyampaikan komentar, saran dan lain dan pakar) menyampaikan komentar, saran dan pertanyaan me nyangkut semua aspek kegiatan pertanyaan me nyangkut semua aspek kegiatan pembelajaran yang telah berlangsung. Pada tahap ini pembelajaran yang telah berlangsung. Pada tahap ini kepala sekolah dan pakar pembelajaran memberikan kepala sekolah dan pakar pembelajaran memberikan penghargaan penghargaan (reward)(reward) dan masukan-masukan dan masukan-masukan kepada guru. Hal yang penting pada tahap ini adalah kepada guru. Hal yang penting pada tahap ini adalah guru pelaksana pembelajaran mendapatkan guru pelaksana pembelajaran mendapatkan masukan-masukan untuk perbaikan pembelajaran masukan-masukan untuk perbaikan pembelajaran berikutnya. Sedangkan guru yang menjadi berikutnya. Sedangkan guru yang menjadi observerobserver dapat mencobakan model pembelajaran yang telah dapat mencobakan model pembelajaran yang telah dicontohkan oleh guru pelaksana pembelajaran.dicontohkan oleh guru pelaksana pembelajaran.

Keberhasilan Lesson StudyKeberhasilan Lesson Study

Kegiatan Kegiatan lesson study lesson study ini akan berhasil ini akan berhasil meningkatkan kualitas pembelajaran meningkatkan kualitas pembelajaran apabila didukung oleh berbagai pihak apabila didukung oleh berbagai pihak terkait, terutama kepala sekolah dan terkait, terutama kepala sekolah dan organisasi profesi yaitu MGMP, baik di organisasi profesi yaitu MGMP, baik di tingkat sekolah maupun di tingkat tingkat sekolah maupun di tingkat wilayah dan kota/kabupaten. Melalui wilayah dan kota/kabupaten. Melalui lesson studylesson study dapat diciptakan budaya dapat diciptakan budaya mutu dalam konteks pembelajaran mutu dalam konteks pembelajaran melalui aktivitas kesejawatan.melalui aktivitas kesejawatan.

Variation of lesson studyVariation of lesson study

Lesson Study - New Mexico StyleLesson Study - New Mexico Style incorporates the principles of incorporates the principles of Japanese Lesson Study, a form of Japanese Lesson Study, a form of professional development that professional development that breaks a tradition of isolation in breaks a tradition of isolation in education to bring teachers together education to bring teachers together as a professional community to as a professional community to improve teacher practice. improve teacher practice.

New Mexico StyleNew Mexico Style It's based on... It's based on... Maintaining a constant focus on student learning goals where Maintaining a constant focus on student learning goals where

the goal of improving teaching is to improve student the goal of improving teaching is to improve student learning. learning.

Reflecting on the practice of teaching as a community of Reflecting on the practice of teaching as a community of professionals with the belief that long-term improvement of professionals with the belief that long-term improvement of teaching depends on the development of effective teaching teaching depends on the development of effective teaching methods. methods.

Encouraging teachers to keep track of changes in practice so Encouraging teachers to keep track of changes in practice so that their learning can be shared with the broader teaching that their learning can be shared with the broader teaching community. community.

Providing support within the context of school because Providing support within the context of school because improvements in teaching will be most successful if they are improvements in teaching will be most successful if they are developed in classrooms where teachers teach and students developed in classrooms where teachers teach and students learn. learn.

Valuing teachers as the driving force behind school Valuing teachers as the driving force behind school improvement because teachers are the only ones who can improvement because teachers are the only ones who can ensure that students' learning improves in the classroom. ensure that students' learning improves in the classroom.