lesson study in action by academy of singapore teachers
DESCRIPTION
This is a one-day Lesson Study inTRANSCRIPT
in action workshopLesson Study
Facilitator: Yeap Ban Har
www.singaporelessonstudy.blogspot.com
Academy of Singapore TeachersNorthbrooks Secondary School
in action workshopLesson Study
This one-day course is a suitable for schools that want to
provide their teachers with an overview of lesson study.
The unique features of this course is that participants see
for themselves what is involved in lesson planning
meeting, research lessons and post-lesson discussion. It
also include a brief introduction and a concluding forum
to discuss implementation issues.
Contact [email protected]
Part IOverview of
Lesson Study
Research Lesson in an In-service Course on Problem-Solving Heuristics Photo: Princess Elizabeth Primary School
lesson studyprofessional
learningcommunity
A good education system depends on high quality teachers who
constantly seek to improve their practice, supported by school leaders and administrators, and resources from departments and agencies within MOE.
Minister of Education (Singapore) 2009
Photo: Northlight School
We need to build capacity for
teachers themselves to take the lead in professional upgrading.
Minister of Education (Singapore) 2009
Photo: Fuchun Primary School
lesson studyaround the world
Public School in Santiago, Chile
Bina Bangsa School, Jakarta, Indonesia
lesson studyaround the world
Large-Scale Public Research Lesson in
Chile
School-Based Research Lesson in Inonesia
Keys Grade School, Manila
Middle School Attached to Tsukuba University, Japan
lesson studyaround the world
http://hrd.apecwiki.org/index.php/Lesson_Study
Junior High School Attached to Tsukuba University, Japan
lesson studyaround the world
http://hrd.apecwiki.org/index.php/Lesson_Study
Junior High School Attached to Tsukuba University, Japan
http://www.wals2011.com
lesson studywhat is
As a professional development tool, lesson study is a study of lessons to construct professional knowledge.
Photo: Sembawang Secondary School
lesson studyaround the world
Edgewood Elementary School, New York, USA
Scarsdale Teachers Institute, New York, USA
It involves a study of a lesson as it is implemented.
It involves a study of a lesson as it is being planned.
Stages in Lesson Study
Lesson Study adapted for Micro-Teaching in Pre-service Course Photo: National Institute of Education
Identify Professional
Learning Goal
Plan Lesson
Research Lesson
Post-Lesson Discussion
Lesson Plan Revision
www.academyofsingaporeteachers.moe.gov.sg
Reading
There is an article on the first things about lesson study at this website.
Setting Professional Learning Goal• School’s Goals• Subject’s Goals• Ideal Students’ Outcomes• Actual Students’ Outcomes• Identify the Gaps• Identify Professional
Learning Goal to Close the Gaps
School’s Vision
Subject’s Goals
Ideal Students’ Characteristics
Actual Students’
Characteristics
Gap
Professional Learning Goal
Professional Learning GoalExample: To engage pupils in the learning of mathematics
broad but specific
ExamplesJunyuan Secondary School
HistoryTo stimulate interest in the learning of history in such as way that it translates into learning
BiologyTo develop the ability to articulate thoughts in written form
Part IILesson Planning
In Action
Lesson Planning Meeting in ProgressPhoto: Fuchun Primary School
ExampleNorthbrooks Secondary School
MathematicsThe lesson is on simplifying algebraic fractions.
Professional Learning GoalTo help students develop correct conceptions or to correct misconceptions
ExampleNorthbrooks Secondary School
Lesson Planning in ActionThe meeting is one that is rather advanced in lesson planning stage. The team already has a draft of the lesson plan and the meeting is one that is just before the research lesson is conducted.
In the first part of the meeting the facilitator will attempt to draw out from the lesson planning teamA statement of the team’s
professional learning goalA description of the lesson
ExampleNorthbrooks Secondary School
This will end with the facilitator restating the team’s professional learning goal clearly.
The facilitator should constantly relate subsequent discussion to this goal.
The facilitator should also be able to segment the lesson in distinct parts.
In the example used during the workshop at Northbrooks Secondary School, the four lesson segments are:
• Teacher uses to help students simplify .• Teacher gives students five common mistakes for
students to discuss in groups.• Students present their findings.• Teacher recalls the common mistakes.
Subsequently, the facilitator gets the team to examine parts of the lesson that has potential to help students develop correct conception. During the discussion the facilitator also helps team members anticipate what will happen and what they may see during the research lessons.
Example:Teacher uses to help students simplify .
The discussion ended with the conclusion that the choice of the arithmetic example is so that students can make the natural leap to the algebraic case without the teaching having to say anything. Main learning point – making correct links to develop correct conception.
Example:Teacher uses to help students simplify .
One team member also mentioned the numerical example being able to help students have the correct starting point – having the same ‘unit’ or denominator.
These are just examples of the type of professional learning that takes place during lesson planning meeting and the facilitator’s role.
The course participants would have been able to see for themselves what is meant by professional learning during lesson planning meeting and the role of the facilitator.
OtherLesson Planning Meeting
• Select a unit • Select a lesson or
more within the unit• Study textbooks• Study other resources• Discuss how the
lesson(s) is to be taught
Learning Outcome(s)
Task &Key Questions
Anticipated Students’ Responses
Teacher’s Action
Notes
Part IIIResearch Lesson in
Action
Research Lesson in ProgressPhoto: Northbrooks Secondary School
Professional Learning Goal
How to engage teenage learners?
Lesson Plan
IntroductionTask Anticipated Responses &
Teacher ActionsObservers’ Notes
Introduce students to a circle, angle at circumference and angle at centre.
Have students draw these angles and then predict their relative size.
Which angle is larger?Larger by how much?
Some students will attempt to measure the angles the reach a conclusion.
How does this way of introducing a new topic engages the students?
Lesson Plan
IntroductionTask Anticipated Responses &
Teacher ActionsObservers’ Notes
Use empirical method to confirm students’ prediction.
GSP is used for students to verify that the angle at centre is twice the angle at circumference.
If there are enough laptops, each group can be given time to explore the relationship on the GSP material that comes with the textbook.
If not a demonstration by the teacher will be done instead.
Students will be able to see easily that angle at centre is twice the angle at circumference.
How does technology engages students? Do you expect it to be different if they had to do this manually i.e. drawing several cases and using protractor to measure the angles?
Lesson Plan
DevelopmentTask Anticipated Responses &
Teacher ActionsObservers’ Notes
Have the students prove the observation so that it can be generalized.
Students not able to make any progress. Teacher make suggestions to individual group instead of whole-class instructions. Suggest to use what they know about triangles to deal with this.
Students draw triangles – suitable as well as unsuitable ones. Teachers gives positive reinforcement by saying that they are on the right track.
Students able to make some progress in the proof.
How does letting students figure things out instead of a teacher-led discussion engages students?
Lesson Plan
DevelopmentTask Anticipated Responses &
Teacher ActionsObservers’ Notes
Given that the angle at the circumference is a + b, students need to prove that the angle at centre is 2a + 2b
Students observe the existence of isosceles triangles.
This allows students to conclude the angles indicated by arrows.
Teacher require reason why the triangles are isosceles.
a
a
Lesson Plan
DevelopmentTask Anticipated Responses &
Teacher ActionsObservers’ Notes
Given that the angle at the circumference is a + b, students need to prove that the angle at centre is 2a + 2b
Students use idea of exterior angles.
Students use sum of angles in triangles.
a
a
Lesson Plan
ConsolidationStudents should be able to apply what they have just proven as this is the obvious case.
Help students see that x is also angle at circumference. Use GSP if necessary.
Even though students are not taught angles in the same segment, they should be able to figure this out using the proven results.
Some students will say that x is angle at circumference hence is half of 110.
Teacher will defer explanation, telling students that we will leave this problem for a while unless someone is ready to solve it.
This is the case that students often make mistakes in.
Even though students are not taught angles semicircle, they should be able to figure this out using the proven results.
Ask if the know the value of the indicated angle.
Ask why it is a right angle. Because it looks like one?
Students may not used the proven results to solve this one.
Encouraged them to.
Method 1Equilateral triangle hence 60.Angles on a straight line hence 30.Isosceles triangle hence x.
Method 2Equilateral triangle hence 60 which is angle at centre.Angles at circumference is x.
Method 3Angles in semicircle is 90.Equilateral triangle hence 60.Thus 30.Isosceles triangle hence x = 30.
Lesson Plan
Conclusion
Use this for students to check their understanding.
Assign this as homework.
Use this for self-assessment.If you can do this then you have understood today’s lesson.
Conclude the lesson by pointing out what have been covered by referring to the textbooks -.read the examples and do all tasks up to Task 3.
Lesson Study Data
• Maintain a Group File• Take turns to write
meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation
Notes: Summary• Student Data related
to Professional Learning Goal
Lesson Study Data
• Maintain a Group File• Take turns to write
meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation
Notes Summary• Student Data related
to Professional Learning Goal
One Thing I Learnt Today and What Was The Source
Example
I realized that ……… when
one of my colleagues ……
Lesson Study Data
• Maintain a Group File• Take turns to write
meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation
Notes: Summary• Student Data related
to Professional Learning Goal
One Interesting Thing I Saw During
the Lesson
My Interpretation of What I Saw
One Question I Have Related to This
Observation
Lesson Study Data
• Maintain a Group File• Take turns to write
meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation
Notes: Summary• Student Data related
to Professional Learning Goal
Lesson Study Data
• Maintain a Group File• Take turns to write
meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation
Notes: Summary• Student Data related
to Professional Learning Goal
Type of Student Engagement
Stimulus
Average Score of
Section C in SA2 P5
Average Score of
Section C in SA2 P6