National Conference on Lesson Study

The University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) has organized a national conference on lesson study in science and mathematics. The conference will be held at UP NISMED on October 22-24, 2013. For more information click on this link.

 

UP NISMED’s Initial Experience with Lesson Study: Improving Teacher Effectiveness in High School Chemistry

The three authors in collaboration with six chemistry teachers of Pedro Felix Memorial National High School, conducted NISMED’s first Lesson Study during the school year 2003- 2004.  Each of the chemistry teachers selected a study lesson for implementation during the period bringing to a total of 6 developed chemistry lesson plans as outputs.  There was a follow up interview of the teachers in October of the next school year.

 

Using Students’ Preferred Language to Engage them Actively in Learning About How Fast Solids Dissolve in Water

“Ma’am, puwedeng mag-Tagalog?” (Ma’am, may I speak in Tagalog?) 

Carlo, a third year student, asked his chemistry teacher before giving his answer during a classroom discussion.

Science teachers, more often than not, would reluctantly allow students to answer in their preferred language and then proceed with the lesson using the prescribed medium of instruction which is English.

But what happens when three secondary chemistry teachers allowed their students to use the students’ preferred language in the classroom?

 

Growing up Pains: Reflections of Five Chemistry Teachers on the First Two Cycles of Lesson Study

This chapter presents the reflections of five Chemistry teachers in a public high school on their lesson study (LS) experience. Accounts have shown that, at the beginning, there are several challenges encountered by the teachers that made them hesitant to fully participate in the LS. However, as the LS proceeded, collegiality was evident, making the teachers comfortable with the LS. Collegiality led them to collaborate more in the LS processes.

This increased collaboration provided several  benefits that the teacher themselves have recognized along the way. These benefits concern their  professional growth such as content upgrade, new approach in teaching, better classroom management, accuracy of content in designing lesson plans, sense of fulfilment, and willingness to strive for excellence.

The full text of the study is one of the chapters of the book titled “BOOK 1.  LESSON STUDY: PLANNING TOGETHER, LEARNING TOGETHER” which will be published in print form by UP NISMED this first quarter of 2013.

 

Classroom Problem Solving Practices Involving Multiplication of Whole Numbers

Grade 2 math lesson study group

Eight Grade 2 mathematics teachers of a public elementary school in Quezon City together with the Elementary School Mathematics group of UP NISMED collaboratively developed a research lesson on solving problems involving multiplication of whole numbers under the project Collaborative Lesson Research and Development (CLRD) of the Institute. In planning the lesson, the teachers agreed to deviate from using the AGONA (What is Asked?, What are Given?, What Operation will be used?, What is the Number sentence?, and What is the Answer?) in analyzing and solving problems and to encourage pupils to present different ways of solving a problem.