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.
Category Archives: Lesson study training
This study uses appreciative inquiry into lesson study in which the overall design is governed by qualitative inquiry focus on: (a) stories and images that helped teachers in doing lesson study in a new and constructive light; and (b) qualities of lesson study would help make it sustainable. Appreciative inquiry is adopted as a method based on the assumption that researches which apply this are participative in nature and recognizes that teachers learn collaboratively by adapting their knowledge to their experiences. Read the rest of this entry »
A seminar-workshop for Mathematics teachers of the Philippine Military Academy was conducted on March 6-8, 2012. Held at PMA, Fort del Pilar, Bagiuo City, this was attended by 23 participants of whom 15 are teaching mathematics. On the first day of the seminar-workshop, the participants did an activity that made them reflect on their own teaching practices. Then they were led to identify the goals and how mathematics should be taught in order to achieve these goals. Aside from their goal of making mathematics interesting, they identified the need to develop higher order thinking skills (HOTS) among their cadets. To guide the participants in achieving these goals, they were given activities that familiarized them about developing and assessing higher order thinking skills (HOTS) and about teaching mathematics through problem solving.
One of the highlights of the said event was a workshop in which participants were assigned to one of 3 different groups. Based on their goal, the group collaboratively designed and developed a lesson on the topic of their choice. Then on the following day, each group chose one participant to implement the lesson while the other members observed. After the implementation, a post-lesson discussion was conducted where the participants critiqued the lesson and agreed on some points to improve it. This has introduced the participants the process of doing lesson study where they collaboratively developed, implemented, critiqued, and improved the lesson. Through this process they learned to assess their own practice, learned to appreciate and welcome new ideas. For them the process was too personal – started with their own experiences where they were able to apply to practice- resulting in some insights on how to improve their way of teaching and change in their perspective of a situation.
Schools continuously explore ways of improving the teaching-learning process to improve student outcomes. This is stipulated in the School Improvement Plan (SIP). For instance, teachers are encouraged to carry out action research to address concerns related to improving student learning in their classes. They are also encouraged to participate in professional development activities such as in-service training.
In May 2011, Ligao National High School mathematics teachers, through the efforts of their principal Mrs. Sinson and their department head, Maylanni Galicia, attended a training program at NISMED. From May 6 to 13, 2012, they learned about lesson study and about GeoGebra, a free software they can use in their lessons.
One of the unique features of lesson study is teaching through problem solving (TtPS), a strategy recommended in the design of a lesson. The counterpart of this in NISMED’s conduct of lesson study with science teachers is Inquiry-based Teaching (IbT). The design of the LNHS lesson study was two-tiered. The training last May was the first tier. The objective was to provide the participants experiences in (1) developing research lessons collaboratively, (2) implementing a research lesson, (3) gathering data about the lesson and how students think and learn, and (4) setting long-term goals and sub-goals.
The second tier of the LNHS training occurred last September 2011. Dr. Erlina Ronda of the High School Mathematics Group of NISMED observed the implementation of the lesson study in LNHS in all year levels.
The success of the math department lesson study in LNHS prompted the principal and the science department head to have their science teachers undergo lesson study training at NISMED this first semester of SY 2012-2013.
Lesson study is a teacher-led professional development model where a group of classroom teachers work collaboratively to plan and design a lesson and study student learning by systematic inquiry. In lesson study, teachers are engaged in critical, creative, and collaborative work in developing and researching a lesson through a “design-implement-reflect-revise” cycle until it reaches a form which they believe is exemplary. The main goal is not to develop a ‘perfect’ lesson but to make the development of an exemplary lesson a context for studying student learning. Since 2006, UP NISMED has been actively promoting lesson study as a model of professional development for mathematics and science teachers.
Lesson study started in Japan in 1872 and since then has been the primary professional development activity of their teachers. Lesson study is now becoming popular among the teachers in the US as well as in other countries. For instance, the World Association of Lesson Study (WALS), which attracts participants from all over the world, has been holding an annual conference on lesson study since 2007. The Asia Pacific Economic Cooperation (APEC) has also been holding international conferences and symposia for promoting lesson study especially in the Asia-Pacific Region. – Erlina R. Ronda