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. Read the rest of this entry »
Tag Archives: lesson study
UP NISMED’s Initial Experience with Lesson Study: Improving Teacher Effectiveness in High School Chemistry
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. Read the rest of this entry »
Through lesson study, a research lesson on diffusion and osmosis was developed collaboratively among four Biology teachers of a partner high school in Metro Manila and four NISMED researchers. The group developed a structured inquiry activity on diffusion and osmosis using existing activity sheets of the partner teachers as references. Student learning and alternative conceptions were closely observed during the implementation of the lesson.
The Mathematics III Lesson Study Group of Santa Lucia High School which was composed of four mathematics teachers and one UP NISMED facilitator highlighted multiple solutions in their research lesson on Geometric Relations. The lesson was about the Parallel Postulate which was an offshoot of the problem shown below. In the problem, if a horizontal diagonal is drawn, the diagonal and the line segment containing the base are parallel and the two sides that connect the parallel segments are transversals. This leads to the concept that corresponding angles are congruent which is known as the Parallel Postulate.
During lesson planning, the teachers and the facilitator came up with 11 anticipated solutions. Questions were formulated on how to process the solutions. Follow up questions were listed in case students could not answer the questions. The key questions and the expected answers were emphasized in the lesson plan.
The lesson was implemented for two days in four sections. Most of the students used previous knowledge in solving the problem, but there were some who came up with intuitive solutions. Some solutions presented were not even anticipated by the teachers and the UP NISMED facilitator.
After each lesson implementation, the facilitator and the teachers met to discuss what went well, what went wrong, and the strategies to be used to improve the lesson.
The teachers were pleased with the result of the thorough planning. They were able to anticipate students’ answers and were able to address misconceptions. They also observed that students were more participative and active in class discussions.