Preparation
and Supporting Factors
for Lesson Study Activities
iii
Table of Contents
ACKNOWLEDGEMENT ... II
TABLE OF CONTENTS ... III
I. OBJECTIVE AND GENERAL OVERVIEW ... 1
II. THE STRATEGY OF THE WORKSHOP ... 1
III. THE CONTENT OF THE WORKSHOP ... 2
A. WHAT IS LESSON STUDY? ... 2
B. HOW IS A STUDY LESSON DONE? ... 3
C. HOW TO PREPARE A LESSON STUDY?... 6
D. WHAT ARE SUPPORTING CONDITIONS? ... 10
REFERENCES ... 18
APPENDIX 1: THE EXAMPLE OF A FORMAT OF LESSON PLAN (MODEL 1) ... 19
APPENDIX 2: THE EXAMPLE OF A FORMAT OF LESSON PLAN (TABLE MODEL) ... 20
APPENDIX 3: OBSERVATION SHEET OF LEARNING ACTIVITIES THROUGH LS ... 21
APPENDIX 4: WORKSHEET 1 ... 22
APPENDIX 5: WORKSHEET 2 ... 23
APPENDIX 6: WORKSHEET 3 ... 24
1
Preparation and Supporting Factors
for Lesson Study Activities
I. Obj ective and General Overview
The mai n obj ect ive of t his t opic is t o give knowledge and experience t o t he part icipant s about t he preparat ion f or l esson st udy act ivit ies, and t o invit e part icipant s t o discuss t he general and specif ic f act ors and condit ions t hat support t he successf ulness of lesson st udy pract ices. At t he end of t his session, t he part icipant s should abl e t o prepare a l esson st udy act ivit ies and underst and t he necessary implement at ion supoort s and chal lenges in lesson st udy. Ther ef ore, when t he part icipant s want t o conduct a lesson st udy, t hey will make bet t er lesson plan, prepare all r equired t eaching mat erials and obser vat ion t ools, and document al l lesson st udy act ivit ies wel l f or ref lect ion and improvement of t he next inst ruct ion cycl es.
The lesson st udy act ivit ies involve a group of t eachers who collaborat ively wor k on a broad goal and develop r esearch lessons t hat are observed, analyzed and r evised t ogat her. The r evised r esearch lesson can be impl ement ed again in t he classroom in order t o st udy and improve on it again. This is called a lesson st udy cycl e. These act ivit ies cont ribut es t o t he development of new ideas f or t eaching and learning act ivit ies and t he improvement st udent s’ t hinki ng.
In order t o impl ement t he l esson st udy act ivit ies, some relevant component s are needed such as t he pr epar at ion f or support ing t hose act ivit ies. By underst anding t he preparat ion and suppor t ing f act ors f or lesson st udy act ivit ies, t he part ici pant s are expect ed abl e t o pr epare t he lesson st udy act ivit ies wel l.
II. The Strategy of the Workshop
discuss t he f act ors and condit ions relat ed t o t he success of t he lesson st udy act i vit ies. The par t icipant s are grouped i nt o t he same number as t he number of st eps i n lesson st udy. Each group is asked t o review one st ep i n l esson st udy and wat ch some relat ed videos and r equir ed t o ident if y t he r elat ed support i ng f act ors f or success in t he st ep. Af t er each group discussion, all groups discuss t ogat her t o summerize t h whole f act ors f or successf ul ness of t he impl ement at ion of lesson st udy. As an int egr at ion part of t his session is an act ivit y f or part icipant s t o prepare/ writ e a l esson plan f or one select ed t opic and it s support i ng mat erials i n a group, t hen pr esent it t o t he class f or comment s.
The requi red mat erials t hat wil l be used in t his session incl ude: all wor kshop modul es, cur riculum & syl laby, t ext books, a collect i on of video clips demonst rat ing t he st eps in lesson st udy (pr eparat ion , t eachi ng and observat ion (col lect ing dat a), and r ef l ect ion), and worksheet s.
III. The Content of the Workshop
Because t he mai n approach i n t his session is group discussion, t he f ollowing de-script ion should be present ed and discussed af t er t he smal l group and t he class dis-cussion. The f ollowing explanat ion is not f inal descript ion, but it is open f or discus-sion. The part i cipant s may agree or disagree t o some f act ors ment ioned here because t hey shoul d have t heir own opinion af t er group discussion.
A.
What is Lesson St udy?
In order t o ident if y t he support ing f act ors f or lesson st udy, we need t o under st and what is and how is lesson st udy. The f ol lowing is a brief review of lesson st udy t aken f rom a f ew of ref errences (see t he r ef er rences).
Lesson st udy is a prof essional development process t hat a small group of t eachers syst emat ically examine t heir inst ruct ions in order t o improve t he ef f ect iveness of t he experiences t hat t he t eachers provide t o t heir st udent s.
es-3 sons are called “ st udy” l essons because t hey are used t o examine t he t eachers’ pract ice.
Teacher col laborat ion and collegialit y are cent ral l esson st udy as a prof essional development model. In lesson st udy, t eachers col laborat ively plan, observe, and analyze act ual classroom l essons, drawing out implicat ions bot h f or t he design of specif ic l essons and f or t eaching and l ear ning mor e br oadly.
B.
How is a St udy Lesson Done?
The basic element s of l esson st udy consist of f ive basic phases:
1. Goal-set t i ng: af t er t he lesson st udy group is f ormed and norms as well as proce-dur es are est ablished, t hey ident if y prof essional development goals and f ormu-lat e goals f or st udent lear ning t hat wil l be expect ed during t he st udy l esson and long-t erm development .
2. Resear ch and planni ng: st udying exist ing curricula, st andards, and inst r uct ional mat erials and discussing t he planni ng a research lesson designed t o make t he goals observabl e in t he classroom.
3. Teachi ng and Observing: having one t eam member t each t he research l esson based on t he designed lesson plan whil e ot hers observe and col lect inst r uct ional dat a on st udent s lear ning and development .
4. Post -l esson Discussion: t eam members and ot her observers share dat a gat her ed duri ng t he l esson observat i on t o evaluat e t he st udent development process. 5. Revising: using evidence f rom t he col lect ed dat a t o revise t he l esson, t he unit ,
and t he t eachers' overal l approach t o inst r uct ion. This f ol lows by conclusi ons about inst r uct ional st rat egies and st udent lear ning t hat can drive f ut ur e pr ac-t ices. If necessary, ac-t he revised lesson is ac-t aughac-t by ac-t he same or oac-t her ac-t eacher in t he same or anot her classr oom f or f urt her st udy and i mprovement .
Det ails about t hese l esson st udy act ivit ies are described below.
1. Research and preparat ion:
A group of t eachers f rom t he same or dif f er ent schools and knowledgeable ot hers (col lege or universit y lect urers) j oint ly draw up a det ailed plan f or t he st udy les-son.
Lesson St udy is a Goal-Driven Act ivit y
Based on t he nat ional , school, or cur ricular educat ional goal and t eachers' expe-riences in t he classrooms, t eachers select an overar ching goal t o guide t heir work on all t he st udy l essons.
• The t eachers collaborat ively t hink, share, list en, consider, and examine t heir knowledge in t he cont ext of act ual classroom lessons.
• The same level (primar y or secondary) schools usual l y have t he same educa-t ional goal f or specif ic subj eceduca-t and same coneduca-t eneduca-t area as described on educa-t he school curricul um or nat ional st andards.
• In or der t o set an overarching lesson st udy goal , t he t eachers need t o ident if y and t o discuss t he gaps t hey see bet ween t he expect ed st udent s' learning re-sult s and t he t heir act ual mot ivat ion, perf ormances, and/ or achievement in t he school.
5
• They need t o t hink about t he relat ionship bet ween t he st udy lesson’ s con-t encon-t -specif ic goals and con-t he overarchi ng l esson scon-t udy goal.
• For each st udy l esson, t he t eachers also ident if y and sel ect l esson-specif ic goals t o f ocus on.
• The t eachers wil l t hen sel ect a goal as a t arget of lesson st udy t o improve t heir i nst ruct ion.
• Based on t he select ed goals t he lesson st udy group plan lessons, ant icipat e st udent responses, pr epar e t eaching mat erials, i nst ruct ional t ools, observa-t ion observa-t ools, and r ecor ding observa-t ools (phoobserva-t ograph, video r ecorder , eobserva-t c. ) if neces-sary.
2. Implement at ion:
• A t eacher t eaches t he st udy lesson in a real classroom in new ways as planned collaborat ively on t he l esson plan whi le ot her group members look on and coll ect t he dat a f rom t he i nst ruct ion. All lesson st udy group members are re-sponsible t o t he success of t he lesson.
• The observat ion should f ocus on st udent t hinking and perf ormance and not on t he classroom t eacher . The observat ion should also cover t he whol e st udent s' act ivit ies in t he classroom duri ng t he ent i re lesson, not j ust a part number of st udent s and a part of lesson. The observer shoul d not int erf ere t he st udent s' lear ning, neit her hel p t hem in any way.
• To f acilit at e dat a coll ect ion, t he observers may use t he prepared observat ion sheet s or videot apes t o r ecord t he st udent s' act ivit ies.
3. Reflect ion and improvement :
• Af t er t he lesson, each observer ref lect s on t he observed inst r uct ional dat a and organize t he inf or mat ion f or group sharing.
• The group comes t oget her t o discuss t heir observat ions of t he lesson.
• They discuss t he l esson and st udent s act ivit ies during t he l esson, t hey shar e t heir own percept ions and hear what ot hers’ perceived, including percept ions and perspect ives of out side expert s and educat ors who at t ended and ob-served t he l esson.
t hat have been made, sur prises, and evidences t hat t he inst ruct ional goals have been achi eved. Next , t he ot her group members (observers) r eport t hei r dat a t hat r el evant t o t he lesson obj ect ives. This usuall y f ollows by showing t he lesson video.
• They analyze st udent work t o obt ain more insight and underst anding of st u-dent t hi nking and a deeper concept ual underst andi ng of t he mat hemat ics in-volved.
• Conclusion is made as a result of t he discussion whet her t he planned l esson has been impl ement ed well and whet her t he lesson plan has been wel l pre-pared i n order t o achieve t he l esson st udy goal . Then a revision can be made t o t he lesson plan f or next improvement as in t he f irst phase of l esson st udy.
4. Second implement at ion and reflect ion (opt ional but recommended):
The same t eacher or anot her t eacher t eaches t he st udy lesson in a second class-room whil e group member s look on as in t he second phase above f ollowed by t he group discussion as in t he t hird phase.
C.
How t o Prepare a Lesson St udy?
There are six component s t hat shoul d be considered in t he preparat ion of l esson st udy act ivit ies. They are (1) anal yzing t he cur riculum and syl labus t o develop lesson st udy, (2) prospect ive analyses t o develop t he scheme f or t he st udent s t o achieve t heir compet ences in mat hemat ics, (3) developing operat ional procedur e f or t he i m-plement at ion of l esson st udy, (4) est ablishing agenda f or one semest er of lesson st udy act ivit ies, (5) socializing t he plan of lesson st udy act ivit ies and (6) realizi ng t he idea of PLAN, DO and SEE in act ion of lesson st udy.
1. Analyzing t he curriculum and syllabi t o develop lesson st udy
7 Af t er analyzing t he curriculum and cont ent st andar ds, t he LS group members ident if y t he i nt ended t opics in t he course t hey want t o t each. In t his st age, t he LS group de-cide t o choose a r esearch t heme, resear ch f ocus (r esearch main goal), t opic, st an-dard compet ence, basic compet ence or t he i ndicat ors of basic st anan-dard achievement .
2. Prospect ive analyses t o develop t he scheme for t he st udent s t o achieve t heir compet ences in mat hemat ics
3. Developing Operat ional Procedure for t he Implement at ion of Lesson St udy
Form a LS group
Develop learning goals
4. Est ablishing agenda for one semester of lesson st udy (LS) act ivit ies
a. Ident if ying t he long-t er m goals and t he expect ed charact erist ics of st udent s’ development
b. Est ablishi ng t he schedul e f or LS meet ing t hroughout t he semest er . Some experi ences have shown t hat t he meet ing t akes approximat ely 6 – 9 meet ings f or one semest er .
c. Est ablishi ng t he LS communit y: f acilit at or, secret ar y, t reasurer , l ect urers as f ellow workers
Not e:
We need t o record t he meet ings because we wi l l work over a period of t ime. The document at ion is import ant f or making f ut ure ref er ence easy and hel p us chart progress over t ime. We can use video t ape recor der , audio t ape, camera or writ t en not es.
5. Socializing t he plan of lesson st udy act ivities
Gat hering a meet i ng f or socializing t he plan of lesson st udy act ivit ies t o t he school princi pal , col leagues (e. g. lect ur er ), t he r epresent at ive of t he minist ry of educat ion, school’ s commit t ees and st ake hol ders (if necessary). This will buil d under st anding, support and conf idence in schools and t eachers.
6. Realizing t he idea of PLAN, DO and SEE in act ion of lesson st udy
PLAN
1) Sel ect ing a subj ect , concept , t heme or t opic i n t he course f or one t eaching lear ning act ivit ies (general ly 2 x 40 minut es)
2) Developing t he l esson plan which consist s of lear ning scenario, worksheet and/ or eval uat ion sheet f r om t he chosen t opic.
3) Deciding Open Class (OC) i n one of LS members’ schools: Where, when, which class will be chosen (See appendices … exampl e in t able).
4) Deciding a t eacher t o be a model , moderat or and secret ary f or each Plan-Do-See act ivit y.
5) Doing a micro t eachi ng among t he LS group f or validit y and revising t he lesson plan bef ore using it in f ront of t he class (t he model demonst rat e t he scenario of lesson plan whi le t he ot hers observe t he act ivit y, give opinions or revisions)
9 Many t eams begin new l essons cycles by reviewi ng st udent dat a and f ollowi ng up on problems in st udent lear ning t hat surf aced in prior l esson st udy work. The t eam is suggest ed t o use t he local/ surrounding t eaching mat erials or t eaching resources.
The l esson plan shoul d be described in enough det ail so t hat anot her t eacher coul d use it . This does not mean t hat every singl e word is script ed but t he lesson plan is more t han a general overview, and shoul d describe t he sequence of lesson act ivit ies, t he mat erial wil l be used in t he class, t he t eacher ’ s quest ions, possible responses t o st udent s’ quest ions and answers (See Appendices …).
Possible responses t o st udent s’ quest ions and answers can be t hought during t he micro t eaching act ivit y. Some t eachers can act as t he high l evel, average level or low l evel st udent s in get t ing some unusual/ wrong answers in order t o answer t eacher ’ s quest ions.
Usually, observat ions in t he convent ional classroom observat ions f ocuses on what t he t eacher ’ s act ivit ies. In t he l esson st udy act ivit ies, observat ions are mainly f ocused on st udent s and what t hey do in response t o inst r uct ion. During t he DO act ivit y, observers should have a copy of l esson plan,
worksheet , evaluat ion sheet and t he map of st udent s’ posit ion in t he classroom. For t he beginners, it is allowed t o observe only one group.
The LS group develop an observat ion sheet based on t he emphasize of st udent s lear ning processes, includi ng many ideas f or solving t he probl em, common misunderst andings t he st udent s had, how and when t heir underst anding changed.
REFLECTION
1) Discussion t o ref lect and analyze DO act ivit y. In t his act ivit y, moderat or l ead t he discussion among t he model , observers, t he f el low worker and expert . The secret ary writ e t he opinion, r evision and concl usion
2) Reviewing and revising t he l esson plan and t he approach based on t hese observat ions
3) Filing t he concl usion of t he whol e LS act ivit y f or t he f ollowing LS act ivit y cycle or using by ot her col leagues t o t each in t hei r classes.
4) Deciding t he next Open Class act ivit y (who will be t he model , when and wher e t he LS act ivit ies will be hel d, which classroom and what t opic will be t aught )
D.
What are Support ing Condit ions?
Underst andi ng about lesson st udy process, we can idenf it y several f act or s and condit ions t hat inf luence t he success of lesson st udy implement at ion. These f act ors can be cat egori zed int o t hr ee groups, namely (1) int ernal/ int rinsic f act ors, (2) ext er nal/ ext ri nsic f act ors, and (3) syst emic f act ors. The i nt er nal or i nt rinsic f act ors exist inside t he t eachers who part icipat e in t he l esson st udy group. The ext r enal or ext rinsic f act ors exist s out side t he t eacher as a personal. Meanwhil e, t he syst emic f act ors correspond t o t he exist ing educat ional and t eachers' prof essional t eachers syst ems.
The i dent if ied f act ors ar e highlight ed bellow.
1. Int ernal/ Int ri nsic Fact ors: a. Teachers’ knowledge:
Knowledge of subj ect mat t er
Teachers in t he l esson st udy group t alk about mat h in a part icular way, t hat includes how t hey t hink kids lear n t he cont ent , what t he ma-t hemama-t ics behi nd a probl em really is, whama-t are ma-t he essenma-t ial mama-t hemama-t ical concept s behind a unit , et c. The t eacher's knowl edge on subj ect mat -t er -t her ef ore wi ll af f ec-t very s-t rongly -t he lesson s-t udy ac-t ivi-t ies during t he resear ch and planning and also t he r esearch lesson phases.
11 It is clear t hat t eacher's knowledge of inst r uct ion will inf luence t he t eaching and l earni ng process, even when t he lesson st udy group pre-pares l esson plan.
Knowledge of st udent t hi nking ("eyes t o see st udent s” )
During t he observat ion of act ual classroom wher e t eaching and lear ning process is happening, t he observers shoul d f ocus on t he st udent s' lear n-ing. This observat ion skil l requires t he knowl edge of st udent t hinking i n order t o see t he way how st udent lear n mat hemat ics.
b. Teachers’ personal disposit ion Ident it y
At t ent ion t o St udent Thi nking Belief s about St udent s
What t eachers do in pl anning and pract icing t eaching and l earni ng processes depends on t heir belief about st udent s. Teachers must beli eve t hat all st udent s are able t o learn. The t eacher's ident it y will be ref lect ed on what t eacher do during t he lesson st udy group's di scussion, t he l esson, and post lesson discussion, because al l t hese lesson st udy act ivit ies are int er personal int eract ion f orms. Teacher's i dent it y inf l uence t he way he/ she int eract wit h ot her s.
Meanwhi le, t he t eachers' at t ent ion t o st udent t hi nking and belief about st udent s af f ect t he way and what t hey plan l esson and t each t he l esson as wel l as t heir observat ion during t he l esson. As consequences, t hese t eachers' personal disposit ion wil l also af f ect t he dat a t hey col lect ed dur -ing t heir l esson as observat ion result s depend on t he observers' perceive. Sense of Ef f icacy
It is clear t hat af f ect ivit y is an import ant t hing t hat must be at t empt ed in each act ivit y, incl uding l esson st udy. The sense of ef f icacy hel ps t eachers in set t ing clear l esson st udy goals as t o improve inst ruct ion and st udent s' lear ning. The lesson st udy is an act ivit y t hat t akes t imes and money, and requires human r esources as well as f acilit ies. Ther ef ore t his ef f ort shoul d achieve t he goals and improvement at least t he same value as it s "cost ".
Experienced t eachers may have t aught f or several years wit h rout ine ac-t iviac-t ies, such as pr epar e l essons, ac-t eaching maac-t erials, and ac-t each lesson i n classrooms. The i nst ruct ion and st udent 's lear ning i mprovement requi res hard work and creat ivit y inst ead of rout ine act ivit y.
c. Teachers’ commit ment and communit y: Mot ivat ion t o improve
Lesson st udy is a model f or t eachers' prof essional development t o improve t heir pract ices t hat result in t he st udent s' l earni ng improvement . Wit hout mot ivat ion, an improvement is never happen. Teachers j oin t o t he l esson st udy group shoul d have mot ivat ion t o improve t heir inst ruct ions as part of long-t erm goals relat ed t o t heir inst it ut ions (schools) and nat ional edu-cat ional goals.
Lesson st udy shoul d be t hought as an opport unit y f or t eachers t o “ be researchers, ” “ t est t heir own knowl edge of how t heir st udent s lear n” and “ underst and t he subj ect cont ent and why it ’ s import ant ” .
Sense of account abi lit y t o communit y of t eachers
In lesson st udy, t eachers engaged in an open int er change of ideas and mat erials. They also shar e t heir experiences. During t he lesson plan pr ep-arat ion and ref l ect ion, everyone should engage in t he conversat ion, wil l-ing t o hear ot her members' opinion and let t hem hear his/ her opi nion and observe his/ her t eaching pract ices. Wit hout sense of account abilit y among lesson st udy group members, it is almost impossible t o make col-laborat ion among t hem and t o reach t he lesson st udy goals.
Connect ion of daily pract ice t o long-t erm goals
13 d. Local cult ure:
Teachers f rom dif f erent areas may have dif f erent personalit y and behavior, such as closeness or openness, shamef ul ness, regr et f ulness, t he way t o com-ment t o ot hers, and so on will af f ect t hey communicat e, discuss, and int eract wit h ot her members during lesson st udy meet ings.
e. Communicat ion skil l
It is clear t hat lesson st udy r equires communicat i on skills because l esson st udy is collaborat ive act ivit y among t eachers who have t he same "mission" in improving t heir pract ices t o develop st udent s' l earni ng.
f . Self crit ical r ef l ect ion
This is an import ant f act or t hat exist s inside t he t eachers r equired when t hey j oin t o t he l esson st udy gr oup. The t eacher's crit ical ref l ect ion helps him/ her when t alking about how he/ she t each and t hi nk what st udent s done in t he classroom. This charact eri st ic also helps t eachers t o always record and keep t rack of t heir ideas f or revising lesson plan over t i me t hrough l esson st udy cycl e.
Do you have any ot her i dea?
2. Ext er nal/ Ext rinsic Fact ors:
Because lesson st udy is not an individual act ivit y, but a collaborat ive act ivit y, it depends not only on t eacher 's charact erist ics, but also on ot her f act ors come f rom out side t eacher's personal disposit ion. These are highlight ed as f ollows.
a. St udent s charact erist ics
As t he lesson st udy f ocuses on t he st udent s' learning improvement , st udent s t ake an import ant rol es in t he success of l esson st udy. St udent s at a r esearch lesson classroom will see "out siders", observers, dur ing t he lesson. This can af f ect t heir lear ning concent rat ion when t hey f eel surprised wit h t he exis-t ence of exis-t he observers.
b. Collaborat ion among t eachers
Collaborat ion and cooperat ion in l esson st udy can be make among t eachers f rom t he same school, or f rom dif f erent schools of t he same dist rict , among t eachers t each t he same subj ect or t each dif f er ent subj ect s.
c. Connect ion t o knowledgeable ot hers, including col l eagues educat ional ex-pert s and f acilit at ors (coaches) who can help t he l esson st udy group in lyzi ng and set t i ng t he l esson st udy goals, observing t he r esearch lesson, ana-lyzi ng t he observat ion dat a, r evising t he lesson plan.
The need of knowledgeable ot hers is urgent when t he members of lesson st udy group ar e new t o l esson st udy. Even when t hey already experienced les-son st udy, t hey need expert s such as mat hemat ics educat ors, mat hemat ics educat ion researchers t o help t hem make bet t er l esson plan pr eparat ion and lesson improvement .
Knowledgeable ot hers (out side examiner , invit ed advisor, or react or t o t he lesson): coll ege/ universit y lect ur ers (cont ent special ist s, cont ent educat ors, et c. ), experienced t eachers, and dist rict supervisor s have import ant role in t he lesson st udy implement at ion and disseminat ion.
The f ollowing ar e some f unct ions of ot her knowledgeabl e ot hers f or t he les-son st udy group (Fer nandez, 2001):
• provides a dif f erent perspect ive when react i ng t o t he l esson st udy work of t he group
• provides inf ormat ion about subj ect mat t er cont ent , new ideas, or r ef orms
• shares t he work of ot her lesson st udy groups, also
• somet imes t hey act as cheer leaders t o encourage t eachers t o persist in t he process.
15 simply present ing dat a col lect ed by each t eam member . Col laborat ion wit h cont ent specialist s will hel p t eachers t o get i deas about t he part icular aspect s of st udent t hi nking t o t arget f or observat ion. They can also provide f eedback on emerging ideas or lesson plans, part icipat e i n r esearch l essons as dat a coll ect ors, provide comment s and suggest ion on post -lesson discussion. d. Learni ng resources:
As lesson st udy concer ns wit h t eaching and learning processes, t his act ivit y requires l earni ng resour ces t hat will be used by t he t eacher who t each t he re-search lesson. This incl udes:
Lesson plans t hat reveal and promot e st udent t hinki ng Tools t hat support coll egial l earni ng during lesson st udy
Mat hemat ical Tasks & St udent Work Curricul um Mat erials
Resear ch Art icl es & Summaries Lesson Videos
Ref l ect ion Forms & Quest i ons
All t hese resources may be available readily, or need t o be prepared by t he lesson st udy group.
e. The availabi lit y of sponsorship providing f unds f or l esson st udy proj ect s Lesson st udy r equires f unding f or success and sust ain, t hough t his is not t he only support f or cont i nuit y of lesson st udy proj ect s. Teachers need t o spend money f or t heir t ransport at ion f rom t heir homes t o schools and t he place of lesson st udy. The l esson st udy group also needs money t o buy inst r uct ional t ools t hat cannot be pr epared by t hemselves. During t he lesson st udy meet -ings, somet imes t hey also provide f oods and dri nk. This of course r equires ex-t ra money ex-t o buy ex-t he f oods and drinks.
f . Geographic f act or: dist ances among schools, access t o ot her schools.
Do you have any ot her i dea?
3. Syst emic Fact ors: a. Curricul um:
Nat ional st andar d
Allows t eachers t o devot e t imes t o st udying t he most ef f ect ive ways t o present t opics rat her t han t o sel ect t he most import ant t opics f rom a massive t ext books.
Nat ional st andard makes school level cur ricul um more managable when t hey can make choices
Academic calendars
In lesson st udy act ivit ies, t eachers need t o analyze cur riculum, educat ional goals, schools long-t erm goals (vision and mission), and school mat hemat ics obj ect ives. The clear and direct ive f ormulat ion of nat ional st andards of edu-cat ion and school level curricula hel p t he members of lesson st udy group t o ident if y and f ormulat e t he lesson st udy goal and r ef erence t o t heir own daily classroom pract ices.
b. St abilit y of Educat ional Pol icy:
The st abi lit y of educat ional policy make it is easier t o make improvement s in inst ruct ion t hrough long t erm r esear ch lesson. It is will also encourage t he t eacher collaborat ion and cooperat ion in lesson st udy.
c. The syst emat ic way t o expand t he lesson st udy f ocus f rom l esson st udy’ s sur-f ace sur-f eat ur es, such as development osur-f lesson plans, t o it s underlyi ng pri n-ciples, such as increasing t eachers’ opport unit ies t o lear n f rom one anot her, f rom pract ice, and f rom t he curricul um. Ref orms of t en f ail when t heir sur f ace f eat ures are impl ement ed in reci pe-like f ashion, wit hout suf f icient at t ent ion paid t o t he underl ying rat i onale.
d. The commit ment of cent ral and local / dist rict gover nment i n t he development of t eacher prof essionals t hrough lesson st udy by providing lesson st udy block grant and est ablishing perf ormance based promot ion or rewar d f or t eachers. e. The commit ment of school headmast er in t he improvement of inst ruct ion
Lesson st udy is a model f or int ensive, school -based prof essional development in which t eachers collabor at e t o plan, observe, and ref ine a l esson. Teachers engage in lesson st udy as researchers and scholars of t heir own classrooms. The process has t he pot ent ial t o t ransf orm schools int o places wher e t eachers can invest igat e and verif y what works f or t heir st udent s.
17 g. Teachers associat ion net work and collaborat ion: est ablishment of lear ning
communit y such as MGMP (learning communit y among t he same subj ect t eachers) as media f or t eachers t o share t hei r experi ences.
h. Encult urat ion of lesson st udy t o make lesson st udy as daily pract ices among t eachers, exchange experi ences, publicat ion. This requir es support f rom edu-cat ional aut horit y such as school headmast er , dist ri ct eduedu-cat ion supervi sor, local gover nment , and cent ral government . For Indonesian case, t he exis-t ence of LPMP and P4TK can be supporexis-t i ng insexis-t iexis-t uexis-t ions f or lesson sexis-t udy disse-minat ion and encult urat ion.
Lesson st udy r eport s ar e an import ant part of t he pr ocess because t hey f aci -lit at e and capt ure t he t eachers' ref lect ions about t he lesson and about broad-er issues of t eaching and l earning.
Do you have any ot her i dea?
References
Anonim. Lesson St udy f or Col l ege Teacher s: An Onl i ne Gui de. ht t p: / / www. uwlax. edu/ sot l/ lsp/ int ro. ht m. Accessed on July 20, 2009. Cat herine Lewis and Ineko Tsuchida (1998), "A Lesson is Like a Swif t ly Flowing
River – How Research Lessons Improve Japanese Educat ion". American Educat or, Wint er 1998, 22(4), pp. 12, 14 –18, 50 – 52.
Cat herine Lewis and Rebecca Perry (2003), " INSTRUCTIONAL IMROVEMENT THROUGH LESSON STUDY: PROGRESS AND CHALLENGES IN THE U. S. " Present ed at Exploring Collaborat ions in Science and Mat hemat ics Educat ion, March 17-19, 2003, San Francisco. Learning Across Boundaries: U. S. -Japan Collaborat ion in Mat hemat ics, Science and Technology Educat ion. pp. 239 – 253. Hur d, Jacqueline and Licciardo-Musso, Lori . (2005). Lesson St udy: Teacher -Led
Pr of essi onal Devel opment i n Li t er acy Inst r uct i on. Language Art s; May 2005; Vol. 82; No. 5; pg. 388-395; Research Library.
Ist amar Syamsuri and Ibrohim (2008), Lesson St udy (St udi Pembelaj aran) – Model Pembinaan Pendidik secara Kolaborat if dan Berkelanj ut an, dipet ik dari Program SIST T EMS—JICA di Kapupat en Pasuruan – Jawa T imur (2006-2008). Bandung: FMIPA UM.
Susilo H. (2009). Lesson St udy sebagai Pi l i han Sar ana Peni ngkat an Kual i t as Pembel aj ar an dan Penyi apan Cal on Gur u MIPA di LPTK. Malang: Workshop Lesson St udy bagi Dosen FMIPA Universit as Negeri Malang.
Takahashi, Akihiko and Yoshida, Makot o. (2004). Ideas f or Est abl i shi ng Lesson-St udy Communi t i es. Rest on, Virginia: NCTM-The Nat ional Counci l of Teachers of Mat hemat ics, Inc. ; Teaching Children Mat hemat ics; May
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Appendix 1: The Example of a Format of Lesson Plan
(model 1)
LESSON PLAN
School : Jogj a Juni or Hi gh School
Subj ect : Mat hemat i cs
Class/ Semest er : VII / 2
St andard Compet ence : To under st and t he concept s of quadr i l at er al and t r i angl e and t o det er mi ne t hei r si zes
Basic Compet ence:
- To i dent i f y t he pr oper t i es of a t r i angl e based on i t s si des - To i dent i f y t he pr oper t i es of a t r i angl e based on i t s angl es
Indicat or(s):
- To expl ai n t ypes of t r i angl es based on t hei r si des. - To expl ai n t ypes of t r i angl es based on t hei r angl es.
Time allocat ion : 2 x 40 menit ( … Meet i ngs)
A. Learning goal(s)
B. Learning material (Learning subst ance)
C. Learning Met hod(s)
Lear ning St rat egies : CTL (Cont ext ual Teaching Learni ng), et c Met hods : Discussion, et c
D. Learning act ivit ies steps:
Meet ing 1. . . . Meet ing 1. . . . ……. et c
E. References
21
Appendix 3: Observation Sheet of Learning Activities
through LS
Dat e: _____________ A. Do all st udent s reall y l earn about t his t opic?
(provide concret e f act s and t he r easons) Exampl e:
Gr oup 1 ar e seemed t o have a good conver sat i on dur i ng t hei r di scussi on whi l e i n Gr oup 2, onl y t he st udent number 5 can do t he wor ksheet and t he ot her s have not under st and t he t opi c yet and t hey ar e ashamed t o ask hi m.
B. Which st udent can not f ol l ow t he lear ning act ivit ies? (based on t he concr et e f act s t hat are observed and provide t he st udent ’ s name/ number)
C. Why t hat st udent can not f ollow t he l ear ning act ivit ies?
Do you know t he causes why he/ she can not f ol low t he l earni ng act ivit ies? How do you t hink t o solve t his problem?
D. What kind of val uable poi nt s can you get f rom t his l earning act ivit ies?
Not es:
Ot her aspect s t hat can be observed are
t he int eract ion among st udent s in t heir group,
t he int eract ion among st udent s wit h st udent s f rom ot her groups, t he int eract ion bet ween st udent s and t he t eacher,
t he int eract ion bet ween st udent s and t heir surroundi ng, t he media/ ref erences, et c
Model Teacher : _______________________________
Class : _______________________________
School : _______________________________
Observer : _______________________________
Appendix 4: Worksheet 1
Group Act ivit y Group # : __________
Act ivit y #1: Ident i f yi ng suppor t i ng f act or s i nvol vi ng i n t he l esson st udy pr epar at i on (pl anni ng a l esson st udy)
Obj ect ive:
To i dent i f y t he suppor t i ng f act or s f or success of l esson st udy pl anni ng
Mat erials: some exampl es of vi deo showi ng a gr oup t eacher s pr epar i ng a l esson st udy pr oj ect
Act ivit ies:
1. (20 minut es) Revi ew t he st eps of l esson st udy. Look at t he det ai l on how t o pr epar e a l esson st udy. Wi t hi n your gr oup, i dent i f y and di scuss some f ac-t or s ac-t haac-t you ac-t hi nk wi l l suppor ac-t f or success i n pl anni ng a l esson sac-t udy. Pr e-par e your descr i pt i on or j ust i f i cat i on f or t he f act or s you i dent i f y.
2. (30 minut es) Wat ch t he sampl e vi deos on pl anni ng l esson st udy. Ident i f y and di scuss some ot her f act or s t hat you di dn't f ound dur i ng your r eadi ng r evi ew but t hey wi l l suppor t f or success i n pl anni ng a l esson st udy.
3. (30 minut es) Di scuss your f i ndi ng wi t h ot her gr oups.
Discussion Result :
Li st al l supor t i ng f act or s your gr oup agr ee (gi ve a br i ef descr i pt i on i n one or t wo sent ences of each f act or ):
1. ……. . .
2. ……. . .
3. ……. . .
4. ……. . .
5. ……. . .
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Appendix 5: Worksheet 2
Group Act ivit y Group # : __________
Act ivit y #1: Ident i f yi ng suppor t i ng f act or s i nvol vi ng i n t he i mpl ement at i on of l esson st udy (t eachi ng and obser vat i on)
Obj ect ive:
To i dent i f y t he suppor t i ng f act or s f or success of l esson st udy i mpl ement at i on
Mat erials: some exampl es of vi deo showi ng a r esear ch l esson wher e one t eam member t each t he r esear ch l esson whi l e ot her s obser ve and col l ect dat a
Act ivit ies:
1. (20 minut es) Revi ew t he st eps of l esson st udy. Look at t he det ai l on how t he i mpl ement at i on of a l esson st udy. Wi t hi n your gr oup, i dent i f y and di s-cuss some f act or s t hat you t hi nk wi l l suppor t f or success i n i mpl ement i ng a l esson st udy. Pr epar e your descr i pt i on or j ust i f i cat i on f or t he f act or s you i dent i f y.
2. (30 minut es) Wat ch t he sampl e vi deos on i mpl ement i ng a l esson st udy. Ident i f y and di scuss some ot her f act or s t hat you di dn't f ound dur i ng your r eadi ng r evi ew but t hey wi l l suppor t f or success i n i mpl ement i ng a l esson st udy.
3. (30 minut es) Di scuss your f i ndi ng wi t h ot her gr oups.
Discussion Result :
Li st al l supor t i ng f act or s your gr oup agr ee (gi ve a br i ef descr i pt i on i n one or t wo sent ences of each f act or ):
1. ……. . .
2. ……. . .
3. ……. . .
4. ……. . .
5. ……. . .
Appendix 6: Worksheet 3
Group Act ivit y Group # : __________
Act ivit y #1: Ident i f yi ng suppor t i ng f act or s i nvol vi ng i n t he r ef l ect i on and i mpr ovement st ep of a l esson st udy
Obj ect ive:
To i dent i f y t he suppor t i ng f act or s f or success of r esear ch l esson r ef l ect i on and i mpr ovement
Mat erials: some exampl es of vi deo showi ng a gr oup t eacher s meet i ng di scussi ng a r esear ch l esson
Act ivit ies:
1. (20 minut es) Revi ew t he st eps of l esson st udy. Look at t he det ai l on how t he r ef l ect i on and i mpr ovement a r esear ch l esson is done dur i ng t he post l esson meet i ng. Wi t hi n your gr oup, i dent i f y and di scuss some f act or s t hat you t hi nk wi l l suppor t f or success i n r ef l ect i ng and i mpr ovi ng a r esear ch l esson. Pr epar e your descr i pt i on or j ust i f i cat i on f or t he f act or s you i dent i -f y.
2. (30 minut es) Wat ch t he sampl e vi deos on post l esson di scussi on. Ident i f y and di scuss some ot her f act or s t hat you di dn't f ound dur i ng your r eadi ng r evi ew but t hey wi l l suppor t f or success i n r ef l ect i ng and i mpr ovi ng a r e-sear ch l esson.
3. (30 minut es) Di scuss your f i ndi ng wi t h ot her gr oups.
Discussion Result :
Li st al l supor t i ng f act or s your gr oup agr ee (gi ve a br i ef descr i pt i on i n one or t wo sent ences of each f act or ):
1. ……. . .
2. ……. . .
3. ……. . .
4. ……. . .
5. ……. . .
25
Appendix 7: Worksheet 4
Based on your discussion, complet e t he f ol lowing f or ms t o summeri ze t he support i ng f act ors f or lesson st udy success
(make addit ional copy of t his f orm if not enough)
