There are some definitions of lesson study. Here are some of them. Fernandez and Yoshida (2004:7) state, ”Lesson study is a direct translation for the Japanese term jugyokenkyu, which is composed of two words: jugyo, which means lesson, and kenkyu, which means study or research. As denoted by this term, lesson study consists of the study or the examination of teaching practice. How do Japanese teachers examine their teaching through lesson study? They engage in a well-defined process that involves discussing lessons that they have first planned and observed together. These lessons are called kenkyujugyo, which is simply a reversal of the term jugyokenkyu and thus literally means study or research lessons, or more specifically lessons that are the object of one’s study. Study lessons are “studied” by carrying out the steps described next in an attempt to explore a research goal that the teachers have chosen to work on (e.g., understanding how to encourage students to be autonomous learners).”
Lewis (2002:1) defines, “Lesson study is a cycle in which teachers work together to consider their long-term goals for students, bring those goals to life in actual “research lessons,” and collaboratively observe, discuss, and refine the lessons”. Besides, Lewis (2002:1-2) describes, “Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a complex process, supported by collaborative goal-setting, careful data collection on student learning, and protocols that enable productive discussion of difficult issues.” Furthermore, Lewis (2002:1-2) states, “Research lessons are the centerpiece of “lesson study,” a teacher-led instructional improvement cycle pictured in Figure. In lesson study, teachers work together to:
- Formulate goals for student learning and long-term development.
- Collaboratively plan a “research lesson” designed to bring to life these goals.
- Conduct the lesson, with one team member teaching and the others gathering evidence on student learning and development
- Discuss the evidence gathered during the lesson, and use it to improve the lesson, the unit, and instruction more generally.
- Teach the revised lesson in another classroom, if desired, and study and improve it again.”
Wang-Iverson and Yoshida, in Appendix A: Glossary of Lesson Study Terms, (2005:151-154) defines, “A research lesson (kenkyujugyo), also commonly referred to as a “study lesson,” is the lesson that is team-written, taught in the presence of observing colleagues, discussed during the
discussion session, revised, re-taught, and reported.” The cycles of instructional development of lesson study has three basic components, i.e. PLAN, DO, and SEE. Plan is related to the activity of planning and goal-setting. Teaching, observing, and revising the research lesson are covered in do component of the cycle. See consists of observing, discussing, and reflecting the research lesson.
Wang-Iverson and Yoshida (2005:5) state that two things related to lesson study, namely:
Lesson study is:
- teacher-led, ongoing professional learning.
- conducted with a common overarching goal.
- focused on subject content in the context of student thinking.
- informed by outside expertise (through knowledgeable others).
Lesson study is not:
- teacher training.
- about creating a perfect lesson.
- done in isolation.
- doing just one lesson study cycle.
Wang-Iverson and Yoshida (2005:23) also point out several main ideas of lesson study. First, Lesson study (jugyokenkyu) is a form of longterm teacher-led professional learning, developed in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classroom in order to enrich students’ learning experiences and improve their own teaching. Second, a lesson study cycle generally involves a team of teachers planning collaboratively based upon a research theme, implementing the lesson in the classroom, collecting observation data, reflecting upon and discussing the data, and developing a record of their activity. Third, lesson study is more than a studying instructional materials and developing useful lessons. It also explores ideas for improved teaching that bring out students’ thinking and thinking processes, helps students to develop mental images for solving problems and understanding the topic, and expands those skills and abilities. Fourth, lesson study is a comprehensive approach to professional learning that helps teachers develop ways of:
(1) thinking about learning and teaching in the classroom, (2) planning lessons, (3) observing how the students think, learn and take the appropriate actions, (4) reflecting on and discussing teaching, and (5) identifying and recognizing knowledge and skills necessary to improve their practice and seek new solutions. Finally, lesson study supports teachers in becoming lifelong learners about how to develop and improve teaching and learning in the classroom.
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