Lesson Study for All Economies:Lesson Study for All Economies: Our continuing challenges for improvement of educationOur continuing challenges for improvement of education

Australia, Brunei, China, Chile, Hong Kong, Australia, Brunei, China, Chile, Hong Kong, Indonesia, Japan, Korea, Peru, Philippines, Indonesia, Japan, Korea, Peru, Philippines, Malaysia, Mexico, Singapore, Chinese Taipei, Malaysia, Mexico, Singapore, Chinese Taipei, Thailand, USA, Viet Nam Thailand, USA, Viet Nam (17 economies specialists)

Lesson Study Lesson Study Continues DevelopmentContinues Development2006: Good Practice (Pilot)2006: Good Practice (Pilot)2007:Mathematical Thinking2007:Mathematical Thinking2008-2009: Communication 2008-2009: Communication NSW,Au.NSW,Au.

2010: Assessments2010: Assessments

2009 Chinese TaipeiEnglish

Lesson Study for Implementing Curriculum: Developing Innovative Assessment Problem:

1 Jan. 2010 - 31 Dec. 2010 (Since 2006)

Proposed Economy:

Thailand and Japan (Self-funded)Priority Area: Math. and Science

For improvement of the Quality of Education

How do curriculum, lesson and assessments relate?

How can we improve the relations?

Curriculum Implementation!

Plan → Do → See → Plan → Do →

The Problematic on Curriculum Implementation: Several disjunctions

Intended/ Planned

Curriculum

Implemented/Taught

Curriculum

Achieved/　 Attained Curriculum

Teachers do not know the curriculum

Examiners do not know the curriculum and what students learned.

Depending on lower Achievements, curriculum developers select easier math.

If we consider the backward approach, what will happen?

Curriculum developers shows their intention/object through the test problems.

Teachers learn the intended curriculum from Assessment problems

Sharing the heart of the curriculum

through the improvements of the

assessments problems.

The project focuses on Backward approach!

Innovative Problems What is the object of this problem?

Which way does this bus move?

Necessary competency for living. But what Compe.?

Analyzing the given situation and comparing it with our experience.

For evaluating the attitude and mathematical thinking

A Problem for 12 years old students

• What is good for you to study Positive and Negative Numbers?

A Problem for 15 years old students

• Pose the mathematics problem with this picture?

For Evaluating the competency for Argumentation

A Format of Japanese Assessment problem

Problem: Please read the following italic text and then, answer the question 1) &2).

Given a Problem on Math»Approach A by Maitree

»Approach B by Masami

»Approach C by Akihiko

1) Which answer do you prefer?

2) Why?

APECAPECCommunityCommunity

Project Framework; Advantages of the LS project.Project Framework; Advantages of the LS project.Self fund 100,000USD from Japan and ThailandSelf fund 100,000USD from Japan and Thailand

ProjectMeeting

For Planning (Japan)For Producing (Thailand)

in Each Economy

Specialists

Group of TeachersGroup of Teachers

Group of TeachersGroup of Teachers

ProductsProductsTextbookTextbook

VideosVideosKnowledgeKnowledge

BankBank

Connecting with Connecting with other APEC other APEC

Projects from the Projects from the view point of view point of lesson studylesson study

Procedure of the Project 2010Procedure of the Project 2010

2

3

Sharing innovative Assessment problems for lesson studyTentative: Tentative: February, 18-21 February, 18-21 20102010

4

Each economy shared the results of Lesson StudyTentative: Tentative: September September 12-14, 201012-14, 2010

Thailand as a host

Japan as a host

1

Each economy challenged to engaging in Lesson Study using innovative assessments problems:Developing videos for KB.

Each Economy

Upload the videos and encourage to use videos in each economies

Each Economy

Lesson Study for All Economies: Our continuing challenges for improvement of education

We will challenges the improvement of teaching from the innovative assessments problems.

under All APEC economies.

Proposed Project

Japan: Planning meeting

18-21 Feb, 2010

Thailand: M&S Conference in Samui

7-14 March, 2010

Japan: EARCOME

18-22 August, 2010

Thailand:

12-14 September, 2010

Proposed Project

Japan: Planning meeting

18-21 Feb, 2010

Thailand: M&S Conference in Samui

7-14 March, 2010

Japan: EARCOME

18-22 August, 2010

Thailand:

12-14 September, 2010

At the Restraint

If you select Omlet on B, How many?

Framework of curriculum assessment testEnglish Translation of Curriculum Standards in Mathematics• 2000 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1824

• 1999 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1656

Junior Secondary School Mathematics

• To deepen students’ understanding of basic concepts and principles about such subjects as quantities and geometric figures, and to have students acquire mathematical skills of representing and processing, and to improve their capabilities to investigate phenomena mathematically, and at the same time, to have students know the enjoyment of mathematical activities, the merits of mathematical ways of observing and thinking and to foster attitudes of applying the ideas willingly.

• Evaluation Standards on the Evaluation Format.

The interest, the will, and the attitude to mathematics: 関心・意欲・態度　

Mathematical ways of looking and Mathematical Thinking: 見方・考方

Mathematical Representation and Process: 表現・処理

Knowledge and Understanding: 知識・理解　• Curriculum and Evaluation standards applies all evaluation formats.