lesson study in action by academy of singapore teachers

in action workshopLesson Study

Facilitator: Yeap Ban Har

www.singaporelessonstudy.blogspot.com

Academy of Singapore TeachersNorthbrooks Secondary School

http://www.singaporelessonstudy.blogspot.com/

http://www.facebook.com/#!/pages/Marshall-Cavendish-Institute/108829242526181

in action workshopLesson Study

This one-day course is a suitable for schools that want to

provide their teachers with an overview of lesson study.

The unique features of this course is that participants see

for themselves what is involved in lesson planning

meeting, research lessons and post-lesson discussion. It

also include a brief introduction and a concluding forum

to discuss implementation issues.

Contact [email protected]

Part IOverview of

Lesson Study

Research Lesson in an In-service Course on Problem-Solving Heuristics Photo: Princess Elizabeth Primary School

lesson studyprofessional

learningcommunity

A good education system depends on high quality teachers who

constantly seek to improve their practice, supported by school leaders and administrators, and resources from departments and agencies within MOE.

Minister of Education (Singapore) 2009

Photo: Northlight School

We need to build capacity for

teachers themselves to take the lead in professional upgrading.

Minister of Education (Singapore) 2009

Photo: Fuchun Primary School

lesson studyaround the world

Public School in Santiago, Chile

Bina Bangsa School, Jakarta, Indonesia


Large-Scale Public Research Lesson in

Chile

School-Based Research Lesson in Inonesia

Keys Grade School, Manila

Middle School Attached to Tsukuba University, Japan


http://hrd.apecwiki.org/index.php/Lesson_Study

Junior High School Attached to Tsukuba University, Japan


http://hrd.apecwiki.org/index.php/Lesson_Study

Junior High School Attached to Tsukuba University, Japan

http://www.wals2011.com

lesson studywhat is

As a professional development tool, lesson study is a study of lessons to construct professional knowledge.

Photo: Sembawang Secondary School


Edgewood Elementary School, New York, USA

Scarsdale Teachers Institute, New York, USA

It involves a study of a lesson as it is implemented.

It involves a study of a lesson as it is being planned.

Stages in Lesson Study

Lesson Study adapted for Micro-Teaching in Pre-service Course Photo: National Institute of Education

Identify Professional

Learning Goal

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

www.academyofsingaporeteachers.moe.gov.sg

Reading

There is an article on the first things about lesson study at this website.

http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree

Setting Professional Learning Goal• School’s Goals• Subject’s Goals• Ideal Students’ Outcomes• Actual Students’ Outcomes• Identify the Gaps• Identify Professional

Learning Goal to Close the Gaps

School’s Vision

Subject’s Goals

Ideal Students’ Characteristics

Actual Students’

Characteristics

Gap

Professional Learning Goal

Professional Learning GoalExample: To engage pupils in the learning of mathematics

broad but specific

ExamplesJunyuan Secondary School

HistoryTo stimulate interest in the learning of history in such as way that it translates into learning

BiologyTo develop the ability to articulate thoughts in written form

Part IILesson Planning

In Action

Lesson Planning Meeting in ProgressPhoto: Fuchun Primary School

ExampleNorthbrooks Secondary School

MathematicsThe lesson is on simplifying algebraic fractions.

Professional Learning GoalTo help students develop correct conceptions or to correct misconceptions


Lesson Planning in ActionThe meeting is one that is rather advanced in lesson planning stage. The team already has a draft of the lesson plan and the meeting is one that is just before the research lesson is conducted.

In the first part of the meeting the facilitator will attempt to draw out from the lesson planning teamA statement of the team’s

professional learning goalA description of the lesson


This will end with the facilitator restating the team’s professional learning goal clearly.

The facilitator should constantly relate subsequent discussion to this goal.

The facilitator should also be able to segment the lesson in distinct parts.

In the example used during the workshop at Northbrooks Secondary School, the four lesson segments are:

• Teacher uses to help students simplify .• Teacher gives students five common mistakes for

students to discuss in groups.• Students present their findings.• Teacher recalls the common mistakes.

Subsequently, the facilitator gets the team to examine parts of the lesson that has potential to help students develop correct conception. During the discussion the facilitator also helps team members anticipate what will happen and what they may see during the research lessons.

Example:Teacher uses to help students simplify .

The discussion ended with the conclusion that the choice of the arithmetic example is so that students can make the natural leap to the algebraic case without the teaching having to say anything. Main learning point – making correct links to develop correct conception.

Example:Teacher uses to help students simplify .

One team member also mentioned the numerical example being able to help students have the correct starting point – having the same ‘unit’ or denominator.

These are just examples of the type of professional learning that takes place during lesson planning meeting and the facilitator’s role.

The course participants would have been able to see for themselves what is meant by professional learning during lesson planning meeting and the role of the facilitator.

OtherLesson Planning Meeting

• Select a unit • Select a lesson or

more within the unit• Study textbooks• Study other resources• Discuss how the

lesson(s) is to be taught

Learning Outcome(s)

Task &Key Questions

Anticipated Students’ Responses

Teacher’s Action

Notes

Part IIIResearch Lesson in

Action

Research Lesson in ProgressPhoto: Northbrooks Secondary School

Professional Learning Goal

How to engage teenage learners?

Lesson Plan

IntroductionTask Anticipated Responses &

Teacher ActionsObservers’ Notes

Introduce students to a circle, angle at circumference and angle at centre.

Have students draw these angles and then predict their relative size.

Which angle is larger?Larger by how much?

Some students will attempt to measure the angles the reach a conclusion.

How does this way of introducing a new topic engages the students?

Lesson Plan

IntroductionTask Anticipated Responses &


Use empirical method to confirm students’ prediction.

GSP is used for students to verify that the angle at centre is twice the angle at circumference.

If there are enough laptops, each group can be given time to explore the relationship on the GSP material that comes with the textbook.

If not a demonstration by the teacher will be done instead.

Students will be able to see easily that angle at centre is twice the angle at circumference.

How does technology engages students? Do you expect it to be different if they had to do this manually i.e. drawing several cases and using protractor to measure the angles?

Lesson Plan

DevelopmentTask Anticipated Responses &


Have the students prove the observation so that it can be generalized.

Students not able to make any progress. Teacher make suggestions to individual group instead of whole-class instructions. Suggest to use what they know about triangles to deal with this.

Students draw triangles – suitable as well as unsuitable ones. Teachers gives positive reinforcement by saying that they are on the right track.

Students able to make some progress in the proof.

How does letting students figure things out instead of a teacher-led discussion engages students?

Lesson Plan



Given that the angle at the circumference is a + b, students need to prove that the angle at centre is 2a + 2b

Students observe the existence of isosceles triangles.

This allows students to conclude the angles indicated by arrows.

Teacher require reason why the triangles are isosceles.

a

a

Lesson Plan



Given that the angle at the circumference is a + b, students need to prove that the angle at centre is 2a + 2b

Students use idea of exterior angles.

Students use sum of angles in triangles.

a

a

Lesson Plan

ConsolidationStudents should be able to apply what they have just proven as this is the obvious case.

Help students see that x is also angle at circumference. Use GSP if necessary.

Even though students are not taught angles in the same segment, they should be able to figure this out using the proven results.

Some students will say that x is angle at circumference hence is half of 110.

Teacher will defer explanation, telling students that we will leave this problem for a while unless someone is ready to solve it.

This is the case that students often make mistakes in.

Even though students are not taught angles semicircle, they should be able to figure this out using the proven results.

Ask if the know the value of the indicated angle.

Ask why it is a right angle. Because it looks like one?

Students may not used the proven results to solve this one.

Encouraged them to.

Method 1Equilateral triangle hence 60.Angles on a straight line hence 30.Isosceles triangle hence x.

Method 2Equilateral triangle hence 60 which is angle at centre.Angles at circumference is x.

Method 3Angles in semicircle is 90.Equilateral triangle hence 60.Thus 30.Isosceles triangle hence x = 30.

Lesson Plan

Conclusion

Use this for students to check their understanding.

Assign this as homework.

Use this for self-assessment.If you can do this then you have understood today’s lesson.

Conclude the lesson by pointing out what have been covered by referring to the textbooks -.read the examples and do all tasks up to Task 3.

Lesson Study Data

• Maintain a Group File• Take turns to write

meeting notes• Lesson Plan Drafts• Individual Reflections• Individual Observation

Notes: Summary• Student Data related

to Professional Learning Goal

Lesson Study Data



Notes Summary• Student Data related


One Thing I Learnt Today and What Was The Source

Example

I realized that ……… when

one of my colleagues ……

Lesson Study Data





One Interesting Thing I Saw During

the Lesson

My Interpretation of What I Saw

One Question I Have Related to This

Observation

Lesson Study Data





Lesson Study Data





Type of Student Engagement

Stimulus

Average Score of

Section C in SA2 P5

Average Score of

Section C in SA2 P6

lesson study in action by academy of singapore teachers

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