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Here are the key steps involved in the use of lesson study: Maths teachers first set their overarching aim for lesson study; this may be as simple as "we aim to enhance the teaching and learning of mathematics".
Action plans are noted for wider dissemination and for use in the next cycle of lesson study.
I've witnessed this myself with teachers who have participated in our National Teacher Enquiry Network (NTEN) Lesson Study pilot reporting greater teamwork and engagement in their work.
We need to explore alternative models of observation such as differentiated observation, peer observation, lesson study and what I refer to as the "catchphrase model" of observation.
The report looks at the structure of Japanese lesson study, where teachers develop professionally through the sharing of their practice through 'research' lessons.
In Japan, Singapore and Shanghai, this learning happens through lesson study, where teachers of different expertise and experience plan lessons together, observe each other teach and have discussions about the effectiveness of the pedagogy observed.
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Table 3 is an extract from a primary school lesson studying Venn diagrams.
Inspired by lesson studies (Cerbin & Kopp, 2006), the objective was to discuss the development of the class and its improvement.
In addition, lesson studies (Cerbin, 2009), recorded student discussions, student surveys, or focus groups could be used to gather data on student reflection about their own learning.
It can include intensive English lessons, study tours to the US and significant payments for student recruitment agents.
See www.eythorsson.com/en/ for lessons, studies and music for solo and up to four guitars.
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