ERIC Number: ED478391
Record Type: Non-Journal
Publication Date: 2003-Apr
Teacher-Initiated Lesson Study in a Northern California District.
Perry, Rebecca; Lewis, Catherine
This report describes how lesson study is being implemented in one Northern California school district, drawing on research conducted in the district over 3 years via interviews with project leaders and participants; videotapes/audiotapes of the lesson study work (e.g., planning, research lessons, and lesson colloquia); workshops designed to build lesson study; and various artifacts (lesson plans, student work, schedules, and agendas). Over the 3 years, the number of participating teachers has increased from 28 to 78. The report describes three major categories of adaptations (toward a more balanced lesson study cycle, toward a greater focus on student learning and development, and toward explicit building of collaboration and shared leadership). Although lesson study is often described as a specific set of practices, (e.g., planning, teaching, observing, and revising a lesson), these practices do not guarantee that the lesson study will offer opportunities for teachers to learn. The report suggests three components that may be essential for lesson study to contribute to instructional improvement: a balanced, coherent lesson study cycle; access to content and pedagogical knowledge; and personal/collegial qualities that support learning. A lesson plan template is appended. (Contains 11 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: California; Japan