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ERIC Number: EJ888048
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1094-9046
Teachers and Librarians Collaborate in Lesson Study
Bilyeu, Linda
Knowledge Quest, v38 n2 p14-19 Nov-Dec 2009
Collaboration between librarians and classroom teachers results in increased student achievement and turns the librarian into a valued partner in lesson design. Lesson Study is a core professional development model used in Japanese schools. It is credited with the shift from "teaching as telling" to "teaching for understanding." During Lesson Study a group of teachers are released for the entire school day to allow time to plan a lesson, go into the classroom to teach it, and meet to reflect on student learning. Teachers use the reflection data to improve the lesson and, eventually, to reteach it. Lesson Study has quickly become the preferred model of professional development in the Bend-La Pine Schools. The collaborative Lesson Study process is a logical extension of the work of professional learning communities. Developing a lesson collaboratively brings incredible energy, resources, and knowledge to the task of lesson design. This article discusses the Lesson Study in the Bend-La Pine Schools, which has been a great way to allow classroom teachers and librarians to plan, teach, and reflect on instruction and student learning.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Media Staff; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon