Lesson study as a form of classroom inquiry has been an analytical process used by Japanese educators for their own growth and development as teachers (Inoue, 2011; Lewis & Tsuchida 1998; Yoshida, 1999). It has also gained popularity in teacher education programs in the west as a means for teachers to improve their instructional practice (Cerbin, 2011; Cerbin & Kopp, 2006; Fernandez, 2002; Fernandez & Chokshi, 2002; Fernandez et al., 2001, 2004; Hiebert et al., 2002; Lewis & Hurd, 2011; Lewis, 2004; Lewis & Tsuchida, 1997, 1998; Lewis et al, 2004; Stigler & Hiebert, 1999). I have implemented Japanese lesson study as a mediation tool for improving instructional practice in our TESOL teacher education program.
Step One: Lesson Observation
Using a sticky note, write as many thoughts that come to mind targeting areas of growth and also areas of appreciation.
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Step 2: Organize Ideas and Analyze Themes
Share your sticky notes with your group and organize similar ideas in groupings. Using a poster paper, identify larger themes and connections between themes.
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Step 3: Present Group Feedback to the Teacher
Finally, share your feedback themes/questions with the teacher. The teacher will also have an opportunity to share his/her thinking process and respond to the feedback with the intention of deepening understanding for the observers and improving instructional practice for him/herself.
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