Lesson Study Final Commentary as a Means to Reveal and Develop Teachers' Knowledge

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 1)

Abstract

(i) Objectives
This poster will
-Explore a case of research lesson final commentary by an experienced Japanese mathematics educator in a high-poverty U.S. urban elementary school
-Identify the specific knowledge provided by the commentator, in relation to the knowledge previously uncovered by the lesson study team and their subsequent lesson study work

(ii) Perspectives
Research suggests that lesson study can help teachers develop their content knowledge, pedagogical knowledge, and pedagogical content knowledge (Pothen & Murata, 2008). However, there is only modest understanding of how such knowledge develops within lesson study, and of the specific contributions of a final commentator.

(iii) Data sources
The focal lesson took place in a fifth grade classroom in San Francisco, CA with a student body that was 59.7% English Learners and 87.4% Socioeconomically Disadvantaged (SFUSD SARC, 2017). The pre-lesson discussion, lesson, and post-lesson discussion including final comments were video-recorded. The team’s lesson plan and interviews with team members provided additional data sources.

(iv) Methods
The mathematics and pedagogical knowledge of the team members that surfaced during team meetings was qualitatively coded at three points during the lesson study cycle: (1) during the research phase early in the lesson study cycle, when teachers studied research and curriculum; (2) during the post-lesson discussion, and (3) after the final commentary. The framework for analysis was adapted from the five component framework for final commentary proposed by Takahashi (2016) (lesson design, curriculum study, relation to school theme, observations from lesson, next steps), to be applicable to all stages of the lesson study cycle. The informational content and time spent on each of the five components addressed in final comments was summarized.

(v) Results
The analysis of the team’s learning over the cycle reveals particular knowledge within the final commentary that did not surface earlier in the cycle. The knowledge newly introduced by the final commentator concerned the progression of student understanding within the unit and across grade levels. Team members identified this knowledge as likely to shape how the school carries out lesson study work in the future.

(vi) Scholarly significance of the work
While the importance of a final commentator in lesson study is well-established in Japan, less is known about the process and types of comments provided in schools elsewhere, although it has been suggested that the role of the final commentator is more important in schools less experienced with lesson study (Takahashi, 2013). This work adds to the limited empirical evidence available and identifies the specific knowledge provided by a final commentator that was valued by the lesson study team. Links to online resources that explain final commentary and provide examples will be provided.

Author

• Laura Henn, Mills College