Lesson Study Design Features to Improve Instruction and Student Learning: Synthesizing Results of Studies From Florida

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

Abstract

Lesson study has been increasingly practiced in many countries around the globe during the past two decades, yet we do not know what specific elements or design features of lesson study promote effective teacher learning that improves instruction and student learning. As a teacher-driven, collaborative inquiry process, lesson study has been practiced in many different ways, influenced by the organizational contexts that are different from those of Japan where lesson study originated. This poster presentation summarizes the findings from multiple studies conducted by the FSU (Florida State University) - UF (University of Florida) lesson study project team where lesson study has been promoted as a statewide professional development model for implementing the state standards aligned with the Common Core State Standards. Based on case studies of select lesson study groups and a survey of 87 teachers in 23 lesson study groups, we found that (1) teacher leaders play central roles to lead their peers’ investigations; (2) three key design features of lesson study—duration, facilitator orientation, and material quality—are significantly associated with an effective learning process, which in turn is associated with perceived changes in knowledge, self-efficacy, and expectation; and (3) the nature of anticipation of student thinking in lesson planning influences the classroom interactions and students’ opportunities to learn.  In this poster session, we will discuss the nature of lesson study design features that promote teachers’ engagement in an in-depth study of the curriculum, student thinking, and teaching, and how these design features could lead to improvement in instruction and student learning. Policy and practice implications for district, school, and teacher leaders who support lesson study will be also presented.

Authors

• Aki Murata, University of Florida

• Motoko Akiba, Florida State University

• Judith Fabrega, University of Florida

• Cassie Howard, Florida State University