Learning From Lesson Study: How to Extract New Pedagogical Content Knowledge From Lesson Study Practices

• In Event: AERA Poster Session 13
  In Poster Session: Lesson Study SIG: Classroom Insights Poster Session

Abstract

Lesson Study is known mostly as an effective approach to teacher professional development. Teachers engaging in Lesson Study gain insight from collaborative design of lessons, the anticipation of student behavior and observing student learning. In this poster it is addressed how Lesson Study can contribute to building, evaluating and generalizing pedagogical content knowledge that can live beyond the context of the Lesson Study cycle. Based on the basic model of the Lesson Study cycle, key events are added to the process where design decisions are documented, related to theory and expert input. Based on the post-lesson discussions, we extract key learning activities, that are then substantiated using the recordings of the lessons and the design meetings.

Authors

• Wouter R van Joolingen, Utrecht University

• Sui Lin Goei, Windesheim University of Applied Sciences