Lesson Study for Preparing Preservice Elementary Teachers for Problem-Based Learning and Working With Language-Minority Children

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Preparing Professionals for Multilingual Classroom Realities: Promising Practices for the Present

Abstract

Lesson Study was used to develop PSTs understanding and skills for Problem-Based Enhanced Language Learning (PBELL). This model combines PBL, language-based theories of learning, and methods of working with students developing abilities in the language of instruction. This study with two elementary science teaching methods classes, used a retrospective survey and interviews to determine PSTs’ perspectives on the methods to prepare them for PBELL and on understanding and using PBELL. Results suggest PSTs developed (a) understandings of PBELL and (b) self-efficacy for implementation. The most valuable components to achieve this are:(a) the modeled PBELL experience and then the LS stages of (b) the first teaching of the lesson, (c) discussion and revision after implementation, and (d) the initial group planning.

Authors

• Peter Rillero, Arizona State University

• Ying-Chih Chen, Arizona State University