Examining the Usefulness and Adaptability of a Tech-Empowered Instructional Product Developed Through Lesson Study

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Applications and Lessons Learned in Lesson Study (Table 13)

Abstract

Researchers have argued that sharable and revisable instructional products are crucial for improving teaching at scale. This study examined how a tech-empowered instructional product developed through lesson study could be adapted and refined by a group of instructors with different expertise. Two theoretical frameworks of instrumental orchestrations (Drijvers et al., 2010) and cognitive engagement (Chi, 2021) were used to examine classroom interactions and the associated learning opportunities. Videos of three lessons using the same instructional product were analyzed through systematic coding. In addition, the instructors’ reflection essays were analyzed qualitatively. The results show that all the instructors created various deep learning opportunities which are related to their expertise. The instructors appreciated the adaptability and revisability of the instructional product.

Authors

• Rongjin Huang, Middle Tennessee State University

• Sarvani Pemmaraju, Middle Tennessee State University