Merging Lesson Study and Human-Centered Design for Innovative Professional Development

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Professional Development (Table 7)

Abstract

The purpose of this paper is to show how Lesson Study (LS) as a professional development model engages teachers in Human-Centered Design (HCD) processes. Three researchers and two middle school math teachers participated in five virtual professional development sessions to design a research lesson that one teacher could teach, and the team can study. Analysis of the sessions indicated that during the Curriculum Study and Plan steps of LS, the researchers and teachers were engaged in HCD processes that resulted in the creation of a novel research lesson prototype. These findings support the synergy between LS and HCD that can lead to innovative PD models. Nevertheless, specific activities are needed in order to facilitate teachers’ engagement in HCD practices.

Authors

• Saadeddine S. Shehab, University of Illinois at Urbana-Champaign

• Gloriana Gonzalez, University of Illinois at Urbana-Champaign