Teacher Learning during a Virtual, Multi-Site Lesson Study Project

• In Event: Transforming through Lesson Study: Building Collaborative Communities for Equitable and Engaging Learning

Abstract

This paper reports the data from the first year of a 2.5-year Virtual Lesson Study (VLS) project in secondary social studies classrooms in the U.S. 40, secondary social studies teachers from low-resourced classrooms across the U.S. were divided into 10 LS teams, each team led by a facilitator knowledgeable of authentic pedagogy. We utilized Swivl video and reflection tools to video record the lesson implementation and Zoom to facilitate lesson planning, reflection, and revision sessions. The authentic pedagogy scores of the VLS lessons scored substantively higher than individually developed lessons on an authentic pedagogy rubric. The teachers reported high satisfaction with VLS with a few challenges related to collaborative planning and video-based lesson reflection.

Authors

• Jada Kohlmeier, Auburn University

• Jesus Tirado, Auburn University

• David T. Marshall, Auburn University

• Matthew F. Summerlin, Auburn University

• Megan Andrews, Auburn University

• Steven P. Brown, Auburn University