Examining teacher learning during Technology Assisted Lesson Study

• In Event: Examining How Teacher Thinking and Knowledge Impact History Classrooms: Studies with Preservice Teachers

Abstract

This paper reports a comparative case study of two teams of world history teachers participating in a two-year cycle of Technology Assisted Lesson Study (LS). Because LS is difficult to implement in U.S. schools, we utilized Swivl video and reflection tools to video record the lesson implementation and allow the teaching team to view and reflect on the lesson without having to schedule collaborative observations. We found the teachers demonstrated three components of teacher learning: diagnosing, prognosing, and motivated framing (call to action) to identify learning challenges and scaffold the lesson for great student success during problem-based historical inquiry instruction. While teachers utilized the web-based reflection platform robustly in year 1, participation dropped off in the second year.

Authors

• Jada Kohlmeier, Auburn University

• Jesus Tirado, Auburn University

• Matthew F. Summerlin, Auburn University

• Megan Andrews, Auburn University

• Terrance Joshua Lewis, University of Alabama