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Transforming through Lesson Study: Building Collaborative Communities for Equitable and Engaging Learning
Sat, April 11, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 3rd Floor, Georgia IISession Type: Paper Session
Abstract
This symposium highlights how Lesson Study transforms teaching and learning by fostering collaborative communities focused on equity and engagement. Presenters examine Lesson Study across diverse contexts, including a “positive outlier” school grounded in problem-solving, dialogic professional learning for equitable growth, and faculty–graduate student collaboration as a community of practice. Additional papers explore Lesson study in a rural context and teacher learning in a virtual, multi-site Lesson Study project. Together, these studies illustrate how Lesson Study can drive meaningful change by deepening student understanding, empowering educators, and adapting to varied educational settings. Attendees will gain insights into leveraging Lesson Study as a tool for building inclusive, reflective, and impactful teaching and learning communities.
Sub Unit
Chair
Papers
Understanding a Positive Outlier: How Lesson Study and Problem-solving Shape Students’ Experiences in Learning Math - Catherine C. Lewis, Mills College at Northeastern University; Diana Marcela Galvez Bohorquez, San Francisco Unified School District; Norma Ming, Socos Labs
Building a Community of Practice: Mathematics Education Faculty and Graduate Students’ Collaboration through Lesson Study - Hongze Zhu, University of Florida; Melissa M. Soto, University of Florida; Aimaral Tabarak, University of Florida; Kristen Apraiz, University of Florida; Sheida Moghtader Eslami, University of Florida; Ri Ayat Ainul Bashirah, University of Florida; Kayla Sutcliffe, University of Florida; Hong Zhang, University of Florida
Teacher Learning during a Virtual, Multi-Site Lesson Study Project - 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
How Technology-Mediated Lesson Study Enhances Rural Science Teachers’ Capacity to Teach Three-Dimensional Science - Michelle Hudson, Brigham Young University; Heather Leary, Brigham Young University; Rebecca Sansom, Texas A&M University; Max L. Longhurst, Utah State University; Clara Smith, Brigham Young University; Josh Stowers, Brigham Young University; Austin Moore, Utah State University