Creating Opportunities to Listen Through Lesson Study

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 1)

Abstract

In 1999, Stigler and Hiebert (1999/2009) highlighted the use of Japanese lesson study as a possible means to change cultural views towards the act of teaching for improving classroom instruction and student learning. The purpose of this qualitative instrumental case study was to describe how middle grades mathematics teachers created opportunities to listen during classroom conversations after engaging in three rounds of LSOA. Through the lesson study process, we show how Sharon implemented a lesson with an open approach and implemented the monitoring chart. In the 7.5 minute segment, her percent of time listening increased almost tenfold from her first to second observation.

Authors

• Colleen M. Eddy, University of North Texas

• Eloise Aniag Kuehnert, University of North Texas

• Sarah Smitherman Pratt, University of North Texas