Improving Teaching through Lesson Study

1 tracy Teacher C. RockQuarterly, Education & Cathy Wilson Winter 2005. ImprovingTeaching through Lesson Study By tracy C. Rock & Cathy Wilson A strong need exists for teachers to experience sustained, high-quality profes- sional development in order to improve student learning and teacher instruction. However, teacher professional development efforts are often criticized by educators for their lack of continuity and ability to produce effective change in teacher practice and student learning (Loucks-Horsley, Hewson, Love, & Stiles, 1998). After exam- ining the findings of The Third International Mathematics and Science Study (TIMSS), Stigler and Hiebert (1999) conclude that American teachers aren't incompetent, but the methods they use are severely limited, and American Teaching has no system in place tracy C. Rock is an for getting better. It is Teaching , not teachers, that must assistant professor of be changed (p. 10 ). Many educational scholars elementary education in believe that a critical component of any educational the College of Education reform effort should be to provide teachers with op- at the University of North portunities and appropriate support structures that Carolina at Charlotte, encourage the critical work of on-going improvement Charlotte, North of pedagogical practice (Darling-Hammond &.)

2 Carolina. Cathy Wilson McLaughlin, 1995; Garet, Porter, Desimone, Birman, is a curriculum & Yoon, 2001; Sparks & Hirsh, 1997). coordinator at Shady This article presents a professional development Brook Elementary initiative developed by a university-school partner- School in Kannapolis, ship based on the Japanese Lesson - Study model de- North Carolina. scribed by Stigler and Hiebert (1999) in The Teach- 77. Improving Teaching through Lesson Study ing Gap. Lesson Study (jugyoukenkyu), an inquiry model of teacher professional development, is used extensively throughout Japan and has begun to capture the attention of the American educational community as a potential strategy for enhancing teacher professional development in America ( See Lewis & Tsuchida, 1998; Lewis, 2000; Stigler & Hiebert, 1998; Yoshida, 1999). As we seek under- standing of what is required of professional-development experiences that leads to real improvement in how teachers teach, examining the process of Lesson Study may provide valuable insight.

3 The purpose of this Study is to describe the effects of the Lesson Study process on six upper-elementary teachers from a city school system in the southeastern United States. The Study will specifically address the following research questions: (a) How do these teachers perceive Lesson Study as a professional development process? and (b) How will engaging in Lesson Study affect these teachers' instruc- tion? The findings of the Study are important in determining if the model is effective in helping teachers to examine and improve their practice. To date, the number of US sites where Lesson Study is successful (judged by teachers' accounts of its usefulness in Improving instruction) is still very small, and it is likely these sites had important supporting conditions in place for Lesson Study (Lewis, 2002a, p. 33). Indeed, there is a need for research that examines the supporting conditions that enable Lesson Study to succeed at particular sites (Lewis, 2002a); therefore, this issue will also be examined in this report.

4 Lesson Study Lesson Study involves groups of teachers meeting regularly over a period of time (ranging from several months to a year) to work on the design, implementation, testing, and improvement of one or several research lessons (Stigler & Hiebert, 1999). Research lessons are actual classroom lessons, taught to one's own students, that are (a) focused on a specific teacher-generated problem, goal, or vision of pedagogical practice, (b) carefully planned, usually in collaboration with one or more colleagues, (c) observed by other teachers, (d) recorded for analysis and reflection, and (e) discussed by Lesson Study group members, other colleagues, administrators, and/or an invited commentator (Lewis & Tsuchida, 1998). During a three-year investigation of Japanese education, Lewis (2000) found that Japanese teachers were able to successfully shift their approach to Teaching science from Teaching as telling to Teaching for understanding through intense studying and sharing during Lesson Study .

5 Japanese teachers believe that time spent studying their lessons will subsequently improve their Teaching . Furthermore, they believe that the most effective place to improve their Teaching is in the context of a classroom Lesson (Stigler & Hiebert, 1999). Japanese teachers consistently credit research lessons as the key to individual, school-wide, and national improvement of Teaching (Lewis, 2000). Rather than Japanese teachers working as individuals in their professional 78. tracy C. Rock & Cathy Wilson development, a collaborative approach is used. through Lesson Study Japan's teachers work in a unified effort to Study classroom lessons and initiate positive change for instructional practice and student learning. To help achieve a unified effort, Japan's teachers follow eight steps for collaborative Lesson Study . The steps include: (1) defining and researching a problem, (2) planning the Lesson , (3). Teaching and observing the Lesson , (4) evaluating the Lesson and reflecting on its effect, (5) revising the Lesson , (6) Teaching and observing the revised Lesson , (7).

6 Evaluating and reflecting a second time, and (8) sharing the results (Stigler &. Hiebert, 1999). The process for completing the eight steps requires a group of teachers to collaborate and share their ideas, opinions, and conclusions regarding the research Lesson . This process requires substantial time and commitment;. however, it serves as a catalyst that encourages teachers to become reflective practitioners that use what they have learned from research-based lessons to collegially revise and implement future lessons. In addition, their new found knowledge of instructional practice is shared and discussed with their peers at the school level, and possibly even at a broader regional or national level. through Lesson Study , Japanese educators have instituted a system that leads to gradual, incremental improvements in Teaching over time (Stigler and Hiebert, 1999). Theoretical Framework Constructivism It would be inappropriate to implement Lesson Study in American schools simply on the basis that it is widely used and advocated by Japanese teachers.

7 Instead there must be a sound theoretical foundation to support its use. Theory provides an essential rationale for answering why when promoting guidelines or suggestions of a particular model. The general theory of constructivism, with an emphasis on social constructivist ideals, provides a framework that supports the use of the Lesson Study process as a potential method for increasing teacher professional knowledge and development. The primary theoretical principle of social constructivism asserts the social nature of knowledge and the belief that knowledge is constructed through social interaction and is a shared rather than an individual experience (Gergen, 1995;. Vygotsky, 1978). Thus, social construvctivism emphasizes that knowledge is constructed in response to social interactions through social negotiation, discourse, reflection, and explanation. This principle supports the idea that teachers should be engaged in activities that necessitate interacting verbally and require that they communicate often with both novices and experts in their field of Study .

8 During the Lesson Study process, professional collaboration occurs as teachers of various levels of experience work together in groups to Study their practice through the implemen- tation of a research Lesson . Another principle of social constructivism states that knowledge acquisition is 79. Improving Teaching through Lesson Study an adaptive function designed to organize one's experiences (Fleury, 1998; Prawat & Floden, 1994). Therefore, teachers should be confronted with problems or discrepant events that motivate them to seek, test, and assess answers within socially collaborative environments. During the initial phase of Lesson Study , teacher Study groups work to set forth a goal statement that describes qualities they would like to develop in their students. For example a goal statement might read, To develop students who are curious about mathematics, and who will engage in mathematics to satisfy their curiosities. These goal statements are constructed based on a gap that the teachers' perceive between their aspirations for their students and how students are actually developing in their school (Ertle, Chokshi, & Fernandez, 2002).

9 Therefore, teachers focus the Lesson Study around problems or discrepant events in their practice that they are motivated to resolve. A third principle of constructivism relates that knowledge is the result of active mental processing by the individual in a social environment (Cobb & Yackel, 1996;. Prawat, 1996). Therefore, teachers should be activated to reflect on their experi- ences, to create understanding, to evaluate their understanding, and to explain their understanding to others. As teachers work through the Lesson Study process, there are multiple opportunities for them to reflect, analyze, create action steps, evaluate, and share understandings with other teachers. These principles of social constructivism underlie Lesson Study and validate why each step of the Lesson Study process is important to bringing about increased professional knowledge and skills. Current Teacher Professional Development Reform Literature in America Leading school reformers Ann Lieberman, Linda Darling-Hammond, and Milbrey McLaughlin have recognized a need for reform measures in teacher professional development and assert a social constructivist perspective in their work.

10 They claim that the traditional staff-development training model approach denies teachers the right to learn in a way that educators view as most effective for student learning. Teachers that attend traditional staff development training ses- sions participate in a primarily passive experience where they receive large amounts of information but have little opportunity to share their thoughts or understandings of the material (Sparks & Hirsch, 1997). Darling-Hammond and McLaughlin (1995) and Lieberman (1995) advocate an inquiry approach to professional development that requires teachers to identify an area of instructional interest, collect data to analyze it, and then make instructional changes based on the data. This kind of professional development is analogous to the teacher researcher work conceptualized by Stenhouse (1998), Cochran-Smith & Lytle (1999) and others. The teacher-research body of scholarship, which goes back over 25 years, acknowl- edges that teachers learn best when they systematically Study their practice in a way that permits verbalization about thoughts and knowledge of what has been learned.