The document provides an overview of lesson study, which is a process used by Japanese teachers for professional development. It involves small groups of teachers collaborating to design, teach, observe, and refine a research lesson. The document outlines the typical steps of a lesson study, including research/preparation of the lesson, implementation with observation, and reflection/improvement. It also lists several research articles on lesson study and their purposes, samples, data collection/analysis methods, and findings. Overall, the document introduces lesson study and discusses how various research has explored it as a means of improving teaching practice.

1. Group J
Hjh Ianthi Binti Hj Ismail (11M8081)
Siti Maznah Binti Musa (11M8147)
Mark Addy Yong (11M 8149)
Nurkara’en Binti Hj Tuneh (11M8145)
Haryani Binti Hj Mohammad (11M8146)
Mohd Santra Bin Hj Bolhasan (11M8148)

2. OVERVIEW
What is ‘Lesson Study’?
Process of Lesson Study
Discussion on Research Articles

3. WHAT IS LESSON STUDY?
 Lesson study is a professional development
process that Japanese teachers engage in to
systematically examine their practice (also called
Research lessons)
 Involves a small team of instructors working
together (collaboration) to design, teach, study,
and refine a single class lesson.
 The goal of lesson study is to improve the
effectiveness of the experiences that the teachers
provide to their students.

4. WHAT IS LESSON STUDY?
 Products of lesson study :
 A detailed, usable lesson plan
 An in-depth study of the lesson
 Investigates teaching and learning interactions
 how students responded to instructions
 how instructions might be further modified.
 The focus of lesson study is how students learn,
not what students learn (Cerbin & Kopp, 2006)

5. PROCESS OF LESSON STUDY
1. Research and preparation:
The teachers jointly draw up a detailed plan for
the study lesson.
2. Implementation:
A teacher teaches the study lesson in a real
classroom while other group members look on.
3. Reflection and improvement:
The group comes together to discuss their
observations of the lesson.

6. PROCESS OF LESSON STUDY
4. Second implementation and reflection : (optional
but recommended)
Another teacher teaches the study lesson in a
second classroom while group members look on; this
is followed by the group coming together again to
discuss the observed instruction.
Lesson Study Open-House
The open house allows a school to share its lesson
study work with other schools.
The purpose is to share the schools lessons study
achievement with other schools and to hold
discussions with invited guests and learn from them.
© 2001, Lesson Study Research Group
(lsrg@columbia.edu).

7. PROCESS OF LESSON STUDY
Group Meetings (Research & Preparation)
(Implementation)
Study Lesson (1)
Group Meetings (Reflection & Improvement)
Study Lesson (2) (Implementation)
(Optional)
Group Meetings (Reflection & Filing of Records)
© 2001, Lesson Study Research Group
(lsrg@columbia.edu).

8. DISCUSSIONS ON
RESEARCH ARTICLES

9. RESEARCH TITLES
Research 1:
 Lesson Study as a Model for Building Pedagogical
Knowledge and Improving Teaching .
Research 2:
 Exploring “lesson study” in teacher preparation
Research 3:
 Learning from Japanese approaches to professional
development : The case of lesson study
Research 4:
 The impact of Learning Study as school based professional
development on the performance of Brunei teachers.

10. RESEARCH TITLES
Research 5:
 How Should Research Contribute to Instructional
Improvement? The Case of Lesson Study
Research 6:
 Lesson Study with a Twist: Researching Lesson Design by
Studying Classroom Implementation

11. RESEARCH PURPOSES
Research 1:
 To propose a model of lesson study for college classroom &
explore how college teachers can improve their practice .
Research 2:
 To investigate the professional development of prospective
teachers by using micro -teaching lesson study
Research 3:
 To highlight challenges in practicing lesson study in U.S .

12. RESEARCH PURPOSES
Research 4:
 Teachers learn to identify the object of learning and the
critical aspects related to the object of learning. Teachers to
design lessons incorporating variation theory to help
learners differentiate the critical aspects of the object of
learning.
Research 5:
 To investigate ways in which research can contribute to
instructional improvement in lesson study.
Research 6:
 To investigate the design of a lesson which aimed to access
some of the pedagogical affordances of new technology .

13. SAMPLES
Research 1:
 40 teams, 150 instructors in 25 disciplines on 10 campuses
in the University of Wisconsin System.
Research 2:
 18 prospective teachers
Research 3:
 5 teachers

14. SAMPLES
Research 4:
 Teachers
Research 5:
 Teachers
Research 6:
 Two Australian schools volunteered for the LS.
 Year 10 students, 5 Year 10 teachers, the research team, an
international visitor.

15. DATA COLLECTION
Research 1:
 Observe on how students respond to lessons (videotaped),
record field notes, use rubrics or checklist.
Research 2:
 Observations, group documentation, video tapes of lessons
and surveys
Research 3:
 Videotape all the meeting and lesson, field notes,
interviewing,artefacts (e.g. lesson plan produced)

16. DATA COLLECTION
Research 4:
 Observations, videotape, results of pre and post -test were
analyzed, self-reflection journal by teacher.
Research 5:
 Classroom observation
 Lesson video recordings
 Meeting transcripts
Research 6:
 Lesson was observed, video and audio -recorded
 Observation notes were collected
 Digital photos were taken of students’ work
 Teachers presenting the lessons were interviewed
 Students were given survey on the lesson

17. DATA ANALYSIS
Research 1:
 Debriefing meetings, examine, reflection, no standardized
process for data analysis, discuss possible answers.
Research 2:
 Videotape of lessons, written lesson plans, observation
notes and responses were coded
 Emerging themes developed were confirmed or disconfirmed
through data triangulation
Research 3:
 Data are gathered and interpreted with the purpose of
generalizing findings to everyday teaching contexts.

18. DATA ANALYSIS
Research 4:
 Teachers commented on the following concerning lesson
study:
 Teachers may not realize that..the things may be very simple for us
but still the students concept is not clear at the stage so he is not
able to apply it
 It gives opportunity for exposure to the learning difficulties of
students
 Teachers become more aware of their short comings and also that
they have much more they can contribute, forces people to rethink.
That i think is positive thing about learning as a group.

19. DATA ANALYSIS
Research 5:
 Lesson of video recordings
 Meeting transcripts in which further discussions was held
among teachers
Research 6:
 Focus group discussions - Teachers and researchers
discussed the data gathered and audio -recorded it, then
transcribed.
 Redesign of lesson - Thematic analysis was done through
reading, re-reading studying of digital images and further
discussions among research team.

20. FINDINGS
Research 1
 Collaborative involvements foster mutual understanding of
goals, teaching practices and student learning.
 Building pedagogical knowledge and make student thinking
visible.
Research 2
 Most of the lessons improved as the groups progressed
through MLS cycles
Research 3
 A systematic approach to lesson study will allow create a
rich learning environment to support teachers in acquiring
the research skills needed to carry out powerful lesson
study

21. FINDINGS
Research 5
 Improved broader knowledge-based on lesson study.
 Effective teaching and learning outcomes.
Research 6
 Effective professional development did occur. Teachers
learnt about teaching with technology by observing each
other and sharing ideas.
 Intensive collection of data in LS provides sufficient
information to progress the improvement of a lesson through
a design cycle process.

22. REFERENCES
Research 1:
 Cerbin, W & Kopp, B. (2006). Lesson Study as a Model for
Building Pedagogical Knowledge and Improving Teaching.
International Journal of Teaching and Learning in Higher
Education. 18(3), 250-257. Available at
http://www.isetl.org/ijtlhe/
Research 2:
 Fernandez, M. L. (2005). Exploring “lesson study” in Teacher
preparation. In Chick, H. L. & Vincent J. L. (Eds.)
Proceedings of the 29 th Conference of the International
Group for the Psychology of Mathematic Education , Vol 2,
305-312. Available at http://www.emis.ams.org

23. REFERENCES
Research 3
 Fernandez, C. (2002). Learning from Japanese approaches
to professional development : The case of lesson study.
Journal of Teacher Education. 53 (5),393-405. Available at
http://jte.sagepub.com/content/53/5/393
Research 4
 Andrew, V (2010) The impact of Learning Study as school
based professional development on the performance of
Brunei teachers. Paper presented at the Bruneian
Postgraduate Symposium. London

24. REFERENCES
Research 5:
 Lewis, C. & Perry, R. & Aki Murata (2006). How Should
Research Contribute to Instructional Improvement? The Case
of Lesson Study. Available at
 http://edr.sagepub.com/content/35/3/3
Research 6:
 Pierce, R. & Stacey, K. (2009). Lesson Study with a Twist:
Researching Lesson Desigh by Studying Classroom
Implementation. In Tzekaki, M., Kaldrimidou, M. & Sakonidis,
C. (Eds.) Proceedings of the 33 rd Conference of the
International Group for the Psychology of Mathematic
Education, Vol 1. Available at
http://128.250.151.11/sme/research/PierceStacey -
lessonstudy.pdf

25. CONCLUSIONS
 Continued research on lesson study could help us specify
productive ways of asking questions about teaching and of
looking in classrooms for answers to these questions. This
knowledge could also be used for others trying to
understand how to help teachers from their practice in
contexts other than lesson study.
 By focusing on an object of learning and the variation in
learners, ways of experiencing it and asking what is critical
for all learners, teachers will have taken a giant step in
learning what it takes to improve teaching and their student
learning.

26. WHERE TO POST YOUR QUESTIONS?
 Please go to the following link
http://intro2research.wordpress.com/
(Group J Blog)