Three Perspectives on Lesson Study (2001)

Running time: 53 minutes

Price: $15.00

Produced by the California Office of the President, Education Outreach.

Dr. Catherine Lewis Principal Investigator of the Mills College Lesson Study Group answers the following questions.

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1. Introduction to Frequently Asked Questions about Lesson Study.
2. How did you become interested in lesson study?
3. What is the difference between "lesson study" and a "research lesson?"
4. When do Japanese teachers find time for lesson study?
5. How do Japanese teachers set goals for the research focus of their lesson?
6. Why are Japanese teachers interested in broad goals like helping students build friendships or a love of learning?
7. How does the pursuit of these goals affect math and science education?
8. What kind of data do Japanese teachers collect during research lessons?
9. If you spend that much time on one lesson, how do you improve the rest of your instruction?
10. Does lesson study impact teachers' own understanding of content?
11. What are the attitudes that support lesson study in Japan?
12. What are the conditions that support lesson study in Japan?
13. How might lesson study benefit the more diverse school population of the United States?
14. Are there schools in Japan that face similar challenges?
15. How can we get started with lesson study at our school?
16. What are some of the things that you've heard said about lesson study by teachers and principals?

Professor Clea Fernandez from The Lesson Study Research Group at Teachers College, Columbia University answers the following:

    1. How have you been exploring lesson study in the United States?
    2. How did Japanese teachers respond to your request for help in your work with American teachers?
    3. What have you learned about the goal-setting stage of lesson study?
    4. Why is it important to put children at the heart of the goal-setting activity?
    5. What have you learned about the lesson-selection stage of lesson study?
    6. How did the American teachers experience teaching in front of an audience of their peers?
    7. Besides teaching publicly, what other lesson study skills do American teachers need to learn?
    8. What have you learned about the collaborative lesson planning process?
    9. What advice about lesson study did Japanese teachers offer the Americans?
    10. How have these American teachers benefited from their lesson study experience?
    11. How have these Japanese teachers benefit from their American lesson study experience?
    12. What's in the future for helping American teachers learn more about lesson study?

Professor Jim Stigler from UCLA answers the following:

    1. What is lesson study?
    2. Why is it important to make the work of teaching visible?
    3. How do you change the cultural routine of teaching?
    4. What are some of the ways teachers benefit from lesson study?
    5. How might lesson study benefit the whole community of teachers?
    6. What barriers may slow the implementation of lesson study in the U.S.?
    7. How can we overcome these barriers?
    8. Any concluding cautionary remarks?

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