From World Association of Lesson Studies Conference, 2016.

Abstract:

The accompanying powerpoint is from Catherine Lewis’s 2016 keynote to World Association of Lesson Study 2016 Conference at Exeter, United Kingdom. The talk briefly examines two randomized trials of lesson study, supported by mathematical resources, that demonstrated significant impact on teaching, student learning. teachers’ content knowledge and teachers’ beliefs about student learning (Lewis & Perry, 2017; Lewis & Perry, 2015; Lewis et al, under review). The talk briefly highlights some outcomes of these two studies and then asks how lesson study produces changes in teaching and teachers’ learning.  What learning occurs at each part of the cycle?  Examples of teachers’ learning at each phase of the lesson study cycle (Study, Plan, Teach, Reflect) are examined.  However, lesson study does not “automatically” produce learning by teachers.  The talk closes with examination of four conditions that enable teachers’ learning: Access to  high-quality knowledge; collaborative interaction; joint enactment in practice; and conditions that support motivation.

Lewis, C., & Perry, R. (2017). Lesson study to scale up research-based knowledge: A randomized, controlled trial of fractions learning. Journal for Research in Mathematics Education, 48(3), 261. https://doi.org/10.5951/jresematheduc.48.3.0261

Lewis, C., & Perry, R. (2015). A randomized trial of lesson study with mathematical resource kits: Analysis of impact on teachers’ beliefs and learning community. In E. J. Cai & J. Middleton (Eds.), Design, results, and implications of large-scale studies in mathematics education (pp. 133–155). Springer.

Keywords:

teaching learning, lesson study process