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Journal articles on the topic 'Lesson reflection'
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1
Schroeder, Merrie L. "Professional Development: Lesson Design and Reflection." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 648–52. http://dx.doi.org/10.5951/mtms.1.8.0648.
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After twenty-five years of teaching junior high and middle school students, I might expect designing lessons to be a mindless routine. Yet I believe that today is an exciting time to be creating lessons. The excitement comes from seeing a subtle and powerful shift from thinking about lesson design as what I will do to prepare students to meet district outcomes to thinking about what learners will do to understand mathematics. This shift from “I” and “outcomes” to “what learners will do” has caused me to change from writing my lesson plans as a linear list of teacher activities to writing them as a matrix of student activities based on two dimensions of communication: four modes-oral, written, visual, and kinesthetic-and four audiences-self, partner, small group, and whole class. This matrix is shown in figure 1. The type of audience is indicated by the number of dots. One dot represents communicating with self, two dots represent communicating with a partner, and so on.
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Coulter, Maura, Fintina Kealey, Sarah Louise Langan, John McGarvey, and Serena Padden. "Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland." European Physical Education Review 26, no. 1 (April 8, 2019): 159–78. http://dx.doi.org/10.1177/1356336x19839412.
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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers.
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Sari, Yunica Rhosiana, and Sumardi Sumardi. "Reflection as a Way to Grapple TPACK Complexity for EFL Teachers." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 9, 2020): 894–903. http://dx.doi.org/10.33258/birle.v3i2.981.
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Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner of TPACK implementation, has a responsibility to implement the knowledge effectively. This study investigates the meta-cognitive awareness produced by teachers who participate in TPACK lesson design workshops. This process involves some reflection tools, focus group discussion, and reflective journal as a platform for doing the reflection. This study documented teachers’ stories during three interviews as they created their TPACK lesson design. The detailed data was from three Indonesian teachers. Those teachers participated in the process of research from the professional development workshop to the focus group interview. The data indicated the details of their experience in reflecting and determining on their professional knowledge. These findings show that during the reflection, the teachers start to realize each aspect of TPACK in three stages. These findings are useful for the government to establish professional development workshops in the technology education field. The researcher explored the implications of this analysis for teachers to effectively design the lesson and future researchers.
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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (December 2, 2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.
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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers’ skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
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Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (July 2019): 39–54. http://dx.doi.org/10.4018/ijwltt.2019070104.
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Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.
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Němečková, Linda, and Lenka Pavlasová. "The individual watching of one’s own video and its influence on future biology teachers´ professional vision." Tuning Journal for Higher Education 7, no. 1 (November 29, 2019): 93–113. http://dx.doi.org/10.18543/tjhe-7(1)-2019pp93-113.
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The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019Accepted: 08 November 2019Published online: 29 November 2019
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Zaretsky, Yu V. "Psychological Counseling of Teachers Working Online and Offline." Консультативная психология и психотерапия 28, no. 2 (2020): 137–50. http://dx.doi.org/10.17759/cpp.2020280208.
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The paper discusses the technology of psychological assistance to teachers based on the principles of the reflective-activity approach (RAA). This assistance is aimed at supporting teachers in situations where they encounter difficulties in the classroom and can help prevent professional burnout and quitting in young teachers. Five principles of counseling are described: cooperating, providing positive feedback, working in the zone of proximal development (ZPD), showing empathy and validating difficulties, and organizing reflection as the main tool of assistance. The following modes of counseling are considered: observation of the lesson, participation in the lesson as an assistant, co-teacher or student, reflection of audio and video recordings of the lesson. The technology of lesson reflection, applicable for each of the modes, is considered in detail. This assistance can have a certain psychotherapeutic effect and contributes to the teacher’s personal and professional development.
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Kırmızı, Özkan, and Irfan Tosuncuoglu. "Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey." English Language Teaching 12, no. 4 (March 16, 2019): 127. http://dx.doi.org/10.5539/elt.v12n4p127.
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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.
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Kotuła, Krzysztof. "REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE." Neofilolog 1, no. 43/1 (September 4, 2019): 81–93. http://dx.doi.org/10.14746/n.2014.43.1.7.
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The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
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Bityunikova, I. A., and I. I. Novikova. "LESSON OF KNOWLEDGE SYSTEMATIZATION AS A REFLECTION OF A SYSTEM-ACTIVITY APPROACH IN TEACHING." Informatics in school, no. 2 (April 3, 2019): 3–12. http://dx.doi.org/10.32517/2221-1993-2019-18-2-3-12.
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The article discusses the implementation of a system-activity approach in informatics lessons. An example of a knowledge systematization lesson is given. In the description of the lesson-game, the activity and content goals of the lesson are traced; each task is analyzed from the point of view of the subject content, the formation of metasubject results of mastering the basic educational program of basic general education.
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Lee, Youn Mi, and Soo Jin Lee. "Prospective Secondary Mathematics Teachers' Noticing in Lesson Evaluation and Lesson Reflection." School Mathematics 20, no. 1 (March 31, 2018): 185–207. http://dx.doi.org/10.29275/sm.2018.03.20.1.185.
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Conceição, Teresa, Mónica Baptista, and João Pedro Da Ponte. "Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound." Acta Scientiae 22, no. 2 (April 16, 2020): 29–47. http://dx.doi.org/10.17648/acta.scientiae.5315.
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The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.
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Sebren, Ann. "Preservice Teachers’ Reflections and Knowledge Development in a Field-Based Elementary Physical Education Methods Course." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 262–83. http://dx.doi.org/10.1123/jtpe.14.3.262.
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The reflections and knowledge development of 7 preservice teachers during a field-based elementary methods course were analyzed and described. Data sources included audiotapes of weekly one-hour reflection sessions, nonparticipant observation of methods course meetings and field experiences, three interviews, and documents. Data were analyzed using a constant comparison method. Changes in the preservice teachers’ knowledge were conceptualized in terms of advanced knowledge acquisition (i.e., relations within their knowledge structures). The preservice teachers (a) made managerial decisions in relation to their effect on the learning environment, (b) planned lesson content in relation to past and future lessons, (c) considered the children’s prior learning and skillfulness in relation to subject matter decisions, and (d) connected their choice of words and actions to the children’s perspectives. The preservice teachers did not, however, develop the ability to respond pedagogically to students during an actual lesson. Linkages between the reflection process and the preservice teachers’ development are drawn.
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Juhler, Martin Vogt. "Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 22–36. http://dx.doi.org/10.5617/nordina.2433.
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Shulman states that deliberate reflections are needed in order for teachers to start developing their Pedagogical Content Knowledge (PCK). This is important, since a teacher who has a well-developed PCK, also has integrated knowledge of theory and practice. However, recent research has found that reflection, as used during mentoring in field practice, regularly is an obstacle to deliberate reflection. Thus, the theory-practice divide persists. This study addresses this problem by introducing Lesson Study and Content Representation as an intervention in teacher education field practice. The results of the intervention showed that the pre-service teachers reflected differently compared to the current state of practice. During the intervention, they focused more on ‘Goals for instruction’, ‘Pupils and their learning’, ‘Best representation of specific content’, and ‘Specific assessment’. These differences in reflection might lead to pre-service teachers developing a more inter-related understanding of these focus areas as opposed to what happens in the current state of practice. This, in turn, could affect the per-service teachers’ potential to start developing their PCK. Consequently, this might give teacher educators a new way of addressing the problem of the theory-practice divide. However, further studies are needed on the quality of these differences and whether or not the intervention influences the pre-service teachers’ practices in the future.
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JAMAL, Arif A. "Religion and Constitutional Practices in Asia: Five ‘Cs’ for Reflection." Asian Journal of Comparative Law 13, no. 2 (October 19, 2018): 219–25. http://dx.doi.org/10.1017/asjcl.2018.14.
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AbstractIn considering the articles in this Special Issue, I am struck by the importance of a set of factors that, in my view, both run through the articles like a leitmotif, as well as shape the major ‘take away’ lesson(s) from the articles. In this short commentary, I elaborate on these factors and the lesson(s) to take from them through five ‘Cs’: context; complexity; contestation; the framework of constitutions; and the role of comparative law. The first three ‘Cs’ are lessons from the case studies of the articles themselves, while the second two ‘Cs’ are offered as lessons to help take the dialogue forward. Fundamentally, these five ‘Cs’ highlight the importance of the articles in this Special Issue and the conference from which they emerged on the one hand, while on the other hand, also making us aware of what are the limits of what we should conclude from the individual articles. In other words, taken together, the five ‘Cs’ are, one might say, lessons about lessons.
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Shogan, Vladimir V., Ekaterina V. Storozhakova, Zhanna S. Metelkina, and Valentina A. Ageeva. "Personally significant topic and a new typology of lessons in contemporary education." SHS Web of Conferences 103 (2021): 01007. http://dx.doi.org/10.1051/shsconf/202110301007.
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The prerequisites for the present article have been abstracting and moving away from the knowledge-based learning paradigm, creating innovative forms of lessons that carry elements of metadisciplinarity, and the transformation of a set of lessons combined into personally-significant topics into a complete technological complex. A personally significant topic, in its productivity, carries a change in the pupil’s attitude to the world. It is understood as a structural unit of this change. The article offers an invariant structure that includes image, analysis, meaning, action, and reflection, which corresponds to new types of lessons, namely, image lesson, thinking lesson, mood lesson, independent action lesson, as well as actualization and reflection lesson. In general, the proposed set of lessons represents a new technology, whose purpose is to address the subject content to the emotional sphere of pupils, to perceive the value-semantic basis of the topic as conditions for future digital analysis. The methods used included observing the work of the experimental and control classes, test tasks, using the valuable words of the text, and color analysis of emotional expressions. The results of this work have been aimed at improving the quality of pupils’ knowledge, developing ways of thinking, appealing to the value-semantic context of the humanities-based subjects, and embodying the acquired competencies in action situations as the basis for adaptation and socialization of the education subject.
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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (October 2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.
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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.
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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (October 2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.
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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.
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Ho, Belinda. "Using lesson plans as a means of reflection." ELT Journal 49, no. 1 (January 1995): 66–71. http://dx.doi.org/10.1093/elt/49.1.66.
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Madjdi, Achmad Hilal, and Atik Rokhayani. "BIG OBSTACLES IN IMPLEMENTING LESSON STUDY." UAD TEFL International Conference 1 (November 20, 2017): 1. http://dx.doi.org/10.12928/utic.v1.142.2017.
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High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching English as an Additional Language) class in the English Department of University of Muria Kudus. Stages of teaching learning process was done in the concept of Lesson Study: Planning, Doing, and Reflecting. These stages were implemented with the main purpose to switch what the so called teacher centered learning to students centered learning. There are many obstacles appeared during teaching learning activity of “Lesson Study” of TEAL. Most of them dealed with how the colleques of the teacher take the role as members of learning community who hopefully played important role in developing the concept of teachng learning and material development. The second obstacles had something to do with the learning habit of the students which has been established in mood of being good listener in the classroom. The third obstacles worked in the session of reflection where it seemed difficult for some of the involved person to portrait the real problem in lesson study class.
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Lamb, Penny. "A training buddy peer-review process within physical education initial teacher education." International Journal for Lesson and Learning Studies 3, no. 1 (December 20, 2013): 78–79. http://dx.doi.org/10.1108/ijlls-09-2013-0048.
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Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings – By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value – Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.
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Powell, Sean R. "The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings." Journal of Research in Music Education 63, no. 4 (December 30, 2015): 487–507. http://dx.doi.org/10.1177/0022429415620619.
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The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact concern categories. In addition to coding the data using an a priori approach, I used an inductive process to examine the quality of participants’ reflective statements before and after video reflection. Video reflections included approximately 65% more statements than initial reflections. Qualitative content analysis revealed that participants’ reflections grew more detailed and specific as a result of video feedback. Many video reflections also included a second level of reflection. Participants focused in greater detail on their ability to communicate with students, detect errors in performance, and provide specific feedback related to the lesson objectives and responses from students. Participants made more critical comments about their physical appearance after video feedback, focusing on what they perceived as awkward physical traits or habits. Overall percentages of concerns in each category remained stable throughout.
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Luthfiyyah, Roghibatul. "Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (November 14, 2018): 244. http://dx.doi.org/10.33603/perspective.v2i2.1627.
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This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.
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SANTOS, Marcos. "Teaching voice online: reflection and a practical advice." BULLETIN OF THE TRANSYLVANIA UNIVERSITY OF BRASOV SERIES VIII - PERFORMING ARTS 13 (62), SI (January 20, 2021): 267–76. http://dx.doi.org/10.31926/but.pa.2020.13.62.3.29.
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This study is a reflection on the actual situation of teaching voice through the internet using a computer and it has several goals: to evaluate the pros and the cons of this practice; to inform the young singer about aspects unnoticed in lessons; and point out aspects of teaching voice that are being raised in the community such as pricing, communication between teacher/student and the use of imagery vs science terminology as part of teachers’ methods. Microphones and audio systems have limitations for both teachers and students, therefore might not carry the harmonics and overtones of voice production on a voice lesson. However, online voice lessons can be a helpful mechanism. A practical advice for singers who cannot exercise their voices due to confinement is prescribed
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Fernández, Maria Lorelei. "Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry." Mathematics Teacher 101, no. 7 (March 2008): 534–38. http://dx.doi.org/10.5951/mt.101.7.0534.
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Lesson study is a process of professional development highly valued among Japanese teachers (Stigler and Hiebert 1999; Fernandez and Chokshi 2002). In recent years, teachers of mathematics in the United States and other countries have begun to incorporate this process within their own teaching communities; in 2002, the National Council of Teachers of Mathematics published a video guide to Japanese lesson study (Curcio 2002). Lesson study is composed of four phases, each of which brings teachers and other experts together in a process of inquiry into teaching. These phases include collaborative planning, lesson observation by colleagues and other experts, analytic reflection, and ongoing revision. Typically, each lesson may go through these phases multiple times. Each time, a different member of the lesson study group teaches the lesson while the other members observe, collecting data for analysis of and reflection on the lesson.
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Calleja, James, and Patrick Camilleri. "Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study." International Journal for Lesson & Learning Studies 10, no. 2 (February 4, 2021): 118–37. http://dx.doi.org/10.1108/ijlls-09-2020-0058.
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PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.
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Curcio, Frances R., Alice F. Artzt, and Merna Porter. "Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration." Mathematics Teacher 98, no. 9 (May 2005): 604–9. http://dx.doi.org/10.5951/mt.98.9.0604.
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One of the greatest challenges for secondary mathematics teacher-educators is preparing future teachers to support reform efforts that lead to high–quality teaching. In particular, careful lesson planning, anticipation of student misconceptions, and constructive reflection on a lesson after instruction are critical concerns not only for novice teachers but also for experienced teachers. One way to help preservice teachers begin to appreciate the importance of planning and reflecting entails college faculty collaborating with exemplary school teachers in integrating and connecting learning theories with teaching practice.
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Prasad, Ravinesh. "TRAINEE TEACHERS’ FEEDBACK AND REFLECTION ON MATH LESSON STUDY." International Journal of Advanced Research 5, no. 12 (December 31, 2017): 237–42. http://dx.doi.org/10.21474/ijar01/5959.
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O'Donnell, Barbara, and Ann Taylor. "Research, Reflection, Practice: A Lesson Plan as Professional Development? You've Got to Be Kidding!" Teaching Children Mathematics 13, no. 5 (January 2007): 272–78. http://dx.doi.org/10.5951/tcm.13.5.0272.
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“I … thought I didn't need to plan anything or even think about it because I had the lesson/problem right there. I can see the difference when we did take the time to really think about each aspect of the lesson.”—Gwen, after using a four–column lesson plan in a lesson study
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Andrews, Lanna. "Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction." Journal of Special Education Technology 17, no. 3 (June 2002): 27–35. http://dx.doi.org/10.1177/016264340201700302.
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This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.
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Ono, Yumiko, Kensuke Chikamori, and John M. Rogan. "How Reflective are Lesson Study Discussion Sessions? Developing an Instrument to Analyze Collective Reflection." International Journal of Education 5, no. 3 (July 22, 2013): 52. http://dx.doi.org/10.5296/ije.v5i3.3847.
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Achmad, Syarifuddin, and Sartin Miolo. "Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1449–70. http://dx.doi.org/10.12973/eu-jer.10.3.1449.
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<p style="text-align: justify;">This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.</p>
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Mayrhofer, Edgar. "Lesson study and teachers’ beliefs." International Journal for Lesson and Learning Studies 8, no. 1 (January 7, 2019): 19–33. http://dx.doi.org/10.1108/ijlls-11-2018-0091.
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Purpose The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and teacher–students’) personal beliefs which are the basis of a teacher’ interactions. On the basis of research referring to educational beliefs and good practice, the paper’s approach is to bring underlying beliefs into relation to Pierre Bourdieu’s sociocultural concept of the habitus. Awareness of these unconscious fundamentals is a requirement for improvement. Developing a professional habitus will allow inappropriate beliefs to be changed by informed knowledge. LS can support that. Design/methodology/approach This is a theoretical paper aiming at illustrating the potential of LS to initiate learning and reflection among teachers, and challenge and ultimately affect deep ranging beliefs. Guided by the idea that beliefs are not only a random collection acquired in a biography, the paper applies the Bourdieuian idea of habitus and field, suggesting habitus as the origin and source of beliefs and, therefore, ultimately of classroom practice. The paper defines LS as a tool in teacher education that has the potential to make teachers change inappropriate concepts by reflecting on their habitus and develop a more professional habitus. Findings Research agrees that teachers’ decisions and actions are strongly rooted in their unconscious beliefs, which have accumulated during their biographies, especially during their own school days whereas informed knowledge is neglected. The Bourdieuian theory of habitus is a heuristic concept that provides an integrative social perspective on beliefs as both a part and a result of a teacher’s habitus. Reflection on practice and teacher cooperation is essential for teacher learning. LS is an ideal setting providing these essentials, and the paper finds that the negative effects of habitus-rooted unconscious beliefs and practices can be affected by developing awareness through LS. Originality/value This paper aims at bringing together Bourdieu’s sociocultural theory of habitus and field, and LS. Inappropriate beliefs guiding practice can hinder informed knowledge on education to be integrated. An analysis of the habitus as the foundation of beliefs can create awareness of the effects resulting from biographical and social sources in both pre- and in-service teacher training. Rather than changing single beliefs, developing a professional habitus allows to integrate informed knowledge and affect a lasting change. The Bourdieuian approach opens up a new perspective of the capacity of LS and makes a relevant contribution in developing a professional habitus.
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Aprian, Ulfa Zuhroh Twenty, Nova Susanti, and Haerul Pathoni. "Student Scientific Attitude Analysis TBLA-Based on Temperature and Health Materials." Sriwijaya International Journal of Lesson Study 1, no. 2 (February 23, 2021): 31–38. http://dx.doi.org/10.36706/sij-ls.v1i2.22.
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This research is a study that aims to foster students' scientific attitudes through lesson study based on transcript-based lesson analysis (TBLA). There are three main stages in this research, consisting of planning (plan), implementation (do), and reflection (see), which are carried out in 2 cycles. The study was conducted in November 2020. The research subjects were students of class VII Full Day Putri with 14 students. With scientific attitude parameters. It collects data in this study using video recordings of lessons, observation sheets, and documentation of other artifacts. In cycle 1, it can be seen that the results of the analysis of the scientific attitude observation sheet in students are still lacking; that is, most students only get a score of 1 on each indicator. Cycle 2 lesson study is intended to improve learning in process one so that revolution two is carried out based on process one reflection. The results of students' scientific attitudes in process two from the observation sheet analysis show several indicators of scientific attitudes for some students that can be improved. Still, some students decreased from cycle one; this was due to students who were less focused on learning. From the results of this study, it is suggested that teachers can apply the transcript-based lesson study based on lesson analysis. The application of technical analysis will enable teachers to increase their ability to make learning to be carried out more effectively.
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Almusharraf, Asma Mansour. "Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research." International Journal of Linguistics 11, no. 4 (August 7, 2019): 150. http://dx.doi.org/10.5296/ijl.v11i4.15342.
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This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.
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Zacharias, Nugrahenny T. "Prompting second language writers for productive reflection using narrative questioning prompt." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 2 (October 31, 2019): 115–33. http://dx.doi.org/10.25170/ijelt.v14i2.1441.
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This paper aims to introduce a novel form of reflective tool ‘narrative questioning’ to facilitate students’ elaborate and graded reflection in two ESL composition classes in a university in the US. Little has been written about a reflective tool where students need to produce a graded and elaborate reflection and this paper will seek to narrow that gap. Narrative questioning is developed primarily from Barkhuizen and Wette’s (2008) narrative frames. Narrative frames employ “a series of incomplete sentences and blank spaces of varying lengths” (Barkhuizen, 2014, p. 13). Narrative questioning utilizes a series of questions through which students reflected on their perceived learning gain throughout the semester. This paper will first discuss research in narrative reflective tools. Then, it will describe the classroom pedagogical lesson that I conducted to introduce and guide students to write their reflection using narrative questioning. Thirdly, the data gathered through students' reflection and individual interviews of 10 students will be presented and discussed. The data illustrates the different ways of narrative questioning facilitate reflection. Limitations of the narrative questioning elicited from students' interviews will also be presented here along with the pedagogical implication of the study.
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Nga, Phan Thi Thu. "Reflective practice in English language teacher training: From theory to practice." SOCIAL SCIENCES 9, no. 2 (June 2, 2020): 31–44. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.259.2019.
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The main aim of the study presented in this article is examining what teacher-trainees could learn from the reflective practice task after their teaching performance in the English Teaching Practice Course. Participants of this study were teacher-trainees (or senior students majoring in English language teaching) in the first semester of academic year 2018-2019. Each trainee had his/her lesson recorded when s/he was conducting an English lesson in front of his/her peers. Then each watched the lesson and found some strengths and weaknesses in this lesson and submitted this task to the trainer. The findings from this reflective task indicated that trainees could recognize not only their errors in using classroom English but also four main weaknesses in their teaching skills. Moreover, the findings from the questionnaire after the course ended reveal that these trainees classified their errors into seven groups and suggested solutions to overcome such problems. Some limitations and recommendations for further study on reflection can be seen at the end of this article.
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Ahmad, Zulfiqar. "Peer Observation as a Professional Development Intervention in EFL Pedagogy." International Linguistics Research 3, no. 1 (January 21, 2020): p1. http://dx.doi.org/10.30560/ilr.v3n1p1.
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Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report real-time incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading lesson on top-down processing skills to reflect upon the strengths and weaknesses of the lesson as well as develop the reading literacy of the students. The peer observation method included a pre-observation stage with the teacher and the observer deciding on the modalities of observation. The second stage was the lesson which was peer observed followed by the post-lesson reflection stage. The results obtained through teachers' reflection on different aspects of the lesson and the peer observer's report revealed that most stages and activities of the lesson went as planned except for the final where issues of activity management, teacher feedback, and coherent lesson progression came up to the fore. The study has significance for EFL practitioners interested in initiating self-directed professional development through peer observation in particular and for researchers of professional development studies in general.
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Lamb, Penny, and David Aldous. "Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 99–115. http://dx.doi.org/10.1108/ijlls-11-2015-0040.
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Purpose – A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice. Design/methodology/approach – Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes. Findings – Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme. Originality/value – In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTs.
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Clivaz, Stéphane. "Lesson study as a fundamental situation for the knowledge of teaching." International Journal for Lesson and Learning Studies 7, no. 3 (July 9, 2018): 172–83. http://dx.doi.org/10.1108/ijlls-03-2018-0015.
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Purpose The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau. Design/methodology/approach Starting by describing and adapting the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau, the paper integrates the two representations to highlight the commonalities between the students’ learning situation and the teachers’. Based on this integrated graphical representation, the key phases of lesson study are then conceptualised by the mean of the dialectic between didactical and adidactical situation. Findings The reflection about the use of the TDS graphical representation embedded in the lesson study diagram helps the reflection on the use of TDS itself to analyse lesson study. This theoretical analysis describes the process of teacher learning in lesson study and the link between their learning and the student’s. It also shows that lesson study is a good candidate for the fundamental situation of the knowledge for teaching. Originality/value The graphical conceptualisation of lesson study as a learning situation for teachers offers new insight about how teachers learn in lesson study.
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Fithriyyati, Nilia, and Ika Maryani. "Science lesson plan evaluation for 7th grade secondary school: A learning process reflection." Psychology, Evaluation, and Technology in Educational Research 1, no. 1 (June 28, 2018): 9. http://dx.doi.org/10.33292/petier.v1i1.17.
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The study aimed to determine the suitability of the Lesson Plan for 7th grade Secondary School with the Learning Process Standard based on the aspects of planning, implementation, and assessment. The particular research was an evaluation research with the CIPP model (Context, Input, Process, and Product). The lesson plan documents were from five schools implementing the Curriculum 2006 and five schools implementing the Curriculum 2013. The respondents were 10 science teachers of 7th grade and 472 students. Data collection instruments were observation guides, questionnaires, interview guides, and documentation. Data analysis techniques were quantitative and qualitative. The Quantitative data was T-score; meanwhile, qualitative data analyzed descriptively. Lesson Plans with the rules of the Curriculum 2006 and Curriculum 2013 were the main documents in the evaluation. The results showed that (1) the suitability of the science lesson plan using KTSP (curriculum 2006) was in category of adequate suitable and lesson plan using K-13 (curriculum 2013) was in suitable category; (2) the suitability of the implementation of science learning using KTSP and K-13 was in category of adequate suitable; and (3) the suitability of the assessment of science learning using KTSP and K-13 was in category of adequate suitable. Generally, the documents of the science lesson plan were adequate suitable with the Learning Process Standards.
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Cendana, Wiputra. "THE TEACHER AS A REFLECTIVE PRACTITIONER: A QUALITATIVE DESCRIPTIVE CASE STUDY OF TEACHING GRADE 4 IN A PROVINCE OF INDONESIA." Autentik : Jurnal Pengembangan Pendidikan Dasar 4, no. 2 (October 12, 2020): 66–73. http://dx.doi.org/10.36379/autentik.v4i2.66.
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The purpose of this classroom action research was to see the significance of self-reflection. This reflection is useful to improve teaching practice of having a character to affect students’ learning. This classroom action research took place in one of the private schools in Makassar, South Sulawesi province. The action research was done within a classroom that consists of 22 grade 4 students. The writer used three cycles to describe the progressive growth of both the writer and the students. For gathering data, the writer used several instruments such as documentation (lesson plans, feedback on lessons, and video recording), the writer’s reflection, students’ grade reports, students’ letters and a practicum portfolio. Through the use of the writer’s self-reflection during this practicum, the writer realized that self-reflection helps the writer to improve his way of thinking and acting in his teaching practice.
Keywords:Reflection, Teacher, classroom action research
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Istikomayanti, Yuswa, and Mashuri Mashuri. "MENJAWAB KESENJANGAN TEORI DAN PRAKTIK: PEMBELAJARAN PEDAGOGIK CALON GURU MELALUI LESSON STUDY." BIOEDUKASI (Jurnal Pendidikan Biologi) 11, no. 2 (December 23, 2020): 112. http://dx.doi.org/10.24127/bioedukasi.v11i2.3279.
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Pedagogic skills are not obtained instantly by prospective teachers if they only study learning theories. The facts in the microteaching class, although they have understood constructivism theory, they find it difficulty to initiate constructive learning instruction. Through Lesson Study practice, collaboration between teachers and prospective teachers in lesson planning is expected to raise a focus on important points in each stage of learning (pedagogic skills). The comments of prospective teachers are recorded, analysis of field notes, and also see phase with reflection are documented. Student prospective teachers self-assessment data on planning, observation, and reflection skills as supporting as quantitative data. The result is that prospective teachers reach the very good category in compiling a lesson plan, while the aspects of skills to observe and reflect on learning are in the medium and low categories. The implications of pedagogic learning through lesson study are discussed in this article. Kata Kunci :kolegialitas, lesson study, mahasiswa calon guru, rencana pembelajaran.
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Rasmussen, Klaus. "Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection." Journal of Mathematics Teacher Education 19, no. 4 (March 20, 2015): 301–24. http://dx.doi.org/10.1007/s10857-015-9299-6.
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Wong, David. "Intercultural Learning may be Impossible in Education Abroad: A Lesson from King Lear." Frontiers: The Interdisciplinary Journal of Study Abroad 30, no. 3 (November 15, 2018): 38–50. http://dx.doi.org/10.36366/frontiers.v30i3.428.
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Intercultural learning requires reflection; Education abroad scholars and practitioners hold this belief to be self-evident. Becoming more aware of both others’ and one’s own culture requires intentional reflection, often facilitated by an expert. However, the practice of guided reflection rests upon the precarious assumption that learners can be honest about deeply personal experiences when they reflect. I make the argument that the truthfulness of students’ reflection cannot be assured because guided reflection has become a ritual. Students are well aware of the social norms of guided reflection since it is such a common activity in the orthodoxy of liberal arts learning. As a result, they are more concerned about proper performance than truthful expression. Scenes from Shakespeare’s King Lear are used to illustrate the argument that truthfulness of expression cannot be assured in situations in rituals – that is, when a certain kind of performance is expected. If honesty cannot be assured, then guided reflection may be fundamentally unsuited as a means to promote intercultural learning. Four alternative behavioral conventions are presented to help students free themselves from the constraints of academic rituals: Don’t act like a good student, don’t work so hard, don’t think so much, and don’t talk so much. Finally, three virtues are offered that characterize students who can break free from the constraints of academic rituals: honesty, ignorance, and courage.
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Jakavonytė-Staškuvienė, Daiva, Aušra Žemgulienė, and Emilija Sakadolskis. "Cooperative learning issues in elementary education: a Lithuanian case study." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 445–68. http://dx.doi.org/10.15503/jecs2021.1.445.468.
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Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.
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Natalya V., Vasilyeva. "The Structure of the Russian language lesson-study for Primary School and the Potential of this Lesson for the Formation of Primary School Children’s Logical Universal Learning Activities." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 34–40. http://dx.doi.org/10.21209/2658-7114-2021-16-2-34-40.
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The article justifies the structure of the Russian language Lesson-Study for primary school and describes the potential of this technology for the formation of primary school children’s logical universal learning activities. The analysis of scientific literature and summarizing the results of pedagogical research allowed the author to make a conclusion about the structure of Lesson-Study which can include the following stages: motivation to the lesson activities; preparing for research activities and their implementation; presentation of the research findings; reflection of research activity; application of its results in practical work, and identification of prospects for further research. The article identifies high potential of the Russian language Lesson-Study in formation of all types of primary school children’s logical universal learning activities listed in a Model Programme for Primary General Education. The structure of Lesson-Study substantiated by the author can be used for planning the lessons of such type in teaching Russian for primary school children, as well as for the organization of children’s activities at the lesson. The Lesson-Study potential in formation of logical universal learning activities of schoolchildren may be of interest for primary school teachers from the point of view of lesson design aimed at achieving meta-subject educational results. Keywords: Lesson-Study, Russian, structure of lesson, logical universal learning actions, elementary school
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Rudenko, N. "INTERACTIVE TECHNOLOGIES IN TEACHING MATHEMATICS IN PRIMARY SCHOOL: FROM PLANNING TO RESULTS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 22–28. http://dx.doi.org/10.28925/2311-2409.2019.32.3.
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The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing the necessary information; interactive activity; reflection; evaluating the results of the lesson. Interactive technologies are selected and classified according to their didactic aim and function and are appropriate for use at mathematics lessons of the New Ukrainian School.
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Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.
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<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination.</p>
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Tokaryeva, Tetyana. "FEATURES OF A FOREIGN LANGUAGE LESSON." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 167–72. http://dx.doi.org/10.36550/2415-7988-2021-1-194-167-172.
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The article considers the main features of a foreign language lesson in view of the goals and content of the lesson, its complex nature, structure and main types. Considerable attention is paid to the complex nature of work in the classroom, as all elements of language material – phonetic, lexical and grammatical – are interdependent in the implementation of foreign language speech activities. The specifics of goal setting are considered taking into account the features of the lesson, its structure and typology. The purpose of the lesson is a definite reflection of the ultimate goal, a specific part of it. Proper understanding of the purpose of the lesson should be based on a combination of two features of the lesson – language learning and complexity. Each foreign language lesson has a practical, educational and upbringing purpose. The structure of the lesson involves closely interrelated and independent activities of teachers and students, in which the learning process is embodied. The article focuses on the initial stage of a foreign language lesson, which prepares students to implement skills and abilities in various types of speech activities, such as speaking, listening, reading and writing. The beginning of the lesson is one of the constant stages of a foreign language lesson. The initial stage consists of various exercises, mostly oral. It can also be implemented in the form of dialogue between students, in the form of students asking a series of questions on a particular topic addressed to the class. The teacher may also suggest starting the lesson with a story based on familiar and understandable learning material. In addition, individual or frontal control can be performed at the beginning of the lesson. Since a foreign language lesson is a lesson in the development of skills, the stages of communication and consolidation of new knowledge are combined with the performance of various exercises. Lessons of different types, combined for a specific purpose, can form a system of thematic series, within which the objectives of the lessons vary in quantitative and qualitative terms. There are three such systems, namely, the system of lessons aimed at: 1) the development of oral skills and abilities; 2) reading and understanding the text; 3) for the development of both groups of skills. An overview of the typology of foreign language lessons developed and proposed by leading experts in the field of methods of teaching foreign languages is presented in order to emphasize the features of a foreign language lesson.