Please read the following literature in preparation for the conference.
Frequently Asked Questions: A Work-in-Progress
RBS, 2003
From the discussions that took place at the 2002 Lesson Study Conference, we have compiled a list of frequently asked questions and lesson study-related terms. We encourage you to read this document, but we also caution you that these responses provide only a starting point rather than the definitive "answers." It is hoped that reading this document will encourage educators to further explore lesson study and gain a deeper understanding through the actual practice of lesson study.
We consider this document a "work-in-progress," and in the spirit of collaboration, we ask that you post any additional questions you may have regarding lesson study.
Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and Nuances (pdf)
Sonal Chokshi & Clea Fernandez (2003)
The purpose of this article is clarify some of the guiding principles behind the lesson study process, by identifying three categories of challenges (including common concerns, myths/misconceptions, and overlooked nuances) that U.S. lesson study practitioners may encounter at different "developmental stages" of learning about lesson study. Our goal is to help lesson study practitioners distill the core principles of lesson study and more coherently define the purpose of their lesson study work, so that they can move beyond procedural aspects of lesson study towards richer, more sustainable lesson study practice.
Lesson Study: A Handbook of Teacher-Led Instructional Change
Catherine C. Lewis (RBS, 2003)
We ask all registrants to read the following chapters from Lesson Study: A Handbook of Teacher-Led Instructional Change before the conference:
To purchase a copy ($24.99 plus shipping and handling), go to the RBS publications catalog and follow the steps for ordering the book.
Lesson Study Conference 2002 Papers and Presentations
Multiple authors (RBS, 2003)
RBS and TERC sponsored the conference Lesson Study: Collaborative Teacher-Led Professional Development Focused on Student Thinking from November 20 to 22, 2002 to help educators learn about lesson study as well as offer deeper understanding to those already familiar with this professional development process. The papers and presentations of this conference are available online. These papers offer an introduction to lesson study, ideas for making lesson study work, reflections from those experienced in lesson study, and lesson plans used for observation at the conference.
The Essential Elements of Lesson Study
Catherine C. Lewis, Northwest Teacher, vol 4, no. 4 (Spring 2003)
This feature story by Catherine Lewis for the latest issue of Northwest Teacher focuses on strengthening five key learning pathways: knowledge of subject matter and instruction, "vision to see students," collegial and personal learning structures, connection of daily practice to long-term goals, and motivation to improve.
Teaching is a Cultural Activity
James W. Stigler & James Hiebert, American Educator (Winter 1998)
In this article, the authors assert that cultural "scripts" have a large influence on what happens in the classroom. They argue that teachers can only be as effective as the cultural script they are using. Therefore in order to improve teaching and learning, it is critical that we recognize cultural scripts and see where improvements can be made.
Studying Classroom Teaching as a Medium for Professional Development. Proceedings of a U.S.-Japan Workshop
Hyman Bass, Zalman P. Usiskin, Gail Burrill (eds) (National Academy Press, 2002)
Following the Ninth International Congress on Mathematics Education held in Makuhari, Japan in August of 2000, the Mathematical Sciences Education Board and the U.S. National Commission on Mathematics Instruction hosted a workshop on teacher development. The aim of the workshop was to draw upon the expertise of participants from the U.S. and Japan to work on developing a better understanding of teaching mathematics well. It provided an opportunity to learn about the structure of Japanese lesson study and enabled mathematics educators from the U.S. to share with Japanese colleagues their recent thinking about some promising approaches to teacher development in the U.S. The proceedings from this workshop are available online.
Looking Inside the Classroom: A Study of K-12 Mathematics and Science Education in the United States (Highlights Report)
Iris R. Weiss, Joan D. Pasley, P. Sean Smith, Eric R. Banilower, Daniel J. Heck (Horizon Research, Inc., May 2003)
This report summarizes findings from observations of and interviews with 364 science and mathematics teachers in schools across the United States. Areas addressed include: how science and mathematics are portrayed, the intellectual engagement of students in lessons, the accuracy of science and mathematics content, teacher questioning strategies, and factors that determine teachers' choice of content and instructional strategies.
Glossary of Lesson Study Terminology
RBS, 2003
From the discussions that took place at the 2002 Lesson Study Conference, we compiled a glossary of lesson study terminology. We hope this glossary contributes to developing a shared understanding and a shared language among lesson study practitioners.
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