Research Study

To increase the likelihood of transfer of training to classroom practice and therefore the sustainability of the new approach (Joyce, Showers, & Fullan, 2002; Fogarty, 2004; Richardson, 1999) the Japanese model of Lesson Study (Lewis, 2002; Watanabe, 2002; Stigler, J. & Hiebert, J., 1999) is being used. This model is based on the premise that “collaborating with fellow teachers to plan, observe, and reflect on lessons” (Lewis, 2002, p. 1) is one of the most effective means of improving instruction.  In Lesson Study, small groups of teachers collaborate to design a unit of instruction, with one research lesson planned in great detail.  One of the teachers from the planning group then teaches the lesson to his or her own class.  The lesson presentation is observed by the other members of the planning group and other invited observers.  Observers collect data on student thinking, learning, level of engagement, and other areas that might be requested by the teacher.  This is followed by a lesson discussion, in which data collected are shared and analyzed.  The planning group then considers improvements to the lesson and to instruction in general.  Based on the discussion, the lesson is refined and re-taught by another member of the planning group and then studied again.  Finally, a report is written that includes the research lesson plan, student data collected, and the group’s reflections about what was learned.  Japanese Lesson Study is being used in schools across the nation, and around the world, and has demonstrated successful implementation in widely differing educational environments.