Lesson study is a collaborative methodology for teachers to improve lesson quality. It involves studying effective teaching methods, conducting a lesson with observation, and reflecting on strengths and weaknesses. The process follows plan-do-see stages: planning lessons, presenting lessons while observing, and reflecting on lessons to inform future planning. Lesson study is supported by laws and standards to enhance teacher content knowledge and pedagogy through collaborative professional development.
Lesson study is a collaborative methodology for teachers to improve lesson quality. It involves studying effective teaching methods, conducting a lesson with observation, and reflecting on strengths and weaknesses. The process follows plan-do-see stages: planning lessons, presenting lessons while observing, and reflecting on lessons to inform future planning. Lesson study is supported by laws and standards to enhance teacher content knowledge and pedagogy through collaborative professional development.
Lesson study is a collaborative methodology for teachers to improve lesson quality. It involves studying effective teaching methods, conducting a lesson with observation, and reflecting on strengths and weaknesses. The process follows plan-do-see stages: planning lessons, presenting lessons while observing, and reflecting on lessons to inform future planning. Lesson study is supported by laws and standards to enhance teacher content knowledge and pedagogy through collaborative professional development.
Pedagogy Through Lesson Study Session Objective • The participants will gain understanding of the relevance of lesson study in addressing least mastered competencies and challenging topics. Legal Basis • R.A. 10533 also known as Enhanced Basic Education Act of 2013 SEC. 5. Curriculum Development -(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; SEC. 7. Teacher Education and Training. Legal Basis • The Philippine Professional Standards for Teachers, which is built on NCBTS, articulates what constitutes teacher quality in the K to 12 Reform through well-defined Domains, Strands, and Indicators that provide measures of professional learning, competent practice, and effective engagement. • DepEd Order No. 35, s. 2016 or the Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development and Strategy • the DepEd fully supports the continuing professional development of its teaching personnel based on the principle of lifelong learning and the view of the teaching profession as one that “requires teachers expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study” (UNESCO 1966). Why Lesson Study? • This shows that LS, if adapted and implemented critically is a successful and sustainable program that will provide teachers with opportunities for professional growth.- Ebaeguin, M. & Stephens, M. (2014). Why Lesson Study? • the researchers claim that the Pedagogical Content Knowledge-Guided Lesson Study was an effective method to improve teacher’s competence and student achievement in terms of conceptual understanding and problem-solving skills in chemistry. • (Lucenarion, et al., 2016) What is Lesson Study? • Lesson Study is a methodology denoting collaborative action by teachers to improve the quality of lessons. This involves studying and researching effective teaching methods and ways of conducting a class. It is a process whereby colleague teachers discuss a lesson conducted by one of them. • In lesson study, a group of teachers assemble to observe a lesson conducted by one of their colleagues, and during the post-delivery discussions they exchange opinions, and thereby deepen their own knowledge and understanding of teaching content, pupils’ s learning, lesson composition and others. Procedures of Lesson Study • Lesson Study is a device for lesson improvement based on the principle of “ Plan-Do-See” . In other words “ colleague teachers study teaching content as a group, teach a class, discuss their teaching and then use the results of the discussion for the next study session” . Three Stages • Study of Teaching Contents (Plan) (Identification of Theme, Compilation of lesson plans) • Lesson Presentation (Do) (Presentation of the lesson and observation) • Reflection on the Lesson (See) (Lesson evaluation and reflection) Study of Teaching Content (Plan) • “ Study of Teaching Content” is a succession of activities related to the teaching content, such as selection o f a teaching topic, detailed analysis of the content, evidence of deep understanding of the essence of the content, planning of a suitable lesson on the content to suit the real situation of the pupils concerned, and development of a lesson plan. Lesson Presentation (Do) • In “ Lesson Presentation” , a lesson is conducted, based on the lesson plan prepared during the study of teaching content. During the lesson, colleague teachers, and sometimes supervisors (such as HT, CS, DTST, District INSET unit) may sit in and observe carefully every stage of the lesson so as to be able to give constructive feedback after the lesson. Reflection on the Lesson (See) • After the lesson comes the time for the “ Reflection on the Lesson” (exchange of opinions concerning the lesson). The meeting normally starts with an explanation of the lesson objectives given by the teacher. After this, all the participant-observers express their opinions or ask questions in turns, clarifying the lesson objectives, or commenting (on the basis of their own experiences), about areas such as the experimental lesson, the role of the teacher, other teaching methods, and so on, so that a lively discussion on a wide-range of issues ensues. Why LS? Again, why LS? When can teachers do lesson study?
• Identify which topic/competency is most
challenging to the teacher. • Identify the least mastered competency based on MPS of the subject of the previous school year. When can teachers do lesson study?
• LAC sessions as mandated in DepEd Order No. 35, s.
2016 or the Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development and Strategy • INSET