2nd International Conference in Science and Mathematics Education via kwout
The conference will feature plenary sessions, symposia, paper presentations, poster presentations, and workshops.
Click link for details or email me: erlines@ymail.com
From 2006 – 2009, the University of the Philippines National Institute for Science and Mathematics Education Development (UPNISMED) piloted a school-based professional development program for teachers called Lesson Study to two high schools and two elementary schools in Metro Manila. The project involved all the mathematics teachers of the schools. Lesson study engages teachers in creative and collaborative problem solving activity in designing a lesson that teaches mathematics through problem solving. The project is based on the following principles: (1) learners construct their own knowledge whether that learner is a teacher or a student; (2) learners learn most when they are engage in tasks that they view as significant to them and that presents a real problem for them; and (3) learning is a social activity whatever the object of the learning is.
The results of the lesson study project has been very encouraging. In terms of outputs, video lessons and lesson plans have been produced showcasing teaching mathematics via problem solving. These lessons were developed and implemented by the teachers collaboratively together with one UP NISMED mathematics education specialist per year level. The lessons produced show:
As a result of these, and this is perhaps the most important achievement of the project, is the change in the teachers’ perception about the role of problem solving in mathematics. During the planning meetings, the mathematics teachers I was working with expressed apprehension about the problem solving lesson they were developing. They said that “Work” problems are one of the most difficult types of algebra problems so they thought there is no way students can solve it by themselves without being shown sample problem and solution first and the even if these are shown, students still need to know how to solve rational equations. This is the reason why the problem is found at the end of the chapter! These were their impressions until they produced and implemented a lesson that challenged their own assumptions. They realized that problem solving can also be a means for learning mathematics rather than simply a reason for learning it; and, that students are more capable in solving problem on their own than they previously thought.
The teachers admitted that initially, they saw lesson study as another “burden” to them but as the project progresses they eventually appreciated it. They said that they learned a lot from each other and the post conference and discussion part became a venue for them to deepen their understanding of mathematics and how students understand mathematics. We also documented changes in the quality of teachers discussion during the post conference. Initially they were focusing on general pedagogy but towards the third cycle of the lesson implementation they were now more focused on the content and how their questions for discussion is affecting the quality of the students’ thinking.
This year we are working with another school with an improved design of the project. We just finished a three-day orientation seminar about lesson study and teaching mathematics via problem solving for the mathematics teachers of the said school. Goal-setting, the first step in the lesson study process was done during the seminar. The teachers agreed that their goal is to make students value mathematics by developing their thinking skills. Their sub goals for this year is to develop lessons that engage students in mathematical representations and solving problems in different ways. I will talk more about these in my next post.
Download full paper: Scaffolding Teacher Learning through Lesson Study.
Email me if you are interested to do lesson study in your schools (schools in Philippines only.) To give you an idea how lessons are planned and analyzed in a lesson study context view this presentation: Planning and Analyzing Mathematics Lessons in Lesson Study
The long term goal of lesson study as a professional development model is to enhance teachers’ content and pedagogical content knowledge and develop their capacities for designing and studying (researching) their own lessons. The expected output of a Lesson Study group is to develop a curriculum material in the form of a lesson plan. The process of developing the plan becomes a context for teachers to gain insights about how students think and learn the topic chosen and the discipline in general.
In my earlier post about Lesson Study I described what Lesson Study is and the Collaborative Lesson Research and Development project of UP NISMED about Lesson Study to find out if it will work in Philippines given its school realities. In this post I will describe my experience in facilitating a lesson study group of mathematics teachers all teaching Intermediate Algebra (Year 8 math). Our CLRD project introduces the first lesson study in their school. The discussion below shows how I “scaffolded” teachers learning of the LS process through a series of questions.
Like any project, Lesson Study starts with a goal.
1. Goal setting:
Although I wanted teachers to try the strategy Teaching through Problem Solving (TtPS), I didn’t want to impose it on them. So during the first meeting to identify the goal for our lesson study, I started with the following questions:
My first question was too general. Identified concerns were about lack of textbooks, materials, absenteeism, students’ personal problems, lack of motivation, etc. These are problems that lesson study cannot solve except perhaps the problem on motivation. The second question was equally disastrous. I received a blank look. They don’t have teaching problems. It’s the students who have problems. Hence the third question. The students’ problem is that they are not learning their mathematics. This wasn’t very helpful. It’s too general for the purpose of lesson study. So I asked the fourth question. And Voila. The teachers said they wish their students could think! This was my cue. So I said, “that’s great, let’s put our heads together and design a lesson that would engage students in thinking and reasoning”.
2. Selecting the topic:
My questions:
The first question was received with excitement. Everybody was talking. It only took a couple of minutes for them to agree on one topic. However, when I asked why they like the topic they said that it’s because they already have activities for it and students find learning the topic easy. While there isn’t anything wrong with this one I encouraged them to think of a topic that the students find difficult to understand or that which teachers find difficult to teach. I explained that there will be about 5 to 7 heads that will work on the plan so they might as well take advantage of it and select a topic that they find problematic and solve it together. And they did.
Questions for selecting teaching approach/strategy
I got what I wanted with the first question but there was a “but”. The group said “of course, it’s problem solving but students don’t like to solve problems”. Hence I asked the second question. As I have expected, problem solving is given at the end of the unit and they admitted that most of the time they skip that part for lack of time. When they do have time, they will solve a sample problem first and then ask students to solve a similar problem to practice the method of solution. So I asked the group “Do you think the students are really thinking here?” They said “a little because they only need to follow the solution”. So when I asked if they would like to try TtPS they said “we could try”. These teachers attended an in-service training with us about TtPS but admitted that they did not use it in their teaching for reasons ranging from lack of resources, time constraint, and that it is hard to make a lesson using one. I said that with 5 to 7 heads working on a plan using TtPS, they just might be able to make one.
3. Designing and Implementing the lesson plan.
Here are the steps they we went through in developing the plan:
You can tell by the process we went through that lesson study is highly rooted in the principle of social constructivism.
I recommend this book by Catherine Lewis. It’s a valuable resource for conducting your own Lesson Study. I met the author in two separate Lesson Study conferences. She was keynote speaker in 2010 World Association of Lesson/Learning Study and she was also speaker in the APEC Tsukuba Conference V in Japan. She is actively promoting LS in the US.
Studies show that the way to go to implementing effective and sustainable educational reform will be through an inquiry-type professional development program and while the teachers are in action. One of these professional development models that has proven effective in Japan and is now being implemented and widely used in many countries is Lesson Study. It is also one of the identified factors for Japan’s high achievement in TIMSS.
Lesson Study engages teachers in creative and collaborative work in developing and researching a lesson through a “design-tryout-reflect-revise” cycle until it reaches a form to which they believe would be exemplary to them and to other teachers. It assumes that by investigating the teaching and learning process in the context of designing and implementing a lesson, it could provide teachers with experiences that has the potential to deepen their content knowledge and their knowledge about how students learn concepts and skills, develop teachers skills in designing and facilitating lessons, and most importantly develop the skills, habit and confidence in investigating their own lessons.
In the Philippines, the first Lesson Study project was implemented in 2006 by UP NISMED with selected mathematics classes. The project was called Collaborative Lesson Research and Development (CLRD) to give emphasis on the collaborative nature of designing and researching the lesson, something that is not yet a popular practice among teachers in our country. The objectives of the project were 1) to equip teachers with skills in designing mathematics lessons that engage student in mathematical thinking processes; 2) to enhance teachers’ knowledge of content and pedagogy as they study how their students think, learn, and reason; 3) to develop a lesson study model that is adaptable to Philippines classroom realities directly affecting teaching and learning of mathematics which include among others large class sizes, inadequate content and pedagogical content knowledge of teachers and insufficient materials and resources; and, 4) to gain insights about how teachers implement reform-based teaching strategies in their classes. The unique feature of this lesson study project in the Philippines is the focus on developing teachers capacity in designing lesson and teaching mathematics through problem solving, something that is also not yet a common practice of teaching mathematics in our classes.
The first step in doing lesson study is to articulate the goals for doing the lesson study. Click the link to read how I facilitated a group of teachers to identify their goals. It was their first time to do a lesson study. I reported the result of this study in the post Lesson Study for Teaching through problem solving.
