Lesson Study and Bilingual Education
According to TIMSS (Third International Mathematics and Science Study) results, Japanese students show more advanced performance and deeper thinking in mathematics. Many mathematics teachers’ in other parts of the world are looking closely at the strategies and techniques of Japanese teachers to help them improve their teaching as well as their students’ achievements in mathematics.
Some reports say that one of the key elements of their success is that they conduct Lesson Study, in which the teachers work as a group. They first choose a research theme in math, which should be school-wide and then they select a goal and unit of study to focus upon. They then create corresponding teaching plan and one member of them will teach it. The other members of the group observe the lesson. After the observation, they will discuss and revise the lesson and document the findings.
Do you think this kind of teaching-researching teamwork will be applicable to bilingual education? If you think it will, do you have any specific idea about how it can be applied?
Posted by Qing Qing
posted by Bilingual Curriculum Faculty at 4:22 PM
17 Comments:
I've read a bit about teaching Math in Japan. I mentioned a book, The Teaching Gap a couple of entries ago, where they go into great detail about math teaching methods in Japan.
As much as I believe that the Lesson Study is truly effective, we have to keep in mind that this is a system that has been implemented in Japan for many years, while it is culturally relevant to their society. I’m not saying that one society is better than another, but Americans are known to be a more individualistic society, while Japanese are more communitarian. And indeed, Lesson Studies do require a more communitarian approach in order to be successful.
I do believe that we could apply a similar approach to bilingual education, but being realistic, I don’t think that Lesson Studies would be easy to carry through in NY settings that I am familiar with. First, we have to acknowledge that Lesson Studies in Japan are their way of teaching; teachers who are new to the system know that working in teams is going to be a fundamental part of their jobs. I don’t think the school systems here are designed for teachers to work in such a collaborative way. In addition, I think that there would be some resistance from teaches who are used to working in a certain way, to all of a sudden be expected to shift their methodologies completely.
I do not mean to sound negative about this approach. However, if were to implement such approach in an American setting, I think it would have to start in new schools, where teachers are more willing to experiment and work with each other in designing their lessons and goals. Moreover, we would need to have the flexibility to move beyond strict and scripted standards, as these Lesson Studies require much more room in terms of time and topics.
I think this is an approach that could be applied to bilingual education, however, I do not think it should be the only approach that a school uses. Teachers have different methods of teaching that work for them and what works for one teacher might not work for another. This would impact the implementation and analysis of the lesson being taught, particularly if only one teacher is responsible for the lesson implementation. Each teacher should have the opportunity to make adaptations for their students and their teaching style.
Similarly, students learn better though different methods and should be exposed to an array of different learning contexts. I do not feel that this method give the teachers the opportunity to address a topic of study using their students Multiple Intelligences.
For this method to be effectively implemented in a US bilingual school some changes will need to be made. For example, teachers could select a unit of study and use this method to complement individual teaching styles. The grade level teachers could work together to design a particular lesson or series of lessons. As one teacher implemented the lesson, the other teachers could observe. Afterwards, they could discuss the strengths and weaknesses of the lesson and make necessary adjustments. Then another grade level teacher would implement the lesson with the new adjustments in his or her classroom and the process would be repeated. Ideally with each implementation, the lesson would be significantly improved. It will be important for the teachers to consider the diverse students needs across the different classrooms. Furthermore, I believe it will be essential for the teachers to create a method that will readress the earlier implementations allowing those students to build on what they learned so that in the end all of the classes have effectively attained the same goal.
I personally believe there are both pros and cons to the Lesson Study approach used in Japan, primarily due to the many determining factors that are involved. From the readings and from the video we watched in class, it sounds to me as though “lesson study” has many of the characteristics and goals of action research in which teachers become proactive about their teaching and “research” or study a lesson with the aim of improving their strategies, practices and their knowledge. Adding to this, the teachers would study these lessons in collaborative teams. Thus, theoretically, the idea of conducting action research in a “team teaching” style with a thematic unit could be very effective, both in bilingual and non-bilingual settings.
However, I have to agree with Trini that the effectiveness and transferability of “lesson study” depends hugely on the context—the school, the teachers, and most importantly, the students involved. As ideal as lesson study sounds, we have to also realize that it appears that lesson study involves a lot of trial and error, and as a result, we need to consider the needs of the students and if this approach would be fair to second language learners. If this lesson study approach were to be implemented in a bilingual setting in the United States, I would think that the best scenario would be in a private school/independent school in which a team teaching culture was already in place, and it would need to be in a program with students who were advanced (having already had a number of significant intensive/strong years in bilingual education). Having said this, I’m not an expert, nor do I know exactly what is involved in lesson study but as students’ needs are always the most important factor in effective teaching, I would think beginner ELLs would need more structure and stability. As a final point, I can’t help but think about the many other demands that teachers have upon them in this period of standards and benchmarks, and as lesson study most likely requires a great deal of time, planning, and cooperation, I doubt this approach would be realistic in the American public school system. In a perfect world, I think lesson study would be a very fascinating approach to consider.
I believe that collaborative study amoung teachers is very useful but I believe that with the teacher's hectic schedules it makes it difficult to meet up. I think when teachers do have time, it is important to hear other perspectives and viewpoints.
I think that they could also give perspectives on students that you may have that you do not know much about. We do something like this in my student teaching placement the teachers have a study group time where they discuss school issues, student issues as well as have staff development.
I tend to agree with Trini's views about lesson study. It's obviously a great approach to teaching, but I doubt whether most American teachers would be willing to implement it, because of our individualistic culture. I think it's very interesting, and significant, to reflect on the fact that teachers who are willing to cooperate with their colleagues, accept criticism, try new ways of thinking and doing are rare. What is it about this profession that causes such tension? I don't think I'd be wrong in saying that the majority of school settings have teaching staffs that are constantly bickering, gossiping, competing, even sabotaging to a certain extent. It's really like an adult high school. Does this sort of environment exist in all professions? Or is there a particular set of circumstances that causes this phenomena among teachers? I guess you could point to the fact that the teaching career is not respected, that it is constantly surrounded by political issues and controversy, that most teachers are female (and we all know how much chics suck), etc. But do things have to be this way? I wonder what we could do to avoid this sort of competition and encourage camaraderie and collaboration. Like, if Principal X wanted to start their own school, what sort of systems would they put in place to create that sort of colleagial environment? What sort of teachers would need to be hired, with what kind of qualifications/characteristics? Hmmmmm
I think that it may work if there were more current bilingual education research available. Since I started the bilingual program I had the opportunity to create many lessons with other students and I've noticed that my collaborated ideas are more interesting and have potential to be a great lesson that catches the students' interest and has text to life element. There are many ideas and suggestions that are implemented which make the initial lesson plan more specific, thorough and efficient to students' learning. My specific ideas it can be applied is probably collaborating with ideas and create a great solid specific well-organized lesson or curriculum that results in benefiting the students' learning is the most efficient way.
I definitely think this kind of teaching-researching teamwork will be applicable to bilingual education and any other subjects. It’s always good idea for teachers to work as group. Each teacher brings in a wealth of ideas that he/she can contribute to other teachers in school. Bilingual teachers may work together to brainstorm different topics students might be interested and see if they can create lessons that are aligned to the standards. Some of the teachers might research on internet and books to find more resource that could be used to support their teaching. When the teaching plan is finished, the teachers can take turns to teach the lessons, and receive feeback from other teachers for further revision. One thing I think it’s questionable is that all students learn differently and each class has a different culture, a lesson that works in one class might not work in another class. Perhaps in Japan, most classes have similar culture and the same plan might be workable for all classes. But I think in the U.S., the dynamics in each class could be so different, that the same lesson plan might not be suitable for everyone.
I definitely agree that working collaboratively along with other educators (not only within bilingual education, but overall in educative practices) would contribute to effective student learning as well as to the development of better practices. Although collaborative work takes time, collective compromise, and dedication I am a firm believer that “more” heads, are better than one. However, part of coming as a team is being authentically and genuinely committed to the objective/goal (Can be difficult as Trini and Kristin have mentioned). Having a team creates a unified dynamic (following the best interest of the student) with multiple perspectives, in which each educator can come up with numerous ideas and mold them to address an issue. For mathematics, there are many issues/experiences/suggestions that can derive from teamwork. This circumstance would surely develop because you would implement your goal and your fellow colleagues would observe and provide you with constructive criticism about how the lesson was executed/student response. Together, you would each bring collective ideas and unanimously come up with potential solutions. Specifically for bilingual education, working in teams not only provides you with development and practice, but also external support. From the discussions we have had in our courses and in readings we know that, as bilingual educators, we are going to need support in all aspects of our teaching practices. I agree with Ana-Stephany that by having an organized and detailed group of lessons/curriculum, we can work successffuly and effectively. By researching an issue you can have evidence that you can either supports your claims and overall project (and allows your specific study group to further continue and further develop new ideas).
It is true that our society tends to be more individualistic, as Trini said, yet I think bilingual teachers might be one of the best places to start lesson study. In my experience, it is very common for bilingual teachers to already be working in a cooperative setting, with a seperate teacher for each language. I know that is not always the case, but it is typical enought that anyone in the bilingual program has at least been exposed to the idea that they may end up working in a pair with another teacher. If we are willing to consider structuring our entire teaching schedule around working with another teacher, collaborating on a lesson plan does not seem too far away.
We constantly ask students to do group work and often find it most effective for learning. Vygotsky showed us that scaffolding, more than even from parents and teachers, happens from peers. If that is what we demand of our students, should we demand any less from ourselves?
Yet I agree with Kris that this might not go over so easy with a group of professionals that are used to closing the door and being in control of their classrooms independently. Perhaps we could offer some workshops in how to take and give constructive criticism simultaneously with lesson study. I think no one would find this detremental and most people (including myself!) would find this highly beneficial. And while I know teachers could find the collaboration difficult, I challenge the idea that the majority of them are even currently working independently. There are pull-out ESL teachers, reading teachers, special-ed teachers' aides, specialized activity teachers, and paraprofessionals who are constantly coming in or pulling students out of any teacher's classroom. Whether or not they are currently practicing effective collaboration, very few teachers are operating independently anymore. Lesson study may help teachers to work even more effectively with the other people who are coming into their classroom, whether they like it or not, and affecting their teaching.
Although I believe the cooperative teaching and researching taking place in Japan is logical and wise, the success of such practices in the field of bilingual education will depend greatly upon the environment in which they are encountered. If the Bilingual Education is going to take place in the united states then it will face serious challenges. What goes on in Japan requires a level of dedication that most american teachers do not posses. The Japanese teachers also receive more support and are allowed more freedom with the pedagogy that they employ. Support for education comes from the top-down and all around, in a country that expects all of its people to be great thinkers. I admire and applaud the steps that Japanese teachers have taken to ensure the academic success of their children.
In the United States of America there are many people that view ignorance as an asset. Ignorant people tend to make poor economic and political decisions that end up benefiting the lives of powerful CEO’s and guileful politicians. Such powerful people have always ruled this country and have never done anything to help anyone but themselves. Of all the most powerful countries in the world, we have the most resources and give the least. The people in power believe that none of their kids will ever benefit from Bilingual Education, and therefore choose not to support it. Teachers that don’t receive the support of their society often find it difficult to dedicate the time and effort necessary for proper lesson study. This in not the rule but I am sad to say that it is the norm. I hope that all of you planning to teach Bilingual Education in the united states are ready to confront the dark forces that aim to maintain the socioeconomic hierarchy of the American Empire.
Ideally, a collaborative approach to teaching and creating lesson plans would be very beneficial both for the teachers to have the support amongst their coworkers and for the students to have set expectations in every classroom amongst their school. As a cluster teacher, I struggle, especially in classroom management, when there are different expectations for each class. I feel this collaborative involvement in schools would be most beneficial when implementing school rules and expectations. Though content material can be the same, expecting teachers to be methodical in their instruction is not realistic.
As a cluster teacher, I struggle, especially in classroom management, when there are different expectations for each class. I feel this collaborative involvement in schools would be most beneficial when implementing school rules and expectations. For example, when I go into one class, their noise rubric is a 4 meaning most quiet, while in the next classroom, their noise rubric will have 1 as most quiet. I have told the students I want a 4 and they begin to scream. This is apparent also with bathroom rules. Every class has their own bathroom rule. Some students have to sign out, others bring a pass, others have a partner, others go by themselves, etc. I feel a collaborative set of school rules would be beneficial especially because we do not have substitutes and when teachers are absent, students are sent to other teachers rooms and often it disrupts the day.
We actually studied this type of methodology in Tori's Bilingual Practicum Class last semester. We did a descriptive review of a child and in groups we analyzed the data and created questions and suggestions based on the material presented. I thought it was a very helpful lesson to practice in class. However, I wondered how teachers could possibly find the time to colloborate so thoroughly especially with all the other responsibilities teachers have.
For some reason my gmail and blog account names were not working, so I signed in under my fiances account which is BRIAN- that is why his name shows up. Sorry but I couldn't think of another way to upload it- KATIE DELAHUNTY
Teachers often focus too much on giving out information without considering how much of that information is actually being absorbed by the students. Lesson study is good in that it allows teachers to continuously improve themselves so that they can be more effective. It pushes teachers to systematically examine their practice by measuring each lesson against long-term goals, making changes, collecting data to see the impact, refining what they do, and testing it again. I think this repeated process of doing-observing-testing would reap great results and is applicable not only to bilingual education but education in general. However, one thing teachers should keep in mind is that noticeable results won’t be seen quickly and much time is needed in order to reap the benefits of lesson study.
I think from the language teaching point of view, it is a good idea that the teacher can work corporately. In fact, I think bilingual teaching need to work corporately because the more the teachers work together, the faster the students would learn the two languages. If in math class the teacher was talking about the currency, in social study, the teacher should repeat the vocabulary. Reviewing, revisiting and integrating learning are important methods for teaching bilingual. The students need to use what they have learned from each class in different subject areas. Thus, the teacher should plan together in order to give our students enough opportunity to practice what they have learned. But from the reality, it is hard to practice the lesson study because the teachers have to spend a lot of time on planning, which is impossible for New York City teacher due to their busy schedule and the amount of work that they have. I really agree Trini has said above there was a culture difference between Japan and U.S.A. Teachers are expected to work together in Japan while teachers are normally expected to work individually in the U.S. There are different expectations for teachers in these two different countries.
I think this kind of teaching-research teamwork definitely will be applicable to bilingual education. “Lesson Study” mentioned in the article is not restricted to math and can be applied to any subject. The most critical element of the success of “Lesson Study”, I think, is that once a topic is chosen, it will be tested in a classroom and then will be revised after other teachers’ observation.
There are several elements should be considered in the process of applying this kind of teaching-research teamwork. First of all, a great amount of time will be needed to apply this kind of teamwork. It may not be realistic to do the teaching-research for every topic we teach. Therefore, what we can do may be just that testing several topics for “ Lesson Study”, trying to find out the essential elements to successful teaching and following these elements in our everyday teaching practice. At the same time, we should be cautious about the observation results. One of the procedures of “Lesson Study” is observing a testing class in a classroom and using the result of the observation to make judgment of the teaching plan. There are many elements can contribute to the result of a single class, such as characteristics of students in the class, the qualities of the teacher, and pressure brought by the observers. Considering the potential influences of these elements, we cannot conclude that a successful or unsuccessful lesson is simply resulted by the teaching plan.
Based on my own teaching experiences and traveling adventures (greetings from Luoyang, China, everyone), I think that collaborative teaching is only effective when all of the teachers involved want to be a part of it. If it is forced, and not organic, the teachers will not be able to give or receive the input needed to make the collaboration work. When these types of collaborations are sought out by the teachers, they often become more meaningful for the students-- which is the ultimate goal. I think that bilingual education is tricky because of the many opinions surrounding its philosophies, especially in the public school system. Teaching styles and theories are influenced by culture, age, gender, school setting, etc. A fairly homogeneous group of teachers would be needed in order to complete a lesson study. With any team-teaching or teacher collaborations, the teachers involved need to have similar styles and educational philosophies in order for the match to work. I am not saying that having many different opinions is negative, but, when working so closely with others, each teacher involved should come from the same place and have the same goal in mind. I agree with Trini's comment about American society being more individualistic than others, and this does greatly affect how our teachers collaborate and work together. In my current teaching placement, the other teacher I work closely with and I don't see eye-to-eye on most things in the classroom, which has made this year very challenging for both of us. This does not mean that one is a better teacher than the other, but, simply, that we are different. A lesson study with us would be difficult for this reason, even though we both strive to better ourselves and are always looking for ways to help our students. We are independent in our approaches but united in our goals. A lesson study is not always the way to go-- just as there is no one "cure all" for making an effective school.
I think lesson study could be applied to bilingual education if done well. Modifications may need to be made, but I think it would help teachers collaborate and give each other feedback, as well as spur them to learn more about the way children think and learn and what we can do to facilitate that learning. Of course, as we've read, an expert in the subject field should be present for lesson study to be truly effective in order to help the teachers clarify any misconceptions they have about the subject.
One thing going against lesson study in the U.S. is the time needed to participate. Realistically, this may only be possible once a year if at all. However, I believe that lesson study may be useful to us, so don't knock it till you've tried it!
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