**Metro Manila**

- 2003 - 2004: Francisco P. Felix Memorial National High School, Cainta City
- 2006 - Balara High School, Diliman QC (1 y)
- 2010- 2013 - Rizal High School, Pasig City, Sta. Lucia High School, Pasig City, North Fairview High School, Quezon City, Krus na Ligas Elementary School, Quezon City
- 2012 - 2013 St. Scholastica’s College High School Department, Manila
- 2013 - Commonwealth Elementary School , Quezon City

**Rizal:**2013 San Jose National High School, San Jose, Rodriguez, Rizal

**Tarlac:**2013 Tarlac State University

**Nueva Ecija:**2011-2012 Nueva Ecija National High School

**Pampanga:**Holy Angel University - College of Arts and Education, Angeles City

**Quezon:**2013 College of Education, Manuel S. Enverga University Foundation, Lucena City

**Sorsogon:**

- 2008 – Gubat Central Elementary School, Sorsogon and
- 2012 – Gubat Division-wide Elementary Schools

**Albay:**2011-2013 Ligao National High School, Mathematics and Science Departments, Ligao City Camarines Sur: 2013 Central Bicol State University of Agriculture ,College of Development Education, San Jose, Pili

**Romblon:**2013 Romblon State University College of Education Cagayan de Oro City: 2013 - Xavier University - Ateneo de Cagayan, School of Education

Dr. Soledad A. Ulep, Director of UP NISMED, together with the UP NISMED staff, paid a courtesy call to the new principal of North Fairview High School (NFHS), Mrs. Sheridan G. Evangelista on 17 August 2012. During the meeting, Dr. Ulep, introduced the Collaborative Lesson Research and Development (CLRD) project of UP NISMED to the new principal. CLRD aims to promote lesson study and teaching science through inquiry and mathematics through problem solving. Lesson study is a school-based teacher-led continuing professional development model. She discussed the key features of lesson study, namely: (1) lesson study provides teachers a concrete opportunity to see teaching and learning in the classroom; (2) lesson study keeps students at the heart of professional development activities; and (3) in lesson study, teachers can be actively involved in instructional change and curriculum development.

In addition, some UP NISMED staff recounted the NFHS Lesson Study groups’ experiences during the first two cycles. They briefly explained a typical lesson study cycle which involves the planning of a research lesson, implementation of the research lesson and post-lesson reflection and discussion. They emphasized that these stages were collaboratively done by the NFHS Science teachers (Chemistry and Physics) and UP NISMED staff in accordance to the lesson study sub-goal. The sub-goal formulate was for the students to participate actively in communicating their ideas by asking questions and finding answers to their own questions.

During the meeting, the benefits gained by the NFHS Chemistry and Physics teachers and their students from the CLRD project were also highlighted. It was mentioned that an improvement in the collaboration among teachers in lesson development was observed. It developed a harmonious working relationship among them. Moreover, the performance of the students in the 2011-2012 Division Achievement Test for Chemistry also improved. With this, Mrs. Evangelista, signified full support to the CLRD project for its third implementation in NFHS, stating that “I’ve been looking forward for this kind of activity.”

The meeting was also attended by the NFHS Science Department head, Mr. Michael A. Nazareth and UP NISMED staff, May R. Chavez, Dennis L. Danipog, Jacqueline Rose M. Gutierrez, Cerilina M. Maramag and Rolando M. Tan.

*By Dennis Danipog***All is well that [continues] well: The NFHS Chemistry Lesson Study Group**

*“It destroyed the wall between the senior and junior teacher. The CLRD program made the group unite. It opened an avenue for change in attitude toward work and co-workers, and for growth in profession.”*

Collegiality and collaboration — important aspects of Lesson Study that our team realized over a period of time.

Back 2010, under the UP NISMED Collaborative Lesson Research and Development (CLRD) program, we formed one Lesson Study group composed of three UP NISMED Chemistry staff and five North Fairview High School (NFHS) Chemistry teachers and their Science Coordinator. Reminiscing, the teachers of our team divulged that there was a mixed feeling of excitement, enthusiasm, and anxiety, at the start. When the first cycle started, enthusiasm died down and anxiety went up.

Three months before the first cycle, the team set a goal during a week-long workshop-orientation. The goal is to let the students ask questions and find answers to their questions. Come August 2010, with that goal in mind, our team sat together to plan our first research lesson. We only had two planning sessions to come up with a lesson having a clear outline how the goal will be attained using the topic,

*acids and bases*. It was harder than we thought. Much harder when some of the team members were reserved in sharing their ideas in developing the lesson. It caused some tension. More tension came in when the planning sessions are almost over and the lesson plan is still half-baked. We ended with a sketchy lesson plan. Even so, the team decided to proceed with lesson implementation due to limitations in schedule; leaving to the lesson implementer to fill whatever gap there is. Quite expected, the implementer was anxious that the lesson will not be executed properly; anxiety doubled with the thinking that it is the lesson implementer, and not the lesson, that the team will observe. This was almost the same for the second implementer. It was quite a stress-filled cycle.
But, wait! There’s a rainbow after a storm. As the team revisited what happened during the 2 research lesson implementations, the team realized the potential of the lesson that was together designed. With the chosen motivation wherein the teacher “magically” changes the “color of water”, students were curious to know what made it so. They were so excited and zealous in asking the teacher, “why and how it happened”. The students then were given another activity that will answer their questions. Students were excited and engrossed in doing the activity. It was equally exciting for the team to see the students behave this way. We want more of

*this*!
But, wait! Let’s not forget the stress before

*this*. So, for the second cycle, the team acknowledged the need for more planning sessions. This gave the team added days of interaction which became an opportunity to get to know each other more; incidentally, strengthening what collegiality and collaboration mean and how these are truly significant in realizing the program's goals.
Forward, by November this year, the team will

*continue*in doing its third cycle --- still enthused in collaboratively coming up with a chemistry lesson infused with inquiry-based principles. And for all the stress that we had, we just charged them to experience. Anyway, wisdom comes from experience, right? So indeed,**all is well that**.*continues*well*By Jacquie Gutierrez*
The Mathematics III Lesson Study Group of Santa Lucia High School which was composed of four mathematics teachers and one UP NISMED facilitator highlighted multiple solutions in their research lesson on Geometric Relations. The lesson was about the Parallel Postulate which was an offshoot of the problem shown below. In the problem, if a horizontal diagonal is drawn, the diagonal and the line segment containing the base are parallel and the two sides that connect the parallel segments are transversals. This leads to the concept that corresponding angles are congruent which is known as the Parallel Postulate.

During lesson planning, the teachers and the facilitator came up with 11 anticipated solutions. Questions were formulated on how to process the solutions. Follow up questions were listed in case students could not answer the questions. The key questions and the expected answers were emphasized in the lesson plan.

The lesson was implemented for two days in four sections. Most of the students used previous knowledge in solving the problem, but there were some who came up with intuitive solutions. Some solutions presented were not even anticipated by the teachers and the UP NISMED facilitator.

After each lesson implementation, the facilitator and the teachers met to discuss what went well, what went wrong, and the strategies to be used to improve the lesson.

The teachers were pleased with the result of the thorough planning. They were able to anticipate students’ answers and were able to address misconceptions. They also observed that students were more participative and active in class discussions.

*By Guillermo Bautista Jr.*
A seminar-workshop for Mathematics teachers of the Philippine Military Academy was conducted on March 6-8, 2012. Held at PMA, Fort del Pilar, Bagiuo City, this was attended by 23 participants of whom 15 are teaching mathematics. On the first day of the seminar-workshop, the participants did an activity that made them reflect on their own teaching practices. Then they were led to identify the goals and how mathematics should be taught in order to achieve these goals. Aside from their goal of making mathematics interesting, they identified the need to develop higher order thinking skills (HOTS) among their cadets. To guide the participants in achieving these goals, they were given activities that familiarized them about developing and assessing higher order thinking skills (HOTS) and about teaching mathematics through problem solving.

One of the highlights of the said event was a workshop in which participants were assigned to one of 3 different groups. Based on their goal, the group collaboratively designed and developed a lesson on the topic of their choice. Then on the following day, each group chose one participant to implement the lesson while the other members observed. After the implementation, a post-lesson discussion was conducted where the participants critiqued the lesson and agreed on some points to improve it. This has introduced the participants the process of doing lesson study where they collaboratively developed, implemented, critiqued, and improved the lesson. Through this process they learned to assess their own practice, learned to appreciate and welcome new ideas. For them the process was too personal - started with their own experiences where they were able to apply to practice- resulting in some insights on how to improve their way of teaching and change in their perspective of a situation.

*By Allan M. Canonigo*
In January 2012, NISMED’s Earth Science Group collaborated with the First Year science teachers of Nueva Ecija High School (NEHS), Cabanatuan City on a research lesson in Science I. The primary goal of the group was to develop students’ critical thinking skills. During the planning stage, the teachers formulated goals related to the unit on the Solar System. An outline of the topics to be tackled within the unit was put together. The topic on Eclipses was chosen to serve as the research lesson of the group.

The group engaged in face-to-face planning on two consecutive Saturdays. Each planning session lasted for hours, since the school was quite far from Manila and the group could not meet as often as it wanted to. But the NISMED staff and NEHS teachers maintained contact between these two meetings—and also before the implementation of the lesson—through a regular exchange of emails. We thought this setup would result in a low level of collaboration among the teachers. But in contrast to our expectation, the teachers regularly met on their own and continued to plan the lesson on eclipses even without the facilitators. After the final draft of the lesson plan was emailed to the NISMED staff for critiquing, the teachers immediately revised it.

During the implementation of the original lesson on February 7 and the implementation of the revised lesson the following day, the teachers were very attentive all throughout. They wrote down their observations and kept an eye on the “implementer” to see if she stuck to the lesson plan that they themselves prepared. During the post-lesson conferences, the teachers took pains to critique the lesson plan itself and not the implementer. The discussion was so lively that the NISMED facilitator had to ask for an opportunity to give her own comments on the lesson. The teachers seemed to be able to conduct a post-lesson conference even without the NISMED facilitator. Very early on, it was evident that the teachers have taken to the practice of lesson study as smoothly as could be hoped.

In the course of the lesson study, the teachers met regularly and this developed in them a sense of belonging. They built a professional community where their ideas were expressed and respected by others. The teachers liked the idea of working with and learning from their colleagues. In fact, they expressed their desire to collaborate on another research lesson. The First Year science teachers of Nueva Ecija High School were convinced that lesson study contributes to their own learning.

*By Ivy Mejia*Peer Teaching |

Schools continuously explore ways of improving the teaching-learning process to improve student outcomes. This is stipulated in the School Improvement Plan (SIP). For instance, teachers are encouraged to carry out action research to address concerns related to improving student learning in their classes. They are also encouraged to participate in professional development activities such as in-service training.

In May 2011, Ligao National High School mathematics teachers, through the efforts of their principal Mrs. Sinson and their department head, Maylanni Galicia, attended a training program at NISMED. From May 6 to 13, 2012, they learned about lesson study and about GeoGebra, a free software they can use in their lessons.

One of the unique features of lesson study is teaching through problem solving (TtPS), a strategy recommended in the design of a lesson. The counterpart of this in NISMED's conduct of lesson study with science teachers is Inquiry-based Teaching (IbT). The design of the LNHS lesson study was two-tiered. The training last May was the first tier. The objective was to provide the participants experiences in (1) developing research lessons collaboratively, (2) implementing a research lesson, (3) gathering data about the lesson and how students think and learn, and (4) setting long-term goals and sub-goals.

Post-lesson discussion of LNHS Year 8 Math teachers. The teachers are re-examining their research lesson. The students' outputs are posted on the board. |

The second tier of the LNHS training occurred last September 2011. Dr. Erlina Ronda of the High School Mathematics Group of NISMED observed the implementation of the lesson study in LNHS in all year levels.

The success of the math department lesson study in LNHS prompted the principal and the science department head to have their science teachers undergo lesson study training at NISMED this first semester of SY 2012-2013.

*By Erlina Ronda**By Amy Punzalan*

The first science lesson study conducted by NISMED was in Chemistry conducted in SY 2003-2004. It was a study on the effectiveness of lesson study, a Japanese model for continuous learning by teachers, as a school-based approach to professional development of chemistry teachers in a typical Philippine public high school in Cainta, Rizal ( 20 minutes ride from UP NISMED). Click here to view the powerpoint presentation of the results of this study.

In 2010, two schools became partners of NISMED in its CLRD project: North Fairview High School,and Rizal High School. The schools and the subject areas where lesson study is being implemented are: Rizal High School for Earth/environmental Science and Biology, North Fairview High School for Chemistry and Physics.

As an initial activity, NISMED developed a needs assessment instrument per subject area in the form of a test covering topics in the first two quarters of the school year and administered it to outgoing students of the subject area in the school year 2009-2010. The purpose of which was to determine whether the students learned the most important concepts, principles, skills, and dispositions related to the topic. Results of the tests became the basis in developing research lessons.

After the needs assessment, a three-day orientation-workshop was conducted for twenty-five science teachers and 11 mathematics teachers at the high school level on May 17-19, 2010. The objective of the orientation-workshop was to gain insights on teachers’ content and pedagogical content knowledge as well as their teaching practices and beliefs. Interviews on how a particular lesson is taught, how students would answer a particular question, and the discussion of their students’ answers to the diagnostic test given by NISMED were likewise included. The teaching strategies called teaching science through inquiry were modeled by NISMED staff. Actual lesson exemplying these strategies were viewed by the participants.

The participants were also introduced to the CLRD process that includes selection of topics to be taught, lesson planning, lesson implementation, post activity discussion and lesson revision. Towards the end of the orientation-workshop, the participants and NISMED staff together formulated the CLRD goals and sub-goals for the first year of implementation. The general goal formulated by the science participants is 'to develop and nurture self-directed learners who have enduring understanding of science concepts that can be applied to real-life situations'. The sub-goals are: to ask questions and find answers to their questions, to communicate ideas, and to participate actively in class activities and discussions.

*Lesson study*is a teacher-led professional development model where a group of classroom teachers work collaboratively to plan and design a lesson and study student learning by systematic inquiry. In lesson study, teachers are engaged in critical, creative, and collaborative work in developing and researching a lesson through a “design-implement-reflect-revise” cycle until it reaches a form which they believe is exemplary. The main goal is not to develop a ‘perfect’ lesson but to make the development of an exemplary lesson a context for studying student learning. Since 2006, UP NISMED has been actively promoting lesson study as a model of professional development for mathematics and science teachers.

Lesson study started in Japan in 1872 and since then has been the primary professional development activity of their teachers. Lesson study is now becoming popular among the teachers in the US as well as in other countries. For instance, the World Association of Lesson Study (WALS), which attracts participants from all over the world, has been holding an annual conference on lesson study since 2007. The Asia Pacific Economic Cooperation (APEC) has also been holding international conferences and symposia for promoting lesson study especially in the Asia-Pacific Region.

*By Erlina Ronda*

- It is a school-based teacher-led continuing professional development model for teachers. It originated in Japan in 1872.
- It is a professional learning process in which teachers work collaboratively to:
- formulate goals for students learning in long-term development
- develop "research" lessons to bring those goals to life
- implement the lesson and document observations
- discuss the evidences gathered during the lesson implementation and use them to improve the lesson
- teach and study the lesson again to further refine it.

- It provides teachers an opportunity to see teaching and learning in the classroom. This enables them to develop a common understanding of what effective teaching practice entails in relation to student thinking and learning.
- It keeps students at the heart of professional development activities
- Being teacher-led, teachers can be actively involved in instructional change and curriculum development.

*By Erlina Ronda*

To date, UP NISMED has facilitated lesson study groups in several public high schools within the Metro Manila area. The first model of lesson study implementation was in 2006 and the second model, a refinement of the first, was conducted in 2010.

Year 7 LS Group of Sta Lucia HS - from left counterclockwise) Ronald Locasia, Dianne Sta Rosa, Rose Berdin, Dr. Erlina Ronda (NISMED staff) and Eflida Tesorio (Year 7 math coordinator) |

Batch 2007 was attended by teachers from Rizal High School in Pasig, Balara High School in Quezon City, San Vicente Elementary School and Krus na Ligas Elementary School, both in Quezon City. From these, a total of six high school lesson study groups and ___ elementary lesson study groups conducted lesson study in varying degrees.

For its second batch of lesson study, NISMED concentrated in one school in Pasig - Sta Lucia High School. As in Rizal High School, one lesson study group was organized for each year level involving all the teachers in the year level.

In 2011, NISMED conducted its first lesson study in a school outside Metro Manila with the teachers of Ligao National High School (LNHS). Lesson study was also introduced to the math and science teachers of Nueva Ecija High School last February 2012.

ES Math Lesson Study Topics

This site is the official website of the Lesson Study project of the National Institute for Science and Mathematics Education Development of the University of the Philippines (UP NISMED).

**Sta. Lucia High School of Pasig City (2010-2012)**

Math I

- Introducing the Negative Numbers
- Addition and Subtraction of Integers (Part 1)
- Addition and Subtraction of Integers (Part 2)

Math II

- Solving Quadratic Equations Using the Quadratic Formula
- Representing Situations Involving Direct Linear Variation

Math III

- Exploring the Parallel Postulate

Math IV

- Introducing Polynomial Functions

**Rizal High School of Pasig City (2007-2009)**

Math I

- Introducing Algebraic Expressions
- Exploring Factors of Polynomials
- Problem Solving Involving First Degree Equations and Inequalities

Math II

- Introducing Geometric Sequence
- Constructing Rational Equations

Math III

- Investigating Triangle
- Deriving Equation of a Circle

Math IV

- Representing Data Using Averages
- Introducing Quadratic Functions

**Balara High School of Quezon City (2007-2008)**

Math I

- Squares and Square Roots

Math II

- Investigating Triangle Congruence