tag:blogger.com,1999:blog-66093569653569701362024-03-06T03:51:39.771+08:00Lesson Study @UP NISMEDUP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-6609356965356970136.post-68773907466360797122023-07-31T15:32:00.000+08:002023-07-31T15:32:49.237+08:00Enriching Preservice Science and Mathematics Teachers’ Practice Teaching Experience through Lesson Study<div class="separator"><br /></div><p><span style="font-family: arial;">Lesson study has started to permeate Philippines at the basic education level. However, most Philippine teacher education institutions (TEIs) have not yet utilized lesson study in preservice teacher education. This study examined the use of lesson study in preservice science and mathematics teachers’ practice teaching and determined how it could enrich their practice teaching experience.</span></p><p><span style="font-family: arial;">Using mixed-methods research design, the study made use of lesson study with modified microteaching as the intervention prior to preservice science and mathematics teachers’ deployment in the field for their practice teaching. It was conducted as part of the practice teaching program of a teacher education institution (TEI) in southern Philippines. Preservice science and mathematics teachers were deployed in a public secondary school in the same locality. The cooperating teachers from the public secondary school and the science and mathematics education faculty members of the implementing TEI served as knowledgeable others of the lesson study teams formed during the workshops. Separate lesson study workshops were conducted for each group to introduce preservice science and mathematics teachers to the intervention.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm0t7r2gNFjZh7CGeMYxj3WyZUEGWQMYXgx9m5coEdrf_n2IvFK6qu5O4Q3XtZn2dotknegBpPfqVLT92T7S2ER6h-Kw0JR_dysUeFU3R1imwt2EcwkxSnmxxRvBxqCdsZSimg_Zh15X34-XQ6RuxKUHMzeGsTlWHvBwOFLrXxJCD8YohngTuYZwDo3a0g/s942/Picture1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="424" data-original-width="942" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm0t7r2gNFjZh7CGeMYxj3WyZUEGWQMYXgx9m5coEdrf_n2IvFK6qu5O4Q3XtZn2dotknegBpPfqVLT92T7S2ER6h-Kw0JR_dysUeFU3R1imwt2EcwkxSnmxxRvBxqCdsZSimg_Zh15X34-XQ6RuxKUHMzeGsTlWHvBwOFLrXxJCD8YohngTuYZwDo3a0g/w640-h288/Picture1.jpg" width="640" /></a></div><br /><p><span lang="EN-US" style="font-family: arial; line-height: 18.4px;">Findings of the study included </span><span lang="EN-US" style="font-family: arial;">preservice science and mathematics teachers’ </span><span lang="EN-US" style="font-family: arial; line-height: 18.4px;">appreciation of the use of lesson study in their practice teaching as it </span><span lang="EN-US" style="font-family: arial;">helped them enhance their ability to collaboratively develop lesson plans. </span><span lang="EN-US" style="font-family: arial; line-height: 18.4px;">Furthermore, </span><span lang="EN-US" style="font-family: arial;">preservice science and mathematics teachers reported that lesson study enabled them to iron out issues and problems that may arise during lesson implementation. Thus, helping them become more confident and more prepared to conduct the lesson in actual classrooms. Examination of the different versions of the research lessons showed that the most common improvement made on the research lessons was related to assessment of student learning. Finally, this study has shown how lesson study in combination with the use of microteaching served as a support mechanism for preservice science and mathematics teachers during practice teaching.</span></p><p class="MsoListParagraph" style="font-size: medium; line-height: 18.4px; margin-left: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"><br /></span></p><p class="MsoListParagraph" style="line-height: 18.4px; margin-left: 0cm;"><span style="font-size: x-small;"><i style="font-family: Calibri, sans-serif;"><span lang="EN-US">This research was funded by the University of the Philippines Office of the Vice Chancellor for Research and Development (UP OVCRD) through its Outright Research Grant (Project No. 171710 PSSH). Dr. Monalisa T. Sasing headed the research. </span></i><i style="font-family: Calibri, sans-serif;">Full text of the study </i><i style="font-family: Calibri, sans-serif;">for preservice mathematics teachers</i><i style="font-family: Calibri, sans-serif;"> will be included in </i><i style="font-family: Calibri, sans-serif;">UP NISMED’s Lesson Study </i><i style="font-family: Calibri, sans-serif;">B</i><i style="font-family: Calibri, sans-serif;">ook 3 </i><i style="font-family: Calibri, sans-serif;">which will be published in print form by UP NISMED</i><i style="font-family: Calibri, sans-serif;"> soon.</i></span></p><p style="text-align: left;"><br /></p><style class="WebKit-mso-list-quirks-style">
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</style>UP NISMEDhttp://www.blogger.com/profile/09300117265600728980noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-46327441524233443112021-07-01T15:04:00.000+08:002021-07-01T15:04:20.364+08:00Features of collaborative lesson planning (CLP) as a positive “dissonance’ to the teachers’ individual planning practices<p><b> Sally B. Gutierez</b></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: justify;">Several researchers have proven the increase in teacher effectiveness when teachers collaborate with others of the same interests (Garmston & Wellman, 1999; Graziano & Navarrete 2012; Hawley & Valli 1999; Hiebert & Stigler 2000). One area for teacher collaboration can be planning their lessons together (Hiebert & Stigler, 2000), engaging in peer coaching, and observing new strategies being modeled (Garmston & Wellman, 1999; Hawley & Valli, 1999). </div><span style="text-align: left;"><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Traditionally, most teachers are trained to practice individual lesson planning. Thus, collaborative lesson planning (CLP) has been widely researched to be a professional development for teachers (Rahman, 2019). During CLP, teachers can share their pedagogical experiences and conduct reflections-on-action on their teaching methodologies and assessment tools (Gutierez, 2015, 2019a, 2019b; Xu, 2015). Several authors recommend that CLP can be effective when experienced teachers who possess extensive knowledge and experiences on content and pedagogy share these to novice ones (Borko, Livingston, & Shavelson, 1990; Leinhardt & Greeno, 1986; Livingston & Borko, 1989). They can be joined by other academic experts such as those university-based researchers who can facilitate their PD activities. In CLP, it is important that collegial atmosphere is focused on linking teachers’ practices to students’ learning outcomes (Lovett & Cameron, 2011). Each of the members of the learning community, especially the teachers, should be provided with equal opportunities to share their insights and reflections. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">However, findings of a previous study conducted by Jones, Jones, and Vermette (2011) presented several gaps in lesson planning practices, namely: (a) unclear learning objectives; (b) unmatched assessment methods and learning objectives; (c) unspecific evidence for developing ideas; (d) failure to assess students’ level of understanding; (e) failure to specify students’ depth of involvement in knowledge construction; and (f) insufficient methods for deeper learning. Thus, in the study of Gutierez (2021), CLP was introduced and became a positive ‘dissonance’ to the teachers’ individual lesson planning practices. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Based on the results of the study, CLP became a positive dissonance because it served as an opportunity for the teachers to establish mutual trust in a community of practice. In the study of Holmqvist (2019), in-service teachers have difficulty discerning the different approaches of teaching and learning because they have no opportunities to discuss theoretical assumptions with supervising teachers. This was addressed in CLP study through the observation, post-lesson reflection, and discussion activities in the ‘dissonance’ stage. As the teachers developed trust in each other, their anxiety of feedbacks were minimized as they developed a sense of collaborative accountability and joint ownership of their lesson plans. During observations, the teachers were also trained to become keen and critical of the specific parts of the lessons which are effective and those which require further revisions. These observation data served as their pieces of information to evaluate their lesson plans in the process of collaborative reflections. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Through collaborative reflective practice, Gutierez (2021) identified the stages as follows: </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b><i>The ‘dissonance’ stage </i></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The ‘dissonance’ stage is comprised of a series of activities, namely: goal setting and planning, lesson implementation and observation, and collaborative discussion and reflection (Figure 1). </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">1) Goal setting. Two goals were set during collaborative lesson planning: (1) as a science team with a goal of designing an inquiry-based lesson; and (2) goals of the lesson plan based on the students’ learning competencies. For example, the Grade 5 team’s lesson objective was to let students identify some common constellations. Students were also asked to infer how these constellations were named. These goals and objectives served as their guide to formulate the teaching procedure, the materials to be used, and the assessment methods to measure students’ understanding. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">2) Lesson implementation and observation. Here, one teacher taught the lesson while the other teachers of the team observed. The first lesson implementation was conducted after the training workshop. One teacher taught the lesson while the other teachers acted as students. The other two lesson implementations and observations were taught to actual students. The other grade-level teams were invited to observe. As observers, they focused their observations on the students’ responses. Moreover, they observed whether the objectives of the lesson were met based on the sequence of students’ activities. They particularly noted whether the allotted time for the students’ engagement in the activities was sufficient, and whether the students were able to appropriately accomplish the given tasks. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">3) Collaborative reflection and discussion. This was done after the lesson implementation. A total of three reflections and discussions for each team were conducted; one after the lesson was taught to the teachers during the training workshop and two after the lesson implementations to actual students. These usually happened right after the lesson implementations so that the events in the classroom were still fresh in the teachers’ memories to be discussed. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b><i>Refinement stage </i></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In the framework, the refinement stage was primarily done during the regular gathering for discussion of the teachers. This stage is composed of four activities, namely: (1) organization and reflection on prior knowledge; (2) reflection, organization, and development of new knowledge; (3) refinement and enactment of the new knowledge; and (4) planning for task accomplishment (Figure 1). This stage is crucial as the series of activities lead them to collaboratively plan, revise, or modify their lessons. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">1) Organization and reflection on prior knowledge. This is the first activity during the refinement stage. During the training workshop, they were guided by the science training team and asked to focus on recalling the features of inquiry-based science teaching. Since they were asked to bring their existing lesson plans, they identified the inquiry features of their plans. Moreover, they were prompted to reflect on whether the activities in their existing lesson plans were able to meet the objectives of the lesson and the required competencies of the students based on their curriculum. They shared their reflections with their grade-level teams, and together, they pooled all their ideas and came up with a common decision on how to improve their lesson plans collaboratively. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">2) Reflection, organization, and development of new knowledge. The new knowledge that they developed came from their decisions on how to improve the lesson plans in the previous activity. With five different ways (one from each teacher) to teach the lesson from their existing individual plans, they discussed, reflected, and agreed on how they will develop the plan. They identified which among their individual plans have most of the inquiry features. Then they decided to revise the existing activities to align the objectives and the curriculum-based students’ competencies. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">3) Refinement and enactment of the new knowledge. Through collaborative reflections, they tried to identify the significant parts of their lesson plans such as the objectives, materials to be used, the teaching and learning sequence, and the assessment methods. In this activity, the teachers reflected on the sequence of the learning activities included in the lesson plan. Moreover, they also discussed the materials to be used and the distribution techniques during the actual teaching. This was important because they had to allocate the time for all the activities they planned to do. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">4) Task accomplishment is where they finally wrote their lesson plans. At the end of their preparation, each teacher in the team verified the finished lesson plan to see if it was written as collaboratively planned.</div></span></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: left;"><div style="text-align: justify;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP99nNuA3-pIz4u6vpFdoPrsiTT37AI5jaSfO__H1Gk83NlWLj8ij_TMqK2wtZMAjWhmqH2TM57dLB2shGo94BnYrS6l8j9cSaaV8GoGgjmpiav4nmBxG74W40jetfgR1ZnI32flh_HAkx/s1598/cycleofactivities.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1248" data-original-width="1598" height="501" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP99nNuA3-pIz4u6vpFdoPrsiTT37AI5jaSfO__H1Gk83NlWLj8ij_TMqK2wtZMAjWhmqH2TM57dLB2shGo94BnYrS6l8j9cSaaV8GoGgjmpiav4nmBxG74W40jetfgR1ZnI32flh_HAkx/w640-h501/cycleofactivities.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="text-align: justify;"><i>Figure 1.</i> The cycle of activities which make up the series of activities in the collaborative lesson planning (CLP). </span></td></tr></tbody></table><br /><div style="text-align: justify;"><br /></div><div style="text-align: justify;">For details of this study, the article can be accessed using the link: https://doi.org/10.1080/13664530.2020.1856177. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">References: </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Borko, H., Livingston, C., & Shavelson, R. J. (1990). Teachers’ thinking about instruction. <i>Remedial Special Education </i>11 (6), 40–49. doi:10.1177/074193259001100609. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Garmston, R. J., & Wellman B. M. (1999). <i>The adaptive school: A sourcebook for developing collaborative groups</i>. Norwood, NJ: Christopher-Gordon Publishers. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Graziano, K. J., & Navarrete L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. <i>Issues in Teacher Education,</i> 21 (1), 109–126. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Gutierez, S. B. (2015). Teachers’ reflective practice in lesson study: A tool for improving instructional practice.” <i>Alberta Journal of Educational Research</i> 61 (3), 314–328. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Gutierez, S. B. (2019a). Teacher-practitioner research inquiry and sense making of their reflections on scaffolded collaborative lesson planning experience. <i>Asia-Pacific Science Education 5</i> (1), 8. doi:10.1186/s41029-019-0043-x. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Gutierez, S. B. (2019b). Learning from teaching: Teacher sense-making on their research and school-based professional development.<i> Issues in Educational Research</i> 29 (4),1181–1200. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Gutierez, S. B. (2020). Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action, Teacher Development, DOI: 10.1080/13664530.2020.1856177 </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. <i>In Teaching as the learning profession: Handbook of policy and practice,</i> edited by L. Darling-Hammond & G. Sykes, 127–150. San Francisco: Jossey-Bass. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Hiebert, J., & Stigler J. W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS video study. <i>The Elementary School Journal</i>, 101 (1),4–21. doi:10.1086/499656. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Holmqvist, M. (2019). Lack of qualified teachers: A global challenge for future knowledge development. <i>In Teacher Education in the 21st Century</i>, edited by R. B. Monyai, chapter 5 (online). London: IntechOpen. doi:10.5772/intechopen.83417. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Jones, K. A., Jones, J., Vermette, P. J. (2011). Planning learning experiences in the inclusive classroom: Implementing the three core UDL principles to motivate, challenge and engage all learners. <i>Electronic Journal of Inclusive Education </i>2, 7. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Leinhardt, G., Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology 78, 75–95. doi:10.1037/0022-0663.78.2.75.
Livingston, C., Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. <i>Journal of Teacher Education</i> 40 (4), 36–42. doi:10.1177/002248718904000407 </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Lovett, S., Cameron, M. (2011). Schools as professional learning communities for early-career teachers: How do early-career teachers rate them? <i>Teacher Development</i> 15 (1), 87–104. doi:10.1080/13664530.2011.555226. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Rahman, M. S. (2019). Teachers’ peer support: Difference between perception and practice. <i>Teacher Development</i> 23 (1), 121–138. doi:10.1080/13664530.2018.1488765. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. <i>System</i> 52, 139–148. doi:10.1016/j.system.2015.05.007.
</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /></div></span></div><p></p>UP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-19624650433022567602021-01-12T13:17:00.000+08:002021-01-12T13:17:08.898+08:00Lesson study groups as a teacher research learning community<div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b>Lesson study groups as a teacher research learning community</b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b><i>Sally B. Gutierrez</i></b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b><br /></b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b>Introduction </b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span>When it comes to school reform, teacher development is one of the areas which should be given attention. In recent years, the emergence of teacher professional learning communities was continuously inspired by the community of practice (CoP) perspective (Lave & Wenger, 1991). Contrary to the ideas of the traditional one-shot and expert-driven professional development models, teachers in a CoP actively construct and re-construct their teaching practices through regular interactions. Lesson study, the popularly adapted form of teacher professional development in Japan (Saito & Atencio, 2013), resembles the most important feature of CoP which pays attention to how teachers use their lesson plans as objects of learning as they reconstruct their pedagogical practices. One feature that is unique to lesson study is the engagement of teachers as researchers. In fact, their collaboratively planned lessons are oftentimes referred to as “research lessons” (Saito & Atencio, 2013, p. 88). In this article, I present some empirical studies which regard a lesson study group as a teacher research learning community. The article is divided into sections which articulate various aspects in a teacher research learning community such as possible areas of study in a teacher learning community and a lesson study group as a research learning community. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b>Some areas of investigation in a teacher research learning community </b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span>Studies show that teachers’ effectiveness increases when teachers come together and work with others of the same interests (Garmston & Wellman, 1999; Graziano & Navarrete, 2012; Hawley & Valli, 1999; Hiebert & Stigler, 2000). As they come together, they establish a community and focus their activities on finding solutions to their existing problems which may be in various areas in their teaching career such as content and pedagogical strategies. They may even focus on answering their questions on how to improve their professional competence. They may therefore employ research procedures that would unravel the knitted complexities of the teaching and learning process (Loucks-Horsley et al., 1987). </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span>In education, teacher learning community can be situated in one school where teachers collaboratively use their lessons as their learning instruments. With trusting and collegial relationships, they can utilize lesson planning as an object of learning and as they continuously meet over time, they deepen their professional friendship, establish open communication, and become more reflective. Collaboratively, they can use their theoretical knowledge, experiences, and personal capacities to plan for lessons that would impact their students’ learning. Their extended engagement is sustained without pressures through collective efforts (Harris & Jones, 2010). </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> </span>In the previous study, Gutierez (2019) articulated the processes of collaborative lesson planning of the teachers. In this study, the teachers were involved in identifying the impacts of their activities in their research learning community. Results of the study revealed that during the teachers’ reflections which is one of the processes of collaborative lesson planning, they identified the advantages collective and social process of research learning community, experience-based inquiry, and the value to collective leadership to name a few (Gutierez, 2019). Reflecting on these aspects, the teachers realized that their roles can also extend to becoming practitioner-researchers by gaining insights from each other in the teacher learning community. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> </span>Another teacher learning research opportunity is utilizing the teachers’ classrooms (Gutierez & Kim, 2017). By observing each other on how they implement their collaboratively planned lessons, they may focus on understanding the uniqueness of each classroom dynamics based on the students’ characteristics. In the study of Gutierez and Kim (2017), the teachers realized that even though the implementation strategies of a single lesson is already planned ahead, the teacher-implementer’s responsiveness to the unique and diverse students’ needs in specific classrooms may alter the plans that were set. However, there still needs scaffolding from each other to set contingencies for these unplanned scenarios that may arise. Teachers specifically mentioned that these realizations would not arise if they were not intentional in their inquiry in their classrooms. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcmJYKSsiUmw37B0LPn1sp0YW8nBTKsO5iHtjFCECTUO6PQ-r1lugfdlGv4DuhS9Jpupuakw3DOjO_Bbqo8H5G_oxz6ngLvFVyanfmiviF7egtrZDWkZmeEQn_sILPF7wYhOAf9z-jC0il/s1590/Screen+Shot+2021-01-12+at+1.08.08+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1150" data-original-width="1590" height="462" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcmJYKSsiUmw37B0LPn1sp0YW8nBTKsO5iHtjFCECTUO6PQ-r1lugfdlGv4DuhS9Jpupuakw3DOjO_Bbqo8H5G_oxz6ngLvFVyanfmiviF7egtrZDWkZmeEQn_sILPF7wYhOAf9z-jC0il/w640-h462/Screen+Shot+2021-01-12+at+1.08.08+PM.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: left;"><i>Figure 1</i>. Teachers trying out their research lesson as one of their collaborative activities in a teacher research learning community</td></tr></tbody></table><br /></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> </span>Based on the above empirical studies, teacher research learning community should be established in such a way that teachers can regularly collaborate and exchange ideas and insights. By giving value to regular social interactions, they may gain understanding of their professional practices through collective scrutiny and judgement of their instructional methods. Moreover, they may situate their teacher learning communities at their own local schools considering their familiarity on the social and cultural norms that are existing. Thus, a teacher learning community can be a sustainable school-based PD wherein teachers increase their agency and effectiveness by utilizing various aspects of their teaching profession as objects of research. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b>Lesson study groups as research learning communities </b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> </span><span> </span>What qualifies a lesson study group as a teacher research community is the use of lesson plans as objects of learning. Using lesson plans as research materials in lesson study, teachers continuously try to understand and improve the quality of their lessons during their constructive critiquing in their learning communities. With the shared goal of improving their practices, they try to focus on their lessons and improve them according to the students’ responses. Moreover, as they establish a common interest of improving their practices, they focus their inquiry on their lessons and not on each other’s weaknesses in either content or pedagogy (Gutierez & Kim, 2017). </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> </span>Using their lesson plans, each member in the lesson study team gather data during lesson observation and implementation that could be used as evidence and areas for discussion when they come together to conduct their regular interactions in the learning community. Through time and as teachers embrace the essence of practitioner-researchers, their discussions may deepen to include inquiry on how to reconcile practical and theoretical problems using their lesson plans as research materials (Gutierez, 2019). Moreover, since the direct implications are observed from the students’ responses, knowledge construction directly comes from the classroom through negotiated dialogues. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><span> </span><span> <span> </span></span>Traditionally, teachers are reluctant to engage in research activities. Dimmock (2016) identified barriers to their reluctance such as lack of time, motivation, and priority. However, looking into lesson study as a professional development which focuses on collaborative research lessons, teachers may develop the agency to become researchers in a community of like-minded professionals. Since lesson study is conducted in collaboration, lesson study teams can serve as the teacher learning community who regularly come together and conduct research. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><b>References </b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Garmston, R. J., & Wellman, B. M. (1999). <i>The adaptive school: A sourcebook for developing collaborative groups</i>. Christopher-Gordon Publishers, Norwood, MA. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. <i>Issues in Teacher Education</i>, 21(1), 109-126. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Gutierez, S. B. (2019). Teacher-practitioner research inquiry and sense making of their reflections on scaffolded collaborative lesson planning experience. <i>Asia-Pacific Science Education</i>, 5. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Gutierez, S. B., & Kim, H-B. (2017). Becoming teacher-researchers: Teachers’ reflections on collaborative professional development. <i>Educational Research</i>, 59 (4), 444-459. DOI: 10.1080/00131881.2017.1347051 </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. <i>Improving Schools</i>, 13(2), 172–181. DOI: 10.1177/1365480210376487 </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), <i>Teaching as the Learning Profession: Handbook of Policy and Practice</i> (pp. 127-150). San Francisco, CA: Jossey-Bass Inc. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Hiebert, J, & Stigler, J. W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS video study. <i>The Elementary School Journal</i>, 101(1), 4-21. DOI: 10.1086/499656 </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Lave, J., & Wenger, E. (1991a). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Loucks-Horsley, S., Harding, C. K., Arbuckle, M. A., Murray, L. B., Dubea, C., & Williams, M. K. (1987). <i>Continuing to learn: A guidebook for teacher development</i>. Andover: The Regional Laboratory for Educational Improvement of the Northeast and Islands. </span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">Saito, & Atencio. (2013). A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning. <i>Teaching and Teacher Education,</i> 31, 87-95. DOI: 10.1016/j.tate.2013.01.001</span></div>UP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-51310549025353311132020-10-26T10:43:00.000+08:002020-10-26T10:43:04.776+08:00Desirable Mindsets in Lesson Study<p><i><b> By Rolando M. Tan</b></i></p><div class="separator" style="clear: both; text-align: center;"><div style="text-align: left;">Lesson study provides a collaborative atmosphere where teachers reflect on their practices in the pursuit of instituting pedagogical reforms in their lessons (Gutierez, 2015). While improvements of research lessons through implementation and post-lesson reflection and discussion are important outcomes in lesson study, it is also vital that teachers develop desirable mindsets in every aspect of the lesson study cycle. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">Desirable mindsets of teachers were evident in a school-based lesson study program conducted in an exclusive private school for boys, where three research lessons were implemented in the teachers’ respective classes. One of the three lesson study teams developed a research lesson on weathering, a Grade 5 Earth Science topic. The research lesson aimed to make students identify the agents of weathering in the environment: wind, water, plants’ roots and changing temperature from situations taking place in the natural environment. The research lesson made use of learning stations. At each station, students were asked to identify a particular agent of weathering in a given situation. The post-lesson reflection and discussion became an important venue where pertinent issues were raised and deliberated upon. Arising from these discussions were desirable mindsets that were instrumental in identifying gaps or oversights in the research lesson. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>1. Identifying problematic areas based on students’ responses </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">One of the learning stations aimed to make students identify that wind is an agent of weathering. A video animation showed the wind “rubbing” against the surface of a rock as the rock decreases in size while particles of it are carried by the wind. One of the Knowledgeable Others (KO) in the lesson study team heard students say that the rock looked like a potato, causing confusion among the students. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">Another problem in the animated video was that it did not show that the particles carried by the wind collided with the surface of the rock causing the rock’s surface to get scratched and weathered. The use of the animated video failed to make the students understand the natural process of how wind can weather rocks. Selection of the appropriate learning material in science is crucial to the teaching-learning process. Thus, teachers must always position themselves from a critical standpoint when selecting video materials especially when an animated video simulates a natural phenomenon like weathering. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">The use of animated video to simulate another phenomenon called frost wedging became a major talking point during the post-lesson reflection and discussion. The teacher-implementer realized that there was a problem in processing the answers in the video simulation of frost wedging as the video failed to demonstrate how frost wedging could weather rocks. He realized that the video watched by the students made them answer that water softens the rocks, which may be a possible source of misconception. This is an important realization because it will help the lesson study team decide whether they will continue to use the same video or find a better material that will not lead to a misconception. Cheng and Yee (2012) stated that listening to what students say gives teachers a better understanding of how students learn. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>2. Foreseeing possible problems in future lesson implementations </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">One of the learning stations focused on the role of plants’ roots in the weathering of rocks. A sequence of pictures showed how a seed dropped by a bird on the ground grew and became a tree while the roots continued to grow downward thereby breaking the rocks underneath. While the processing of this activity made the students conclude that the roots of the plants is an agent of weathering, one of the teachers opined that the pictorial story might make the students conclude that the bird is the agent of weathering. This kind of observation is commendable as it prevents possible errors in future implementations not encountered in the initial implementation. Such proactive inputs must be taken into consideration in the revision of instructional materials to prevent the occurrence of misconceptions. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>3. Raising unrelated but important comments </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">In the processing of answers concerning plant roots as agent of weathering, one member of the lesson study team corrected the teacher-implementer regarding the function of plant roots. He heard the teacher-implementer mentioned that the roots grow into cracks to acquire nutrients. Actually, not only do roots acquire nutrients from the ground but water as well. Thus, plants send their roots into cracks in search of water. Although this issue is not related to the objectives of the research lesson, citing oversights, not related to the main objectives must be taken into account as these corrections are valuable for other lessons and therefore must not be ignored. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>4. Planning the research lesson considering the allotted time </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;"> Realizing that the time was not enough to cover the four agents of weathering, one of the lesson study members suggested that each group focus on one station and for them to share their observations during the processing of the answers. One of the KO suggested that they focus on two agents in one meeting and the other two in the next so that all students would get the chance to get engaged in the learning stations. Time management is just as important as the content of the lesson itself as time constraints can affect the execution of lesson as well as the processing of students’ responses. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>5. Appreciating the importance of post-lesson deliberation </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">One of the members of the lesson study team gave a positive impression about the conduct of the whole process of lesson study. For him, it provided opportunities to see the strengths and weaknesses of the research lesson, especially when the lesson was implemented with observers present. Such appreciation is vital to the sustainability of the program. Lewis (2002) mentioned that one of the supporting conditions for lesson study to succeed is the belief that improvement can be achieved through a collective effort. When teachers stop believing that nothing will be achieved from the inputs gathered in post-lesson reflection and discussion, the sustainability of the lesson study process will definitely be undermined. </div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div style="text-align: left;"><b>References: </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Cheng, L.P. & Yee, L.P. (2012). A Singapore case of lesson study. <i>The Mathematics Educator,</i>
21(2), 34-57. Retrieved from https://files.eric.ed.gov/fulltext/EJ961515.pdf </div><div style="text-align: left;"><br /></div><div style="text-align: left;">Gutierez, S.B. (2015). Teachers’ reflective practice in lesson study: A tool for improving
instructional practice. <i>Alberta Journal of Education Research</i>, 61 (3), 314-328.
Retrieved from https://www.researchgate.net/publication/301633235_
Teachers%27_reflective_practice_in_lesson_study_A_tool_for_improving_
Instructional practice </div><div style="text-align: left;"><br /></div><div style="text-align: left;">Lewis, C. (2002). Does lesson study have a future in the United States? <i>Nagoya Journal of
Education and Human Development</i>, 1, 1-23. doi: 10.4119/UNIBI/jsse-v3-i1-967</div></div><br /><p></p>UP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-61170308214291639042020-06-13T17:45:00.001+08:002020-06-13T17:45:20.283+08:00E-Lesson Study: Using Online Platforms for a Collegial Collaboration on Lesson Research and Development <h2 align="center" style="break-after: avoid; color: #4472c4; font-family: "Calibri Light", sans-serif; font-size: 13pt; line-height: 18.5467px; margin: 10pt 0cm 0.0001pt; text-align: center;">
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<span style="font-family: Cambria, serif; font-size: 11pt;">by Rolando Tan</span></div>
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<span style="font-family: Cambria, serif;">The global pandemic has upended many academic activities the world over. Professional development programs for teachers are not even spared. Alternative methods of learning have become more of a necessity than merely an add-on in many academic activities, considering that physical distancing as a public health measure against the spread of the novel coronavirus is in place. In this article, I would like to share my thoughts on how professional development programs like Lesson Study can still be implemented using different online platforms for a collegial collaboration on developing research lessons. </span></div>
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<b><span style="font-family: Cambria, serif;">Learning Management Systems and Video Conferencing for Online Collaboration and Post-lesson Reflection and Discussion<o:p></o:p></span></b></div>
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<span style="font-family: Cambria, serif;">The use of Learning Management Systems (LMS) is one platform where members of the lesson study team can collaborate in planning research lessons online without having to resort to face-to-face meetings. Learning management systems is a digital platform that facilitates the implementation of courses in conventional face-to-face, blended, and online learning environments (Wright, Lopez, Montgomerie, Reju and Schmoller, 2014). Impact studies on collaborative learning environments using LMS showed that students expressed interest in using the web-based tools to learn programming (Cavus, Uzunboylu, Ibrahim, 2006). Another study showed that university faculty members and college students demonstrated positive attitudes toward the use of LMS in the teaching-learning process (Alshorman and Bawaneh, 2018). It can therefore be used as an avenue for the Knowledgeable other (KO) to critique their work and offer insights regarding gaps or problematic areas in the lesson plan, the worksheets, and other teaching materials that are utilized in the lesson.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Some of the popular LMS like EDMODO have features that allow posting of materials, where the discussion threads are provided for sharing inputs of those who are reading the posts. Hence, learning management systems can facilitate interactions and feedback that are important in collaboration and critiquing. Since teachers also have Facebook accounts, setting up a Facebook page can also be used as LMS since any new inputs or developments taking place in the development of research lessons can show up as notifications in their smartphones and therefore facilitate engagement.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Educators have started to capitalize on popular social media platforms to facilitate the teaching-learning process (Williams and Whiting, 2016; Suwannatthachote and Tantrarungroi, 2012). Some studies show that there is a strong positive relationship between the use of Twitter, a popular social media platform, as an LMS) and student engagement while the use of a traditional LMS did not significantly enhanced their level of engagement (Williams and Whiting, 2016). <o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Online collaboration using LMS may have some advantages. Inputs, opinions, comments and suggestions are clearly documented and can be revisited again. Since comments and suggestions can be written on threads for each post, members of the lesson study team can readily react to the statements.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">In blended learning formats the online interaction provides a flexible learning environment for the teachers to interact as they need not react right away unlike in a face-to-face meeting where the LS team need to come up with solutions or suggestions to improve the lesson. Another advantage of online collaboration is the degree or extent of collaboration that can be documented and therefore motivate the timid or non-participative teachers to contribute to the development of the research lesson. The KO can provide a more adequate content as the platform can allow the KO to upload content in the post, which could be a video, a PowerPoint presentation or a photo, instead of just verbally explaining to them the suggestions or comments addressing certain areas of their research lesson. Since the lesson preparation is flexible, members of the team, as well as the KO, can have adequate time to analyze parts of the research lesson and make carefully thought out suggestions which cannot easily come out in a face-to-face meeting.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">During post lesson discussions, group chats in the LMS can also serve as a venue to exchange ideas through group chats. Suwannathachote and Tantraringroj (2012) noted a significant but low correlation between Facebook activities and group engagement among 205 pre-service teachers who were enrolled in an educational technology course. This implies that implementing lessons using Facebook as an LMS can be associated to an increased level of collaboration among students. <o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">There are certain advantages in using group chats. Previous discussions can be recalled so there is no need for a tape recorder during post lesson discussions. The KO or the facilitator will be able to assess the extent of contribution of each member of the lesson and evaluate the degree of collaboration taking place in the development of the research lesson. In this way, the facilitator can call the attention of lesson study members and motivate them to share their ideas with their colleagues. Furthermore, since attachments are allowed in Facebook group chats, discussions and explanations can be best presented with pictures, videos, PDF files and other such attachments. <b><o:p></o:p></b></span></div>
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<span style="font-family: Cambria, serif;"> Video conferencing is another way to have a virtual face to face where members of the lesson study team, together with their KO can discuss real time the issues and gaps that they need to address in the research lesson they are developing. Rosetti and Surnyt (1984) claimed that video conferencing can be more effective than the traditional face-to-face interaction of teachers and students. At present, various platforms can now be used to implement video conferencing. One of the latest platforms is ZOOM where real time discussions can be conducted to promote the exchange of ideas in the spirit of collegiality.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;"> <b>Online lesson implementation of the research lesson<o:p></o:p></b></span></div>
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<span style="font-family: Cambria, serif;">The online implementation of the research lesson is the challenging part in the process of lesson study. While so many instructional strategies have been developed by instructional designers and blended learning advocates to promote instruction using web-based tools, the difficulty lies in how members of the lesson study team can observe the teaching-learning process. Pupils’ responses are very vital in assessing the effectiveness of the research lesson. The on-the-spot observation of pupils’ responses in a lesson implementation might not be effectively done in an online environment as it depends on the compliance of the students participating in the lesson. Thus, members of the lesson study team may look for other pieces of evidence of students’ outputs during the implementation. This is when the pupils submit their work by sending their worksheets as attachments in the group chat or by email.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">The lesson implementer might schedule the lesson implementation with his students and set deadlines for submission of their outputs, which serve as a formative assessment component of the research lesson. Group chats during lesson implementation can also be used to help students who cannot catch up and receive immediate feedback for certain discussions in order to approximate real time discussions that also take place during a face-to-face interaction. These group chats for the lesson implementation can also be used during the post lesson reflection and discussion.</span></div>
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<b><span style="font-family: Cambria, serif;">The Future Prospects of Online Lesson Study<o:p></o:p></span></b></div>
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<span style="font-family: Cambria, serif;">With unexpected turn of events such as the COVID-19 pandemic, the academic community must be able to carry out contingency measures that can address the hindrances brought about by the pandemic. The academic community must develop the infrastructure to implement online professional development programs to continuously upgrade teachers’ professional practice without compromising on the need for physical distancing as a public health measure to contain the spread of the disease. Using an online lesson study process can be best initiated among pre-service teachers to prepare them in future disruptive events such as this pandemic. <o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Challenges must not be ignored even during these times that the teaching-learning process has been affected significantly by the global pandemic. It seems likely that teachers and students may have reservations on using online learning as a teaching strategy and as a means for professional development. In a survey of 9,500 faculty members and 40,000 college students, 73% of faculty members and 70% of students prefer face-to-face over online learning, but half of them are amenable to a blended learning environment (Koenig, 2019). Thus, instructional designers must be able to make online learning environments more user-friendly and accessible to both faculty members and students in order to address restrictions brought about by the pandemic. <o:p></o:p></span></div>
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<b><span style="font-family: Cambria, serif;">REFERENCES:</span></b><span style="font-family: Cambria, serif; font-size: 11pt;"> </span></div>
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<span style="font-family: Cambria, serif;">Alshorman, B. A., & Bawaneh, A.K., (2018). Attitudes of faculty members and students towards the<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">use of learning management system in teaching and learning. <i>The Turkish Online Journal of<o:p></o:p></i></span></div>
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<i><span style="font-family: Cambria, serif;">Educational Technology. 17</span></i><span style="font-family: Cambria, serif;">(3), 1-15. <o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Cavus, N., Uzunboylu, H., Ibrahim, D. (2006). Combining collaborative learning with learning<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">management systems in teaching programming language.</span> <span style="font-family: Cambria, serif;">Paper presented at the 2<sup>nd</sup><o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">International Open and Distance Learning (IODL) Symposium (2006) Eskişehir, Turkey.<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Koenig, R. (2019, December 11). Most students and faculty prefer face-to-face instruction,<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">EDUCAUSE survey finds <i>EDSURGE</i><o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Suwannatthachote, P. & Tantrarungroj, P. (2012). How facebook connects students’ group work<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Collaboration: A relationship between personal facebook usage and group engagement.<o:p></o:p></span></div>
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<i><span style="font-family: Cambria, serif;">Creative Education, 3,</span></i><span style="font-family: Cambria, serif;"> 15-19. doi:</span><span style="font-family: TimesNewRomanPSMT; font-size: 8pt; line-height: 12.2667px;"> </span><span style="font-family: Cambria, serif;">10.4236/ce.2012.38b004</span><i><span style="font-family: Cambria, serif; font-size: 12pt; line-height: 18.4px;"><o:p></o:p></span></i></div>
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<span class="fontstyle01" style="color: #242021; font-family: Times-Roman, serif;"><span style="font-family: Cambria, serif;">Williams, D., & Whiting, A. (2016). Exploring the relationship between student engagement, Twitter,<o:p></o:p></span></span></div>
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<span class="fontstyle01" style="color: #242021; font-family: Times-Roman, serif;"><span style="font-family: Cambria, serif;">And a learning management system: A study of undergraduate marketing students.<o:p></o:p></span></span></div>
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<span class="fontstyle21" style="color: #242021; font-family: Times-Italic, serif; font-style: italic;"><span style="font-family: Cambria, serif;">International Journal of Teaching and Learning in Higher Education, 28</span></span><span class="fontstyle01" style="color: #242021; font-family: Times-Roman, serif;"><span style="font-family: Cambria, serif;">(3), 302-313.</span></span><span style="font-family: Cambria, serif;"><o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">Wright, C.R., Lopes, V., Montgomerie, C., Reju S., & Schmoller, S. (2014, April 21). Selecting a learning<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">management system: Advice from an academic perspective. <i>EduCauseReview.</i> Retrieved<o:p></o:p></span></div>
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<span style="font-family: Cambria, serif;">from https://er.educause.edu/articles/2014/4/selecting-a-learning-management-system<o:p></o:p></span></div>
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<br />UP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-75423556779112046042020-05-30T14:07:00.003+08:002020-06-01T12:51:04.437+08:00Collaborative Practitioner Inquiry: Perspectives on Lesson Study in the Philippines<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">by Sally B. Gutierez</span></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">This paper presents my perspectives on collaboration on the practitioner inquiry nature of lesson study that was conducted by a group of elementary school science teachers in the Philippines. Grounded on the conception that an effective professional development requires teachers’ opportunities and self-initiatives to work together, teachers’ collaboration with science education researchers shaped the teachers’ openness and shared leadership. Thus, as a team of science education researchers, we instituted a regular collaborative discussion on how to improve their inquiry-based lessons. In this activity, I personally focused my observation on how collaboration developed their sense of interdependency. Together with us, the various stages of their lesson planning included conceptualization, data gathering and analysis, interpretation of results—a series of processes which embraces the concept of learning by doing. Through interdependency, they enhanced their interactions and professional worth as their opinions were acknowledged in the collaborative inquiry.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">During the conduct of lesson study, I can say that the strength of the teacher learning community can be attributed to the collective endeavor in the development of collective knowledge.This can be grounded on the shared environment where intellectual growth is highly regarded while maintaining mutual trust and respect for multiple perspectives. Teachers’ inquiry was supported by mentors who acted as co-learners or co-creators of knowledge for teaching (Beck & Kosnik, 2002). Inquiry-driven learning was established in a community that centered on personal practice which “involves a knowledge of teaching about teaching and a knowledge of learning about teaching and how the two in</span><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">fl</span><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">uence one another” (Loughran, 2008, p. 1180).<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Collaboration in lesson study, therefore, acknowledges the fact that teachers are also learners with diverse set of knowledge, attitudes, and beliefs; that they too needed advisers in order to optimize their learning process. Thus, creating a learning community consisting of a group of teachers with shared goals, can lead to a wider range of practitioner inquiry (van Es, 2012). This can be extended to a collaborative reflection about theory and practice; the theory may come from experts, as well as their existing knowledge from pre-service teacher education and the practice may come from their daily routines and other issues about their day-to-day teaching experiences (Cochran-Smith & Lytle, 1999; Darling-Hammond & Sykes, 1999).<o:p></o:p></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><i style="font-size: medium; text-align: start;"><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 18.4px;">Teachers try-out collaboratively their inquiry-based lesson.</span></i><span style="font-size: small; text-align: start;"></span></td></tr>
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<span style="font-family: "times";">As a personal insight, as we and the teachers established equal roles, our shared reflections probed the collaborative understanding of their experiences for authentic learning from their own classrooms. Thus, providing a space to acknowledge their capabilities instead of creating a dichotomy of roles (as teachers and academic experts) can be a way to enrich their agency and effectiveness. In a decade of curriculum change in the Philippine education curriculum, much research is needed in empowering teachers to explore their own classrooms. Through collaborative lesson study, knowledge and practice can be aligned as educators gradually establish collegial interaction in a practitioner inquiry. Centered on lesson planning as the primary means of teacher collaborative activity and reflective practice, the consultation sessions assured the support and convergence of ideas and collective beliefs as potential routes to uplift the professionalism of teachers.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">References<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Beck, C., &Kosnik, C. (2002). Components of a good practicum placement: Student teachersperceptions. </span><i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Teacher Education Quarterly, 29, </span></i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">81-98.</span><b><span lang="EN-US" style="font-family: "times"; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Loughran, J. (2008). </span><i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Toward a Better Understanding of Teaching and Learning about Teaching.</span></i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">In Handbook of Research on Teacher Education: Enduring Questions in ChangingContexts. 3rd ed., edited by M. Cochran-Smith, S. Feiman-Nemser, and J. McIntryre,1177–1182. New York: Routledge.</span><b><span lang="EN-US" style="font-family: "times"; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">van Es, E. A. (2012). Examining the development of a teacher learning community: The case ofa video club. </span><i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Teaching and Teacher Education, 28</span></i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">,182-192.doi:10.1016/j.tate.2011.09.005</span><b><span lang="EN-US" style="font-family: "times"; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacherlearning in communities. </span><i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Review of Research in Education, 24</span></i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">, 249-305. doi:10.2307/1167272</span><b><span lang="EN-US" style="font-family: "times"; font-size: 12pt;"><o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Darling-Hammond, L., & Sykes, G. (Eds.). (1999). </span><i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">Teaching as the learning profession:Handbook of policy and practice</span></i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">. San Francisco: Jossey-Bass.</span><b><span lang="EN-US" style="font-family: "times"; font-size: 12pt;"><o:p></o:p></span></b></div>
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<i><span lang="EN-US" style="font-family: "times"; font-size: 12pt;">This paper was presented at the 2018 East-Asian Association of Science Education (EASE) Annual Conference held at National Dong Hwa University in Hualien Taiwan on 29 November to 02 December 2018.<o:p></o:p></span></i></div>
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UP NISMEDhttp://www.blogger.com/profile/00599403140633536362noreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-64696552326406004962019-10-17T11:44:00.000+08:002019-10-17T11:44:51.333+08:00PALS and UP NISMED Hold First National Convention on Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
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Three hundred thirty teachers, school administrators, educators, and research students from all over the country attended the first national convention on Lesson Study in the Philippines hosted by the Philippine Association of Lesson and Learning Studies, Inc. (PALS) and the University of the Philippines National Institute for Science and Mathematics Education (UP NISMED) on 11-12 April 2019 at the UP NISMED auditorium. </div>
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With the theme <i>Lesson Study: Collaboratively Improving Practice One Lesson at a Time</i>, the convention provided a forum for the participants to share their Lesson Study (LS) experiences and outputs and to learn from those of others. The event also sought to inspire more teachers and schools to do LS, to publish their research lessons and contribute to the country’s teaching and learning resources, and to encourage research on LS that is adaptive and responsive to Philippine school settings.</div>
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Dr. Christine Kim-Eng Lee of the National Institute of Education in Singapore and Immediate Past President of WALS gave the keynote address titled <i>Moving Beyond the Surface Features of Lesson Studies: The Experience of Singapore Schools. </i></div>
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Lesson Study, according to Dr. Christine Lee, is about opening the lesson to fellow teachers and to school administrators and, in so doing, allowing “extra eyes” to see how children experience the curriculum. What Lesson Study does is “keep the students at the heart of a professional development activity.” </div>
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Dr. Lee narrates how the growth of Lesson Study in Singapore followed a global trend in adopting Lesson Study as a form of teacher-led professional development activity. Citing a school-based implementation of Lesson Study in Singapore, she underscores the need to go beyond the surface features of Lesson Study and focus instead on issues of quality. </div>
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An important highlight in Dr. Lee’s keynote is her characterization of potential sources of dilution of Lesson study. One potential source, she says, is teachers’ giving too much emphasis on the planning of the research lesson “forgetting to situate it as part of a series of lessons in a unit of work.” Other sources, she says, include inadequate attention given to studying relevant curriculum materials and literature related to the topic, the struggle to identify a research theme and carry out the research, inadequate use of evidence during observation, and lack of teacher content knowledge and pedagogical content knowledge. </div>
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Dr. Lee concludes by challenging the audience to look beyond the surface features of Lesson Study and to give more premium to depth than breadth. In essence, it is a challenge to “embrace the substance and spirit of Lesson Study” seen through the lens of teachers gaining knowledge about how students learn, developing new understanding of content and pedagogy, and reflecting on their work and their learning. </div>
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The convention featured plenary talks, symposia, panel discussions, and poster presentations. Dr. Masami Isoda of the University of Tsukuba, who also serves as adviser to PALS, gave the talk <i>School Curriculum Management for the Establishment of Learning Community on SEAMEO Curriculum and Teacher Standards</i>. Dr. Manabu Sumida of Ehime University spoke about collaborating in LS beyond the classroom and presented a web-based app that he developed which enables collaborative analysis of video lessons. Dr. Wataru Hanai of Fukui University spoke about reflective LS and professional learning communities. Dr. Arif Hidayat of Indonesia University of Education shared LS experiences and classroom teaching research in Indonesia. Dr. Teodora Salubayba and Dr. Marlon Ebaeguin of the University of the Philippines encouraged the conduct of local research during their talks on action research and design-based research approach, respectively. </div>
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Dr. Masami Isoda presented a comparison between teacher standards as defined by the Southeast Asian Ministers of Education Organization (SEAMEO) and those of the Philippine standards as presented in the symposium led by the group of Dr. Soledad A. Ulep. He described the approach in the Philippine standards as learner-centered and highly proficient, while that of the SEAMEO standards proposes different standards for different subject areas. SEAMEO, he said, describes the play but does not discuss the progress. </div>
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Dr. Isoda observed that while the teaching of content in mathematics is taught through exercises, the process of thinking or the “way of thinking” can only be taught through reflection. </div>
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In the plan, do, and see cycle of LS, Dr. Isoda asked the audience which part is most important to them. He cited the case of Japan where subject-based LS is the most important to them. In subject-based LS, there must be a theme and objective. If a lesson plan does not have a theme and objective, he said, then it is hardly considered a lesson study plan at all but only a lesson plan. He also asked the participants to enlarge a Japanese character for “haru” or spring using a ruler. He explained how the simple activity lets students apply different strategies of learning. He then presented the teacher standards of Okinawa, Japan which defne the multifaceted roles that teachers take: a public servant, a teacher, and an educator. </div>
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Dr. Manabu Sumida, who is currently the Director of the Japan Society of Science Education, introduced the use of web-based collaborative lesson study system which he developed. He also discussed the advantages of doing Lesson Study taking into account different foreign perspectives. He mentioned a double-edged sword in LS which situates different models of lesson study as both benefitting from standardization and, at the same time, struggling with keeping up with the latest research trends. </div>
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Dr. Sumida’s web-based application allows teachers to watch videos of LS implementation and do video analysis during their free time. Using the app, he was able to showcase sample videos featuring activities of students from Ehime University while teaching students of the University of the Philippines Integrated School. According to Dr. Sumida, links to these videos are sent to teachers and observers to study and comment on. In the same manner, these comments can also be downloaded and analyzed for further study. </div>
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Dr. Sumida also shared a key finding from a study which showed Japanese students performing well in the science component of the Third International Mathematics and Science Study (TIMSS) despite their lack of interest in science subjects. </div>
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Dr. Wataru Hanai delivered the plenary session titled<i> Reflective Lesson Study and Professional Learning Communities</i>. The presentation focused on how reflective lesson study (LS) is carried out within professional learning communities in Japan as attributed to the Japanese culture. Dr. Hanai reiterated that there is a need to reconstruct the basic learning mode in schools from the <i>‘traditional content-transmission mode’ to ‘content + inquiry-based competence-formation’</i> approaches of learning. He also emphasized that the teachers’ collaborative learning in schools, long-term reflective lesson study, and professional learning community are key in creating a new learning culture in this century, leading to educational change and reform. </div>
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In Dr. Hanai’s presentation, he underscored the importance of <i>reflectiveness</i> in 21st century education; as such, it should be situated at the heart of key learning competencies. His talk also focused on the process and organization of a long-term reflective lesson study in Fukui, Japan where teachers write a longitudinal reflective practice report and reflect on the students’ learning from a long-term perspective. Dr. Hanai presented different perspectives on the process of change in schools’ learning culture. He also highlighted the need to re-appreciate the meaning of school-based lesson studies and learning studies. </div>
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During the open forum, Dr. Hanai elaborated on how teachers who are part of a reflective study group write their individual reflective report on the lessons they opened through lesson studies, focusing on their students’ learning progress in these lessons. Then, at the end of the year, these teachers gather to work as a reflective group and share their reports. This practice, according to him, enables changes in teachers’ lessons which also lead to changes in student learning. </div>
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Dr. Arif Hidayat of the Department of Physics Education at the Indonesia University of Education delivered the plenary session titled <i>From Lesson Study to Learning Improvement: A Case of Indonesia</i>. The presentation is based on a team research he conducted with Dr. Hendayana and Dr. Supriatna that focused on the identity of learning in LS. Dr. Hidayat pointed out that teachers should mind student thinking and listen more to student dialogues. This, he said, must be implemented as well in conducting reflective LS, keeping in mind that every single person in the LS group should be a star and that all voices must be heard. </div>
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Dr. Hidayat enumerated new movements that aspire for higher quality LS. He emphasized the significance of collegiality in LS practices. He said that in LS, teachers must be observers instead of models. In his view, a great LS is not about high quality lesson but about accepting the challenge to improve it together. In their research, Dr. Hidayat’s team hoped to promote the landscape shift of understanding in education from teacher-centered to learner-centered. He shared the case of Indonesia, where LS became an activity system in schools. </div>
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Dr. Hidayat concluded by sharing learning improvement topics such as the changing roles of teachers and students as knowledge builders and knowledge creators, respectively. He also challenged the audience to keep up with current initiatives such as his own Indonesia Consortium for Learning Improvement (ICLI) whose aim is to organize an activity system of LS that is more academic and supportive of an active community. </div>
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In her talk, Dr. Teodora M. Salubayba shared insights and recommendations on integrating action research into lesson study. Dr. Salubayba presented an actual action research done in a school. She specifically described the action research process that was carried out in that school and the problems that arose. She mentioned that clashes of ideas between and among persons involved in the action research usually lead to discord. In many cases, she documented members initially doing action research becoming less involved later on and that, sometimes, the completion of the action research is left on the initiative of only one person. </div>
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Dr. Salubayba’s talk delved into the intricacies of action research and its similarities with lesson study. One similarity she said is that, like in action research, one of the goals of doing lesson study is to make teachers more independent in doing research. Another similarity is that, like in lesson study, one of the challenges in doing action research is to make the group work harmoniously and productively. More than the clash of ideas, the problem in doing lesson study may come from a clash of personalities among those involved. She further mentioned that teachers in public schools in general, have a hard time accepting criticisms, and for that among other things, she thinks that doing action research on lesson study could be a good idea. </div>
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Dr. Marlon Ebaeguin presented his study about the way he and teachers from two high schools used Design-Based Research (DBR) as a methodology in implementing Lesson Study with culture as intervention. He holds that in order to attain more teaching success and sustainability, research on contextualizing LS in the Philippines has to be done continually. He cited what he called the ‘big disconnect’ between educational research and what we observe in teachers’ practices, and between the general lack of understanding of Lesson Study as deterrents of teacher growth and the proper implementation of Lesson Study in Philippine schools. </div>
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Dr. Ebaeguin detailed the characteristics of a quality DBR study and its advantages over other research methods in implementing LS. Citing the flexibility of testing intervention, mixing methods, and the possibility of continuous evolution of design principles as key features of DBR, he illustrated ways by which LS can be situated in a Philippine public educational environment. With culture as intervention of LS, the bases for the design of the research program are more carefully considered and structured. He emphasized that with all these features, there should be expected variations in the implementations and results of DBR studies. He concluded by saying that DBR can support LS by pointing to ways in which research on LS needs to be undertaken. </div>
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The three symposia organized by local researchers, educators, and teachers focused on the following topics: 1) <i>Lesson Study as vehicle for teacher leadership development in the public schools</i>; 2) <i>Fostering collaborative professionalism</i>; and 3) <i>From tensions to institutionalization: Lesson Study in higher education institutions</i>. </div>
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The first symposium titled Lesson Study as Vehicle for Teacher Leadership Development in Public Schools was facilitated by the team of Ms. Maylani L. Galicia, the Assistant Division Superintendent of the City Division of Tayabas, Albay. Her co-presenters were Mathematics teachers from three different schools in Albay namely, Ms. Brenly B. Mendoza and Mr. Ryan T. Casulang (from Ligao National High School, LNHS); Ms. Geylen M. Abainza (from Marcial O. Rañola Memorial School, MORMS); and Ms. Ma. Salve B. Rosal (from Libon Agro-Industrial High School, LAIHS). </div>
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The symposium focused on LS as a vehicle for teacher leadership development in LNHS, MORMS, and LAIHS. The team took pride in sharing how the Schools Division Office of Albay competed for the BEST Innovation Fund Grant in 2018 and was awarded PHP 1M for the project <i>LS in Mathematics and Science</i>. Through this grant, videography became a supplementary feature in their LS implementations. The presenters also highlighted how lesson study in Albay has progressed from an offshoot training with UP NISMED staff in 2011 up to the present. </div>
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The first speaker, Ms. Mendoza, shared the LNHS LS goal to make students value mathematics by developing their thinking skills. Based on their LS research, positive impacts on content, pedagogy, and attitudes of the 16 LS implementers/researchers have been observed during the implementation of LS in LNHS. The next speaker was Mr. Casulang whose presentation focused on how LS can serve as a tool to improve oneself as a teacher. According to him, the introduction of LS to LNHS was a big boost to the teaching competence and abilities of his fellow mathematics teachers. The third speaker, Ms. Abainza, described LS in Albay as really growing. For her, a good thing about LS implementation is for educators to be able to reflect on their practice through pictures and videos. She ended her presentation by quoting Robert John Meehan who said: <i>The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our own perspectives. </i></div>
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The last speaker was Ms. Rosal. The focus of her presentation was to show how LS contributed to the development of leadership capacities among teachers in LAIHS. She pointed out some key learnings from their LS implementation. According to her, LAIHS’ success depends on institutional support, attitude, working relationship among teachers, work culture and environment, acceptance of the program, and class scheduling. </div>
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The group headed by Dr. Soledad A. Ulep led the convention’s second symposium which focused on collaborative professionalism. Dr. Monalisa T. Sasing, Ms. Richelle Anne C. Mangulabnan, Ms. Helen G. Tanio, and Ms. Julie R. Reyes comprised the rest of the group. Dr. Ulep’s introduction consisted of a short orientation on the Philippine Professional Standards for Teachers (2017) and its definition and elaboration of teacher quality and expectations. Later on, she emphasized the need to help teachers in their pursuit of continued personal growth and professional development. She explained that the way to help teachers with this pursuit is by giving them sustained support through collaboration, and one of the best ways to collaborate with other teachers is by engaging in lesson study. </div>
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The group’s entire presentation revolved around the ten tenets of collaborative professionalism. These tenets are: (1) collective autonomy, (2) collective efficacy, (3) collaborative inquiry, (4) collective responsibility, (5) collective initiative, (6) mutual dialogue, (7) joint work, (8) common meaning purpose, (9) collaborating with students, and (10) big-picture thinking for all. In each of the presentations made by the other group members, the practice of these tenets was illustrated. </div>
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Dr. Sasing’s study highlights the use of microteaching and lesson study in the implementation of lessons for pre-service teacher education. The intervention in the form of microteaching addressed some of the things pre-service teachers needed before they implemented actual research lessons. Ms. Malabnan and her co-teachers at Pinagkawitan Integrated National High School in Batangas, did a modified lesson study for their students to accomplish a project that involved four subject areas. Her group looked into the students’ ability to work well in groups. Ms. Tanio and the teachers from Diffun National High School, Ifugao Village Integrated School, and Magsaysay National High School did a lesson study on the research lesson <i>Images Formed by Plane Mirrors</i>. This undertaking involved several schools in the province, as well as some staff of UP NISMED. Ms. Reyes and her co-teachers at Sta. Lucia High School in Pasig City did a lesson study on various research lessons in mathematics after they attended a seminar at UP NISMED. The implementation of lesson study in their school ultimately resulted in a presentation of a paper at the World Association of Lesson Study in Nagoya, Japan in 2017. </div>
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The third and last symposium titled <i>From Tensions to Institutionalization: Lesson Study in Higher Education Institutions</i> was led by the group headed by Dr. Levi E. Elipane. He is currently an Associate professor at the College of Graduate Studies and Teacher Education Research of Philippine Normal University. His team is composed of Mr. Von Christopher Chua, from De La Salle University, Dr. Leorence Tandog, Ms. Anna Jean Garcia from the University of Southern Mindanao, Ms. Geraldine Libron, and Engineer Marian Grace Veloso of the Ateneo De Davao University. </div>
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The symposium focused mainly on how to nurture and make lesson study more sustainable in higher education institutions. According to Dr. Elipane, he has been collaborating with fellow educators from various universities to make lesson study a form of research and development initiative. His group look looked into how LS can be institutionalized by incorporating it in graduate study courses. They also do demonstration teaching and share their lesson study stories. Seminars, partnerships, and research endeavors were also offered. By doing this, their teachers and students were able to present papers in international conferences. Some were able to publish their research and received recognitions and awards. </div>
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Mr. Chua, a student of Dr. Elipane, presented his lesson study journey during his graduate studies from 2013 to the present. His engagement in lesson study, he said, was a process of metamorphosis for him. In 2013, he found himself as part of a four-member lesson study team that helped other students. That initial experience led his team to write a paper as a requirement for the course. This paper was accepted to several international conferences and eventually was published in the International Journal for Lesson and Learning Studies. Dr. Tandog, for his part, shared his team’s experiences in engaging teachers in lesson study through their graduate program. Seminar-workshops were embedded in their courses. From these undertakings, the students were able to produce various research outputs. In Ms. Garcia’s presentation, she shared one of the research outputs of her graduate students which was accepted in an International Conference in Korea. </div>
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The last to present were Ms. Libron and Engr. Veloso from Ateneo de Davao who showcased their lesson study journey which started when they attended the National Conference in Science and Mathematics Education (NCSME) at UP NISMED in 2013. Their learning process of lesson study was enriched through a series of consultations, seminar-workshops, capacity-building, and lesson implementations. Last year, the team of Engr. Veloso was able to present a paper in an International Conference in Malaysia, which also won them the Best Paper award. </div>
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The eight poster presentations provided participants with a glimpse of LS activities around the country. </div>
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The convention is an initial undertaking of PALS which now has over 500 members all over the country. Plans for the second convention which include activities such as parallel presentations and open class or school visit, are now underway.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-9307575297505454102019-10-17T10:21:00.001+08:002019-10-17T11:38:57.525+08:00Professor Christine Lee Keynotes First National Convention on Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
Lesson Study, according to Dr. Christine Lee, is about opening the lesson to fellow teachers and to school administrators and, in so doing, allowing “extra eyes” to see how children experience the curriculum. What Lesson Study does is “keep the students at the heart of a professional development activity.” Thus starts the keynote address of Dr. Lee during the First Philippine Association of Lesson and Learning Studies (PALS) on 11-12 April 2019 at UP NISMED. The theme of the convention is, Lesson Study: Collaboratively Improving Practice One Lesson at a time.<br />
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<div class="MsoNormal" style="text-align: justify;">
<i><span lang="EN-US">Dr. Lee addresses the audience during the first PALS
convention on 11-12 April 2019 held at UP NISMED.</span></i></div>
</td></tr>
</tbody></table>
Dr. Lee’s keynote address which is titled Going beyond the Surface Features of Lesson Study: The Experience of Singapore, narrates how the growth of Lesson Study in Singapore followed a global trend in adopting Lesson Study as a form of teacher-led professional development activity. Citing a school-based implementation of Lesson Study in Singapore, she underscores the need to go beyond the surface features of Lesson Study and focus instead on issues of quality.<br />
<br />
Teachers are at the heart of educational reforms, says Dr. Lee. For this reason, Singapore’s government, as well as many other governments that adopted Lesson Study, invests heavily in the professional development of teachers. In Singapore, in particular, it is a widely held belief that “no education system can be better than the quality of its educators.” She adds that Singapore’s economy is made even more vibrant by a strong educational system in which teachers are well-trained and highly motivated.<br />
<br />
<b>What sets Lesson Study apart from other typical PD programs? </b><br />
<br />
Dr. Lee sees in Lesson Study an opportunity for teachers to “develop a common understanding of what good teaching practice entails.” Because Lesson Study is teacher-led, through it, they can be “actively involved in the process of instructional change and curriculum development.”
Dr. Lee recognizes that an important part of the challenges she encountered when she started doing Lesson Study involves dearth of reference materials written in English. When finally she had the chance to observe classes in Japan, all the writings on the board and the conversations made are in Japanese. She gives credit to Catherine Lewis, her mentor at Teachers’ College, Columbia University, for inspiring her to bring Lesson Study from the United States to Singapore. It helps that she had with her Lewis’ Lesson Study Handbook published in 2002.
What serves as impetus for the growth of Lesson Study in Singapore Schools? Dr. Lee mentions that Lesson Study is one of a few platforms used in Singapore for developing Professional Learning Communities that aspires for “leveling up teacher professionalism in a quick and effective way.” With this in mind and with the emergence of different models of Lesson Study in Japan, the U.S., Hong Kong, and other places, Singapore has come up with Lesson Study models of its own that revolve around a shared vision – models that involved entire schools.<br />
<br />
<b>The need to look beyond the surface features of Lesson Study </b><br />
<br />
An important highlight in Dr. Lee’s keynote is her characterization of potential sources of dilution of Lesson study. One potential source, she says, is teachers’ giving too much emphasis on the planning of the research lesson “forgetting to situate it as part of a series of lessons in a unit of work.” Other sources, she says, include inadequate attention given to studying relevant curriculum materials and literature related to the topic, the struggle to identify a research theme and carry out the research, inadequate use of evidence during observation, and lack of teacher content knowledge and pedagogical content knowledge.
Dr. Lee concludes by challenging the audience to look beyond the surface features of Lesson Study and to give more premium to depth than breadth. In essence, it is a challenge to “embrace the substance and spirit of Lesson Study” seen through the lens of teachers gaining knowledge about how students learn, developing new understanding of content and pedagogy, and reflecting on their work and their learning.<br />
<br />
<br /></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-9390218890307921342019-08-06T13:29:00.002+08:002019-08-06T13:34:20.071+08:00UP NISMED’s Lesson Study Program honored at the 2019 Gawad Tsanselor<div dir="ltr" style="text-align: left;" trbidi="on">
UP NISMED’s Lesson Study Program honored at the 2019 Gawad Tsanselor
The Lesson Study Program of the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) was honored as one of UP Diliman’s Natatanging Programang Pang-ekstensyon at the 2019 Gawad Tsanselor held on 21 June 2019 in the Institute of Biology Auditorium. The award is given to extension programs that rendered “exemplary service to the public in the form of technical assistance, extramural program, advocacy, and community mobilization, among others” (UPD Information Office, June 2019).<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEuSbAs-4hvJItCPZ8POzUYmF0alLqzVPDkNa1ExaM6YGy9toXQ9RK5O6RqxkdnDGi5Zz8vZsfV1z0asKVbsUJhBXP-4CryrN_FG-xT98BI9jKmkFC9fKlcg0RXHWa1tqj_bJwcws_Kq8c/s640/GAWAD+website+.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="240" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEuSbAs-4hvJItCPZ8POzUYmF0alLqzVPDkNa1ExaM6YGy9toXQ9RK5O6RqxkdnDGi5Zz8vZsfV1z0asKVbsUJhBXP-4CryrN_FG-xT98BI9jKmkFC9fKlcg0RXHWa1tqj_bJwcws_Kq8c/s640/GAWAD+website+.jpg" width="640" /></a></div>
<br />
UP NISMED introduced Lesson Study in the country in 2003 and officially launched it in 2006. Through the years, the teacher-led and school-based professional development program has involved over 500 teachers from more than 50 schools and universities all over the country.
In lesson study, teachers are involved actively in designing instruction and in developing curriculum materials. A key consideration in lesson study is collaboration. Teachers work collaboratively in planning, developing, implementing, and revising a research lesson based on a long-term goal.
Dr. Aida I. Yap, Director of<br />
<br />
UP NISMED, along with Dr. Soledad A. Ulep, former Director, and Dr. Erlina R. Ronda, Deputy Director for Research and Extension, accepted the award on behalf of UP NISMED.
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-25220769108454644282019-02-07T15:54:00.000+08:002019-02-19T13:33:03.055+08:00A framework for analyzing the quality of mathematics lessons<div dir="ltr" style="text-align: left;" trbidi="on">
There are only few studies on teachers’ professional development that involves
providing teachers with a research-based lens through which they can analyze and
think about their lessons. In this paper, I present a framework, adapted from research,
for analyzing the quality of mathematics lessons and illustrate its use by teachers for
assessing a lesson. The teachers’ version of the research-based framework I propose
here aim to add to this repertoire of tools for this kind of work. The development of
this framework is part of a larger research project that involves developing of a
research-informed lesson study model for mathematics teachers in Philippines. The
project is in its initial stages and its first focus is the research lesson.
In lesson study, the research lesson is the shared space and the object under
investigation of the teachers. It is considered the critical mediator of professional
learning hence the importance of having a practical but theory-based framework to
serve as lens to teachers in analyzing the research lesson particularly the quality of
the mathematics lesson.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAIfl8hYAsDAkJWxk-rpJY1wciDqCCO8hc5Tw74DRVG4rlhhjFLsnZxw-TixoP3qfkQdL1CIcHXV6ILBJGvum_WdUELnLkKIXdx0-aZDCRq7SwAsLi6HlrjuAcMKbfLoM78nQSqiV1_uOB/s1600/Lines+MDI.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="682" data-original-width="800" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAIfl8hYAsDAkJWxk-rpJY1wciDqCCO8hc5Tw74DRVG4rlhhjFLsnZxw-TixoP3qfkQdL1CIcHXV6ILBJGvum_WdUELnLkKIXdx0-aZDCRq7SwAsLi6HlrjuAcMKbfLoM78nQSqiV1_uOB/s320/Lines+MDI.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dr. Ronda presenting the MDI framework at the WALS Conference 2018</td></tr>
</tbody></table>
<br />
In the study, quality of mathematics lesson is defined in the
study in terms of two interrelated components: the quality of the mathematics and the
quality of mathematics instruction. The word quality refers to an attribute of
something (x) or a standard of x. A framework for analyzing quality mathematics
lesson should therefore capture both sense. There are a number of frameworks in the
field that have been used in analyzing mathematics lessons (Charalambous &
Praetorius, 2018) but the framework that responds to our notion of quality
mathematics lesson and at the same time aligns with the sociocultural perspective of
the study is the mathematical discourse in instruction (MDI) framework (Adler &
Ronda, 2015). The MDI framework consist of five interacting cultural tools of
instruction namely task, examples, naming, legitimations and learner participation
that together mediates the object of learning of the lesson.<br />
<br />
Our description of quality of mathematics in the study is a function of a view of
mathematics as a form of scientific knowledge (Vygotsky, 1978) which is
characterized by its generality, structure, consistency and symbolic systems. The
study focuses particularly to its generality attribute. This is to foreground to teachers
that generality or generalizing is an important goal and means to understand
mathematics. Opportunities to generalize are visible in the selection and sequencing
of examples, in the problematic in the tasks, in the choice of words to refer to the
mathematical aspects in the instructional talk, and the extent to which claims are
substantiated mathematically. On the other hand, attributes of quality of mathematics
instruction include learners’ participation, coherence of the lesson and explicit
connections. Indicators of standard for each of these attributes were developed
building from those in the MDI framework. In the presentation, I will discuss the
framework with more detail and exemplify its use. Preliminary analysis showed
aspects of mathematics and aspects of its instruction that were foregrounded including
those not captured by the framework.<br />
<br />
References
Adler, J., & Ronda, E. (2015). A framework for describing mathematics discourse in
instruction and interpreting differences in teaching. African Journal of Research
in Mathematics, Science and Technology Education, 19(3), 237-254.
doi:10.1080/10288457.2015.1089677<br />
<br />
Charalambous, C. Y., & Praetorius, A.-K. (2018). Studying mathematics instruction
through different lenses: setting the ground for understanding instructional
quality more comprehensively. ZDM, 1-12.<br />
<br />
<b>Keywords:</b> Professional Development, Mathematics Instruction, Analytic
Framework, Lesson Study Model, Research lesson
<br />
<br />
<div class="gmail_default" style="background-color: white; color: #222222; font-family: "trebuchet ms", sans-serif; font-size: small;">
<i>This paper was presented at the World Association of Lesson Studies International Conference 2018 at Beijing Normal University, Beijing, China on 23-26 November 2018.</i></div>
<div>
<i><br /></i></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-43308079240028567282019-01-25T10:06:00.002+08:002019-01-25T10:07:10.967+08:00Use and misuse of technology in teaching science: Issues on teachers’ epistemology and ICT integration in the teaching-learning process<div dir="ltr" style="text-align: left;" trbidi="on">
<b>by Rolando Tan</b><br />
<br />
While the ubiquity of the World Wide Web continues to pervade society, digital content also increases paving the way for the information superhighway as a platform for educational experiences for everyone having online access (Myers, 2011). Even if the student-centered learning environment offered by ICT runs counter to the position of traditional teachers who demand a high degree of interaction with their learners, the role of digital technology will continue to develop and grow in this century (Oliver, 2003; Mura and Diamantini, 2014). It cannot be denied that such growth can be due to the fact that these “technologies extend into everyday life of people” (Kubiatko and Halakova, 2009 p. 743). Therefore, “the integration of technology in the classroom is viewed as an important strategy to increase the effectiveness of the teaching-learning process.” (Mirzajani, Mahmud, Ayub and Wong, 2014, p. 26)<br />
<br />
Recent studies have shown that the use of ICT has produced positive results in the educational process. There have been reports that use of interactive CD-ROM, graphing software, and Power Point presentations was able to foster conceptual understanding among students (Kubiatko and Halakova, 2009). Peat and Taylor (2005) state that “ICT provides greater educational flexibility by creating learning environments that are accessible to individuals with a variety of learning styles at anytime and anyplace.” (p. 21). Based on the studies done by Pernaa and Aksela (2009), the use of ICT does not only arouse student interest but also improves research skills.<br />
<br />
While positive reviews from the use of ICT are valid reasons for its integration in the educational landscape a lot of challenges have to be addressed in order to fully appreciate the benefits of its use in the teaching-learning process. A study on teachers’ perception on the use of ICT has shown that teachers felt a need to be trained on the didactic use of ICT (Mura and Diamantini, 2014; Mirzajani, Mahmud, Ayub and Wong, 2014). Among the impediments cited are “educator stress, limited teachers experience with ICT and opportunities for continuing teacher education and professional development, lack of technological tools in schools, lack of knowledge about the actual benefits of ICT in educational situations, limited opportunity for a regular use of technology and teachers’ limited skills and lack of confidence regarding the use of ICT” (Mirzajani, Mahmud, Ayub and Wong, 2014, p. 27)<br />
<br />
On the other hand, Mishra and Koehler (2005), stated that “introducing technology to the educational process is not enough to ensure technology integration since technology alone does not lead to change.” (p. 132) and that “good teaching is not simply adding technology to the existing teaching and content domain.” (p. 134). Historical accounts of technology integration were about development of “product technologies” like computers and educational television or films that support the transmissive models of teaching---students as receptacles of knowledge to be filled up. Furthermore, studies showed that teachers’ use of technology in teaching is aligned to their own personal theories about their pedagogy (Salleh, 2015). When a science teacher thinks that scientific knowledge is just a body of information that needs to be transmitted to her pupils without any regard to their preconceived ideas about the natural world, she could possibly use technology that will support her pedagogical approach and therefore runs counter to the inquiry-based, constructivist strategy that fosters deeper understanding of science concepts.<br />
<br />
Hence technology, when used in science education, can only be effective if it is aligned to the appropriate pedagogical underpinnings of inquiry and constructivism. Mishra and Koehler therefore extended Shulman’s Pedagogical Content Knowledge to acknowledge the relevance of technological knowledge with pedagogy and content and came up with a new framework called Technological Pedagogical and Content Knowledge or TPACK. Incorporating knowledge of content, pedagogy with technological knowledge, TPACK is “the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.” (Koehler and Mishra, 2009, p. 66). In other words, what matters is not just the use of technology, but rather the effective use of technology in teaching the content.<br />
<br />
The importance on the effective use of technology became an important issue in this lesson study that involved the use of ICT facilities in teaching an elementary school science concept for Grade 3. A group of Grade 3 teachers intended to plan a research lesson on how the human ear works. Prior to the planning stage, they first attended a seminar-workshop on inquiry-based teaching where features of inquiry were modeled instead of lecturing its conceptual framework. Seminar workshop concluded with a research lesson as the final output of the workshop. The lesson implementation of the program formed part of the second phase as the research lesson they planned during the workshop will be tested through an actual lesson implementation in their respective schools. Staff from NISMED observed the lesson implementation of the drafted research lesson plan.<br />
<br />
The research lesson focused on the sense of hearing as part of the first quarter lessons on the senses. The aim of their research lesson was to make the pupils describe the function of the different parts of the ear. An animated video showing how the different parts of the ear work when a person is listening to an object producing a sound was shown as the first part of the activity.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpVhrG4kX5iwDgxHD2bZqJrcHknYLtsx8Y95FQiE6NGxFo1NMr1c36TsCu3Oz-wvP6ZF7tNIizkyIcslSsPBEqawfVd9L1YlTDUQw5MevzYt2qrUFml9TaPjT-eFa0YeuJnLT72o9JzeVk/s1600/ictmisuse.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="418" data-original-width="555" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpVhrG4kX5iwDgxHD2bZqJrcHknYLtsx8Y95FQiE6NGxFo1NMr1c36TsCu3Oz-wvP6ZF7tNIizkyIcslSsPBEqawfVd9L1YlTDUQw5MevzYt2qrUFml9TaPjT-eFa0YeuJnLT72o9JzeVk/s320/ictmisuse.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 1</td></tr>
</tbody></table>
Pupils watched the animated video about how the ear works.
The questions pupils answered were listed below as part of the activity sheet:<br />
<br />
<i>What can loud sound do to our ear? _______________________ </i><br />
<i>How is the pinna shaped? ______________________________ </i><br />
<i>How do we call the hole in the outer ear? ___________________ </i><br />
<i>How does the eardrum look like? _________________________ </i><br />
<i>What happened as soon as sound waves hit the eardrum? __________ </i><br />
<i>How do the three tiny bones react when eardrum vibrates? __________</i><br />
<i>On which part does the mechanical movement of the ear occur? ________</i><br />
<i>Name the three main parts of the ear __________________________ </i><br />
<br />
Post training report showed teacher’s reflection as well as the inputs of NISMED staff (DOST-SEI & UPNISMED, 2013) regarding the first implementation of the research lesson:<br />
<ul style="text-align: left;">
<li>One of the teachers who observed the class felt that the video should have been in the latter part of the discussion and that the second activity using the ear model should be tackled first. She reasoned that the ear model provides a more concrete way of understanding of how the ear works as she believes that teaching should begin first from concrete to abstract. NISMED staff as well as school officials also agreed on the suggestion of this teacher.</li>
<li>One of the NISMED staff observed that the use of the model generated a response different from what the model intended to generate. It was explained to the teachers that when the box was hit the air was expelled from the hole and exerted a force on the plastic sheet making the table tennis ball move. Hence, when asked about what made the table tennis ball move, the students, in being honest to what they observed, answered “air”. It was made clear to the teachers that the hole should not have been there to avoid creating movement by air pressure.</li>
<li>NISMED staff also pointed out that the use of video defeats the purpose of discovery because the video already presented everything and the children would just have to listen to everything the video shows. It was pointed out that the activity should be personally experienced by the students to make it more inquiry-based. Regarding the unruly behavior of students in an activity, it was suggested that the ear model activity can be videotaped instead and the students could be asked to observe it carefully or the teacher herself can conduct a demonstration to make all the students get a more or less uniform observation. It was also suggested that the video can only be used in the latter part where sound travels already through the three tiny bones to the cochlea and transmit the message to the brain via the auditory nerve. </li>
</ul>
The changes agreed upon for the second implementation of the research lesson plan were incorporated in the revised research lesson plan. The sequence of the activity was changed: it started with an examination of the classmates’ ear to describe the anatomy of the external ear. The hands-on activity on how the eardrum receives the sound waves using a manipulative model was carried out so that the pupils will be able to see how the eardrum functions when it receives the sound. The video was then finally shown so that the inner ear and their function can be understood by the pupils after the sound reached the eardrum and the ossicles represented in the model.<br />
<br />
Post lesson discussion taken from the post training reports revealed interesting feedback from the lesson study group (DOST-SEI & UPNISMED, 2013).<br />
<ul style="text-align: left;">
<li>NISMED staff saw an improvement in the second implementation of the lesson as there was a change in the sequence of the activity agreed upon during the first post lesson conference two weeks before. The questions possess inquiry features. Responses from the students became more authentic especially when the student candidly remarked “nanginginig” to describe the movement of the table tennis ball in the ear model. Furthermore the students were now able to infer that it is the sound that causes the movement of the plastic sheet and the table tennis ball because of the modifications the teachers did in the box in order to prevent air from gushing out that could make the plastic sheet and table tennis ball move instead of by sound waves. </li>
</ul>
<ul style="text-align: left;">
<li>During the PLD, the teacher who first implemented the lesson said she preferred the version she implemented because the revised research lesson is too difficult; teachers would not be able to elicit the students’ responses that will lead to the science idea intended for the students to learn. When she was asked why she thought the showing of the video should come first, she stated that children do not have the needed information in their minds. In her own words she said in the vernacular, “Mas mabuti kung may video kasi kahit papaano may alam na agad sila” (It would be better that there is a video so that somehow they will have some knowledge right away). </li>
</ul>
<ul style="text-align: left;">
<li>The guest principal from Maharlika Elementary School expressed her disagreement with the opinion of the first implementing teacher since these children have actively thinking minds and the activity elicits what goes in the minds of the students. According to her, this is important because thinking skills or science process skills are supposed to be assessed on the inquiry-based approach to teaching science. </li>
</ul>
<ul style="text-align: left;">
<li>NISMED staff also affirmed the guest principal’s epistemological point of view when it comes to inquiry-based instruction. The teacher who implemented the research lesson first was told that there can be two views on how a teacher sees her students: either as empty vessels that need to be filled with information or as actively thinking minds capable of constructing their own ideas and schema. She was told that a teacher who thinks that children are just empty vessels to be filled with information will resort to that kind of approach where information is directly given to them with no need of processing while a teacher who believes that children actively construct their ideas would resort to an inquiry type of approach. </li>
</ul>
Despite the positive reviews, the teacher in the first implementation still preferred the first version of the research lesson, citing the difficulty of making the pupils elicit the correct response during the second implementation. When she was asked why she still preferred the use of the video first instead of the eardrum model, she stressed that pupils would already have a ready answer when the teacher asks them the questions. This is commonly observed on teachers who perceive children’s minds as “tabula rasa”(empty slate) instead of considering children’s minds as having non-traditional ideas regarding the natural world (Wenning, 2008). In relation to this, Yero (2012) explained teachers’ view pervading pedagogical practice and beliefs:<br />
<br />
“One of the most pervasive beliefs in mainstream education is that knowledge is objective (it exists in some pure form outside the mind) and that the task of education is to transmit the "essential" portions of that knowledge to students. These bits of meat picked from the rich stew of human thought are found in curriculum and standards documents. They have become separated from the thought processes that generated them and from the contexts in which they were shaped. In essence, they are now perceived as "collectibles", rare antiques that must not be altered in any way lest they become less valuable.
“Until educators confront that belief, the wealth of scientific evidence that knowledge is internally-generated and that "transmission" of knowledge objects is ineffective will receive no more than lip-service. Teachers may cognitively accept the research, but it will not significantly affect their practice. Piaget's theory of internally-generated knowledge was received with great enthusiasm by many educators. What they failed to recognize was that the belief underlying the theory was diametrically opposed to the belief that knowledge exists "out there." Attempting to apply Piaget's ideas without also adopting his belief system, teachers would first "give" students the "facts" and then assign a prespecified activity in which the students were supposed to "mess about" with those facts. Where was the student given the opportunity to "internally generate" anything?” (para. 7-8)<br />
<br />
Mishra and Koehler (2005) point out that mere addition of technology in the instructional practice cannot induce change and pedagogical reforms. The post lesson discussions in this particular lesson study affirm their stand. This lesson study, further reveals how important teachers’ pervasive beliefs about children’s minds are when technology is integrated in science education. While studies have shown that the use of ICT in education helps promote student interest (Passey, Rogers, Machell & McHugh, 2004), student interest is not a guarantee that inquiry-based instruction is promoted inside the classroom (BSCS, 2005). It is therefore a challenging role for the Knowledgeable Other (KO) to explain to the lesson study group that features of inquiry must be promoted when using technology instead of technology becoming a tool for transmissive approaches to learning.<br />
<br />
References:<br />
<br />
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of
Scientific Inquiry. Colorado: BSCS.<br />
<br />
Department of Science and Technology – Science Education Institute (DOST-SEI)
& University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) (2013), “Report of follow-through phase 2 of the DOST-SEI project hands on teaching and learning of science through inquiry (HOTS)”, unpublished manuscript, Department of Science and Technology – Science Education Institute (DOST-SEI) & University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED), Quezon City.
<br />
<br />
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www.citejournal.org/vol9/iss1/general/
article1.cfm.<br />
<br />
Kubiatko, M. & Halakova, Z. ( 2009). Slovak high school students’ attitudes to ICT
using in biology lesson. Computers in Human Behavior, 25, 743-748.
doi:10.1016/j.chb.2009.02.002<br />
<br />
Mirzajani, H., Mahmud, R., Ayub, A.F.M., & Wong S.L. (2014). Teacher’s
acceptance of ICT and its integration in the classroom. Quality Assurance
in Education, 24 (1), 26-40, doi: 10.1108/QAE-06-2014-0025<br />
<br />
Mishra P. & Koehler M.J. (2005). What happens when teachers design
Educational technology? The development of Technological Pedagogical
Content Knowledge. Journal of Educational Computing Research, 32(2),
131-152.<br />
<br />
Mura, G. & Diamantini D. (2014). The use and perception of ICT among
educators: The Italian case. Procedia-Social and Behavioral Sciences, 141,
1228-1233. doi: 10.1016/j.sbspro.2014.05.211<br />
<br />
Myers, C.B. (2011, May 14). How the internet has revolutionized education. TNW
News. Retrieved from http://thenextweb.com/insider/2011/05/14/
how-the-internet-is- revolutionizing-education/
<br />
<br />
Oliver, R. (2003). The role of ICT in higher education in the 21st century: ICT as a
change agent for education. Paper presented at the Higher education
for the 21st century conference, Curtin. Retrieved from https://www.researchgate.net/publication/228920282_The_role_of_ICT_in_higher_education_for_the_21st_century_ICT_as_a_change_agent_for_education<br />
<br />
Passey, D., Rogers, C., Machell, J., & McHugh, G.(2004). The Motivational Effect of
ICT on Students. DfES Publications: Nottingham.<br />
<br />
Peat, M. & Taylor, C. (2005, June). Virtual biology: how well can it replace
Authentic activities? International Journal of Innovation in Science and
Mathematics Education, 13 (1), 21-24. Retrieved from:
http://openjournals.library.usyd.edu.au/index.php/CAL/article/view/
6044/6695<br />
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Pernaa, J. & Aksela, M. (2009). Chemistry teachers’ and students’ perceptions of
practical work through different ICT learning envirionments. Problems of
Education in the 21ist century, 16, 80-88. Retrieved from http://www.scientiasocialis.lt/pec/files/pdf/vol16/80-88.Pernaa_
Vol.16.pdf<br />
<br />
Salleh, S. (2015). Examining the influence of teachers’ beliefs towards technology
integration in classroom. The international journal of information and
learning technology, 33 (1), 17-35. doi: 10.1108/IJILT-10-2015-0032.<br />
<br />
Wenning, C. J. (2008). Dealing more effectively with alternative conceptions in
science. Journal of Physics Teacher Education Online, 5(1), 11-19.
Retrieved from: http://www2.phy.ilstu.edu/pte/publications/dealing_alt
_con.pdf<br />
<br />
Yero, J. L. (2012). How teacher thinking shapes education. Retrieved from
http://education.jhu.edu/PD/newhorizons/Transforming%20Education/Articles/How%20Teacher%20Thinking%20Shapes%20Education/index.html</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-34759814195169271262019-01-21T08:33:00.000+08:002019-01-21T08:33:32.626+08:00LESSON STUDY: FOSTERING COMMUNICATION OF STUDENTS’ IDEAS<div dir="ltr" style="text-align: left;" trbidi="on">
<i>by Aida I. Yap </i><br />
<br />
This paper reports the results of the implementation of a research lesson developed by a group of Grade 1 teachers. The teachers participated in a professional development program on lesson study that aims to enable teachers to collaboratively engage in innovative teaching practices and document this in terms of teaching and learning materials. The program was divided into two phases. Phase I was a four-day seminar-workshop on lesson study. Participants from the same school collaboratively developed a research lesson. Phase II was the school-based implementation of two research lessons.<br />
<br />
The first research lesson, which was developed by the teachers in Phase I, was implemented three months after the seminar-workshop while the second one was implemented three months after the first visit. Only the results of the implementation of the first research lesson are presented here.
The first research lesson was on basic shapes. The objectives of the lesson were: (1) to identify, name, and describe the four basic shapes in 2- and 3-dimensional objects, and (2) to compare and identify 2-dimensional shapes according to common attributes. The lesson was implemented thrice. After each implementation, a post-lesson reflection and discussion was conducted to reflect and share observations on what happened during the implementation. Suggestions for improvement were incorporated into a revised research lesson, which was implemented the very next day.<br />
<br />
Results reveal significant changes in the behaviors and teaching practices of the teachers and in the ability of the students to describe the basic shapes in their own words. In the first two implementations, the teachers wrote the description of each shape in words on the board and asked the pupils to read. This did not result to more participative students and the learning of the concept. The teachers decided to implement the research lesson for the third time. They want to know what will happen if they change the presentation of the description of each shape by using a table. This revision worked well with the students, as they were able to describe each shape in their own words and see the similarities and differences of the shapes by just looking at the data presented in the table. As a consequence, the students enjoyed doing the group activity and were eager to present their output. The teachers realized that they have to be flexible to affect student learning and to foster communication of students’ ideas.<br />
<br />
References<br />
<br />
Inprasitha, M., et al. (Eds.). (2015). Lesson Study: Challenges in mathematics education. Singapore: World Scientific Publishing Co. Pte. Ltd.<br />
<br />
Isoda, M., & Katagiri, S. (2012). Mathematical Thinking: How to develop it in the classroom. Singapore: World Scientific Publishing Co. Pte. Ltd.<br />
<br />
<i>The paper was presented at the 8th ICMI-East Asia Regional Conference on Mathematics Education held at Taiwan International Convention Center, Taipei, Taiwan on 7-11 May 2018.
</i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-14543871406471107562018-03-15T11:14:00.002+08:002018-03-15T11:14:49.460+08:00Using models as part of the instructional process: What teachers need to know<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"> <b><span lang="EN-US">Rolando M. Tan</span></b></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Using three-dimensional models in
teaching has become part of the instructional practices of science teachers.
Using models in teaching has shown marked improvements in students’
understanding especially of complex subject matters in science (Mclaurin,
Halverson and Boyce, 2014). Models, which serve as a representation of the
abstract concepts, help students construct ideas (Krontiris-Litowitz, 2003;
Orgill and Thomas, 2006). Glynn (1991) states that using models that facilitate
analogical reasoning is an effective way to foster understanding by relating
their existing knowledge with text knowledge. This is an important
consideration because effective analogies do not only motivate students but
also help them clarify their thinking and avoid misconceptions (Orgill and
Thomas, 2006). Moreover, analogies also “enhance student learning through a
constructivist pathway” (Harrison and Treagust, 1993, p. 1292). If the research
lesson would use such physical manipulatives or any other instructional models
as part of the instructional process, lesson study practitioners and the
so-called knowledgeable other must bear in mind the theoretical foundations of
using teaching materials that foster analogical reasoning. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">So what makes a model an
effective teaching material to foster analogical reasoning? Gentner (1998)
enumerates the processes in analogical reasoning: (1)retrieval – an individual
tries to recover a previous analogous example from long term memory (2) mapping
– examining the commonalities from two working memories and making inferences
from one working memory to another (3) evaluation - where the inferences and their
analogies are assessed and (4) abstraction – examining the common structure
between two analogies. Gentner, focuses more on mapping as he proposes the
Structure mapping theory for analogy. In structure-mapping theory, analogy is
“a<span style="mso-spacerun: yes;"> </span>mapping of knowledge from one domain
(base) to another (target) which conveys that a system of relations known to
hold in the base also holds in the target.”(Falkenhainer, Forbus, Gentner,
1989, p. 2). <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Gentner (1983) stressed that
mapping commonalities between the target domain (the object to be compared) and
the base domain (the object which the target is compared to) would involve two
aspects: object attributes and relational predicates. For example when the atom
is compared to a solar system, the atom is the target domain while the solar
system is the base domain.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Object attributes are the
physical features that can be visibly seen on the base and on the target while
relational predicates pertain to the interaction of the objects in a
domain.<span style="mso-spacerun: yes;"> </span>Structure-mapping theory<span style="mso-spacerun: yes;"> </span>states that when several overlaps are found
in the object attributes and in relational predicates between the target and
the base, literal similarity is attained and if overlaps are strongly seen on
relational predicates, analogy therefore has been achieved (Gentner, 1983). One
example of an analogy is the lung chest model which was constructed using
simple household materials such as <span style="mso-spacerun: yes;"> </span>plastic bottle, plastic sheet, small plastic
bags and flexed straws. Looking closely, overlaps between the object attributes
of the model and the human respiratory system are very weak but in terms of
relational predicates a strong overlap can be observed. When the plastic sheet
goes down the small plastic bags inside the plastic bottle inflate. This <span style="mso-spacerun: yes;"> </span>indicates that air rushes inside these plastic
bags. In the human respiratory system the diaphragm situated below the lungs
also demonstrates a downward movement when it contracts causing the lungs to
inflate.<span style="mso-spacerun: yes;"> </span>If this model would have object
attributes almost similar to the anatomical structure of the human respiratory
system, literal similarity would have been attained. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The use of analogical models in
the teaching learning process has become a pertinent issue when teachers
collaboratively develop research lessons involving three dimensional models as
a teaching tool. A lesson study group composed of Grade 5 teachers intended to
use a three dimensional model to teach a science concept by analogy. The lesson
study group intended to use a hard-boiled egg as their model to represent the
interior of the Sun. In light of Gentner’s structure-mapping theory - the hard-boiled
egg which serves as an analogical model of the interior of the Sun has been
found to be problematic. Object attributes between the target and the base
domain do not have several overlaps. If the yolk would correspond to the
central core, what will be the counterpart of the Sun’s radiative zone and the
convective zone? The egg shell itself may not have a counterpart with the Sun
as the Sun’s surface does not have a covering that can correspond to the egg
shell. The softness of the yolk and egg white does not have any similarity with
the Sun’s interior as the Sun is made up of hot gases. Another consideration is
the shape of the egg as the Sun is nearly spherical in shape.<span style="mso-spacerun: yes;"> </span>With regards to relational predicates, there
is totally no relational overlap observable between the Sun and the hard-boiled
egg. The hard-boiled egg’s interior cannot be made to give heat and light as
how the core and radiative zones<span style="mso-spacerun: yes;"> </span>produce
heat and light. When few or no relational overlaps are observed between the
target and the base, what can be attained is an anomaly instead (Gentner,
1983).<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">A snapshot of the research lesson
to be implemented is shown below:</span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLQdDOspBZn_KcoZL1bC6VEKm5O-LopiZgKP-_tphzAXOcmSPF3NbZOBXDm8tZslx9GleXgAitClWtXeHenwIsuFIThq4YMlMiu4OW2K5V1cM4Yo13s0yMLvt0Hv4GXVn-RtvP9OjlZpCj/s1600/developmental+activities.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="445" data-original-width="595" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLQdDOspBZn_KcoZL1bC6VEKm5O-LopiZgKP-_tphzAXOcmSPF3NbZOBXDm8tZslx9GleXgAitClWtXeHenwIsuFIThq4YMlMiu4OW2K5V1cM4Yo13s0yMLvt0Hv4GXVn-RtvP9OjlZpCj/s320/developmental+activities.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Prepared Questions on the Research Lesson </td></tr>
</tbody></table>
<br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br />From the part titled Analysis and
Discussion, the teacher tried to narrow down on the fact that the cross–section
of a hard-boiled egg has similarities with the Sun which is more prescriptive
rather than constructivist in approach. What the implementing teacher failed to
see is that the hard-boiled egg cannot be used as an analogical model to make
them infer the interior parts of the Sun.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">After the first lesson
implementation data from the post lesson discussion revealed interesting
results from two NISMED staff. NISMED staff 1 gave a firsthand account on some
critical areas seen during the lesson implementation while NISMED staff 2
focused more on the shared ideas and comments of the implementing teacher, his
co-teachers as well as the general impressions about the implementation. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">From NISMED staff 1:<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">A preliminary activity aimed at unlocking
the terms “inner” and “outer” was done. </span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The Teacher started with eliciting prior
knowledge by asking them to draw the inner parts of the sun but he actually
just said draw the sun instead of saying draw the inner parts of the Sun.</span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">He conducted another activity by asking the
students to draw the cross section of a hardboiled egg and then made them
compare the egg and the Sun. The egg model elicited responses that are not
related to the parts of the Sun. One student even mentioned the presence of <i style="mso-bidi-font-style: normal;">Salmonella</i> in eggs. </span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">When he asked if there is any difference
between the sun and the egg most of the students were silent as they do not
seem to know how to answer the question. The hard-boiled egg failed to
represent fully the interior parts of the Sun as the Sun’s radiative and
convective zone have no counterparts that can be found in the hard-boiled egg.</span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Students were asked to put together the
puzzle pieces to show the parts of the Sun. Afterwards, a reading activity
about the parts of the Sun was given to the students. They were asked to label
the parts of the Sun. The teacher, however, did not give time for the students
to label properly the parts of the Sun as the teacher already named one of the
parts.<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">During the group activity, only a few
students were actually engaged in the task assigned to them.<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">From NISMED staff 2:<o:p></o:p></span></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">After Mr. </span><span lang="EN-US"><span style="mso-spacerun: yes;"> </span>________</span><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">shared
his observations about the activity and his implementation: <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -22.5pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">He found that the activity was time
consuming despite giving a time limit for the task; <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -22.5pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">He liked the activity because it gave
the students opportunity to relate their previous lessons (from the earlier
grades) to the current lesson, and allowed them to observe something concrete
(egg model) to anchor the development of their ideas on the current lesson; and<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -22.5pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">He expressed that the objectives he set
for the lesson were met to a certain extent since they were not able to finish
the lesson.<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The impressions and observations of the
rest of the team (co-teachers and NISMED staff 1) were similar to his
observations with regard to the length of time spent in doing all the
activities. Several suggestions were cited by different members of the group to
address this (see the decisions in the next section). The discussion on time
management has implications on the number of tasks for the students and the
choice of which tasks to retain in the revised lesson plan.<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Other aspects of the lesson and lesson
plan that were brought to light were:<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Use of the egg as a model of the Sun – Since
the responses of the students showed that they could not easily connect the egg
model to the parts of the Sun (only one group made an effort/attempt to make
the connection) and was limited to inner and outer parts only;<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Extent of participation of the members
in the group -Only two to three <span style="mso-spacerun: yes;"> </span>members
were really engaged in the activity due to the big size of the group (10
members ); and<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">o<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Assessment/Quiz – The group was advised
by the NISMED staff to review the items based on the revisions that will be made
on the lesson plan.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Instead of
inferring the parts of the Sun from the egg model, students started to describe
the egg as one pupil even mentioned the presence of <i style="mso-bidi-font-style: normal;">Salmonella </i>that can also be found in eggs.<span style="mso-spacerun: yes;"> </span>The teacher had not realized his role as a
facilitator of learning when he immediately named one of the parts of the Sun’s
interior. By the teacher’s behavior and the students’ responses, the egg model was
not really instrumental in making the students infer the parts of the Sun from
the cross section of the egg since the reading activity was the only source
that could make the students understand more about the parts of the Sun’s
interior.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">NISMED staff
gave the following recommendations:<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Sir </span><span lang="EN-US">____ </span><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">will
finish the lesson on the following day with the same section (including the
quiz), but will no longer be observed by the NISMED staff.</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Retain the preliminary activity using
the pictures of the inner and outer parts of the house for the unlocking of the
terms, but only for the low-ability sections. For the high-ability sections,
this can be omitted or asked directly to the pupils (What do you think is the
meaning of inner/outer?).</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">For the main focus question, stress the
interior parts but rephrase it “What do you think is inside the Sun?/What do
you think are the inner parts of the Sun?”. The teacher is encouraged to ask
this in Filipino especially in the lower-ability sections.</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">To save time, the egg model and the
puzzle will be removed. The activities that will be retained are the drawing of
the Sun to answer the question, “What do you think is inside the Sun/What do
you think are the inner parts of the Sun?” and to elicit prior knowledge. This
task will be done individually and drawn in their notebook. Second, the article
will be retained, but instead of a group activity, it will be done in pairs
(think-pair-share). Moreover, the next task involving the article is for the students
to draw and label the parts of the Sun based on what they understood or learned
from reading the article. <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">For the presentation of
output/drawings, the teacher will tell the students to post their drawings on
the board. The teacher will also give them time to view the other pairs’ work
and then call volunteers to group similar drawings together. He will then ask
for volunteers who will describe their drawings further using their own words. <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">After the selected pairs have
presented, this is the time that the teacher shows the image of the Sun
(showing the interior parts) with proper labels (labels should be bigger). This
time, the teacher will tell the class (pairs) to compare their drawings with
the illustration of the Sun that the teacher posted. The students can evaluate for
themselves (no need to score) on how close their drawings are to the
illustration.<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Review the assessment items if the
tasks and skills required are aligned with the tasks and skills of the revised
lesson plan. Include a diagram of the Sun and its parts in the assessment task
since the revised lesson will have more visuals.<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The second implementation will be done
by Ms. </span><span lang="EN-US">______</span><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">For the lesson
study practitioner and knowledgeable others who serve as consultants to the
lesson study group, it is important to bear in mind the conceptual framework for
using models as tools for analogical reasoning. Every time a manipulative model
or any three-dimensional model is being used to teach a science concept, the
knowledgeable others must be able to analyze the object attributes and
relational predicates that overlap between the target and base domain. This is
important because “uncritical use of analogies may generate misconceptions and
this is especially so when unshared attributes are treated as valid.” (Harrison
and Treagust, 1993 p. 1292).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="MsoNormal">
<b><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">REFERENCES<o:p></o:p></span></span></b></div>
<br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Falkenhainer B., Forbus K. D.
& Gentner D. (1989). The Structure-mapping engine:<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Algorithm
and Examples. <i>Artificial Intelligence,
41, </i>1-63. Retrieved from<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.kanga.nu/~claw/PDF/falkenhainer89structuremapping.pdf<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Gentner, D. (1983). Structure mapping: A theoretical
framework for analogy. <i>Cognitive <o:p></o:p></i></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-US"> Science, 7</span></i><span lang="EN-US">(2), 155-170. doi:
10.1016/S0364-0213(83)80009-3.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Glynn S.H. (1991). Explaining
Science Concepts: A Teaching-with-analogies model. In<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">S.M. Glynn, R.H. Yeany & B.K. Britton
(Eds.) <i>The psychology of learning science</i>.
Lawrence ErlbaumAssociates, Inc.: New
Jersey.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Harrison, A.G. & Treagust
D.F. ( 1993). Teaching with Analogies: A case study in grade<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify; text-indent: 2.25pt;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">10 optics. <i>Journal of Research in Science Teaching. 30, </i>1291-1307. Retrieved
from <i> </i>https://www.researchgate.net/profile/David_Treagust2/publication/<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-align: justify; text-indent: 2.25pt;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">227763859_Teaching_with_analogies_A_case_study_in_grade10_optics/links/00b49521bf923c2973000000.pdf <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">Krontiris-Litowitz, J. (2003), “Using manipulatives
to improve learning in the<span lang="EN-US"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;">Undergraduate neurophysiology curriculum”, Advances in PhysiologyEducation, Vol. 27 No. 3, pp. 109-119. doi: 101152/advan.00042.2002.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;">McLaurin, D.C.,
Halverson, K.L. and Boyce, C.J. (2014), “Using manipulative
models to<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">
<span style="font-family: Arial, Helvetica, sans-serif;">develop tree thinking”, Biology International, Vol. 54, pp.
108-121, available at:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">
<span style="font-family: Arial, Helvetica, sans-serif;">http://biologyinternational.org/wp-content/uploads/2014/03/<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: Arial, Helvetica, sans-serif;">11Halverson-Vol-54.pdf (accessed
September 12, 2014).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Orgill, M. & Thomas, M. (30
December 2005). Analogies and the 5E model. <i>National<o:p></o:p></i></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-US"> Science Teachers Association.</span></i><span lang="EN-US"> Available at http://www.nsta.org/publications/<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">
</span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">news/story.aspx?id=53146<o:p></o:p></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-12896922513959502832017-12-06T09:27:00.000+08:002017-12-13T16:09:04.351+08:00World Association of Lesson Studies (WALS) International Conference 2017<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiikNGbfQNh9dbB36XLHahrWggd-6ryy9SNAkZCuGMj0n_NEY-A5OSt8a6zZAEwguXj2eu7xwE70_H9xn9yw6oi8jYiEGhf5wkT9ulwOHqRRdTTiHI3K12ztHREG37jf_TIhndY7bWcApsb/s1600/group+photo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1065" data-original-width="1600" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiikNGbfQNh9dbB36XLHahrWggd-6ryy9SNAkZCuGMj0n_NEY-A5OSt8a6zZAEwguXj2eu7xwE70_H9xn9yw6oi8jYiEGhf5wkT9ulwOHqRRdTTiHI3K12ztHREG37jf_TIhndY7bWcApsb/s640/group+photo.jpg" width="640" /></a></div>
<br />
NISMED staff as well as teachers from partner schools presented papers at the World Association of Lesson Studies (WALS) International Conference 2017 held at Nagoya University, Japan on 24-17 November 2017. The conference, with the theme Building Research and Practice through Lesson Study, aimed to bring together practitioners and researchers around the world to share knowledge, experience, and insights of Lesson Study as a form of practice-based research.
The abstracts of the papers presented at the said conference can be read in the attachments below.<br />
<br />
<a href="https://drive.google.com/file/d/1KMfrdGzkiQV6T1u7PCfcqZiT85t2v1N1/view?usp=sharing" target="_blank"><br /></a>
<b><a href="https://drive.google.com/file/d/1KMfrdGzkiQV6T1u7PCfcqZiT85t2v1N1/view?usp=sharing" target="_blank">Adapting Mathematical Discourse in Instruction Framework for Planning and Analyzing Research Lessons </a></b><br />
<i><br /></i>
<i>Ronald C. Lucasia, Rizal High School </i><br />
<i>Priscilla M Tuazon, Rizal High School </i><br />
<i>Erlina R. Ronda, UP NISMED</i><br />
<br />
<b><a href="https://drive.google.com/file/d/1lNYUmhV5-GwsJCeEM72MtXjj7i0RUxqf/view?usp=sharing" target="_blank">Adapting Lesson Study and Teaching Mathematics through ProblemSolving: Tensions, Dilemmas, Opportunities </a></b><br />
<i><br /></i>
<i>Mineria A. Se, Sta. Lucia High School </i><br />
<i>Julie Reyes, Sta. Lucia High School </i><br />
<i>Erlina Ronda, UP NISMED</i><br />
<i><br /></i>
<b><a href="https://drive.google.com/open?id=1UnPaSn5xQT9F8e70VPHA8hBhCCkfd6Mj" target="_blank">Examining the Activity of 'Knowledgeable Other' in Lesson Study as a Hermeneutic Effort</a></b><br />
<i>May Chavez, UP NISMED</i><br />
<i>Erlina Ronda, UP NISMED</i><br />
<br />
<b><a href="https://drive.google.com/open?id=14IeYR2Coc2Y0QV62vW9sk8YdCUz9wdLP" target="_blank">Lesson Adaptation in Five Countries</a></b><br />
<br />
<i>Ivy Mejia, </i><i>UP NISMED</i><br />
<br />
<b><a href="https://drive.google.com/open?id=1hMXYiLwEmq9KB01bfBnSTrc6_nnT4GNh" target="_blank">Lesson Study: A Framework for Developing Lessons That IntegrateScience and Mathematics </a></b><br />
<br />
<i>Eligio C. ObilleJr, UP NISMED </i><br />
<i>Soledad A. Ulep, UP NISMED</i><br />
<i><a href="https://drive.google.com/open?id=1Z05vayF_wMm6YhO_LPFyaE2P-SO2Ua4J" target="_blank"><br /></a></i>
<b><a href="https://drive.google.com/open?id=1Z05vayF_wMm6YhO_LPFyaE2P-SO2Ua4J" target="_blank">Teaching mathematics through problem solving vis-a-vis primary teachers perception ofgood mathematics teaching </a></b><br />
<br />
<i>Dana M Ong , Edna G Callanta , Erlina R Ronda, UP NISMED</i><br />
<i>Yumiko Ono, Naruto University of Education </i><br />
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<b><a href="https://drive.google.com/file/d/1xUgPZMoQz5qRcLcYGrRC6RbAqIA5pnxa/view?usp=sharing" target="_blank">University education experts and in-service elementary school science teacherscollaboration for professional development through lesson study </a></b><br />
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<i>Sally Baricaua Gutierez,<span style="font-size: 13.3333px;">,</span> </i><i>Seoul National University and UP NISMED</i><br />
<i>Arlene P. delaCruz<span style="font-size: 13.3333px;">, </span></i><i>UP NISMED</i></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-10805744781508470312017-08-30T09:17:00.002+08:002017-08-30T09:18:28.039+08:00Students Answering Their Own Questions: Voices from High School Chemistry Classroom through Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
by Amelia E. Punzalan<span style="background-color: white; color: #545454; font-family: arial, sans-serif; font-size: x-small;">†</span> and Arlene P. de la Cruz apdelacruz@up.edu.ph<br />
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<i>Mas napapa-isip ako sa pagsagot sa tanong ko</i>. Celyn, 15 years old (I think more of answering my own questions.)<br />
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…<i> nasasagot ‘yung hindi namin maintindihan</i>. Ann, 14 years old (… the things we do not understand are being answered.)<br />
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The two statements above are part of several explanations given by third-year high school chemistry students during an interview on why they would rather ask questions (and answer them) than answer questions from the teacher. This paper presents the results of the second and third cycles of one of the two high school chemistry lesson study groups under UP NISMED’s three-year lesson study project in public schools in Metro Manila. The focus of the discussion is on the interview responses of the students after the second cycle of the study. It includes comments on teaching and learning science, the students’ questions and answers, and lesson study as a professional development activity and research opportunity in teaching science. </div>
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The lesson study group, which was formed in May 2010, was composed of three chemistry teachers (designated as T1, T2, and T3) and two researchers from the UP NISMED Chemistry Group. These three teachers were all seasoned ones with more than two decades of high school chemistry teaching experience. Both T2 and T3 retired from the service at the end of school year 2012-2013, having reached the optional retirement age of 63 years. T1 and T2 were usually assigned to handle the relatively low-ability sections of about 40 students. As reported earlier (Punzalan, de la Cruz, Nudo, Baltazar, Mindo, & Fernandez, 2013), some of the students in these sections were repeaters. On the other hand, T3, acting as observer, knowledgeable other, and documenter, had been teaching in the top three third-year pilot science classes of the school. </div>
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The lesson study group members decided to adopt the same goal and sub-goal of the 1st lesson study cycle, which are stated thus: The goal 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-goal is to participate actively in communicating the students’ ideas by asking questions and finding answers to their questions. They also decided Gas Laws as their research lesson. </div>
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At the end of the four-day lesson on Boyle’s and Charles’ Laws, an intact group of six students were randomly selected by T1 and T2 from each of their classes, and interviewed by the two NISMED staff. These two groups of 12 students were composed of 10 girls and 2 boys aged 14 years (50%), 15 years (41.7%), and 17 years (8.3%) years. The purpose of the interviews was to get students’ feedback up close regarding their experience of raising and answering their own questions. The group interviews were conducted right after their respective classes. The students were instructed to be brief and direct to the point in writing down their responses which could be in English or Filipino. The interviewers saw to it that all the students had finished writing before proceeding to read the next question in Filipino. The interview questions were the following: </div>
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1. What was your reaction when you were told to make your own question regarding the activities in your science class? </div>
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2. What was your reaction when you were told to answer your own questions? </div>
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3. Was it difficult for you to ask questions and answer your own questions? Explain. </div>
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4. Which do you prefer the teacher asking questions or yourself asking questions? Explain. </div>
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5. Did you learn science when you were given an opportunity to ask and answer your questions? Explain. </div>
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Based on the students’ responses, as well as their reaction when told by their teacher that their task was to ask questions and answer them, the students expressed that they were excited and surprised, and that they happily welcomed and liked the idea. Therefore, they set themselves to immediately think. On the other hand, they also felt nervous and anxious, thinking they might give wrong answers. However, the students appreciated the teaching style of the teacher; because of which, their questions opened up discussions among them and they were able to freely express their thoughts about their observations and answers to their questions. It was just like imitating their teacher where she elicited from them answers to her questions. </div>
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In this study it was also shown that students did not find the task of answering their own questions difficult. Half (six students) of those interviewed said it was not difficult, while the other half mentioned that it was just a bit difficult. They prefer being the ones asking questions, so much so that they learned their science well. </div>
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Further, it is worth mentioning that the observers noted from the classroom observations that the students were fully engaged in the activity as well as in posting papers on the board, reading their reports, and listening to other group reporters. Students participated actively in communicating their ideas among themselves in both the small groups and the whole class, and to the teacher. </div>
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The students’ explanations about why it was not difficult to ask and answer their own questions at all were further discussed. They reasoned that they made actual observations during the lesson and that they could confidently express themselves because they were using the mother tongue. Tagalog is the base of the national language, Filipino, which is the lingua franca in the area. Additionally, four out of the 12 students interviewed specifically mentioned the advantage of using the mother tongue in communicating and expressing their questions and answers, as well as in understanding their lessons. Their explanations affirmed previous findings regarding the use of the mother tongue (Saong & Punzalan, 2013; Punzalan et al., 2013). The students expressed their reasons for their difficulty: not knowing the correct answers to their own questions and needing to do some more thinking. </div>
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Meanwhile, given a choice based on interview question 4, students overwhelmingly preferred that they be the one asking questions rather than the teacher. Students were learning the things they would like to know, be clarified with, and understand. They would like to ask things they were curious about. The enumerated reasons about the benefits to learning affirmed other studies mentioned in this study (Chin & Osborne, 2008, Eshach et al., 2013, Weinstein, et al., 2010, Carpenter, et al., 2006, Karpicke & Roediger, 2007, McDaniel et al., 2007 cited in Weistein et al., 2010). Students had an idea where the lesson is going to proceed. Interesting questions were asked by other students, which they understood and for which knew the answers very well. Answers were accepted and the wrong answers were corrected. However there were students who got nervous when the teacher asked questions. They said that they learned nothing when the teacher does the questioning. Perhaps, questioning, both a teacher behavior and an important instructional strategy (Kim & Kellough, 1987) does not need to be dominated by the teacher any longer. </div>
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In consonance with the research lesson sub goal ”communicating the students’ ideas…” being able to verbalize what they know, or think of what they know is an important aspect of learning (Developing Communication Skills, n.d.). When students listen to each other, they have the opportunity to hear the same things they already know as well as other questions and ideas different from their own. Along with explanations or answers, they come to realize, first hand, that it is “alright” to have many questions and ideas about an event (Jelly, 1985). Only when ideas are made to surface will there be active learning as opposed to passive or memory learning (Chin, 2001 p. 99). </div>
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<i>The full version of this article is published in the UP NISMED’s Lesson Study Book 2: Learning more together, growing in practice together.</i></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-8769597366199365232017-08-29T16:41:00.000+08:002017-08-29T16:41:26.594+08:00Three Teachers, One Lesson on Teaching Trigonometry through Problem Solving in a Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
by Allan M. Canonigo
amcanonigo@up.edu.ph<br />
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This article discusses the different ways students solved a given problem involving trigonometry and how the teacher made use of the students’ solutions in introducing and developing conceptual understanding of sine, cosine, and tangent. In this study, the teacher introduced a problem to the class and then allowed the students to solve the problem in groups using their prior knowledge and understanding of some mathematics concepts. There were five teachers who were involved in the lesson study, three of whom implemented the same lesson in their respected classes. Results show that in all three classes, students used graphical representation to understand the problem and to present the solution. The diagrams or graphical representations were essential tools for students’ mathematical thinking. This is consistent with the study of Greeno and Hall (1997), particularly regarding the algebraic, numerical, and graphical representations. In particular, most of them used the unit circle to arrive at their solutions. </div>
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In all these classes, the students were not able to provide much reasons to justify or explain their solutions. However, the problem has already provided opportunity for students to make connections, justify their solutions, and make sense of sine, cosine, and tangent. Two of the teachers emphasized the unit circle method in introducing sine, cosine, and tangent. Two other teachers utilized the students’ solutions in introducing the concept of sine, cosine, and tangent. Although these teachers vary in their approaches to utilizing students’ answers and solutions, two of them attempted to ask probing questions to elicit students’ justifications to their solutions. This helped the students to make a clear connection of previous mathematical concepts which were needed to solve the problem. </div>
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In planning a lesson, the teachers involved in the lesson study team realized that in order to be effective in teaching, students’ current knowledge and interests must be placed at the center of their instructional decision making. Although they wrote all their intentions in the plan prior to the implementation of the lesson, they learned to adjust their instruction to meet the students’ learning needs. They also realized that instead of trying to fix weaknesses and fill gaps, they can make use of students’ existing proficiencies – by making use of the students’ solution to the problem in order to help them understand the concept of trigonometric functions. </div>
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As shown in this study, the students could solve a problem in different ways when they were given the opportunity to do so. The students were able to work in groups effectively and came up with a solution and the reasoning behind that solution. On the other hand, it is very important that the teachers are able to process these solutions to develop conceptual understanding of sine, cosine, and tangent. For the teachers involved in this study, it was a challenging task for them to introduce the lesson and develop students’ conceptual understanding through problem solving by utilizing students’ solutions and answers. </div>
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The teachers found the lesson study a rich learning experience. Through planning the lessons collaboratively, they were able to deepen their subject matter knowledge as well as their understanding of how to teach sine, cosine, and tangent. It provided them with the opportunity to actually see and be sensitive to how students processed their thinking, how students’ misconceptions and difficulties could arise, and how it was an eye-opener to observe how the students struggled with the problem, and how teachers used students’ solutions to develop conceptual understanding in different ways. They were able to see that a good lesson is one that meets the learning needs of the students. Such teachers are responsive both to their students and to the discipline of mathematics. It is therefore recommended that, whenever mathematics teachers use “real-world” contexts for teaching mathematics, they maintain a focus on mathematical ideas. </div>
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<i>The full version of this article is published in UP NISMED’s Lesson Study Book 2: Learning more together, growing in practice together.
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-77775470877795315742017-08-24T15:14:00.003+08:002017-08-24T15:14:39.463+08:00Learning the Nature of Inquiry-based Teaching through Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
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by Ivy Mejia</div>
ipmejia@up.edu.ph<br />
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A number of reform-based initiatives in science education are focusing on inquiry as an approach to science teaching. A case in point is the K to 12 Science Curriculum of the Department of Education (DepEd, 2016). The general standard for this curriculum is for students to acquire an “understanding of basic science concepts and application of science inquiry-skills” (DepEd, 2016, p. 4). However, there are varied conceptions of inquiry both in preservice and in-service education (Akerson, Abd-El-Khalick, & Lederman, 2000). To regulate accurate understanding of inquiry in science instruction, teachers needed support in this area. To reconcile the need for the development of inquiry and support, the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) initiated a collaboration with five science teachers at a typical public school in the National Capital Region. It was a three-year project whose main goal was to enhance the capacity of science teachers to strengthen the inquiry skills of the students. This article will not describe the entire project but only the results of the first year of implementation of a professional development model, which is referred to as lesson study. </div>
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The study employed a case study design where the case is a group of five teachers and two UP NISMED staff. The data collected were drawn from the several stages of lesson study: planning, implementation, and post-lesson discussion. The research lesson is on “evidence of chemical change.” Two classes of first-year students were selected to gather data on teaching and learning with a focus on inquiry skills. The transcript of the group discussions and lesson implementations were subjected to content analysis. These were coded and categorized to draw patterns on science inquiry skills gained both by the teachers and students. </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCs7eDNxZjBlrfXi35ZtSDQNMr7_Tlocl0SQTzPfrhJ-0e4EEH-DPAQWpBrVM5yPEBQHPjBwMq1OxoTQGDyOUZzONwk-P-VVrNKYBZRif3SJFE3YW9o8KedoIOdr1w1JDvRCVZABu98bq8/s1600/nature-of-inquiry-ivy.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="392" data-original-width="588" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCs7eDNxZjBlrfXi35ZtSDQNMr7_Tlocl0SQTzPfrhJ-0e4EEH-DPAQWpBrVM5yPEBQHPjBwMq1OxoTQGDyOUZzONwk-P-VVrNKYBZRif3SJFE3YW9o8KedoIOdr1w1JDvRCVZABu98bq8/s640/nature-of-inquiry-ivy.png" width="640" /></a></td></tr>
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<span style="font-family: "arial" , "sans-serif";">Figure 1. Students synthesizing their observations drawn from the activity on evidences of chemical change (Photo credit: High School Earth Science Workgroup).<o:p></o:p></span></div>
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<span style="text-align: justify;">The entire process of lesson study brought realizations to teachers that unpolished process skills of students served as barriers to the development of inquiry skills. During the first lesson implementation, students had an alternative conception on initial and final observations. For example, they had to describe a piece of bread before and after it was burned. Their initial observation was that the bread looks brown while their final observation was that the bread became toasted. Another instance was ignoring the changes on the surface of a sliced eggplant once it was exposed to air. For them, they have been used to this appearance and did not consider it as a change. The group had to revise the lesson by revisiting observation as basic process skill. Students were taught what is meant by initial and final observations. On the second implementation, students were able to describe the physical and chemical changes. They provided explanations based on evidence brought by employing careful observations on changes as drawn from the activity. </span></div>
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On the first year of lesson study, the members concluded that enhancement of inquiry skills of students was dependent on prior process skills of students. The group focused on the inclusion of inquiry but it overlooked the prior readiness of students to engage in inquiry. The planning, implementation, and lesson study discussion, as part of lesson study cycle, served as a way for the group to understand the factors affecting the acquisition of inquiry skills both to teachers and students. Although students were observed to have been discussing their explanations based on evidence, this does not guarantee that they have understood this feature of inquiry. The students should not only undergo the process of inquiry but also demonstrate an understanding of the process of inquiry. This is achieved when teachers are both competent in knowledge and skills about inquiry. </div>
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<i>The full version of this article is published in UP NISMED’s Lesson Study Book 2: Learning more together, growing in practice together.</i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-64520689375328867632017-08-10T08:44:00.001+08:002017-08-10T08:44:32.361+08:00World Association of Lesson Studies (WALS) International Conference 2016<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgU1Vg9L8Nrzx1K62tzlzZa1yJ_JbTK5GX088bvmIc1Oe98pEQXeFvGga-ul__QIaE9KBZHHdSgvdAwiGL5kDwq7naVYGKrT7KAHjNlfVmKfrco_BIUMHciXaVztnbIQ9YlINVDqUDSWtC/s1600/wals.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="321" data-original-width="669" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgU1Vg9L8Nrzx1K62tzlzZa1yJ_JbTK5GX088bvmIc1Oe98pEQXeFvGga-ul__QIaE9KBZHHdSgvdAwiGL5kDwq7naVYGKrT7KAHjNlfVmKfrco_BIUMHciXaVztnbIQ9YlINVDqUDSWtC/s1600/wals.png" /></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 12pt; text-align: justify; text-indent: 36pt; vertical-align: baseline;"><span style="font-family: Arial; font-size: 12pt; text-indent: 36pt; vertical-align: baseline;">On September 3-5, 2016, four NISMED staff presented their papers* in the 10</span><span style="font-family: Arial; font-size: 7.2pt; text-indent: 36pt; vertical-align: super;">th</span><span style="font-family: Arial; font-size: 12pt; text-indent: 36pt; vertical-align: baseline;"> World Association of Lesson Studies International Conference at the University of Exeter, the United Kingdom. The theme of the conference was on the role of lesson study in transforming teaching and teacher learning in professional learning communities. The entire conference highlighted the benefits of collaboration which is built on lesson study. When teachers collaborate with their colleagues they start to build self-efficacy, gain new idea on how students learn which results in deep learning, receive moral support, and predict future success as an effect of working together. During the conference, there was also a presentation on countries that managed to sustain lesson study, such as Cambodia and Indonesia. It was also suggested that lesson study has to be the culture of school even if the principal leaves the school. The relationship between the principal and the faculty is far more important than the top-down approach to sustain lesson study. Investing in social relationship such as principal-to-teacher and teacher-to-teacher is what Andy Hargreaves, the keynote speaker, referred to</span><span style="color: red; font-family: Arial; font-size: 12pt; text-indent: 36pt; vertical-align: baseline;"> </span><span style="font-family: Arial; font-size: 12pt; text-indent: 36pt; vertical-align: baseline;">as Social Capital. </span></span></span></div>
<div dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">*Title of papers presented in WALS 2016</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sustaining the culture of collaboration in lesson study through fostering a collegial atmosphere: A practice-based case study</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ms. Jacquieline Rose Gutierrez</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students’ answering their own question: Voices from high school chemistry classroom Ms. Arlene dela Cruz</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Influence of culture in adapting lesson study</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ms. Ivy Mejia and Mr. Eligio Obille</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-12824623723598655512017-07-20T23:49:00.001+08:002017-07-25T12:02:11.072+08:00How Fair Testing was Brought to Light from Pupils’ Responses in a Science Lesson through Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
by Rolando M. Tan<br />
rmtan67@gmail.com<br />
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Experimental investigations such as those used in science classroom activities entail the need to control certain variables to validate changes observed from a single variable being investigated. This practice follows the fair test principle. Conducting fair test in experimental investigations eliminates the chance of making inconsistent conclusions; instead, it provides opportunity to draw out conclusions based on verifiable and reproducible evidence (Mclleland, 2006). This principle is an important issue in the field of elementary science education as most elementary school teachers have inadequate training and exposure to inquiry-based instruction as a pedagogical model for teaching science (Newman, 2004). This issue was brought out in a Lesson Study on a seed germination activity for fourth grade pupils as a means to foster evidence-based learning through the inquiry approach. The research lesson, prepared by Grade 4 science teachers, was implemented twice with post-lesson discussions that follow after each implementation. </div>
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The first implementation of the research lesson was designed to make pupils infer which variable was able to initiate seed germination of mung beans. The experiment consisted of three setups: Setup A used dry soil, Setup B used wet soil, and Setup C used wet cotton. The pupils were asked to make these setups and to record their observations for four days. On the fifth day, the pupils posted their data on the blackboard and explained their findings including their answers to the questions in the activity. The implementing teacher was not able to see that the setups had two variables that were changed (type of medium and presence of moisture). As a result, the experiment had not been helpful to the pupils as they were only able to answer that water initiated the process of germination from a previous experience. One of them explained that the unexpected germination of the beans in the dry soil setup was caused by the rain that made the setup wet. Some pupils, however, answered that air and sunlight are the factors that initiated seed germination. From the post lesson discussion, the implementing teacher had not realized that the experimental setups in the seed germination activity was flawed and had overlooked how the pupils arrived at their conclusions. The flaw in the experimental setup was discussed during the first post lesson discussion. The lesson study team decided to include an additional setup containing seeds embedded in dry cotton, which will serve as the control for the other setup (seeds embedded in wet cotton). The revised research lesson used a pair of setups which had a wet soil setup and a dry soil setup as the control and another pair of setups which had a wet cotton setup and a dry cotton setup as the control. The lesson study team decided that half of the class will use the dry soil and wet soil setups while the other half will use the wet cotton and dry cotton setups. </div>
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The second lesson implementation of the revised research lesson was implemented by another member of the lesson study team. A four-day observation period was carried out. On the fifth day, the class reported their observations. A discussion on the activity was conducted by the teacher. The teacher asked in vernacular (Tagalog): What is common and what is not in the pair of setups? The pupils responded better as the teacher emphasized the presence or absence of the independent variable by asking questions to make the pupils infer that water initiates seed germination regardless of the kind of medium (cotton or soil) used for germinating mung beans. During the post-lesson discussion, the team saw the need to put Tagalog translations on the research lesson especially on questions where discussion and concept development are constructed by the pupils. </div>
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In summary, the pupils’ responses provided teachers helpful insights on their lesson development. First, the use of the vernacular language facilitated better student engagement in the discussion of the results of the experiment. Second, the experience from the two lesson implementations stressed the importance of how pupils arrive at an answer instead of just focusing only on the answer given by the pupils. This is aligned with the inquiry-based approach of making pupils construct evidence-based statements (BSCS, 2006; NRC, 2000).
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<i>The full version of this article is published in UP NISMED’s Lesson Study Book 2: Learning more together, growing in practice together.</i></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-22030079642475854802016-12-13T13:38:00.000+08:002017-09-13T10:58:37.805+08:00PALS Inaugurated<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-US">The Philippine Association of Lesson and Learning Studies (PALS) Inc. was inaugurated on 10 December 2016 at the Pearl of the Orient Tower in Manila. Educators and teachers from Metro Manila, Cavite, and Bicol Region attended the event. During the inauguration, The members of the Board of Trustees and Incorporators were introduced. Fr. Onofre Inocencio Jr, PALS President, presented the vision, mission, and strategic directions of the association. PALS elected officers also include Dr. Erlina Ronda of UP NISMED (Vice President), Iris Therese Velasco of Keys School Manila (Secretary), and Dr. Aida Yap of UP NISMED (Treasurer). </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWX2H8GtsUhLf0F1oq1cSW3F0naqJZQdiaBiUqNZC5khut9AK6_ZUG9dyrO7wWJ7lOikkQyUVuoHLydt7ob-UhYW4ZRVWQ16nnSoyFKDW6LcXpbhHKuDXgEWye_HrOgYg-l1rDFBFRGCT9/s1600/PALS.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="930" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWX2H8GtsUhLf0F1oq1cSW3F0naqJZQdiaBiUqNZC5khut9AK6_ZUG9dyrO7wWJ7lOikkQyUVuoHLydt7ob-UhYW4ZRVWQ16nnSoyFKDW6LcXpbhHKuDXgEWye_HrOgYg-l1rDFBFRGCT9/s1600/PALS.jpg" /></a></div>
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<span lang="EN-US">During the launch, three keynote speakers talked about lesson study. The first was Dr. Masami Isoda, Director of the Center for Research on International Educational Development (CRICED) who talked about lesson study in Japan. The second speaker was Dr. Soledad A. Ulep, Director of UP NISMED, who talked about the Institute’s effort in spreading lesson study. The third speaker was Maylani Galicia, Supervisor in Mathematics of Division of Albay talked about how lesson study spread throughout the division. </span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-68780926042910899662015-07-29T11:49:00.001+08:002015-07-29T11:49:16.145+08:00Lesson study: A tool for building teachers’ culture of reflective practice<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">by Sally
B. Gutierez</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">Researchers claim that personal reflection on one’s practice is one of
the methods of capability building among teachers (Darling-Hammond &
Richardson, 2009); Glickman, Gordon, & Ross-Gordon, 2009; Reeves, 2010).
Moreover, by blending reflective practice into continuing professional
development, teachers develop self-knowledge and self-challenge on their
professional learning journey (Leitch & Day, 2000; Klein, 2008; Ng &
Tan, 2009). Based on these claims, effective professional development for
teachers goes beyond enhancing their knowledge and skills to providing them
with opportunities of self-reflection within a support group that establishes
sustainability and collaboration. In education, a growing interest to move away
from one-shot workshops has attracted education specialists to instigate a
life-long learning community among in-service teachers. Teacher inquiry groups
(Crockett, 2002), peer coaching, </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">collaborative teacher
consultation</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">, </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">teacher
mentoring</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;"> (</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Brownwell,
Adams, Sindelar, Waldron & Vanhover, 2006)</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">, lesson study (Lieberman, 2009), and collaborative professional
learning (Gutierez, 2015) are just few of the promising teacher professional
development models at the present. According to </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Shriki and
Movshovitz-Hadar (2011), through these professional development activities,
teachers are able to acquire new knowledge and skills by participating in a
learning community that focuses on teaching practices as learning objects. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Reflective practice in education is said to scaffold
critical thinking (Conway, 2001) and promote self-regulation (Singh, 2008;
Boud, 2007) as the teaching process is believed to be a process that is open to
examination and deliberation (</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">Van
Manen, 1995; Schön, 1983; Elliot, 2001</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">) for significant
improvement in the teachers’ instructional practices (</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">Kemmis &
McTaggart 1988)</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">Engaging in a reflective practice provides rigor in the shared
repertoire of knowledge development through constructive sharing of opinions
and feedbacks. Constant interaction draws collegial and critical examination of
their actual teaching practices (Daniel, Auhl, & Hastings, 2013). In this
method, feedback forms the basis of critical analysis which provides sustainable
evaluation of existing practices (Han, 1995; Hatton & Smith, 1995).
On-going feedback thus becomes a crucial component in a community of reflective
practitioners in response to the changing paradigms of professional engagement.
Through feedback, Loughran (2002) stressed the importance of establishing
meaning to actual experiences so that these may be valued ‘in ways that
minimize the possibility establishing a routine on a faulty teaching practice’ (pp.
34). In light of the foregoing literature, reflective practice brings implicit
knowledge based on actual practice so that it can be recognized, questioned,
and perfected (Parra, Gutierrez, & Aldana, 2015). Classroom practices serve
as the objects of learning and not from the theoretical knowledge from formal
education settings (Schön, 1983). <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Lesson study captures the idea of enhanced learning
and intellectual functioning when a group collaboratively work together which
eventually leads to the development of personal expertise as a product of the
constant interaction and deep reflection (Hadar & Brody, 2010). This means
that constant interaction is vital to the optimum development of instructional
practices. Moreover, the sustainable collaborative reflection to evaluate teaching
routines not only examines the alignment of teaching practices to new and
existing paradigms but builds a community of practice where teachers become
more critical and constructive with each other </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">(Achinstein, 2002; Grossman, Wineburg, &</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">
</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">Woolworth, 2001; Little, 1990, 1999; Witziers, Sleegers,
& Imants,</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">1999). <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-language: EN-PH;">In a qualitative study
which documented and categorized the reflective practices of </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">three
(3) groups of public elementary school science teachers from their year-long
professional development through lesson study, findings reveal that there exist
three types of reflection exemplified by the teachers across the stages of the
lesson study process but these were hardly noticed during normal conversations.
In-depth analyses of the transcripts show that the team mostly used descriptive
reflection and this occurred mostly during the planning and goal setting stage
(47.37%) and in the post-lesson reflection and discussion ([PRD], 41.78%]) between
the teachers and the “knowledgeable others.” The presence of the knowledgeable
others prompted the teachers to engage in a critical dialogue and make attempts
to evaluate their lessons. In this study, critical reflection is considered as
the highest form of reflective practice thus, as beginning reflective
practitioners, teachers showed less skill on this method of reflection.
However, the 26.24% attempts to use this reflection is indicative of teachers’
potential to become reflective practitioners among themselves which increases
in the presence of the knowledgeable others in the planning and goal setting
and PRD stages given a sustainable and enough opportunities.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Analyses
show that the participatory, collegial, and collaborative nature of lesson
study were the enabling factors in the open sharing of information and establishment
of consensual and mutual understanding (Cooper, 2014) between and among the
teachers and the knowledgeable others. This supports the claims of Healy (2009)
who said that collective and reflective approaches to evaluate professional
practice supports the development of understanding leading to a shared
professional identity. This adapts the claim of Marcos, Sanchez, and Tillema
(2011) that reflective practice among teachers helps them to deliberate and
solve instructional problems critically. Findings also indicate that a professional
development activity tailored to the direct experiences of teachers result to
significant outcomes. <b><o:p></o:p></b></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-27138056376432610262015-05-04T09:50:00.001+08:002015-05-04T09:50:18.366+08:00Bridging the challenges of inquiry-based teaching: Commonwealth Elementary School teachers’ insights on lesson study<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teaching science is often equated to
preparing students to cope with the changes and challenges of their lives
(Shamsudin, Abdullah, & Yaamat, 2013). In fact, the Next Generation Science
Standards (NRC, 2000) stress that “science is the pursuit of explanations of
the natural world, and technology and engineering are means of accommodating
human needs, intellectual curiosity, and aspirations” (p. 2). Lesson study
captures the essence of social constructivism which emphasizes the importance
of social interaction through negotiation, discourse,
reflection, and explanation in the construction of knowledge. This supports its
effectiveness as an inquiry professional development model in increasing
teacher subject-matter knowledge and pedagogical skills (Rock & Wilson,
2005). Aside from transforming conventional classrooms into inquiry-based
classrooms, teachers are empowered to build a constructivist and self-regulated
professional learning community where they undergo the processes of
collaborative goal setting, lesson planning, observing and monitoring outcomes,
reflecting, and revising lessons to achieve meaningful results in terms of
student achievement. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">Researchers
attributed the importance of learning of historical experiences of social
groups from visualizing the object of their learning. In lesson study, teachers
examine their teaching practices to identify the critical lenses for students’
learning (Cheung & Wong, 2014). In the processes of lesson study, it is the
understanding of the connection between teaching and learning that builds the
relationship between how the intended content is “made possible to learn in a lesson
and what the students are supposed to learn” (Cheung, 2011; Lo, Chik, &
Pang, 2006; Marton & Pang, 2006; Pang & Marton, 2005) which makes it an
effective professional development activity. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">According to
Supovitz and Turner (2000), the ultimate aim of professional development is to
produce quality instructions in classrooms that bring about significant
improvement in student learning. Lesson study takes into account the gathering
of exemplary teaching practices directly from teachers in the field that provide
sustained application of inquiry for both students and teachers. As the team
reflects together with the knowledgeable others, they were able to identify the
barriers of inquiry-based lesson implementation. Each of the members served as
a support in the adaptation of new and effective teaching practices. Because of
the constant interaction of the teachers, they were able to build connections
between their classroom dynamics to specific curriculum standards. This
supports the call of early education reformers to establish a professional
development effort that is intensive, sustained, and where teachers are engaged
in concrete teaching tasks so that changes are directly obtained from pieces of
evidence from teachers’ experiences and student responses.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">In this study, the lesson study
framework was used to identify and bridge the three challenges in implementing
inquiry-based teaching in elementary school science education in the
Philippines, namely,</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"> a lack of support, training, and
availability of inquiry-based materials; an overemphasis on assessing content
learning rather than learning through inquiry; and the difficulty and time
consuming nature of inquiry approaches. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">Because of
the robust number of collaborative discussions in the process of lesson study,
the data of this paper were obtained from audio recordings, field notes, and
video recordings gathered from each cycle of lesson study conducted by the
author and the team. These were supplemented by a formal interview from the six
(6) in-service teachers. Analysis of data took place in two phases. First, all
transcripts related to challenges in implementing inquiry-based teaching were
selected. Patterns were noted, coded, and categorized using the constant
comparison method (Strauss & Corbin, 1990).<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Recognizing
the challenges of inquiry-based teaching, the teachers valued the importance of
their professional development through lesson study in bridging the current
challenges of their instructional practices. Teachers’ insights revealed that </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">lesson study became an opportunity for them to discuss about the common
issues they face during instruction, clarify their misconceptions on
inquiry-based teaching, and address their lack of learning resources to develop
an effective lesson. Their constant collaboration helped them clarify their
doubts and built their confidence, thus enabling them to be more comfortable in
teaching. Moreover, the participative nature of lesson study helped them in analyzing,
reflecting, and revising their research lessons which reduced their individual
time to do lesson planning and preparation. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">In
this study, r</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">esults indicated a strong need for today’s
elementary school science teachers to engage in sustainable professional
development as they struggle towards the proper implementation of inquiry-based
teaching. After characterizing the teachers’ insights, it was understood that
the teachers’ analyses of their instructional practices deepen as they continuously
engage in collaborative and constructive self-assessment and discussions through
lesson study. While committed to adapt inquiry as a
teaching strategy, it became clear that in-service teachers need collegial and
collaborative support in implementing inquiry inside their classrooms. They
became very vocal concerning whom to approach when they have questions in both
content and pedagogy and wanted opportunities to learn more on how to align
inquiry to the diverse nature of pupils. Thus, based on the results,
this study hopes to provide a benchmark of information on how teachers learn as
they become engaged in collaborative inquiry wherein their own classrooms
become an object of their learning. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-language: EN-PH;">Complete and en-depth analysis of this article can
be obtained from the following:<o:p></o:p></span></div>
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<span style="background: white; color: #222222; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Gutierez, S. B. (2015). Collaborative
professional learning: Discovering the challenges of implementing inquiry-based
teaching through lesson study. Issues in Educational Research, 25<span class="aqj">(2), xx-</span>xx. (In press, to appear at<span class="apple-converted-space"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><a href="http://www.iier.org.au/iier25/gutierez.html" target="_blank"><span style="background: white; color: #1155cc;">http://www.iier.org.au/iier25/gutierez.html</span></a><span style="background: white; color: #222222;">)</span></span></div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Gutierez,
S. B. (2014). </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Identifying
and addressing the challenges of inquiry-based elementary science teaching and learning
through lesson study<span style="background: white;">. In </span>Ulep, S. A.,
Ferido, M. B., Reyes, R. L., & Punzalan, A. E. (Eds.), <i>Lesson Study: Learning Together, Growing More in Practice Together</i>.
(pp. 115- 146). Quezon City: University of the Philippines, National Institute
for Science and Mathematics Development.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-31477737006797547412014-09-29T16:10:00.003+08:002017-09-11T14:34:37.359+08:00Starting Lesson Study in Elementary School Science<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="text-align: justify;">In mid-May 2013, a seminar-workshop on “Development of Inquiry-Based Science Activities” was conducted by the NISMED Elementary School Science Group for 15 Grade III science teachers from three schools in the Division of Taguig-Pateros (5 teachers per school).</span><span style="text-align: justify;"> </span><span style="text-align: justify;">This was in response to results of a survey conducted the previous year in an elementary school in another division indicating that (1) teachers need more inquiry-based science activities they can use in class, and (2) they do not work with fellow teachers in preparing such activities/lessons; the common practice is to just use available ones in textbooks and other ready-made resources.</span></div>
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<span lang="EN-US">The seminar-workshop facilitators first allowed the participants to relate how they conducted science classes, then led them in reviewing different kinds of science activities, eliciting from the teachers what they thought were the inquiry features of each, before summarizing observed characteristic features of an inquiry-based activity. The participants also experienced for themselves a series of inquiry-based activities on a science topic where they took the role of pupils performing hands-on, minds-on, and hearts-on science activities. Just before the workshop proper, they compared the features they drew up with inputs on inquiry as culled from the literature on the inquiry approach to science teaching. <o:p></o:p></span></div>
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<span lang="EN-US">During the workshop, the teams of teachers worked collaboratively on a first quarter topic, The Sense Organs, with each school choosing one sense organ to focus on. The three choices were: The Sense of Sight (Eyes), The Sense of Smell (Nose), and The Sense of Touch (Skin). Each team presented its output consisting of at least two sequential activities to develop the skills and ideas/concepts involved. Their peers critiqued the activities each team developed followed by suggestions from their Education Program Supervisor, SEI staff, and finally NISMED staff. Revisions based on the feedback from the latter were made prior to submission.<o:p></o:p></span></div>
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<span lang="EN-US">The workshop ended with instructions for the teams to incorporate the activities they made into lessons they would implement twice by different teachers in different sections. Each implementation was observed by other members of the team, the principal, the Education Program Supervisor who attended the training, SEI staff, and NISMED staff. After each implementation, a post-lesson discussion was conducted during which the implementing teacher first reflected on the effectiveness of the lesson based on student responses and suggested changes that could be made. Then the feedback from the observers were elicited and revisions subsequently made on the lesson. The second lesson implementation and post-lesson discussion proceeded the same way, producing a lesson that has undergone tryouts with actual students. <o:p></o:p></span></div>
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<span lang="EN-US">The procedure followed is an adaptation of lesson study as practiced by the Japanese schoolteachers. The adaptation enables teachers to develop inquiry-based science activities collaboratively and improve on these for use in the future. It enables them to reflect on their own teaching and empowers them to direct student learning, honing the latter’s inquiry skills in the process. <o:p></o:p></span></div>
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<span lang="EN-US">The seminar-workshop and school implementation were sponsored by the Department of Science and Technology - Science Education Institute (DOST-SEI) through Project HOTS (<b>H</b>ands-<b>O</b>n <b>T</b>eaching and Learning of <b>S</b>cience Through Inquiry).<o:p></o:p></span></div>
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<span lang="EN-US">The teachers shared their experiences in doing this adaptation of lesson study at the NISMED National Conference held on 22-24 October 2013. Their registration was also funded by SEI.<o:p></o:p></span></div>
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<span lang="EN-US">In a related development, science and mathematics teachers in Commonwealth Elementary School in Quezon City attended a similar seminar-workshop on “Assessment and Collaborative Lesson Planning” at the end of May 2013. The adapted lesson study procedure was also followed with the participants from this school with the additional workshop on assessment inasmuch as assessment is considered part and parcel of instruction and learning. The mathematics teachers from this school have actually begun lesson study in previous years but this seminar-workshop revived their enthusiasm for resuming the collaborative lesson planning activity. <o:p></o:p></span></div>
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<span lang="EN-US">Lesson implementations and post-lesson discussions have been done in Grades 3 and 4 to date. Two mathematics teams and one science team from this school presented papers during the same NISMED National Conference in October 2013 based on their experiences in collaborative lesson planning and improvement of the research lesson they made. Teams for other grade levels are still due for lesson implementations until the end of SY 2013-2014. The seminar-workshop was sponsored by Marikina Shoe Exchange (MSE) including the registration of selected teachers at the conference. MSE is also committed to support lesson implementation until the end of the current school year.<o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgJQTGVeiAxZFDvlFGRyJsZPwd76tKTeG-GMbXYocloEcWyGu0o_lkDiaVyU-ChKWp6CYZmNoLCF0cmazhT5RtrgQXZ9cPrTAWBRdFlWiXSK5sWoSqA4O2XPFX_E2Yy5T8iAv3PZu0hiHc/s1600/science+teachers.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgJQTGVeiAxZFDvlFGRyJsZPwd76tKTeG-GMbXYocloEcWyGu0o_lkDiaVyU-ChKWp6CYZmNoLCF0cmazhT5RtrgQXZ9cPrTAWBRdFlWiXSK5sWoSqA4O2XPFX_E2Yy5T8iAv3PZu0hiHc/s1600/science+teachers.PNG" width="400" /></a></td></tr>
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<span lang="EN-US" style="font-size: 10.0pt;">The science participants brainstorm during the workshop <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "cambria" , "serif"; font-size: 10.0pt;"><span style="font-family: "cambria" , serif; font-size: 10pt;"> </span><span style="font-family: "cambria" , serif; font-size: 10pt;">on inquiry-based science activities.</span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-11395100191890644612013-10-16T09:31:00.001+08:002013-10-16T09:31:13.109+08:00Strengthening the Capacity of Future Pillars of Science and Mathematics Education<div dir="ltr" style="text-align: left;" trbidi="on">
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The Department of Science
and Technology-Science Education Institute (DOST-SEI) invited three
UP NISMED staff, Dr. Amelia Punzalan, Dr. Erlina Ronda, and Ms.
Arlene de la Cruz, as resource speakers on its 2<sup>nd</sup> year of
training workshop on research enhancement. The training workshop was
held on 4-6 September 2012 at Punta de Fabian, Baras, Rizal.
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The participants were 27
faculty members of Teacher Training Institutes (TEIs) representing
different regions of the country. These TEIs were identified by the
Commission on Higher Education (CHED) as Centers of Development.
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From CHED Memorandum
Order No. 33 Series of 2012, a Center of Development (COD) refers to
a teacher education program in an HEI (Higher Education Institution),
which demonstrates the potential to become a COE (Center of
Excellence) in the future. A COE is defined as a teacher education
program in an HEI, which continuously demonstrates excellent
performance in the areas of instruction, research and publication,
extension and linkages, institutional qualifications and one that
provides excellent quality pre-service teacher education program to
meet the needs of progressive teachers for elementary, secondary, and
special education programs. The identified COEs and CODs are expected
to serve as instruments in attaining and fulfilling the program’s
mission of producing professionally competent and morally upright
teacher education graduates.</div>
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Ms. de la Cruz started
the session with De Bono’s six (6) thinking hats to set the tone of
the workshop. Activities in the thinking hats were used as
springboard for the participants’ research topics as well as in
setting of goals for lesson study and other research projects.</div>
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Dr. Punzalan talked
about teaching science through inquiry. She presented different ways
to show how inquiry can be part of the participants’ researches in
their classrooms and how it can be used as a teaching strategy.</div>
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Dr. Ronda talked about
problem solving as strategy for teaching mathematics. She also used
lesson study to further explain problem solving and showed a video on
a mathematics lesson study implementation.</div>
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On the third day, the
participants presented their research topics as well as their planned
methodologies. Critiquing of the research topics was done after each
presentation. The Central Bicol State University of Agriculture -
College of Development Education from Region V, and Xavier University
- Faculty of Education from Region XII planned to do research related
to lesson study.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6609356965356970136.post-66694873989366167902013-10-16T09:24:00.001+08:002013-10-16T09:24:54.982+08:00National Summer Training Workshop on Lesson Study<div dir="ltr" style="text-align: left;" trbidi="on">
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Guro Foundation Forum
(GFF) organized a National Summer Training Workshop on Lesson Study
in view of the K to 12 implementation across disciplines on 7-12 May
2012. It was held at the Bulwagang Tandang Sora, College of Social
Work and Community Development, University of the Philippines,
Diliman, Quezon City. There were 40 teacher-participants from Metro
Manila and Luzon and four Filipino teachers from Lebanon. All grade
levels were represented in the said workshop.</div>
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The objective of the
training workshop was to engage educators in instructional planning,
management, and implementation of K to 12 curriculum using lesson
study.</div>
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Five NISMED staff were
invited as resource speakers and facilitator. Dr. Soledad A. Ulep, UP
NISMED Director, spoke on <i>Lesson Study in View of the K to 12
Implementation</i>. Dr. Amelia E. Punzalan and Ms. Arlene P. de la
Cruz talked on <i>Teaching Chemistry and Teaching-Learning Science
Through Inquiry</i>. Dr. Erlina R. Ronda talked about <i>Teaching
Mathematics Through Problem Solving,</i> with Mr. Allan Canonigo as
facilitator.</div>
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Lesson Study was done in
four subjects, namely, English, Mathematics, Science, and Social
Studies. Teachers had lesson planning, brainstorming, and critiquing
of lessons. The lessons were based on the K to12 Curriculum.</div>
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Unknownnoreply@blogger.com1