Lesson Study бойынша мұғалімге арналған нұсқаулық Астана, 2013 Баспаға «Назарбаев Зияткерлік мектептері»

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•  Why did you name that student?

•  Why did you not reply to the question by the student?

Debate may be useful to develop critical thinking or logical thinking, but it may take 

a long time, and participants may tire of long debate.

In order to improve observation skills, dialogue is better so that defeating others does 

not become the object. In dialogue, understanding each other is more important than de-

feating others. Listening to others is an important skill and when sharing ideas assumptions 

should be stated.

Debate

Dialogue

Objective 

Get conclusion

Understand each other

Skills you need

Critical thinking

Listening skill

Attitude

Open your assumption

Relation between other 

participants

Competitive

Non competitive

During the discussion of the lesson, use stickers and poster paper to record the obser-

vations.

In the post-lesson discussion, groups of 5 or 6 teachers are made and each partici-

pant of the group writes notes taken during the research lesson onto stickers. After filling 

stickers, the stickers are put onto the poster paper. Stickers which show similar ideas can 

be grouped in a circle with a title. This shows the features of the lesson. This process is the 

analysis of the lesson.

After analysis, discuss how to improve the lesson. The discussion points will be di-

verse. Any idea discussed can be written on an empty area of the poster paper.

When discussing in a group, a facilitator should be named. The facilitator leads the 

group discussion and writes down the outcome of the discussion. Sometimes external advi-

sors such as supervisors of the administration office or university professors, are asked to 

join the discussion, and asked to give some advice to the teachers who participated in the 

meeting.

2 min Make groups of 5 or 6 teachers

Appoint a facilitator of the group

3 min put your ideas onto sticky notes

30 min put your notes on to the poster, following the format below (teacher matter 

positive points, improving points, student matter positive points, improving 

points) and group similar items on the poster with reputing the stickers

Put a title to the group of notes, with discussion

Titles on the poster shows distinctions of the lesson

25 min Discuss how to improve the improving point of the lesson

Write down on the blank space of the poster

30 min Share consequences of each group

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Template for post-lesson discussion

Teacher

Students

Positive

Points

Improving

Points

Stage5: Writing a report of Lesson Study

During the discussion, the teacher in charge of the next research lesson gains new 

ideas for writing a lesson plan. 

Through several Lesson Studies during the year, teachers can deepen their reflection 

or get new ideas of lesson. If you write a report of Lesson Study, it shows your development 

in a year, and writing itself improves your reflection of Lesson Study.

If teachers set a unified theme for Lesson Study in the school, teachers can merge 

their reports into a book. In some cases you can merge it to your school annual report.

According my research, these processes of Lesson Study is effective to develop your 

school culture. So it’s important to set a theme for Lesson Study and make a report of Les-

son Study. (Chichibu & Kihara 2013)

•  Have a committee to manage Lesson Study

•  Set a theme for Lesson Study

•  All teachers implement research lessons

•  Have meetings with all school teachers for making a lesson plan

•  Open the school to teachers of other schools

•  Make a report of Lesson Study at the last of a school year

Glossary

•  Lesson Study: process for improving lessons, including lesson planning, discus-

sion of a lesson plan, opening a research lesson, post-lesson discussion

•  Research  Lesson:  an  open  lesson  which  is  planned  according  to  the  research 

theme of the school or the teacher, that is observed by teachers in the same fac-

ulty or in the school.

•  Post-Lesson Discussion: discussion between observers to exchange their findings 

from observation of the research lesson, or to get new ideas to improve the lesson.

Acknowledgement

I am a senior researcher of the National Institute for Educational Policy Research. 

This institute is part of the Ministry of Education in Japan. My specialty is Lesson Study and 

in-service teacher training. I have observed over one hundred lessons in Japanese schools. 

I have been in Kazakhstan from April to July 2013. I have visited Astana, Kokshetau, 

Semey, Oskemen, Almaty, Taraz, Shimkent and Kyzylorda. In each city, I observed lessons 

in NIS schools, met NIS teachers or local school teachers. Through observations or meet-

ings with teachers, I gained much information about the lessons and school management 

in Kazakhstan.

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In this handbook, I tried to present a strategy of how Kazakh schools develop their 

school culture with Lesson Study, according to my observation of lessons or discussion 

with Kazakh teachers.

I am grateful to the Director of CoE, Ermek Kasymbekov who invited me to Kazakh-

stan, and to Kemal Bakirov who managed my journey, and Irina Entina and Azhar Tulep-

bayeva who managed my visit to the cities and the writing this handbook. Louise du Touit 

and Raewyn Eagar, who are international consultants for CoE, gave me much advice in 

developing this handbook. Dr. Hiroyuki Kuno helped me to summarize the idea of Japanese 

Lesson Study for this handbook. Also I appreciate all the staff of CoE in Astana, Kokshetau, 

Semey, Oskemen, Almaty, Taraz, Shimkent and Kyzylorda.

Toshiya CHICHIBU

July 2013

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LITERATURE FOR READING

1.  Chichibu, Toshiya;  Kihara, Toshiyuki,  (2013),  “How  Japanese  Schools  build  a  pro-

fessional learning community by lesson study” International Journal for Lesson and 

Learning Studies, Vol. 2 Iss: 1 pp. 12 – 25

2.  Dadley, Pete, (2011), “Handbook of Lesson Study” http://lessonstudy.co.uk/

3.  Fernandez, Clea; Yoshida, Makoto, (2004), “Lesson Study: A Japanese Approach To 

Improving Mathematics Teaching and Learning”, Lawrence Erlbaum Associates

4.  Kolb, David; Wolfe, Donald, (1981), “Professional Education and career development: 

a cross sectional study of adaptive competencies in experimental learning” National 

Institute of Education, Washington, D.C.

5.  Kuno, Hiroyuki, (2011), Conceptualizing Lesson Study as Change Management Reci-

pe, Teacher Professional Development: Traditions and Changes, http://www.academia.

edu/3570574/Conceptualizing_Lesson_Study_as_Change_Management_Recipe

6.  Kuno, Hiroyuki,  (2011), “The trends of Lesson Study in the world ”, WALS expert 

seminar

7.  Lewis, Catherine, (2002), “Lesson Study: A Handbook of Teacher-Led Instructional 

Change”, Research for Better School

8.  Lewis, Catherine; Hurd, Jacqueline. (2011), “ Lesson Study Step by Step: How Teacher 

Learning Communities Improve Instruction”, Heinemann

9.  National Association for the Study or Educational Method, (2011), “Lesson Study in 

Japan”, Keisui-sha, Japan

10. Stigler, James & Hiebert, James, (1999), “Teaching Gap” Simon&Schuster Inc.