Руководство для учителей по реализации подхода Lesson
Stage5: Writing a report of Lesson Study
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- Acknowledgement
| 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. 65 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 |