Руководство для учителей по реализации подхода Lesson

55

can share good practice and develop their own teaching skills and observation skills. In this 

type of Lesson Study, teachers can set their own research theme like second type, but it is more 

useful for them to set unified research theme.  In this type of Lesson Study, each teacher will 

open a research lesson once a year, but the focus this time is on the process of observation.

With well developed observation skills, a teacher is able to adequately observe each stu-

dent. Normally when teachers observe lessons, they tend to focus only on the teacher and not on 

the students. Teachers should develop their observation skills in order to focusing on students.

In a classroom there are various kinds of students, talented or gifted students and 

weak students and a teacher should be able to teach all of these students. In order to do this, 

the teacher needs to understand how they are learning, and how they understand the lesson.

Lesson Study encourages teachers to test their assumptions and beliefs, promotes rich 

dialogue amongst teachers, fosters a culture of collegiality and professional development, 

fosters a culture of collegiality and professional development, focuses teachers on students’ 

learning needs and promotes a deeper understanding of the curriculum.

The effectiveness of Lesson Study

Lewis (2002) summarizes the effectiveness of Lesson Study as below:

•  Brings educational goals and standards to life in the classroom

•  Promotes data-based improvement

•  Targets the many student qualities that influence learning

•  Creates a demand for improvement

•  Values teachers

The first point means Lesson Study provides a collaborative process for teachers to 

make sense of educational goals. The second point  means that  teachers can get much data 

by observing the classroom and not only from tests and homework. This data contains the 

following kind of information: 

•  in what ways students’ knowledge and understanding of the topic change over 

the lesson

•  students’ basic personal qualities needed for learning. For example, well-organ-

ized, responsible, and able to listen and respond to one another’s  ideas

56

Dudley (2011) summarizes the effectiveness of Lesson Study as below:

•  pupil learning appears in much sharper detail than usual

•  gaps become apparent between what they had assumed was happening when pu-

pils learned and what it actually happening

•  learning is planned that is better matched to the pupil’s needs

•  this is all done in the context of a supportive teaching and learning community

I would summarize the effectiveness of Lesson Study, as getting implicit knowledge 

and developing school culture.

Explicit knowledge and implicit knowledge

If I ask you a question, “How do you develop your teaching skills?” your answer 

may be divided into two, getting knowledge and gaining experience in the classroom. You 

get knowledge from reading books or attending conferences. Explicit knowledge comes 

from reading books or attending conferences. But in many cases, explicit knowledge is not 

enough for practice.

Think about riding bicycle, you can get knowledge from reading book of riding bi-

cycle, it may be useful for you, but it is not enough for you riding bicycle. You have to 

exercise to ride bicycle. Through exercise, you can develop explicit knowledge to implicit 

knowledge.

This also applies to teaching skills. Most part of a teacher’s practice may not be ex-

plained explicitly, teacher’s knowledge of practice is implicit. Explicit knowledge may be 

effective, when developed into implicit knowledge. (Kolb, 1981)

Many teachers gain implicit knowledge through their experience. So, many teachers 

emphasize their own experience. Lesson Study can promote you getting implicit knowledge 

effectively, because Lesson Study promotes your reflection of lesson or observation skill.

Importance of school culture

In addition to having experience of teaching, school culture is important to develop 

teaching skills.

According to a research in Japan, a teacher’s teaching skill is affected not by principal 

leadership, but school culture. Principal leadership affects how to develop school culture.

57

My research paper shows the effectiveness of Lesson Study with statistical data. Ac-

cording to my paper, Lesson Study can promote excellent school culture. “Excellent school 

culture”  means  close  communication  between  teachers.  Close  communication  between 

teachers can promote high quality instruction and high test scores of students. USA re-

search papers call excellent school culture “Professional Learning Community”. (Chichibu 

& Kihara, 2013)

Lesson Study can develop school culture

The National Institute for Educational Policy Research of Japan (NIER) surveyed 

2,000 schools (1,000 elementary schools and 1,000 middle schools) in 2010. Toshiya Chi-

chibu played the central role of the survey. The school survey reveals many aspects of Les-

son Study in Japan.

According to the school survey, almost all elementary and middle schools implement 

Lesson Study once or more per year. On average, elementary schools conduct Lesson Study 

10 times per a year, and middle schools implement Lesson Study 5 times per year.

70% of elementary schools and 66% of middle schools have meetings to discuss a 

lesson plan for a research lesson.

The school survey reveals not only actual conditions of Lesson Study, but also of the 

effectiveness of Lesson Study. In order to measure the effects of Lesson Study in schools, 

we developed survey items on “close communication between teachers”, “high quality in-

struction by teachers”, and “test scores of students of the school”. We found that these items 

are significantly associated with one another, and with items on “organizations or sched-

ules” or” methods of Lesson Studies”. 

Furthermore, the school survey reveals the effectiveness of principal and supervi-

sor coaching. Items such as “the principal observes each class daily”, “supervisors of the 

educational office visit the school every year” are associated with items on Lesson Study 

processes.

So, we can see that Lesson Study is effective, and that coaching by principals or su-

pervisors promotes Lesson Study. (Chichibu & Kihara, 2013)

58

Differences between the open lesson 

in Kazakhstan and Japanese Lesson Study

In this handbook, I will introduce you how to conduct Lesson Study in your school. 

But you have already conducted similar program; open lesson.

In Kazakhstan, teachers are obliged to open their lessons for observation once or 

twice a year. Teachers in the same school or other schools who don’t have a lesson at the 

time will observe the open lesson. After the lesson the observers give their feedback to the 

teacher who conducted the lesson.

This open lesson is similar to Japanese Lesson Study. In Lesson Study, a volunteer 

teacher will open the lesson and his/her colleague will observe it. This is the research les-

son. There are some differences between the open lesson in Kazakhstan and Japanese Les-

son Study.

One of difference is the forming of a committee and the making of a schedule.

In Lesson Study, not volunteer teacher but all teachers have an obligation to observe 

the research lesson and to join the meeting following the research lesson.

The  committee  of  Lesson  Study  will  decide  the  theme  for  Lesson  Study  and  the 

schedule. 

In the Lesson Study schedule, when they have research lessons, only students of 

the research lesson stay in school and other students will go home early. This means 

that all teachers in the school can join observation of research lesson and post-lesson 

discussion.

During the open lesson in Kazakhstan, observers try to assess the lesson, and give 

feedback to the teacher who opened the lesson. In Japanese Lesson Study, observers can 

give feedback to teachers, but rather use the opportunity to improve their observation skills 

or their teaching skills. In Japanese post-lesson discussion, participant teachers try to un-

derstand the ideas of other teachers. 

59

Kazakhstan

Japan

Open lesson once per year

obligation 

obligation 

Observe the open lesson or 

research lesson

voluntary

obligation

Schedule

For open lesson

For research lesson, meet-

ing for lesson plan, post-

lesson discussion

Committee for Lesson 

Study

none

Decide a schedule or theme 

for Lesson Study

When open lesson or re-

search lesson held

Observed by teachers who 

don’t have a lesson

Other lessons are closed 

and all students except 

those in the research lesson 

go home, so all teachers can 

observe the research lesson

Objective of observation

Give feedback to the teach-

er

Improve observation skill 

of observers

Give feedback to the teacher

Post-lesson discussion

Only discussion with the 

teacher

Discussion within groups 

of 4-6 teachers, sharing the 

outcome of group discus-

sion

Viewpoints of observation 

and discussion

Give feedback or assess the 

teacher

Observe how each student 

learns during the lesson

Consider how to develop 

the lesson

External advisor

none

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

The processes of Lesson Study

Stage1: Preparation by school leadership

You will conduct Lesson Study with all teachers in a faculty or in a school. It is nec-

essary to develop a committee for management and allocating several resources of Lesson 

Study.

At the start of the school year, teachers organize a committee in charge of Lesson 

Study. Members of the committee are delegates of the faculties. In the committee, they will 

discuss and decide the theme and schedule of Lesson Study.

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The theme of Lesson Study shows how teachers try to improve their lesson and chil-

dren. The theme of Lesson Study may be divided into each teacher.

In order to conduct Lesson Study once in a month, timetables should dedicate 

time for whole faculty professional development. Lesson Study can be conducted dur-

ing this time. On the day of the research lesson, only the students in this class stay in 

school and the other students go home, so that all teachers in the school can observe 

the lesson.

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

6

 

Lesson Study is held once in a month. The committee for Lesson Study makes a 

schedule for the research lessons and the discussion of the lesson plan. When the research 

lesson is held, the timetable on the day should dedicate time for observers. Meetings for the 

lesson plan can be held two or three weeks before the research lesson.

Month

Teacher who in charge 

of research lesson

Date of research lesson

Date of meeting for 

lesson plan

9

10

11

12

1

2

3

4

5

Stage2: Planning of a research lesson

In Lesson Study, one teacher volunteers to be in charge of research lesson, and to 

write a lesson plan about one month before the research lesson. Then, he/she introduces his/

her lesson plan in a meeting in which the teachers of the same grade or same subject area 

get together. In the meeting, the group of teachers will discuss how to improve the lesson 

plan. When they discuss the lesson plan, they try to improve it according to the theme of 

the Lesson Study set at the beginning of the school year.

61

The teacher then amends the lesson plan based on the discussions with other teachers. 

In some cases, the cycle of meeting and amending is repeated several times. In some other 

cases, the teacher asks for feedback from the principal or a supervisor of the administration 

office. To write and discuss a lesson, it may take one month.

In lesson plans in Kazakhstan, teachers write teacher’s activities in detail, but less ex-

pected students’ reaction. In Japanese lesson plans, it’s more important to note how students 

react to the teacher’s instruction or question.

For example, when students are asked “How to add 37 to 28?”, some will calculate 

30+20=50, 7+8=15, 50+15=65, others will calculate 28=3+25, 37+3=40, 40+25=65, and 

others will calculate 28=13+15, 37+13=50, 50+15=65. In a real lessen, students will show 

unexpected ideas and so the teacher should expect maximum possibility of student’s idea.

In addition to expecting students’ ideas, summarizing process of the lesson is impor-

tant. The objective of this lesson may be “to understand an efficient way of calculation”. 

Students can calculate in various ways, but they should know which is the best way to 

calculate two-digit numbers.

Template of a lesson plan

1 Unit name

2 Date class

3 Objective

4 Criteria

5 Materials

6 Process

  Introduction

        How attract students attention

        Main question:

  Main activity

        Sub question

Estimated students ideas

  Conclusion 

Lesson plan check list

•  details of unit name, date, class, materials

•  learning objectives relates to the school curriculum

•  success criteria relates to the learning objectives

•  relationship between introduction, main activity, conclusion is clear

•  with this lesson plan, whether students will get the objective or not

•  the lesson plan relates to the theme of Lesson Study

•  the lesson plan includes estimated students ideas

Stage3: Observation of the research lesson

The research lesson is conducted by the teacher in his/her class according to the les-

son plan. Teachers in the same faculty observe the research lesson.

Observe the lesson standing up so that student learning can be observed. Avoid talk-

ing to students, when they can’t understand or are not able to concentrate on the lesson as 

this disrupts the lesson. Concentration on observation is necessary.

62

The lesson plan should be given to observers before the lesson. Observers should 

hand the lesson plan, and take notes during the observation. The samples of notes below 

may be useful. 

 (beginning of lesson)

•  Objective of the lesson is clear

•  Students can maintain good posture

•  Students can focus on the lesson

(main activity)

•  Teacher explains clearly

•  Teacher can attract students’ attention

•  Teacher encourages students to express their idea

•  Teacher make students think deeply

•  Teacher writes on blackboard clearly

•  Teacher uses group work appropriately

•  Teacher uses ICT tools appropriately

•  Worksheet or other materials which teacher prepares for the lesson are effective

•  Whether students take notes adequately

•  Whether students understand the lesson

•  Students can express their ideas effectively

•  Students can listen to each other

•  Teacher can respond to students’ expressions, questions, postures, adequately

(conclusion)

•  Conclusion of the lesson relates to the objective

While observing the lesson, don’t focus on the teacher but on the students. If it is dif-

ficult to observe all students, you can focus on some students. When there are not so many 

students, such as less than 10, try to observe all students. 

Share the observations of the case students observed with colleagues. If you share the 

outcome of observation of case students, it will inform you a lot.

Stage4: post-lesson discussion

After the research lesson, observers discuss the research lesson. 

The objective of the post-lesson discussion should not be to evaluate the lesson, but 

to improve the viewpoint of teachers and to deepen reflection by each participant. Some-

times feedback can promote the instructor, but sometimes assessment can discourage the 

instructor.

When Kazakh teachers discuss of open lessons, they try to understand the instruc-

tor’s intention, how students learned during the lesson. Main objective is to develop each 

teacher’s observation skills, but in fact, their teaching methods become similar with obser-

vation each other.

I recommend that the instructor doesn`t join the discussion. The instructor has much 

information of the lesson, so if he/she join the discussion, participants may rely on the 

instructor. The instructor will stay out of the discussion, and will reply to the question of 

observers.

Samples of question to the instructor

•  Why did you use these activities for this lesson?

63

•  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

64

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.

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

66

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.

Баспаға «Назарбаев Зияткерлік мектептері» ДББҰ

Педагогикалық шеберлік орталығының

Әдістемелік кеңесі ұсынған

 

 

 

 

Lesson Study бойынша мұғалімдерге арналған нұсқаулық 

Руководство для учителей по реализации подхода Lesson Study 

Handbook for teachers on Lesson Study 

 

 

 

  

 

 

 

 

Подписано в печать 14 август 2013 года.

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