Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning

By Clea Fernandez; Makoto Yoshida | Go to book overview

9
Discussing How to Improve
the Study Lesson

The lower grade teachers held two meetings to discuss their observations of the study lesson taught by Ms. Nishi and their ideas for revisions that should be made to it (see Figs. 9.1 and 9.2).

The first of these meetings was called for 3 p.m. on November 15, the same day that Ms. Nishi had taught the lesson. This meeting, which lasted 1 hour, was held in the principal's office. All the lower grade teachers attended, as did the principal of the school. The second meeting was held the following day. It too started at 3 p.m. and lasted 1 hour and 20 minutes. Although the first meeting had been scheduled in advance, the second one was added after the fact because the teachers thought that they needed more time to discuss the lesson. Unfortunately, Ms. Nishi was not available for the second meeting because of conflicting obligations. No schoolwide meeting was held to discuss this first implementation of the lesson, but the lower grade teachers did solicit and receive informal comments from their colleagues.

FIG. 9.1 Working on the lower grade subtraction lesson: Discussion and revising.

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