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

By Clea Fernandez; Makoto Yoshida | Go to book overview

13
Follow-Up Activities:
Sharing and Reflecting

Although the lower grade teachers completed work on their subtraction lesson on November 18, major lesson study work still lay ahead of them for the remainder of the 1993–1994 academic year. In particular, these teachers still had to help with a lesson study open house and they would also take part in a schoolwide end of year reflection about the konaikenshu work carried out at the school that year. In this chapter we first describe the planning and conduct of the open house in order to give the reader a better understanding of what this type of event entails and its function in the lesson study process. Next we provide an account of how the teachers went about reflecting on their work.


TSUTA HOSTS A LESSON STUDY OPEN HOUSE

The reader may recall that the school had scheduled a lesson study open house (kokaijyugyo) for February 17 and that the lower level grade group had committed to teaching one of the three study lessons that would be presented on that day. For this event the lower grade teachers worked on a second-grade lesson entitled “Addition of Three Numbers That Add Up to 100. ” The middle grade teachers presented a fourth-grade lesson called “Fractions: Improper and Mixed, ” and the upper grade teachers worked on a fifth-grade lesson entitled “Ratio and Graph: How Crowded is the Bus?”

Each of these lessons was planned, tried out, and refined before the open house, during which revised versions of these lessons were taught. All 3 lessons were designed with an eye to presenting a comprehensive view of Tsuta's past 2 years of work under its chosen konaikenshu theme.


Preparing for the Event

In addition to actually planning three study lessons, the teachers at Tsuta had to accomplish a number of other tasks to get ready for the open house.

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