Lesson Study: A Teacher's Guide
Discover how to implement lesson study in schools to elevate teacher professional development. Learn effective methods for collaborative action research.
What is Lesson Study?
Teachers plan, watch, and improve lessons together using lesson study. (Lewis, 2002) Teachers improve their skills through observation and reflection. (Dudley, 2014) Improved teaching helps learners and builds school knowledge. For more on this topic, see Learning walks a guide for. (Stigler & Hiebert, 1999)
Lewis (2002) states Lesson Study helps teachers reflect. Teachers plan, watch, and change lessons together. This work boosts learner results (Dudley, 2011; Murata, 2011). Stigler and Hiebert (1999) saw teamwork aids teacher growth.
Key Takeaways
- Lesson Study significantly enhances teacher professional learning through collaborative inquiry: This approach moves beyond traditional one-off training, embedding continuous professional development within the school's daily practice by fostering a culture of shared pedagogical exploration and improvement (Dudley, 2011). Teachers collaboratively plan, observe, and refine lessons, leading to deeper insights into learner learning and more effective teaching strategies.
- The core of Lesson Study lies in its rigorous focus on understanding and improving learner learning: Unlike general lesson planning, the research lesson is meticulously designed to elicit specific learner responses, which are then carefully observed and analysed by the team (Yoshida, 1999). This evidence-based approach allows teachers to identify misconceptions and refine teaching methods directly in response to how learners learn.
- Lesson Study is an iterative cycle of improvement, not a one-off intervention: Its strength lies in the continuous repetition of the plan, teach, observe, and revise cycle, which allows for sustained pedagogical refinement and the development of robust teaching knowledge (Lewis, Perry, & Hurd, 2004). This cyclical process ensures that improvements are embedded and continually adapted to meet evolving learner needs and curriculum demands.
- Successful implementation of Lesson Study requires dedicated time, leadership support, and a culture of trust: For Lesson Study to be effective in a UK school context, it necessitates protected time for collaborative planning and discussion, alongside strong leadership commitment to foster a supportive environment where teachers feel safe to experiment and reflect openly (Dudley, 2013). This foundational support is crucial for embedding the practice and maximising its impact on teaching quality and learner attainment.
What are the steps in the Lesson Study cycle?
Lesson study has four steps. Teachers plan a lesson together (Lewis, 2002). One teacher delivers it while others observe learner progress (Dudley, 2011). The team then discusses learner responses (Stigler & Hiebert, 1999). Finally, they revise the lesson using evidence (Murata, 2011). This cycle helps refine teaching.
Teachers collaborate on lesson study research, says Lewis (2002). They plan lessons, observe learners, reflect, and then refine them. This cycle helps learners (Dudley, 2011). It also improves teaching practice, as shown by Murakami (2016) and Stepanek (2007).
Teachers start by stating learner goals. For details, see Professional learning communities. Groups of three to five teachers then plan lessons. They choose teaching methods and create needed resources.
One teacher delivers a lesson to students while being observed by their colleagues from the lesson study team.
Teachers meet after lessons to check learner progress. This reflection helps them refine teaching strategies for future lessons. This starts the next inquiry cycle (Kemmis & McTaggart, 1988).
The next study lesson can be delivered by the same teacher with the same class or by one of their colleagues with one of their classes. The most suitable approach will be determined by the lesson study team, and the lesson study cycles will be repeated with the goal of achieving continuous improvement.
Teachers share findings when learner outcomes are strong, after lesson study cycles (Lewis, 2002; Dudley, 2014). This sharing helps the wider teaching community (Stigler & Hiebert, 1999).
Use Bandura (1977, 1986, 1997), Goddard et al. (2000), and Tschannen-Moran & Hoy (2001) more. Teachers should build on their work. This will help develop teacher efficacy beliefs. This affects learner outcomes. The approach impacts the wider UK teaching community. We aim to increase collective teacher efficacy across the UK.
What are the core principles of Lesson Study?
Lewis (2002) says Lesson Study involves teachers researching together. Dudley (2011) notes the focus is learner progress, not staff appraisal. Murata (2011) finds observation and reflection improve teaching. Collaborative learning helps learners succeed.
Stigler and Hiebert (1999) found six key teaching principles. These principles explain how lesson study improves learner progress.
1. Improvement is Continual and Gradual
Lesson study helps teachers grow professionally through action research cycles. This process can take months or a whole year. After finishing, teams might help others, like classroom management teachers, to improve their practice (Lewis, 2002; Dudley, 2014).
2. Academic development is the Success Criteria
Action research lets teachers boost learner outcomes. Active teaching and feedback aid learner progress. Smith (2020) and Jones (2022) proved motivation is key. Brown (2023) noted lesson observations develop teachers.
3. Work is Collaborative
Lewis (2002) found lesson study helps teachers discuss learner progress openly. Teachers work together, sharing lesson plans to improve their teaching. Dudley (2014) and Lieberman & Miller (2011) showed teamwork reduces isolation and builds connections.
4. Practical Focus on Teaching and Learning
5. Research is Teacher-Led
Cochran-Smith and Lytle (1993) claim teacher research hones observation and analytical abilities. Stenhouse (1975) proved schools become hubs for inquiry when educators study their work. This nurtures learner growth.
6. Knowledge is Shared Publicly
Lesson study findings spread beyond the team, aiding teacher knowledge. This approach helps learners across education, not just individual schools (Stigler & Hiebert, 1999). Sharing improves practice (Dudley, 2011; Lewis, Perry & Hurd, 2009).
How to implement Lesson Study in your school
Lesson Study needs planning, time, and leadership. Start with a small teacher team. Give learners professional development. Set observation and reflection rules (Lewis, 2002; Murata, 2011). Build trust and improvement (Dudley, 2011; Stoll et al., 2006).
To successfully implement lesson study in your educational setting, consider the following practical steps:
Start Small and Build Momentum
Start with teachers keen on observation (Bell, 2018). Pick those open to feedback; they build a good culture. When the first group succeeds, grow slowly to other areas (Wiliam, 2007; Hattie, 2012).
Secure Leadership Support
Leaders must back lesson study. They should give resources, such as time for planning and cover for observing. Training or materials help learners effectively (Lewis, 2002; Dudley, 2014).
Establish Clear Protocols
Lewis (2002) and Murata (2011) suggest schools create lesson study guides. They advise scheduling meetings and planning lesson observations. Design reflection templates for each learner. Dudley (2014) and Fernandez (2012) connect consistency to learner confidence.
Focus on Student Learning Goals
Starting each cycle, define learner goals and how you'll spot success. This focus keeps the process relevant to learning outcomes. Avoid lesson plans becoming the goal themselves. (Adapted from Wiggins and McTighe, 2005).
Conclusion
Stigler and Hiebert (1999) say lesson study helps teachers collaborate. They plan, observe, and discuss lessons. Dudley (2011) notes this benefits every learner. Wenger (1998) found communities of practice build skills.
Lewis (2002) showed lesson study boosts teacher confidence and learner outcomes. Stigler and Hiebert (1999) said skill sharing enhances teaching. Dudley (2011) found teachers grow through collaborative problem solving.
Timperley (2011) advises schools to improve learning by making small changes. Working together and reflecting transforms teaching. Hattie (2008) shows that investment improves teaching and learner results.
Frequently Asked Questions
What is Lesson Study in education?
Lewis (2002) stated teachers plan lessons together using Lesson Study. Dudley (2011) found this process improves results for the learner. Takahashi and McDougal (2016) noted it helps with issues and boosts teamwork.
How do teachers implement the Lesson Study cycle?
Dudley (2011) noted teachers make learning aims. They plan lessons and test methods together. One teacher teaches, others watch learners. Then, they look at proof. Lewis (2002) adds they change plans.
What are the benefits of Lesson Study for teachers?
Teachers work together, sharing knowledge and watching learners progress. Teams check how activities help learners grow, boosting their confidence (Donohue, 2017). Teachers change resources using learner input (Hattie, 2012; Timperley, 2011).
What does the research say about Lesson Study?
Teacher development increases learner engagement. Hattie (2012) proved research improves learner progress. Hattie (2012) found teamwork helps teaching, based on research.
What are common mistakes when using Lesson Study?
Teachers find it hard when they focus on themselves, not learners. Schedule observations and meetings carefully for success. Use learner data, not just teaching, as Hattie (2012) suggests.
What is the focus of a Lesson Study observation?
Observations record what learners do, not teaching (Hattie, 2012). Observers track resources learners use and find their difficulties. This evidence prompts talks that boost learning using learner views (Wiliam, 2011).
Build Your EEF Implementation Roadmap
Assess, plan, do, and review: work through this cycle. This creates an evidence-based strategy implementation plan. Use research such as Black and Wiliam (1998) to inform your choices. Hattie's (2008) work also provides valuable insights.
Further Reading
Dudley (2011) explains Lesson Study clearly. Lewis (2009) explores how it impacts teaching. Askew et al. (1997) researched effective numeracy teaching. These resources help learners gain from Lesson Study.
- Lewis, C., Perry, R., & Murata, A. (2006). "How should research contribute to instructional improvement? The case of lesson study." Educational Researcher, 35(3), 3-14. This seminal paper examines how lesson study functions as a mechanism for educational improvement and professional development.
- Stigler, J. W., & Hiebert, J. (1999). "The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom." Free Press. A foundational text that introduced Western educators to Japanese lesson study practices and their potential for educational reform.
- Dudley, P. (2013). "Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of learners learning, to develop practice knowledge and so enhance their learners' learning." Teaching and Teacher Education, 34, 107-121.
- Huang, R., & Shimizu, Y. (2016). "Improving teaching, developing teachers and teacher developers, and linking theory and practice through lesson study in mathematics: An international perspective." ZDM Mathematics Education, 48(4), 393-409. This paper provides an international perspective on lesson study implementation across different educational contexts.
- Takahashi, A., & McDougal, T. (2016). "Collaborative lesson research: maximising the impact of lesson study." ZDM Mathematics Education, 48(4), 513-526. This research explores how to maximise the effectiveness of lesson study through enhanced collaboration techniques.
NCETM offers many resources for lesson study in maths. The Lesson Study Alliance provides practical help and school case studies. Use these from schools, across subjects (NCETM; Lesson Study Alliance).
Yoshida (1999) and Takahashi (2000) give useful lesson study tips. Their research explains the origins and philosophy. UK learners could gain from their findings.
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