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Keynote 1: Strengthening Lessons and Schools through Lesson Study

Deze lezing is in het Engels.

In Lesson Study, teachers learn together, by planning, observing, and discussing live classroom instruction. Lesson Study originated in Japan, where it is often credited for the transformation of mathematics instruction to emphasize students’ problem-solving (Lewis and Tsuchida 1997, Takahashi and McDougal 2014). Since the first English-language publications about lesson study in the late 1990’s, it has spread rapidly around the world. Evidence is accumulating about the impact of lesson study–on students, teachers, and the transformation of schools into “learning organizations.”  After seeing video of Lesson Study in Japan, we will explore evidence of its impact in the U.S. and a model that illuminates its impact on teaching, learning, and teachers’ professional community.

Lewis, C., & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of Educational Policy 12(5), 313-331. Takahashi, A. & McDougal, T. (2014). Implementing a New National Curriculum: Case Study of a Japanese School's 2-Year Lesson-Study Project. Annual perspectives in mathematics education: Using research to improve instruction 2014. K. Karp. Reston, VA., National Council of Teachers of Mathematics.

Biografie spreker
Catherine Lewis, Ph.D. is a distinguished research scientist at Mills College, in Oakland California. A developmental psychologist by training, she comes from three generations of public school teachers. Lewis has served as principal investigator on seven multi-year Lesson Study research projects funded by the NSF and IES (U.S. Department of Education) and has developed video and print materials that have introduced many educators to lesson study (www.lessonresearch.net). Her randomized, controlled trial of Lesson Study with mathematical content resources (Rebecca Perry, Co-PI) was identified by a What Works Clearinghouse-criteria review as one of only two studies of mathematics professional learning (of 643 reviewed) to meet scientific criteria and positively impact students’ mathematical proficiency (whatWorksCReview.pdf). Lewis speaks and reads Japanese, and she published the earliest English-language accounts of Japanese Lesson Study.
Catherine Lewis
Catherine Lewis


 

Keynote 2: Wordt Lesson Study lessenstudie?

Onderzoek naar de bruikbaarheid en effectiviteit van Lesson Study in de Nederlandse context

Lesson Study blijkt elders veel potentieel te hebben, maar hoe bruikbaar en effectief is Lesson Study in de Nederlandse onderwijscontext? Deze vraag lag aan de basis van een door ons uitgevoerde NRO-studie. Hiervoor hebben we veel bronnen bestudeerd die momenteel beschikbaar zijn op het gebied van het leren van docenten via Lesson Study, zowel internationale onderzoekspublicaties als Nederlandstalige vakpublicaties. Daarnaast hebben we onderzoek gedaan bij een concrete casus in de Nederlandse context, waarbij docenten Nederlands en wiskunde van 13 scholen voor voortgezet onderwijs enkele jaren Lesson Study hebben uitgevoerd.

Sprekers

  • Siebrich de Vries is universitair docent aan de universitaire lerarenopleiding van de Rijksuniversiteit Groningen, en is projectleider Lesson Study. 
  • Gerrit Roorda is wiskundedidacticus aan dezelfde universitaire lerarenopleiding, en leidt een PLG van docenten wiskunde met Lesson Study. 
  • Klaas van Veen is hoogleraar Onderwijskunde aan dezelfde universitaire lerarenopleiding.
Siebrich de Vries
Siebrich de Vries
Gerrit Roorda
Gerrit Roorda
Klaas van Veen
Klaas van Veen

 



   
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