Lesson study in inclusive educational settings / edited by Sui Lin Goei, Brahm Norwich, Peter Dudley.

Format:

Book

Contributor:

Norwich, Brahm, editor.

Goei, Sui Lin, editor.

Dudley, Peter, 1957 March 13- editor.

Series:

WALS-Routledge Lesson Study

Language:

English

Subjects (All):

Special education teachers--Professional relationships.

Special education teachers.

Teaching teams.

Physical Description:

1 online resource (237 pages) : illustrations

Edition:

1st ed.

Place of Publication:

London, England ; New York, New York : Routledge, [2021]

Summary:

"Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyzes its impact on special needs education. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK and Sweden - countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans"-- Provided by publisher.

Contents:

Intro

Half Title

Series Page

Title Page

Copyright Page

Contents

Figures

Tables

Contributors

Foreword

1. Lesson Study for inclusive teaching in various settings

Introduction

Inclusive education

Inclusive teaching: Initial teacher education and continuing professional development

Lesson Study

Lesson Study for inclusive teaching

What is to be covered in the book

Concluding comments

References

2. Lesson Study as a teacher professional development method to foster differentiation in an inclusive setting in the Netherlands

Differentiated instruction

Case study

Context

Lesson Study cycle and the principles of differentiation

Assessment mindset

Differentiating content and learning goals

Differentiating in process and products

Teacher as coach

Philosophy of differentiation

Conclusion and discussion

Notes

3. The implementation of Lesson Study in primary education in the Netherlands

Lesson Study in Japan

Lesson Study outside Japan

Lesson Study as a professional development approach in the Netherlands

Conditions influencing the process of implementing professional development activities

Organisation-wide learning

Communication

Leadership and shared vision

Participation

School organisation and school culture

The Dutch educational context

Case study: Description of the Lesson Study context

The Lesson Study cycle in the research schools

Phase 1: Goal-setting and collaborative planning

Phase 2: Teaching, filming and observing research lesson

Phase 3: The post-lesson discussion and revision

Phase 4: Teaching the revised version of the lesson, filming (observing) and discussing the revised lesson (optional).

Phase 5: Evaluating the cycle and consolidating the learning result

Research questions for the study

Method

Sample

Measures

Results

Follow up: Lesson Study in 2015-17

Limitations

Conclusion and advice

Note

4. Lesson Study in secondary education: Students' educational needs of sense-making of Mathematics and teacher professional development

Teacher professional development

The context of the Lesson Study project

Improvement of Mathematics education by Lesson Study focussed on students' educational needs

Dutch curriculum in secondary schools

Participants

Topics

Short overview of five years of Dutch Lesson Study

Students' needs of sense-making of Mathematics

Students' needs of sense-making of the derivative using ICT

Students' needs of sense-making of the derivative stimulating thinkable concepts using icons

Class enactment with regard to the derivative using ICT

Class enactment with regard to the derivative using the development of icons

Professional development with regard to sense making of the derivative in the first project year

Professional development with regard to the derivative using ICT in the second project year

Professional development with regard to the derivative using the development of icons in the third year

Students' needs of sense making of combinatorial reasoning problems

Class enactment with regard to combinatorial reasoning problems

Professional development with regard to combinatorial reasoning problems

Reflection

Challenges

5. The contribution of Lesson Study to teaching and assessing pupils with learning difficulties: Recent UK developments

Context and background

The background of the Lesson Study model used in these studies.

Features of the UK Lesson Study model that are in common with Japanese Lesson Study

Distinctive elements of the UK Lesson Study model

What the term 'learning difficulties' means in the UK context and what Lesson Study offers the field of special needs education

The MLD Lesson Study project

The MLD Lesson Study project design

Project schools and pupils

Modifications to the project's Lesson Study design

Systematic qualitative analysis of variations in Lesson Study practices and outcomes in terms of contexts and processes

The use of Lesson Study for dynamic assessment purposes

Rationale and principles

LSfA trial

Conclusions and future prospects

6. Developing the methodology of Lesson Study to enhance the spiritual, moral, social and cultural development of pupils with moderate learning difficulties in a UK special school setting

Introduction and context

The school context

The context of spiritual, moral, social and cultural development in the United Kingdom

Learning Study or Lesson Study?: Special education practitioners as phenomenographic explorers

Development or decoration? Designing a methodology which was responsive to the priorities for the spiritual, moral, and social development of pupils with SEND

Research findings and analysis

Negotiating 'practitioner puzzles': How did the research activity build professional capacity to address the holistic needs of SEND learners?

Learning about Learning Study: How did this research shape practitioners' thinking about joint practice development in special school settings?

Future considerations for Learning Study in special settings

Learning Study for assessment and learner voice: Engagement profiling

The role of teaching assistants in a Lesson/Learning Study

References.

7. Supporting Lesson Study in special education schools in Singapore

Key considerations in developing a model for the adoption of Lesson Study as continuing professional development for SPED teachers

Strengthening the theory-practice nexus

Teacher learning communities

Collective teacher efficacy

Advancing SPED teacher competencies

Professional development of SPED teachers through Lesson Study

Lesson Study for school improvement

Changes observed in teaching practice of participating schools

Conclusion

8. Implementing Lesson Study for special education professionals: Potential challenges and solutions

Why Lesson Study?

Potential challenges in implementation

Potential solutions

Eight Steps to Transforming Your Organisation ()

9. Lesson Study for the enhancement of the use of assistive technology in teaching and learning

Assistive technology

TPACK

Lesson Study and assistive technology

Steps in Lesson Study

Formulating learning goals

User dimension

Examples of assistive technology

Learning dimension

Designing the research lesson

Designing the study

Teaching and observing the research lesson

Analysing the evidence

Repeating the process

Documenting Lesson Study

10. The use of Learning Study to enhance theoretically-based instruction for students with high functioning autism spectrum disorder

Learning and HFA/AS

Instruction based on variation theory

Learning Study as professional development

The steps in a Learning Study

The object of learning related to students' understanding

Design of learning opportunities-to create patterns of variation

Evaluation.

The Swedish educational system for students with HFASD

Material and methods

Procedure

Measures of participants' academic difficulties

The screening

Data analysis

Findings

The design of the lessons

The students' learning outcomes

Lesson A

Lesson B

The teachers' professional development

Discussion

Acknowledgements

Index.

Notes:

Includes index.

Description based on print version record.

ISBN:

1-317-36154-7

1-315-66858-0

1-317-36155-5

9781315668581

OCLC:

1241445702