APEC HRD Project. 02-2008

Lesson Study for Implementing Curriculum: Developing Innovative Assessment Problem

Innovation of Mathematics Teaching and Learning through Lesson Study

- Connection between Assessment and Subject Matter -

Fourth APEC-Tsukuba International Conference

Feb. 17-21,2010

We want to enhance the Educational Improvement in each economy

13 economies

16 economies

Background and AimsPriority area of the third APEC Education

Ministerial Meeting “Stimulating Learning in

Mathematics and Science”

. Supporting Challenges of Each Economies through Lesson Study

Procedure of the Project 2010Procedure of the Project 2010

2

3

Each economy started to share the ideas on movement of Lesson Study Feb, 2010

4

Each economy shared the results of Lesson StudyNob 2010 Thailand as

a host

Japan as a host1

Each economy challenged to develop Teaching Approaches via. Lesson Study by involving school teachers

Each Economy

Encourage to use developed TA for MC and videos for LS Movement by Teachers in each economy

Each Economy

APEC

Project Framework: APEC Fund and Self FundAPEC grant ($90,000), Thailand ($50,000), Japan ($90,000), USA ($15,000),

and other expenses by each economy

ProjectMeeting

On the name of APEC

Each EconomyOn the name of Self Funds

Specialists

Group of TeachersGroup of Teachers

Group of TeachersGroup of Teachers

Products:TextbookVideos

KnowledgeBankWiki

fromChalk and Talk

Approachto

Child Centered Approach

How many are there the unit squares?

Counting: One, Two, Three,…. ↓Adding: 8+9+10　↓Multiplying: 3 x 9

Mathematical Thinking

enabling us looking at the

world differently.By D. Tall

If there is not Lesson Study?

If we introduce Lesson Study?

A U.S. teacher said , “Before Lesson Study, we had talked about multiple intelligences, constructivism and so on, but never talked about the contents of teaching. In the Lesson Study project, we began to talk about the subject matter, why we teach it, how we teach it and what students learn from the lesson” by Catherine Lewis

PedagogicalContent Knowledge

How can we develop students’ centered leaning?

Lesson Study

For Developing

Classroom

Communication

Pedagogical Knowledge

Content Knowledge

Developing Pedagogical Content Knowledge

Research LessonPlan Reflection

Developing Students through Problem Solving Approach

• Improvement of Math. Thinking and Achievements of Academic Subjects

-10

-5

+0

+5

実施前年 1年目 2年目

図１．地域平均からみた大曾根小学校の学力

６年生 ５年生 ４年生

図 2. 地域平均と大曽根小学校学力比較

数学的な考え方問題群(100点換算)における平均の差 数値は地域平均点とのポイント差

Figure 1. Ozone Elementary School’s Academic Abilities Compared to the Regional Average

Figure 2. Ozone Elementary School’s Academic Abilities Compared to the Regional Average

6th Graders

5th Graders

4th Graders

Year before Implementation

1st Year 2nd Year

Difference from average in mathematical thinking problem set (converted to 100 points)

Numerical values are point differences from regional average points

6th Grade Mathematic 6th Grade J apanese

6th Grade 5 Subjects 5th Grade Mathematics 5th Grade J apanese

5th Grade 5 Subjects

Before

2nd Year

Why? Because Teachers changed!

• Teachers enable to manage class and discussion!

0% 20% 40% 60% 80% 100%

1.5年後

開始時

86

30

14

70

できている できていない 自力解決の指導

0% 20% 40% 60% 80% 100%

1.5年後

開始時

79

16

21

84

できている できていない

0% 20% 40% 60% 80% 100%

1.5年後

開始時

91

32

9

68

できている できていない比較検討の指導 まとめの指導

Figure 3. Improvements in Teacher Instruction as Measured with the Lesson

Problem Comprehension Instruction

Comparative Discussion Instruction

Independent Solving Instruction

Summary Instruction

Achieved Not Achieved

Achieved Not Achieved

Achieved

Not Achieved

Achieved

Not Achieved

Before/ Start Time After 1.5 Years

Before/ Start Time

After 1.5 Years

Before/ Start Time After 1.5 Years

Before/ Start Time

After 1.5 Years

How?Sharing the Standard Approach by Check List