Japanese Lesson Study Summary

Friday, July 5, 2002

What we did:

  • Discussed our reactions and thoughts from the Cross-Cultural Discussion on Lesson Study (that we attended on Wednesday at the Marriot)
  • Listed our aspirations for our students and the gaps we see in student development relative to this list. We also narrowed this list to 4 that we all thought were important:
    • Students communicate their thinking.
    • Students collaborate and seek and share information with each other in meaningful ways.
    • Students develop a toolbox of operations and procedures.
    • Students become more effective problem solvers.
  • We will come on Monday with lesson ideas for concepts students struggle within Algebra.

Highlights of Discussion

  • Japanese recently cut math content and time by 30% nationally. They already cover "less" but this may be because concepts are covered more thoroughly the first time through (and do not recur as objectives in later grades).

  • Cultural misconception: Japanese students with "nose to grindstone," never laughing, etc. just not true after viewing classes on videos.

  • Use of "constructivism" in their conversations: indicates the shift in thinking from "rote" learning.

  • Emphasis on the whole-child: art, real-life applications

  • Lesson study used as a way to address/introduce new approaches into the curriculum.

  • Use lesson study to develop applications


Currents newletter online, Vol 5, No 2, Spring 2002

Northwest Teacher Magazine issue on Lesson Study

Back to Journal Index

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This material is based upon work supported by the National Science Foundation under Grant No. 0314808 and Grant No. ESI-0554309. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.