How Video Supports the Lesson Study and Teachers’ Professional Development

  

Kiyomi Akita  （University of Tokyo）

[email protected] 1

Video as tools for Lesson Study  

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The kinds of tools used by teachers to deliver lessons—and the way in which those tools are used —depend on school culture and are oriented to the style of classroom discourse and LS. In the lessons delivered in many schools in Japan, teachers tend to record classroom lessons on video. However, they cannot use these videos effectively and consciously. Video as function they use for -Tools for recording -Tools for reflecting and developing (Discussing over cases and develop their own ideas) -Tools for excavating 2

Why video is useful? Video is an epistemological tool. Goldman(2007) 1 wholeness/particularity 2 “being there/being with” 3 perspectivity 4 genre consistency 5 Authenticity 6 chronological/verisimilitude 7 conviciality 8 resonance 9 immersion 10 commensurability Tochon(2007) Video pedagogy 

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Layers of teachers’ knowledge base & features of multi-layeredness of video (Akita,2003)

Visual Stimuli

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Ways of watching video elicit multi-Layers of Teacher’s Practical Theory (Akita,2005,2006) Teacher’s Teachers’ Cognitive process in Practical watching Video theory

impression

belief, attitude

perception

pedagogical reasoning

judgment

Conception

Narrating

Discourse knowledge 5

Video watching naming

Edited scene

Teachers Narrative

Contents of narratives

Short

Scene (piece）or (segment)

Long

Case （incident） With context

intuitive superficial assumption

Interpreting the scene

understanding interpretation judgment knowledge

Viewpoints Belief Philosophy

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The purpose of the research 

to analyze how videos are used in lesson studies, and to clarify the characteristics of video as a tool for improving lessons and enhancing the professional development of teachers.

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The usage of the video in school in Japan  

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video has been used for three purposes: i) to watch scenes of the lesson selected by participants in the lesson study, long or short ii) to reflect on their own lesson after lesson study. iii) to make transcriptions for writing documents for the annual school research bulletin,

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Method The target schools: - a public elementary school that has been engaged in lesson study for more than five years   - using video in lesson study: recording by teachers, watching scenes selected by teachers and supervisor -Teachers in this school use short spot scenes they select. -using video in LS is once in one LS meeting

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Method Data collection  Data: Field notes on the usage (when and how to use) as a supervisor as video records on LS  Focusing on the first function: to watch scenes of the lesson selected by participants in the lesson study, 10 settings that used video in LS are identified during 3 years (The video recorded lessons every time but they do not use it in LS every time) Data Analysis  The scenes that were used in the lesson study were categorized according to function.

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Results 1 

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Two times of video use during LS were proposed by the experienced teacher and the principal. The other were proposed by the supervisor. Teachers know the usefulness of the video but it is difficult for them to know when and which scenes they use video in LS effectively. They think video as recorder but learning materials during LS. Does LS refer to talking session? LS is the time of reconstruction of meaning making of lesson and time of living in diachronicity(Bruner,2000).

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Result 2 

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Four specific functions of video were identified. to determine the quality of student learning resulting from the lesson and to observe any change in the classroom climate, as reflected by the sequence of interaction between the students and teacher. to examine the speech of both the teacher and children and to identify any gaps between the teacher’s understanding and the children’s thinking.

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3 to understand both the interactions between non-speaking children as well as the subtle expressions of the children. 4 to analyze the teacher’s positioning, tone, and non-verbal interactions with children in the classroom.

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Examples of Function1 to determine the quality of student learning resulting from the lesson and to observe any change in the classroom climate, as reflected by the sequence of interaction between the students and teacher. ➡ At the beginning of the lesson, Children showed their interest to the task, But when the teacher’s question changed the atmosphere.”( Chech the turning point) 1

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Example of Function2 2

to examine the speech of both the teacher and children and to identify any gaps between the teacher’s understanding and the children’s thinking.➡ The response by teacher does not fit to You-kun’s Intension. Please check the gap point.”

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Example of Function 3 3 to understand both the interactions between non-speaking children as well as the subtle expressions of the children. ➡”The teacher’s bodily movement is connecting with speaking children to children .”

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Example of Function4 4 to analyze the teacher’s positioning, tone, and non-verbal interactions with children in the classroom ➡ The way of checking chilren’s writing around the desk is very dialogic way. Please watch the teacher’s posture and movement of his pencil.”

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Discussion 

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The use of video supports the teacher’s deep understanding of the multiple layers and aspects of the lessons. The teachers and researchers have to learn each other on which point of the lesson videos they have to pay attention to and how to use videos for reflection and for sharing their practical reasoning

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Teachers’ Construction of Practical Pedagogy by Analyzing Lesson Transcripts As a Research-based Professional Development

Yoshiaki Shibata Nagoya University WALS ‘08 in Hong Kong 2008.12.01-03 19

Introduction Every school in Japan hold lesson studies for several times every year. But…

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To Enhance L.S.  The time for discussion is limited only for about one hour and it is difficult to deliberate on students’ learning profoundly.  The basic idea of our project is that teacher is not only a practitioner but also a member of the researchers of practical pedagogy.

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Purpose of this Study  The purpose of this study is to enhance the lesson study and give teachers further opportunities for professional development through collaborative research.

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The Main Means of this Study 1. Designing a new model for L.S.  Potential of creating pedagogical knowledge through lesson study process

2. Exploring the theoretical background  Impact of social constructivism approach on lesson study and analysis in practice

3. Case study 

How Japanese teachers create pedagogical knowledge through lesson analysis.

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Research Keywords        

Creating Knowledge Lesson Study Social Constructivism Approach Lesson Analysis Transcripts of Lesson as Main Data Teacher as Researcher Teachers & Researchers Collaboration Pedagogical Knowledge

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Part 1. Designing a new model for L.S. Potential of creating pedagogical knowledge through lesson study process

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Popular Style of Lesson Study Process

Cycle1 Design Outcome Observation Discussion

 In many L. S. (Jugyou Kenkyu) in Japanese Schools, the teachers observe a research lesson and discuss on it immediately after the lesson, the process is as following: 1. 2. 3. 4.

Design of Lesson Plan Observation of Research Lesson Discussion on Teaching and Learning Outcome of Research Lesson

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Cycle1 Step1 Design Outcome Observation Discussion

Designing Lesson Plan Making Lesson Plan Collaboratively

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Cycle1 Step1 Design Outcome Observation Discussion

Lesson Plan

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Cycle1 Step2 Design Outcome Observation

Observation of Research Lesson

Discussion

Video Recording Observation of the Selected Students (nominated for detail observation) Stenograph(Instant Transcript)

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Cycle1 Step3 Design Outcome Observation

Discussion on

Discussion

Teaching and Learning

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Outcome of Research Lesson

Cycle1 Step4 Design Outcome Observation Discussion

 Understanding individual students’ learning in detail  Diversity, process, difficulty,…

 Appreciation of meaning of classroom interaction  Community, cooperative learning,…

 Deliberation of teaching with context  Strategy, skills, thoughtful teaching,…

 Finding the way to improve lesson  Contributing toward teachers’ development

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Interconnection of Daily Lesson cycle and L.S. Plan Plan

Practice

Problem

LESSON STUDY

Design Practice Outcome Plan Observation Practice Plan Discussion Practice Improvement Plan

Plan Plan

Practice

Practice

Practice

Every LESSON

 L.S. is based on the problem in daily practice.  L.S. improves the daily practice.

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Can we enhance L.S. to deliberate students’ learning more profoundly?  The time for discussion is limited.  Teachers reflect on R.L. based on their observation, not objective data.  The discussion is often impression based.  The opportunity for Supplemental professional development is needed. (Special Professional Development Day)

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Possibility for Creating Knowledge  Prospect for Creating Knowledge through Lesson Study Process has three main Circles as we have already delivered in Japan (Fukishima District Schools, Tokai City, Aichi Prefecture)  Cycle1:Design→Observation→Discussion→Outcome  Cycle2:Teachers individually analysis the Research Lesson Data (such as lesson transcript) as Researcher →Discussion on the outcomes of the analysis  Cycle3:Collaborative Discussion of teachers and researchers based on social constructivism conceptual framework for creating knowledge→pedagogical knowledge

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From Lesson Study (Cycle1) to Lesson Analysis(Cycle2) Design Research Lesson

Observation

Outcome

Discussion  Cycle 1 Lesson Study

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From Lesson Study (Cycle1) to Lesson Analysis(Cycle2) Cycle1 Research Lesson

Observation

Design Outcome Discussion

Lesson Plan

Video Recording  Using video recording as more objective data

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From Lesson Study (Cycle1) to Lesson Analysis(Cycle2) Cycle2 Individual

Cycle1

Design Data Observation Outcome (Transcript) Discussion

Analysis Collaborative

Outcome

Discussion  Cycle2 Lesson Analysis

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Prospect for Creating Knowledge through Lesson Study Vision of our project Cycle1

Collaborative Discussion Academic & Professional Discourse

Pedagogical Knowledge Cycle3

Design Observation Outcome Data Discussion Analysis Cycle2

Outcome

Discussion

Social Constructivism Conceptual Framework for Creating Knowledge

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Part 2. Exploring the theoretical background Impact of social constructivism approach on lesson study and analysis in practice

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Social Constructivism Approach as Conceptual Framework  Integration (Life, Career, Learning) Life Dimension: Cognitive, Social, Emotional, Behavior) Career Dimension: Professional and Personal Learning Dimension: Knowledge, Experiences, Theory, Practice)  Inquiry including interpretation, uncertain, open end, selfunderstanding, constant reassessment  Community including sharing idea, learning community, collaborative discussion, planning and reflecting for learning For Example See: C.Beck & C. Kosnik(2006)Innovation in Teacher Education, Albany: State University of New York Press.

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Impact of Social Constructivism approach on Lesson study and analysis  Teacher as Researcher  Collaboration as heart of Professional Development  Learning Community  Evidence-based Inquiry  Open End discussion on practice, understanding pathway and learning  Reflective practitioner

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Part 3. Case study How Japanese teachers create pedagogical knowledge through lesson analysis.

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Special Professional Development Day in Fukishima District  Special case of Lesson Analysis  Fukishima district schools in Tokai city in Japan hold the annual event for professional development based on a school-university partnership in a day during the summer vacation.  This special day is aimed at supplement for usual lesson studies in school days.

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Special Day for Lesson Analysis  All of the teachers in this district participate in this research meeting and discuss about students’ learning process in detail with the transcript of a research lesson in the 1st trimester (April to July).  This is very unique type of L.S.

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Nagoya University

Tokai City Board of Education

Fukishima Junior High School

Since 2002

Fukishima Elementary School Funajima Elementary School

(2007- Meirin Elementary School) 45

APR MAY

Schedule of Lesson Studies Beginning of Academic Year School Visits from School Board 1st trimester

JUN

Transcribing the Research Lesson (Analyzing transcripts individually)

JUL AUG

Summer Vacation

Special Day for Professional Development through Lesson Analysis (Intensive Discussion on Teaching and Learning)

SEP OCT

(One Day Program of Intensive Lesson Study)

2nd trimester

NOV DEC Winter Holidays

JAN

Open House for Lesson Study (Hundreds of teachers come from other schools)

Intensive Lesson Study Day Regular Lesson Study Day

FEB

3rd trimester

MAR

End of Academic Year Spring Break

like many other schools in Japan

Special Day for Lesson Analysis unique style of Lesson Study

Resent Case of Fukishima District Schools in partnership with Nagoya University 46

A Case Study of Japanese Teachers Activities for Creating Pedagogical Knowledge through Lesson Analysis Research and Training Meeting:  Date : 4th, August, 2008  Place: Funajima Elementary school Timetable:  13:00 - 13:15 Opening session  13:15 - 13:45 Professor Matoba Lecture on "Lesson Analysis and Professional Knowledge"  13:45 - 15:45 Parallel sessions for lesson analysis Participants: 70 Teachers from Fukishima District Schools (1 J.H.S, 3 E.S.) 4 Researchers from Nagoya University

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Lesson Analysis Cases 

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1. Meirin Elementary School Grade 4, Japanese Language Unit: "White hat" (reading comprehension of fiction) 2. Fukishima Elementary School Grade 4, Math Unit: "line graph" 3. Funajima Elementary School Grade 3, Japanese Language Unit: "line of ants" (reading comprehension of informational text) 4. Fukishima Junior High School Grade 7, Japanese Language Unit: "Straw hat" (reading comprehension of fiction)

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The Lesson Analysis Process

Cycle2 Data Outcome Analysis Discussion

 Distributing lesson plan, lesson transcript, and other teaching materials one month before PD day.  Submitting a short essay based on reading, analyzing and reflecting of the transcript by participants  Determining critical points and writes down on the sticky note of the manuscript by participant s  Discussing on the teaching-learning process and each teachers reflective points

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Cycle2 Data Outcome Analysis Discussion

Data Sharing

Distributing lesson plan, lesson transcript, and other teaching materials one month before PD day.

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Cycle2 Data

Analysis of transcript (Individual)

Outcome Analysis Discussion

Submitting a short essay based on reading, analyzing and reflecting of the transcript by participants before the special professional development day.

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Cycle2 Data Outcome Analysis Discussion

Discussion Stage Determining critical points and writes down on the sticky note of the manuscript by participants Discussing on the teaching-learning process and each teachers reflective points

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Cycle2 Data

Outcome

Outcome Analysis Discussion

 Deliberation by thoughtful teachers can  find out hidden meaning of students’ utterance (true meaning of what the student said);

 figure out invisible relationship between students’ thinking;  recognize importance of students’ communication in lesson and effective way of teaching (changing teachers’ mental model of student’s learning and communication in lesson). 53

Conclusion  We can provide a new model of L.S. for teachers to create knowledge through collaborative and thoughtful reading and analyzing transcripts of classroom communication in lesson. (Lesson Analysis as 2nd Cycle of L.S.)  Social constructivism can provide the theoretical background of the collaborative process of lesson study and lesson analysis: thinking, reflecting and constructing practical knowledge.  Teachers can understand students’ learning more deeply by analyzing the transcript, and they construct professional and pedagogical knowledge through discussion.

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Thank you. Yoshiaki SHIBATA Shibata@nagoya-u. jp

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A Japanese Approach to Analysis of Classroom Activities：The Function and Vision for Sustaining Lesson Study Masami Matoba (Professor) Masanobu Sakamoto (Assistant Professor) Nagoya University, Japan December. 2008, Hong Kong 56

introduction • A growing body of research suggests that the contemporary situation of lesson study（Jugyou Kenkyuu） in Japan provides various opportunities for enriching classroom practices, for improving school activities and environment and for teachers’ professional development. One of the main academic tasks of educational researchers is to find a significant way to support teachers to sustain their lesson study practice in schools. 57 57

Purpose • This paper discusses on methods of lesson analysis as an effective way for developing and sustaining lesson study in Japan.

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What is Lesson Analysis • The lesson analysis has been developed as a method of analysis of classroom activities based on the more detail transcription from video records of classroom communication in Japan.

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Origins of Lesson Analysis • Lesson analysis had its origins in Japan, where Takayasu Shigematsu began a study in 1954 in which he created a series of written records consisting of transcriptions of audio-taped lessons that he then analyzed. This research on lessons was conducted using the school as the base such as Toyama Municipal Horikawa Elementary School and Tezukayama Elementary School in Nara which were directed by Shigematsu. 60 60

Challenges in Lesson Analysis ★Challenges in practice; achieving good lessons ★Intrinsic challenges; concretely shaping tomorrow’s possibilities for the children through today’s lesson ★Theoretical challenges; determining the form in which to describe realization of the children’s possibilities 61 61

Principles of Lesson Analysis • The form of lesson analysis developed at the Methods of Education group in Department of Education Sciences of Nagoya University is not a method wherein the analytical viewpoints are expressed objectively, then shared and analyzed for pedagogical diagnosis.

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Principles of Lesson Analysis(2) • This research group aims ultimately to have the teacher, who bears the role of practitioner in the lesson, take an integrated and subjective approach to the lesson in the process of that practice.

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Steps of Lesson Analysis • • • •

1. Recording 2. Transcription 3. Articulation of the word protocol 4. Relation of the articulation

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Steps of Lesson Analysis - Recording • After visiting school, we set up 2 VoiceRecorders and Digital Video Camera in the classroom, • put one Voice Recorder on teacher’s desk (front side), another on bookrack (back side) • During class, we watch and observe it as much details as possible, make a quick short note of remarks and activities. 65 65

Steps of Lesson Analysis - Transcription • After class, we transcribe from remarks and activities in class to documents in detail. • For example, running numbers, time, name of children and teacher(s), contents of remarks, and notes

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Steps of Lesson Analysis - Articulation of the Word Protocol • Articulation of the Word Protocol means fragmentation of the transcription. • Points of fragmenting are shifting, deepening and developing the content of conversation, • changing children’s and teacher’s aspect, • halting or freezing the class, because of not hitting on the idea of method of settlement and so on. 67 67

Steps of Lesson Analysis - Relation of the Articulation • This work is to make structure of the class clear. • The number of relation of the articulations are the number of persons of analyzing lesson. • So we thoroughly discuss the relation with collaborative researchers, another researcher, and ourselves. 68 68

Lesson Analysis in Summer Vacation 69 69

Analytical Viewpoints • Viewpoint Group 1: Overall structural approach: Viewing the lesson from the perspective of what kind of structure it possesses. • Viewpoint Group 2: Relational approach: Viewpoints that observe the lesson from the outside as a phenomenon

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Analytical Viewpoints(2) • Viewpoint Group 3: Valuistic approach: Viewpoints that include judgments as to the quality of the lesson. • Viewpoint Group 4: Paradoxical approach: Viewpoints that observe the lesson within the context of practice to determine what moves it.

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Analytical Viewpoints(3) • Viewpoint Group 5: Cultural approach: Viewpoints that investigate what forms the foundation of the lesson and what moves the space occupied by the class

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Group 2 ;Relational approach • Viewpoint 1: Gap between the teacher’s intentions and the children’s quests. • Viewpoint 2: Differences in thought among the children. • Viewpoint 3: Changes in the thinking of specific children • Viewpoint 4: Form of participation in the lesson 73 73

Relations • • • •

Teacher- Students A Student- the Other Students Before - After in a Student A Student - Groups

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Viewpoint 1 in Group 2 • Viewpoint 1: Gap between the teacher’s intentions and the children’s quests: A viewpoint that investigates how the teacher’s intentions are fulfilled within the actual lesson and how the problems posed by the children are positioned within the lesson. This viewpoint examines the lesson from the observing point of the gap between the teacher’s intentions and the children’s quests. 75 75

A Workshop; An Example • Lesson analysis workshop of “Use of positive/negative numbers” was held in June 2003, and three months later, a medium-term lesson study workshop was held, based on the transcript of classroom communication

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The story of Harry Potter in making up the lesson plan • The teacher used the story of Harry Potter in making up the lesson plan and carrying it out, calling the positive term a “Gryffindor term” and the negative term a “Slytherin term,” thinking that this would make it easier to create a mental image of classifying each term.

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The participants Can Image • Initially, the participants in the discussion did not understand his intention. And then discussions concerning the creation of images for classifying positive and negative terms “headed to the direction that, the existence of communication between the teacher and the students, or among the students, may be what is important for the students to create their own images.” 78 78

The participants came to understand the significance • Also, in the discussion, the participants came to understand the significance of introducing the story of Harry Potter to them, as is stated ”Chair: It means that the students will handle mathematical concepts by using the world of Harry Potter, or other images of their own.”

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The participants came to understand the significance(2) • Furthermore, the participants came to understand that it is important to create images in order to enhance the ability of mathematical communication, such as “Ogawa: It means that the story can be used to express that the plus sign and the minus sign counteract each other. Chair: I made an interesting discovery through today’s discussion, noticing that there are many factors included within mathematical communication, by reviewing the lesson once more like this.” 80 80

Judgment of the Effect Based on Evidence • However, the teacher feels that it was too much of a stretch, looking at the fact that the students didn’t use the words “Gryffindor” nor “Slytherin” when classifying each term. Also, he says, “I thought it was a good idea to use characters that everyone knows in order to help create the image. For example, we use the word ‘exchange’ when talking about the commutative law of addition, and use the word ‘sum up’ when having them think about the associative law. It is important to make efforts to examine such words.”

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Concluding Remarks • Discovery of Evidence • Development of Tools to Promote Lesson Study • Collaboration Between the Teachers and the Researchers • Fostering of Leaders to Lead the Learning Organization

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Concluding Remarks(2) • Positioning Lesson Analysis within Lesson Study • Speaking of One’s Own Practice in One’s Own Words • Function of Lesson Analysis • Formation of the Epistemology to Grasp the Lessons • Seeking Ethics of Educational Practice Study that Deals with Educational Practice 83 83

Discovery of Evidence • Evidence is created out of lesson practices, which “is the most powerful evidence that is currently available, to be applied conscientiously, explicitly, and wisely” (Kato 2007, p.18) in the course of character formation of each child. Lesson analysis has the potential to discover the evidence. 84 84

Positioning Lesson Analysis within Lesson Study • The characteristic of lesson analysis is that a certain remark can be analyzed repeatedly, or in relation with other remarks made before or after it, looking at the detailed record of lesson research. It becomes possible to focus on remarks and facts that could not be made out clearly or were missed during the lesson. 85 85

Positioning Lesson Analysis within Lesson Study(2) • Through lesson analysis, profound interpretation of how the teacher’s remarks are received and how it affects the recipients, or of the children’s remarks can be made, and the senses can be applied to when observing specific lessons.

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Thank you ! Contact [email protected] [email protected] 87 87