LLI5206 - Leading Lesson Study

MQF Level

Duration and Credits

Year

5 ECTS

Mode of Study

Part-Time Day

In this study-unit, paticipants will learn about the lesson study process. They will be exposed to lesson study as one model of lesson study as implemented in Japan but also in UK and the US. Participants will eventually engage in lesson study by leading a team of teachers in collaboratively planning and teaching a lesson.

The study-unit involves reading of literature, the planning of a lesson, teaching and evaluation of a lesson, and ongoing online discussions.

Method of Assessment

Assessment Component/s

Weighting

Reflective Diary

40%

Report

60%

Main Reading List

Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393-405.
Lewis, C., Perry, R., Friedkin, S., & Roth, J. (2012). Improving teaching does improve teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368-375.
Nelson, T. H., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. The clearing house, 83(5), 175-179.
Rock, T., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1),77鈥�92.

Supplementary Reading List

Lewis, C., Perry, R., Hurd, J., & O鈥機onnell, M. P. (2006). Lesson study comes of age in North America. Phi Delta Kappan, 88, 273鈥�281.
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools.
Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2006). Leading lesson study: A practical guide for teachers and facilitators. Corwin Press.
Stigler, J. W., & Hiebert, J. (2009). The Teaching Gap: Best ideas from the world's teachers for improving education in classrooms. New York: The Free Press.

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This micro-credential is exclusively being offered to participants from the Secretariat for Catholic Education.

Information for International applicants

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Study-unit Aims

This study-unit aims to:

Provide an understanding of lesson study as collaborative action research;
Offer leadership opportunities in collaboration, action and reflection;
Enable an experience of lesson planning as a process for professional development;
Identify issues and challenges with leading a group, structuring meetings and organising the research lesson;
Enable students to create and cultivate a lesson study team.

Learning Outcomes: Knowledge and Understanding

By the end of the study-unit the student will be able to:

Demonstrate knowledge of lesson study and the collaborative process that sustains and develops professional learning;
Employ the key steps in leading teachers through the lesson study cycle;
Identify knowledge of resources and technology which help to design a lesson study with a group of individuals that share common concerns, challenges and dilemmas about their teaching.

Learning Outcomes: Skills

By the end of the study-unit the student will be able to:

Create opportunities for colleagues to share practices and engage in collaborative planning of a lesson;
Explore, together with their colleagues, curriculum material and instructional practices that facilitate student learning;
Organise, plan, lead, observe and evaluate lessons with the scope of improving teaching;
Discuss with colleagues appropriate issues, challenges and dilemmas that require study, developing lesson plans and learning activities, selecting and using evaluation procedures, and interpreting learning goals;
Critique and participate actively while leading discussions with colleagues with the purpose of sharing information, providing feedback and support;
Prepare detailed lesson plans, design lesson observation sheets and write reports to communicate and disseminate their work on lesson study.

Non EU Applicants:

No fees apply

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Micro-credentials offer the possibility of providing flexible learning pathways to respond to evolving needs and new developments, thus enabling students to tailor their studies to their needs. Micro-credentials may be combined or transferred into larger credentials, such as certificates, diplomas and degrees, provided that the relevant programme requirements are met. Applicants wishing to transfer micro-credentials to a programme of study are encouraged to seek the advice of the relevant academic entity.

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