Lesson study provides opportunities for teachers to collaboratively design, implement, and analyze instruction. Research illustrates its efficacy as a site for teacher learning. The setting for this article is a lesson study project involving preservice teachers, inservice teachers, and university faculty members. We supported collaborative reflection on practice among these individuals by using asynchronous and synchronous online tools and meeting protocols. Asynchronous online lesson-video review and tagging helped participants prepare to debrief about lessons they had implemented. Midway through one of our lesson study cycles, the COVID-19 pandemic occurred, eliminating opportunities to meet face-to-face for lesson debriefing sessions. In response, we developed and field-tested two protocols for online synchronous lesson study debriefing meetings. The protocols prompted conversations related to pedagogy, content, and content-specific pedagogy. After the debriefing sessions, lesson study group members reported improvements in their knowledge growth, self-efficacy, and expectations for student learning. We describe our use of online virtual tools and protocols to contribute to the literature on ways to support collaborative reflection on practice.
This article explores the use of food as a focal topic in an environmentally focused curriculum course for elementary teacher candidates (ETCs) to help them personally connect to the content. Environmental topics are interdisciplinary; therefore, as we prepare ETCs to teach them, consideration of the social dimensions of science is imperative. This article discusses how the design and implementation of a unit on food allowed for exploration of elementary science and social studies environmental content with the goal of developing ETCs’ environmental identities. A focus unit on food as a daily practice that connects ETCs to the environment is described to highlight the personal salience of environmental issues and how ETCs impact and are dependent on the environment. Concept maps of daily activities that connect them to the environment were used as initial and final assessments for the course, along with an oral reflection with the instructor on their final maps. Examples of initial maps, final maps, and comments from students’ oral reflections show that ETCs deepened their understanding of how salient environmental issues were to their daily life activities, such as eating. Implications of the implementation on how to increase ETCs’ explicit connections with their identity positions relative to their experiences of and responses to environmental issues and proposed solutions are discussed.
We report on the development and implementation of a conference designed to highlight the Next Generation Science Standards (NGSS Lead States, 2013) using lesson study as an effective professional-development practice for inservice teachers. The purpose of this article is to highlight details from the development and implementation that can be used by others wishing to replicate the conference. First, we give an overview of the practice of lesson study and explain how it was used by one of four lesson study teams that taught their research lesson publicly at the conference in front of 80 observers. Then, we describe a sample research proposal and share specific information about the processes used to coach the lesson study teams and plan the conference, and we share conference agendas and diagrams of lesson implementations to support readers’ visualization of the implementation. Finally, we conclude with three planning components that were vital to our ability to execute the conference and link the design to existing lesson study literature.
Traditional science teaching has tended to focus on compartmentalized academic content that is removed from the practice of everyday life. Confronting this has been a perennial challenge in science teacher education, and the impact on the stifling of students’ creativity, critical thinking, and engagement has been well documented in the literature. Progressive science teaching, however, emphasizes situating instruction in sociocultural contexts that engage children in the activity of learning by tapping into their natural instincts of wonder, curiosity, questioning, and actively seeking meaning about the world around them. This article describes week-long, immersive, inquiry-based events that university educators facilitate at local schools. The purpose of the events is to model how to engage students in inquiry-based experiences and stimulate their natural curiosity and, at the same time, facilitate professional development for teachers. These educative experiences are positioned in the notion of interdisciplinary, inquiry-based learning that drew from science, the creative arts, social sciences, language arts, and mathematics. During this week-long event, we build a community of engagement aimed at fostering heightened levels of academic commitment, developing natural inquiry skills, and cultivating authentic scientific habits of mind through inquiry that would captivate both students and teachers across multiple grade levels.