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.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
Dotger, S. (2015). Methodological understandings from elementary science lesson study facilitation and research. Journal of Science Teacher Education, 26(4), 349–369. https://doi.org/10.1007/s10972-015-9427-2
Dotger, S. & McQuitty, V. (2014). Describing teachers’ operative systems: A case study. Elementary School Journal, 115(1), 73-96. https://doi.org/10.1086/676945
Dotger, S. & Walsh, D. (2015). Elementary art & science: Observational drawing in lesson study. International Journal for Lesson and Learning Studies, 4(1), 26-38.Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.
Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/10.1177/0022487117702579
Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633
Lewis, C. C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, 22(4), 12–17, 50–52. https://www.aft.org/sites/default/files/periodicals/Lewis.pdf
Makinae, N. (2019). The origin and development of lesson study in Japan. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective (pp. 169–181). Springer. https://doi.org/10.1007/978-3-030-04031-4_9
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press. https://doi.org/10.17226/18290
Plumley, C. L. (2019). 2018 NSSME+: Status of elementary school science. Horizon Research. http://horizon-research.com/NSSME/wp-content/uploads/2019/05/2018-NSSME-Status-of-Elementary-Science.pdf
Seleznyov, S. (2018). Lesson study: An exploration of its translation beyond Japan. International Journal for Lesson and Learning Studies, 7(3), 217–229. https://doi.org/10.1108/IJLLS-04-2018-0020
Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. ZDM: Mathematics Education, 48(4), 513–526. https://doi.org/10.1007/s11858-015-0752-x
Takahashi, A., & McDougal, T. (2019). Using school-wide collaborative lesson research to implement standards and improve student learning: Models and preliminary results. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective (pp. 263–284). Springer. https://doi.org/10.1007/978-3-030-04031-4_14