Lesson Study and Lesson Sharing: An Appealing Marriage

Lesson Study and lesson sharing are two educational initiatives that, if merged, have the potential to revolutionize how teachers plan and deliver lessons. Lesson Study is the joint production of lessons by a small team of teachers over the course of a few months. The resulting lesson plan is usually “on paper” and used only locally. Lesson sharing occurs on the Internet, providing contributing teachers with a mechanism for sharing their lessons with others. Typically a single teacher authors these shared lessons. We discuss the advantages and associated implementation barriers of each when viewed as separate activities, and then argue for their joint or merged implementation, describing how each would synergistically support the other. Not only would more vetted lessons be delivered to the Internet, but also the teacher teams participating in lesson creation would develop a much deeper understanding of pedagogy. We offer policy recommendations to support this new educational paradigm: A virtual marriage of Lesson Study and lesson sharing

USING YOUTUBETM VIDEO SHARING IN TRAINING HOW TO COACH STUDENTS WITH SPECIAL NEEDS

This paper provides a brief background on the Lesson Study approach and its variant forms such as Modified Lesson Study, Learning Study and Virtual Experiential Learning Study. In addition, the authors have included a brief discussion about information and communication technology (ICT) and its impact in both education and professional training that has given rise to the development of the Quasi-Lesson Study (QLS). The main ICT contribution highlighted in this paper is the YouTube video-sharing service that can be used in the training of teachers and/or allied educators in both mainstream and special schools as well as educational therapists working in private learning centers/remedial learning clinics in Singapore and Malaysia today. YouTube sharing is used at various phases in the QLS cycle to help a teacher, allied educator or educational therapist become better equipped with not only the know-what (i.e., content knowledge and skills), but also the know-how (i.e., techniques and strategies) when working with students with special needs. How YouTubeTM sharing can help in overcoming the constraints of coordinating a lesson observation and other challenges in traditional Lesson Study, such as the awkwardness of being observed, is also discussed. More professional training ideas may thus spin off from the QLS concept, as others may be inspired to transcend the limits of traditional Lesson Study through the QLS approach.    Article visualizations

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A veteran volunteer at the Virginia War Memorial tries to strike up a dialogue with a young, angry protester, and learns a hard lesson about the grief of others. Articles, stories, and other compositions in this archive were written by participants in the Mighty Pen Project. The program, developed by author David L. Robbins, and in partnership with Virginia Commonwealth University and the Virginia War Memorial in Richmond, Virginia, offers veterans and their family members a customized twelve-week writing class, free of charge. The program encourages, supports, and assists participants in sharing their stories and experiences of military experience so both writer and audience may benefit

PENGEMBANGAN RANCANGAN PEMBELAJARAN SHARING AND JUMPING TASK PADA MATERI TATA NAMA SENYAWA ANORGANIK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

ABSTRAK Penelitian ini bertujuan merancang dan mengimplementasikan pembelajaran sharing and jumping task pada materi tata nama senyawa anorganik untuk menumbuhkan keterampilan berpikir kritis siswa SMA. Penelitian desain didaktis (Didactical Design Research)yang diterapkan ini terdiri dari 3 tahap yaitu: Analisis situasi didaktis sebelum pembelajaran berupa desain didaktis hipotesis termasuk Antisipasi Didaktis Pedagogis (ADP), Analisis metapedadidaktis, dan Analisis retrosfektif setelah pembelajaran. Subjek penelitian adalah 28 siswa kelas X SMA. Hasil penelitian ditemukan bahwa: (1) Rancangan pembelajaran sharing and jumping task pada materi tata nama senyawa anorganik cukup efektif untuk menumbuhkan keterampilan berpikir kritis siswa. (2) Berdasarkan analisis transkrip, sebagian besar siswa dapat mengembangkan keterampilan berpikir kritis terutama mengajukan dan menjawab pertanyaan klarifikasi/tantangan. Namun siswa mendapat kesulitan dalam mengembangkan keterampilan berpikir kritis dalam membuat dan menilai penilaian yang berharga. Rancangan pembelajaran sharing and jumping task yang dikembangkan dapat digunakan sebagai rancangan alternatif pada materi tata nama senyawa anorganik. Kata Kunci : desain didaktis (DDR), rancangan pembelajaran, sharing and jumping task, keterampilan berpikir kritis. ABSTRACT This study aims to design and implement a lesson based upon sharing and jumping tasks on inorganic compound nomenclature material to foster critical thinking skills of high school students. Research design of didactical design research was applied, it consists of 3 stages: Didactic situation analysis before learning in the form of a didactic hypothesis design including Pedagogical Didactic Anticipation (ADP), Metapedadactic Analysis, and Retrosfective Analysis after learning. Research subjects were 28 high school grade X students. It was found that: (1) developed lesson design of sharing and jumping task on the nomenclature of inorganic compounds was effective enough to promote student’s thinking skills. (2) according to transcript analysis most students could developed critical thinking skills especially, asking and answering clarification /challenge questions. However students got difficulty in developing critical thinking skills of making and valuing valuable judgments. The developed lesson design of sharing and jumping task can be used as an alternative learning design on inorganic compound nomenclature material. Keywords: didactical design (DDR), lesson design, sharing and jumping tasks, critical thinking skills

New York City\u27s Watershed Agreement: A Lesson in Sharing Responsibility

The New York City Watershed Agreement is a commitment of historic proportions. New York City\u27s financial commitments to land acquisition, Partnership Programs, and infrastructure and water quality improvements totals over $1.2 billion. New York State commitments to land acquisition and partnership programs amount to more than$53 million and federal commitments under the 1996 Safe Drinking Water Act Amendments total $105 million. This level of financial commitment represents New York City\u27s understanding that the financial burden of clean drinking water should be borne primarily by those who enjoy it. The financial package mandated by the Watershed Agreement constitutes a needed injection of market forces in the distribution of water. Water waste has been a significant problem since the days of the first Croton Dam. It is hoped that having New York City actually bear the cost of its water will induce a more responsible use of resources within the Watershed. Even with the substantial financial assistance extended by the City, the Watershed Communities bear the cost of foregone development in economically advantageous but environmentally sensitive land. Those communities have survived under the sometimes onerous burden of New York City\u27s need for clean water and should be commended for their perseverance

A ‘glocal’ lesson study: the case of pedagogical practices in mathematics

This article describes and discusses the education process and the professional learning in the prospective teacher education in the Pedagogical Practices in Mathematics course. The course aimed to know and problematize the teaching and learning practices in the school. The activities of the prospective teachers were developed under the Lesson Study methodology. Prospective teachers have developed a ‘glocal’ Lesson Study from the choice of topic -relevant to the school curriculum - along with lesson planning, sharing and discussing the lesson proposals, lesson implementation, lesson analysis, and presentation/discussion of results, culminating in the writing of articles. The process and some results of the implementation of the Lesson Study in a pedagogical discipline of the degree course in mathematics will be highlighted. Finally, the continuous opportunities for teacher learning that the graduates had in this formative experience, in a context of reflective and investigative participation in the practices of teaching and learning mathematics in the school will also be focused. That is, the prospective teachers learned from the moment of the choice of the theme, through the socialization and joint discussion of the planning and the execution of the class, culminating in the systematization of the lived experiences

IMPLEMENTASI LESSON STUDY DI KOMUNITAS BELAJAR SDN SUKAWANGI

Teacher competency must be improved through developing themselves in developing higher quality learning tools. Collaboration in learning is one of the efforts to create a culture of learning, including through lesson study. The purpose of lesson study is an effort to develop competence in the teacher learning community in a school as a medium for sharing good experiences in order to obtain quality learning. The lesson study stage consists of plan-do-see, where the implementation begins with planning collaborative learning, then carrying out the learning and reflecting on the results that have been implemented to find out the advantages and disadvantages. The results obtained from implementing lesson study are in accordance with the teacher's goal of becoming enlightened to further improve self-competence and improve the quality of the learning process so that it can have an impact on increasing the quality of student graduates

Instruction Inspiration: A Charrette for Music Librarians

Interactive session. Coming from architecture praxis and used in multiple design disciplines, a charrette is a structured period of intense feedback where participants work together to solve a design problem. The activity can easily be used by instructors to improve lesson plans or teaching artifacts in collaboration. Beginning with a warm-up practice activity where participants can learn how charrettes work, this session will primarily be comprised of focused small-group sharing, feedback, and brainstorming. Each participant should bring a lesson plan, teaching artifact, or other instructional challenge about which they would like to receive feedback. Small groups will be facilitated by an experienced instruction librarian. This dynamic session will offer participants immediate and actionable feedback to refresh their instruction, demonstrate a model for peer feedback they can bring back to their institutions, and encourage the formation of a teaching community of practice through the sharing of ideas and materials