As part of their
Teaching American History grants,
Oakland teachers of history
have collaborated on lesson
planning and evaluation using
"lesson study". This
section contains background
information and other resources
relating to this part of the
grant.
The use of lesson
study in our current grant's
professional development program
is guided by what we learned,
about challenges and possibilities,
in our previous grant. You can
read more about lesson study
in the context of our previous
grant in this article "Lesson
Study" and the Teaching
of American History: Connecting
Professional Development and
Classroom Practice Social
Studies Review, Spring
2005 by Stan Pesick.
Lesson
Study is a structured
process in which a group of
teachers identify an instruction
problem, plan a lesson using
primary resources, teach the
lesson (one member of the group
teaches the lesson while the
others observe), evaluate and
revise the lesson and share
the results with other teachers.
By collaboration
and an emphasis on lesson revision,
the insights of several teachers
are brought to bear on the problems
of effectively teaching challenging
historical concepts Lesson Study
methodology is widely used in
Japan and has been credited
for the shift from “teaching
as telling” to “teaching
for understanding” in
Japanese mathematics and science
classrooms.
For more information on Lesson
Study see the article by Catherine
Lewis, " What
are the Essential Elements of
Lesson Study?" The California
Science Project Connection. Volume
2, No. 6. November/December 2002.)
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