SSO N S T UD

LE Y
By Group 6
INTRODUCTION TO
LESSON STUDY
“Lesson study (jyugyo kenkyu) is an approach to
professional development that originated in Japan 150
years ago. It was first introduced to the United States in the
late 1990s and is now widely practiced in over 50 countries.
Lesson study is often perceived as an effective form of
professional development aiming to improve mathematics
and science instruction, motivated by the high
performances of Japanese students as evaluated in the
Programme for International Student Assessment (PISA)
and Trends in International Mathematics and Science Study
(TIMSS).”
Historical Development of Lesson Study in Japan
Kanako N. Kusanagi
 WHAT’S LESSON STUDY?
Lesson study is approach to
professional development that brings
the intricacies of teaching practice
and student learning into focus
through collaborative and sustained
examination.
The aim is to enhance
professional knowledge,
NOT to design a “perfect”
lesson. Eamphasis on
sharing ideas and
knowledge encourages
professional development
and the growth of a
school as a “professional
learning community”.
LESSON STUDY CYCLE
ROUTINES FOR LESSON STUDY
ROUTINES FOR LESSON STUDY

Assigning group roles

keeps meetings smooth,
maintains focus, and
records key ideas.
Teams can keep roles
through the lesson
study cycle and later
adjust them to share
work fairly.
 ROUTINES FOR LESSON STUDY

recorder
researcher timekeeper

process
facilitator
Example Roles watcher
 Assigning Team Roles

Who will schedule meetings and communicate details

Who will document the team’s learning
Who will maintain group norms
Who will bring relevant research materials
Who will ensure efficiency and focus
Who will inform administrators and stakeholders
CREATE A TIMELINE
 Plan the Lesson
Revise the Lesson
STUDY AND PLAN Establish a Research Theme
Reflect and Report
TEACH, OBSERVE, DEBRIEF
Reteach, Observe, and Debrief
REVISE AND RETEACH Develop Collaboration Norms
Teach and Observe the Lesson
REFLECT AND REPORT Share and Disseminate Knowledge
Identify and Study the Topic
Debrief and Discuss Observation Data
 STUDY & PLAN

Plan the Lesson Develop Collaboration Norms

Revise the Lesson Teach and Observe the Lesson
Establish a Research Theme Share and Disseminate Knowledge
Reflect and Report Identify and Study the Topic
Reteach, Observe, and Debrief Debrief and Discuss Observation Data
 TEACH, OBSERVE, DEBRIEF

Plan the Lesson Develop Collaboration Norms

Revise the Lesson Teach and Observe the Lesson
Establish a Research Theme Share and Disseminate Knowledge
Reflect and Report Identify and Study the Topic
Reteach, Observe, and Debrief Debrief and Discuss Observation Data
 REVISE & RETEACH

Plan the Lesson Develop Collaboration Norms

Revise the Lesson Teach and Observe the Lesson
Establish a Research Theme Share and Disseminate Knowledge
Reflect and Report Identify and Study the Topic
Reteach, Observe, and Debrief Debrief and Discuss Observation Data
 REFLECT & REPORT

Plan the Lesson Develop Collaboration Norms

Revise the Lesson Teach and Observe the Lesson
Establish a Research Theme Share and Disseminate Knowledge
Reflect and Report Identify and Study the Topic
Reteach, Observe, and Debrief Debrief and Discuss Observation Data
CREATE A TIMELINE
 Group 1: Step 1 + 2
Group 2: Step 3
Group 3: Step 4
Group 4: Step 5
20 minutes
Group 5: Step 6
Group 7: Step 7
Group 8: Step 8
Group 9: Step 9 + 10

Each group will read the assigned materials and create an

online mind map that includes the following sections:
Core Objective, Key Actions, and Suggested Activity.
 1. DEVELOP
COLLABORATION NORMS
 CORE OBJECTIVE

Foster a supportive learning environment

Build trusting relationships among team
members
Provide oppotunities to build collective efficacy
Time: 30 minutes. Continually visit
 KEY ACTION
Group norms provide a set of shared expectations for how
the team members will interact and support each other’s
learning
Enable teachers to learn together, adopt a research stance toward
their practice, and build a sense of collective efficacy
Enable teachers to reflect on and deepen their sense of community,
strengthen their belief in their capacity to improve student learning

A team can use an existing list of collaborative norms that

have been proven to be effective or create its own list then
check it against an existing list
 Sample list of effective group norms:
Communication is open and honest; there is a climate of trust
(Bray, Lee, Smith, & Yorks, 2000)
Members are encouraged to both challenge and support one
another (Collay et al., 1998)
Methods for resolving conflict are established and agreed upon
(Dufour & Eaker, 1998)
Mistakes are viewed as opportunities (Garmston & Wellman, 2016)
All members are held accountable for their actions (Preskill &
Torres, 1999)
 SUGGESTED ACTIVITY
*Norm activity
Distribute sample norms and sticky dots. Briefly discuss the importance
of establishing these rules, then silently review the sample norms
Ask each small groups or pairs to brainstorm their own list of
collaborative norms and record them on a flip chart
Explain the dot-voting process
Let all members vote and lead a discussion focused on the 5-8 norms
that received the most votes. Work toward a consensus for the final list
The final list of collaboration norms must be included on all meeting
agendas and referred to at the beginning of every collaborative meeting
 SUGGESTED ACTIVITY
*Connecting activity

Bring a collection of images

Arrange the images and let each participant can select one image
from the set
Ask each participant to share a personal connection they have
with the image
 2. ESTABLISH A
RESEARCH THEME
 CORE OBJECTIVE

Identify a research theme that reflects the

broad, long-term goals teachers have for their
students

Time: 30 minutes. Continually visit

 KEY ACTION
Defines a core purpose of instruction or a problem of
practice about which participants care deeply
To address the research theme, lesson study teams will
often consult the research literature to better understand
the relevant theory and practice, opening doors for their
professional growth.
 SUGGESTED ACTIVITY
[Link] flip chart paper, create a poster for Question 1 and Question 2
[Link] team members into two groups. Each group discusses one
question (Q1 or Q2) and records ideas on a poster
[Link] 4–5 minutes, groups switch posters, discuss the new question, and
record their ideas
[Link] the whole group back together to examine both posters and
identify possible gaps between Q1 and Q2
[Link] on the one or two gaps the team will focus on for the lesson study.
[Link] the team to craft a specific research question that directly aligns
with the long-term goals they have for students and record the final
research theme
3. IDENTIFY AND STUDY
THE TOPIC
 CORE OBJECTIVE
The team needs to pinpoint a content-area topic on which to
focus the lesson by:
- Analyzing student achievement data, identifying challenging
concepts, and determine the team’s learning needs
- Explores the key ideas and common misconceptions for this
topic and reviews the literature on evidence-
based instructional practices aligned with the research theme.
Time: 3 hours
 KEY ACTION
After setting the content area, the team will identify a more
specific topic for the research lesson
The team look at the lesson study schedule and compare it to
the curriculum, selecting the topic based on what will be taught
when the observation and debriefing are likely to take place
Ideally, the team is not strictly constrained by an existing
schedule and can consult other sources of information to
identify a topic for the research lesson
Considerations for selecting a topic based on each
source of information:
Student assessment data
Research on student learning
Teachers learning needs
Curriculum
 SUGGESTED ACTIVITY

[Link] members to the table in the corresponding section of the

participant guide.
[Link] that the team will use the table below and record in the team
notebook how each of the data sources can inform the team’s selection
of a topic for lesson study.
3. Share the following example to encourage their thinking (table page
27-28)
4. PLAN THE LESSON
 CORE OBJECTIVE
The team plans a detailed lesson that includes student
learning outcomes, tasks and activities, anticipated
student responses, and assessment questions to guide
data collection.
The plan aligns with the research theme and reflects the
team’s review and application of its research on student
learning
Time: 3-6 hours
 KEY ACTION
Participants adopt the stance of a researcher by creating a
lesson that represents an inquiry into the complexities of
content, instruction, and student learning.
The research lesson helps the team explore their ideas about
how students learn challenging concepts
The instructors develop their ability to anticipate and plan for
student responses as part of their preparation
 SUGGESTED ACTIVITY
Refer the group to plan Anticipated students responses
the lesson. Review each Comparing and discussing
important component of Summing up
the lesson plan and Teacher/instructor support
answer questions. Assessment
Background, research, and Students learning outcomes
rationale: leading a Learning tasks and activities
discussion about the
rationale for the lesson
and instructional
strategies
SUGGESTED ACTIVITY
5. TEACH AND OBSERVE
THE LESSON
 A. CORE OBJECTIVES

This is where the rubber meets the road. The objective is for one
team member to teach the lesson while others observe student
reactions and collect learning-response data for analysis.

Time: One hour for teaching and observing.

 OBSERVATION PROTOCOL

Observers should:
1. Collect data based on the research question — focus on
students, not on evaluating the teacher.
2. Respect the natural classroom environment — do not
interrupt the lesson or draw attention.
3. Focus on a small group of students throughout the whole
lesson — this helps capture deep insights into how
students think and understand the content.
 4. PRE-OBSERVATION MEETING

If external guests are present:

• Introduce the lesson plan, goals, and observation criteria.
• Agree on how data will be recorded and clarify individual
roles.
• Answer any questions before the actual lesson begins.
 5. TEACHING THE LESSON

• The designated team member teaches the research lesson.

• Observers focus solely on students — how they respond,
think, and collaborate.
• If necessary, the teacher may make small adjustments
based on student responses (major changes should be
minimized).
After the lesson, the team will:
1. Identify what differed from the original plan.
2. Explain the reasons for any adjustments.
3. Discuss how these changes affected student learning
 KEY ROLES

• Research Lesson Teacher: Represents the team’s instructional

plan.
• Observers: Record evidence of how students understand and
respond to the content. “Focus on the students —
• External Guests: Provide an outside perspective to broaden the not the teacher.”
team’s insights. The aim of Lesson Study is
• Final Commentator: Usually an outside expert in teaching, or notMỀ M
to evaluate the teacher,
is responsible for the following: but to understand how
Expresses appreciation for the group students learn so the
Summarizes key ideas and important questions that emerged lesson can be improved
Highlights areas for revision in the lesson
Synthesizes insights and provides direction for the next steps
 SAMPLE SCHEDULE

Time Activity
Pre-observation meeting
9:30–10:00

10:00–11:00 Teaching and observing

11:00–11:15 Individual observer reflection and break

11:15–12:15 Debriefing

12:15–13:15 Celebration
6. DEBRIEF AND DISCUSS
OBSERVATION DATA
 A. CORE OBJECTIVE

The debriefing session allows the team to review and discuss

evidence of student thinking and learning collected during the
observation.
The facilitator’s role is to keep the discussion focused on
instructional activities and the lesson’s impact on students.

Time:
30 minutes for break and individual reflection
1 hour for whole-group debriefing
 DEBRIEFING PROCESS

Before the debrief:

Assign roles: moderator (leads discussion), commentator (summarizes
key points), and recorder (documents discussion).
Consider providing a small token of appreciation to the teacher who
taught the lesson.
During the debrief:
Members share observation data, evidence of student learning, and
discuss the extent to which learning goals were met.
After the debrief:
Complete the debrief summary template in the Team Notebook.
 3. THE DEBRIEFING PROTOCOL

Step Time Focus and Key Actions

Introductions Moderator expresses appreciation. The teacher/instructor welcomes

5 min
feedback and reviews the goals/outcomes of the lesson.

The teacher shares:

Teacher/ + Thoughts on how the lesson went
Instructor 5 min + Successes and challenges
Reflections + Feedback based on evidence
Sets the stage for honest, constructive analysis from the team.

Observers present data focused on evidence of student thinking and

Sharing
the questions in the assessment column. Crucial Rule: Avoid
Observation 15 min
subjective statements and focus only on concrete, specific details
Data
about student actions.
 3. THE DEBRIEFING PROTOCOL

Step Time Focus and Key Actions

The moderator invites a free-flowing discussion. Allows team

General
15 min members and observers to share additional comments or
Discussion ask/answer questions.

The Final Commentator (ideally an outsider) summarizes

Final
5 min key insights, questions, and areas the team should focus on
Discussion for lesson revision.
 4. END-OF-SESSION REFLECTION

After outside observers leave:

Each team member reflects silently, then shares:
One success

One challenge

One question for future revision

→ Record all responses in the Team Notebook
 5. BACKGROUND

Lesson observations generate large amounts of valuable data.

Debriefing helps organize, analyze, and transform this data into
meaningful insights.
Debrief immediately after the lesson for higher accuracy.
Observers should:
Review notes and lesson plan goals
Select the most impactful evidence to share
Prepare questions for the debriefing conversation
 6. SUGGESTED ACTIVITY

Remind team members that it is normal to feel nervous about

debriefing.
Give 1–2 minutes for any concerns or questions.
Introduce the debriefing protocol from the Participant Guide.
Conduct the debrief following the protocol.
Ask each member to reflect and share one success, one challenge,
and one question.
During the debrief,
Encourage participants to focus on objective
observations (specific details) before giving
opinions.
This helps prevent the common tendency to
jump straight to commentary.
7. REVISE THE LESSON
 A. CORE OBJECTIVE

The team meets to revise the lesson based on:

+ Data collected from the first teaching.
+ Evidence-based practices researched during the planning phase.

Time required: 1–3 hours.

 PROCESS OVERVIEW

Step 1: Review Debrief 1 Summary

The recorder summarizes the previous debrief.
Each team member identifies:
+ Which parts of the lesson supported student learning.
+ Which parts were less effective.
Guiding questions:
+ What does student learning data tell us about our instructional
decisions?
+ Do students’ responses reflect research findings?
+ Which lesson components helped or hindered learning?
+ What should we reconsider to improve learning outcomes?
 PROCESS OVERVIEW

Step 2: Identify Needed Changes

Team members share recommendations.
The facilitator helps identify common themes.
Choose two or three key areas to revise.
If needed, revisit research that supports these adjustments.
 3. KEY GUIDING QUESTIONS FOR REVISION

How can we change the lesson to help students reach the learning
goals?
How can research help us predict whether these changes will
work?
How might this change influence student understanding?
Why do we believe this adjustment will improve the lesson?
Do we need to consult additional research?
 SAMPLE ACTIVITY

1. Gather data
Collect observation notes, student work, posters, photos, debrief
summaries, etc.

2. Review and analyze data

Focus on evidence of student learning.
Discuss:
+ What students said, did, or produced.
+ Whether they met the learning outcomes.
+ Any unexpected student responses.
 4. SAMPLE ACTIVITY

3. Record the team discussion.

Using the following template in the team notebook:

4. Identify needed changes.

In small groups, discuss how to restructure the lesson for
higher effectiveness.
5. In small groups, discuss how to restructure the lesson for
higher effectiveness.
Determine which activities support learning well which parts need
revision so students can better meet the objectives.
6. Revise the lesson plan.
Allocate at least two hours for the team to rewrite Lesson Plan 2.
Assign a note-taker to input revisions.
Keep the original lesson plan.
Highlight changes in the revised version using bold, italics, boxes,
or different fonts.
 8.
RETEACH, OBSERVE
AND DEBRIEF
 A. CORE OBJECTIVES

A team member reteaches the lesson to other groups of students

→ other teachers observe and collect evidence of students’
learning
→ The whole team discuss and reflects on the reteaching results

Time: 2-4 hours

 B. KEY ACTIONS

Step 1: Prepare for the reteach

Reserve a room for debriefing
Send observation and debriefing times and locations to
observers
Make and distribute copies of the lesson plan and any handouts
Prepare student name tags
Schedule and convene a pre-observation meeting for non-team
members (If needed)
 B. KEY ACTIONS

Step 2: Observation protocol:

Collect data requested by the lesson planning team
Respect the classroom atmosphere and natural flow of the
lesson
Focus on the same small group of students over the entire
lesson
 B. KEY ACTIONS

Step 3: Schedule pre-observation meeting

Clarifies the lesson's underlying concepts and learning goals.
Summarizes the evidence collected from the first teaching.
Explains the changes they made to the lesson and why.
 B. KEY ACTIONS

Step 4: Follow the debriefing protocol

Introductions

Teacher/ Instructor Reflections

Sharing Observation Data

General Discussion

Final Discussion
 C. SUGGESTED ACTIVITY

Format: Use "Debriefing Protocol"

Key Questions: The team should focus on a set of
"additional questions" that specifically compare the first
lesson with the revised one
Action Items: The team should use their notebook to create
a preparation checklist and must complete a debrief
summary after the session.
 9.
REFLECT AND REPORT
 A. CORE OBJECTIVES

The team reflects on what is learned through lesson study

process and document the results in a report

Time: 1-2 hours

 B. KEY ACTIONS

Step 1: Develop and sustain a collaborative team

Successes: How well did they work together, and what specific
factors (like discussion routines or team norms) made their
collaboration successful?
Challenges: What specific collaboration challenges did they
face, and how did they overcome them?
New Insights: What new questions or insights about student
learning did they gain from the project?
 B. KEY ACTIONS

Step 2: Study research and apply evidence-based practices

Research Application: How did the team use research and
apply evidence-based practices? What specific research did they
consult?
Learning Progressions: How did their lesson build upon
students' prior knowledge and create a logical sequence of
learning activities?
Future Study: What other research topics do they want to
explore in future lesson study cycles?
 B. KEY ACTIONS

Step 3: Generate and share professional knowledge

Describe New Insights: Articulate any new questions or insights they
have about student learning that resulted from this project.
Identify Generalizable Learning: Determine what they learned that can
be applied more broadly to their regular teaching, and identify specific
topics or lessons where this new understanding would be most useful.
Plan for Sharing: Decide how the team will share their findings with
others (e.g., colleagues, other schools) and propose a specific method for
doing so.
 C. SUGGESTED ACTIVITY

The activity consists of four steps to create a final report:

Review: Team members review the final report template.
Discuss: The leader guides the team in a discussion, using
the questions from the participant guide
Draft: A recorder takes notes during the discussion, and
another team member is assigned to turn these notes into a
draft report.
Feedback: The draft report is shared with the entire team
for their feedback.
 10.
SHARE AND DISSEMINATE
KNOWLEDGE
 A. CORE OBJECTIVES

To extend the learning from their lesson study.

To introduce and attract potential new participants to future
lesson study projects.

Time: 1h for planning and additional activities

 B. KEY ACTIONS / SUGGESTED ACTIVITY

Step 1: Use the Guide

A table in the participant guide to see how the team's data can inform
their sharing plan.
Step 2: Discuss & Define
The team must discuss and record their answers to the following
questions and fill in the form below
B. KEY ACTIONS / SUGGESTED ACTIVITY
 B. KEY ACTIONS / SUGGESTED ACTIVITY

Audience:
Who will be interested in this work and what will they find
interesting?
Who are the decision-makers that could provide resources to
continue lesson study?
What is the best method for sharing (e.g., slide show, handout,
student work samples, testimonials)?
 B. KEY ACTIONS / SUGGESTED ACTIVITY

Purpose:
What is our main goal in disseminating this knowledge?
What do we want our audience to understand?
What do we want them to do with this information?
Possible purposes: sharing a new teaching approach with
colleagues, or sharing the lesson study process with administrators
to gain their support.
 B. KEY ACTIONS / SUGGESTED ACTIVITY

Method: The team brainstorms to answers to several key questions:

Alignment: What are the most effective ways to share, and how do
they align with the team's purpose and audience?
Potential Venues: What upcoming meetings (e.g., conferences, staff
meetings, school board meetings) would be good opportunities to
share?
Publications: What publications or websites (like blogs) might be
interested in an article about the team's work, and who will lead the
writing?
 B. KEY ACTIONS / SUGGESTED ACTIVITY

Example "products" that can be used to share the team's learning:

Newsletter
Slide show or handout
Samples of student work
Video clips of students working
Team member testimonials
 HANK YOU
T