4,854 research outputs found
Beyond Lesson Studies and Design Experiments: Using theoretical tools in practice and finding out how they work
No full textThis paper aims to illustrate how fruitful insights into the link between school teaching practice and student learning outcomes can be theoretically grounded by the variation theory from the field of phenomenography; and from this framework demonstrate how a 'pedagogy of awareness' can be implemented in the classroom. In this study, five teachers and 162 students at Primary Four level of school education in Hong Kong participated and the practice of the 'learning study' was adopted. By comparing the results of pre- and posttests, a significant gain was observed in the students learning outcomes.
Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism [Elektronisk resurs]
No full textPurpose – This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil’s (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices. Design/methodology/approach – Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers’ expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination. Findings – The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils’ deficiencies to instead focusing on their strengths. A relationship was found between teachers’ understanding of central coherence, their skills in adapting received instructions and pupils’ abilities to process and contextualize information or discern the whole picture. Research limitations/implications – Research that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities. Originality/value – This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers’ repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day
Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism
No full textPurpose – This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil’s (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices. Design/methodology/approach – Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers’ expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination. Findings – The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils’ deficiencies to instead focusing on their strengths. A relationship was found between teachers’ understanding of central coherence, their skills in adapting received instructions and pupils’ abilities to process and contextualize information or discern the whole picture. Research limitations/implications – Research that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities. Originality/value – This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers’ repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.Swedish National Research School’s Special Education for Teacher Educators (SET) project
Lesson study research for Special Educational Needs and Disabilities
No full textLesson study research for Special Educational Needs and Disabilities The aim of this review is to synthesize research results from studies using the lesson study cycles as method studying SEND issues in the field of Neurodevelopmental Disorders (NDDs) e.g. Autism, ADHD and Intellectual Disability to analyze if and how lesson study is a powerful model to enhance students’ with NDD learning and designed to be used in education. By that, this review differs form, but is based on the review done by Brahm Norwich, Benham-Clarke and Goei (2020), as this review is narrowed down to only include LS-studies focusing NDD participants. If lesson study, as a collaborative professional development model, can contribute to develop inclusive education for students with NDDs is a question to be answered in this systematic research review. The review used the concepts Lesson Study and SEND approaches, and research articles in international scientific journals during the past 10 years was selected. The initial search identified few studies; therefore, we additionally searched by hand amongst other sources e.g. the International Journal for Lesson and Learning Study. Data were extracted by two independent reviewers and checked for validity by third author. The CASP (Critical Appraisal Skills Programme) Instrument assessed quality of studies. Thematic analyse was used to synthesise the findings. Results show lack of empirical studies and studies of quality in teaching towards inclusive education. Furthermore, the context is significant for sustainability and the learning outcomes. The result contributes to stakeholders and educators as well as to the society as a whole, finding innovative ways of enhancing academic achievement for all students is a worldwide goal
LITERATURE LESSON IN THE LIGHT OF METHODOLOGICAL IDEAS OF R. F. BRANDESOV
No full textThe article deals with the concept of modeling a literature lesson, developed by Chelyabinsk scientist-methodologist R. F. Brandesov. This concept is realized within the framework of the estodidactic approach, which is based on the study of the communicative function of art, and the lesson itself is developed according to the laws of art. The article comments on the main stages of the teacher's preparation for the literature lesson, which should lead to the creation of the effect of emotional resonance. The paper describes three main elements of the lesson: the writer's word, the word of the teacher and the word of the student. The problem of the emotional adjustment of the teacher for the lesson, rarely taken in consideration in the methodology, is rised in this article. As an illustration of the methodological ideas of R. F. Brandesov a model of the monographic lyric lesson is proposed. It is developed by the author of the article. The study of A. S. Pushkin «Anchar» is the core of this idea. The structure of the lesson corresponds to the description of this lesson model, proposed by RF. Brandesov. The article pays special attention to the formation of emotional peaks in the lesson and its emotional dominant. The article contains analytical studies of students and shows work on expressive reading
Lesson as a discurssion
No full textThe author treats the lesson as a discussion, a communicative event. Therefore, the lesson becomes a process, not just an effect with a dialogue structure.
The author preceeds further - the lesson with verbal, vocal and non-verbal communicative activities, genders of speech and methods is seen as a text
Maximizing Student Learning through a Cyber Classroom
No full textThis report is submitted in fulfillment of the lesson plan assessment request made by the Department ofEnvironmental Studies, Nagasaki University. Lesson plan assessment is based on the lesson units designed by the author for Language Communication AI/AII courses in the Department of Environmental Studies. Instructional approach utilizing a Cyber Classroom created by online resources at TaskStreamR is introduced by the author. A Cyber Classroom offers supplementary instruction that promotes self-study and maximizes classroom instruction while supporting student and task-based learning
The Process of Lesson Planning
No full textThis paper shows how to prepare a lesson plan for an ESL classroom. It is based on the author\u27s personal experience as a beginning teacher. The paper presents an overview and the author\u27s view of the process of lesson planning and discusses the factors which affect teaching. At the end of the paper, sample lesson plans are provided to further illustrate the author\u27s idea
lesson as a discurssion
No full textThe author treats the lesson as a discussion, a communicative event. Therefore, the lesson
becomes a process, not just an effect with a dialogue structure.
The author preceeds further - the lesson with verbal, vocal and non-verbal communicative
activities, genders of speech and methods is seen as a text.Zadanie pt. „Digitalizacja i udostępnienie w Cyfrowym Repozytorium Uniwersytetu Łódzkiego kolekcji czasopism naukowych wydawanych przez Uniwersytet Łódzki” nr 885/P-DUN/2014 zostało dofinansowane ze środków MNiSW w ramach działalności upowszechniającej nauk
"A Lesson on a Tortoise" and D. H. Lawrence\u27s earliest crisis of social identity
No full textThe short story "A Lesson on a Tortoise", written by D. H. Lawrence in 1909, has traditionally been disregarded by criticism as a very minor piece of work. This paper aims to show that the story has a threefold importance: firstly as an autobiographical portrait of Lawrence\u27s activities as a teacher in Croydon; secondly as an example of Lawrence\u27s ability to use realistic techniques; and thirdly as a reflection of the author\u27s crisis of social identity. The paper concentrates on the last aspect and traces the personal and intellectual facets which came to shape Lawrence\u27s ideas on the subject
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