Lesson Study Group at Mills College
What is Lesson Study?
In Japan, teachers improve their teaching through "lesson study," a process in which teachers jointly plan, observe, analyze, and refine actual classroom lessons called "research lessons". Lesson study is widely credited for the steady improvement of Japanese elementary mathematics and science instruction. Since 1999, lesson study has rapidly emerged in many sites across the United States.
In Lesson Study teachers:
Since 1999, the Mills College Lesson Study Group has conducted research on lesson study in U.S. settings, including schools, districts and pre-service education. Our work focuses on adaptation of lesson study to U.S. settings, the nature of teachers "learning during lesson study, and the ways in which outside experts and resources - especially those from Japan - can support teachers" learning. Support for the research has come from the National Science Foundation (NSF) and the U.S. Department of Education Institute for Education Sciences (IES).
Our team is currently engaged in two major IES-funded research projects, both focused on using elements of Japanese curriculum and instruction along with lesson study to support teachers’ implementation of mathematical ideas embedded in the Common Core State Standards. Prior NSF-funded and IES-funded research focused on whether research-based toolkits enable mathematics lesson study groups to access and use content knowledge effectively.
For information on the NSF-funded research click here
For information on the prior IES-funded research click here
For further information or comments, please contact: email@example.com
The Chicago Lesson Study Group Annual Conference, May 7-8, 2015. Please see their website for more details.
Lesson Study Supported by Mathematical Resources Impacts Student Learning click here.
This material is based upon research supported by the National Science Foundation on Research and Evaluation on Education in Science and Engineering and under the National Center for Education Research within the Department of Education Institute for Education Sciences. Any opinions, findings, and conclusions or recommendations expressed in this website are those of the authors and do not necessarily reflect the views of the grantors.
Last site update: September 2014