Fasa Lesson Study

Designing Research of Lesson Study

Zanaton binti H IksanFaculty of Education

Universiti Kebangsaan Malaysia

DR. ZANATON BINTI H IKSAN

• Timbalan Dekan Prasiswazah(Deputy Dean of Undergraduate)

• Centre of STEM Enculturation

• BSc(UKM) (Sains Nuklear), DipEd(UM), MSc (UTM) (RadioKimia), PhD (UM) (Pendidikan Sains)

• Chemistry Education/ Science Educatio , Pendidikan Sains

• Tel: 03-89216252/6245• HP: 019-6004627 • E-mel: [email protected]

Mulakan langkah kananmudengan “Bismillah” dan niatkan

menuntut ilmu dengan ikhlaskerana ALLAH…

mailto:[email protected]

Action Research

Kurt Lewin (1946)

Kemmis & Mc Taggart (1988)

Study

Plan

Teach

Reflect

Rancang(Plan)

Action (Do)

Refleksi(Reflect)

Action Research Lesson Study

Observe (Do)

Proses Perlaksanaan Lesson Study

Study

Plan

Teach

Reflect

1 2 3

Study

Plan

Teach

Reflect

Lesson Study Team

4+

1 2 3 4

Study

Plan

Teach

Reflect

BinaKumpulan

Ketua/Peneraju

kump

1 2 3 4

Study

Plan

Teach

Reflect

BinaKumpulan

Ketua/Peneraju

kump

Ahlikumpulan

Study

Plan

Teach

Reflect

Study

Plan

Teach

Reflect

Pelajari sumberrujukan

Study

Plan

Teach

Reflect


Kaji kurikulumdan sukatan

pelajaran

• Study curriculum and standard• Consider long-teams goals for

student learning and development

Study

Plan

Teach

Reflect


Kaji matlamatkurikulum dan

sukatanpelajaran

Kenali pelajar/ masalah

pembelajaranpelajar

Study

Plan

Teach

Reflect


Kaji matlamatkurikulum dan

sukatanpelajaran

Kenali pelajar/ masalah

pembelajaranpelajar

Ambilkiramatlamat

jangka panjang

Study

Plan

Teach

Reflect

Study

Plan

Teach

Reflect

Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran

• Study several lesson • Finally choose one lesson – to

be focused and discussed in-depth

Study

Plan

Teach

Reflect


TentukanResearch

Lesson

What do you want to focus on? (Research Lesson)

- Learning goal and curriculum achievement- Teaching and learning strategy

(teacher/student centre approach, PBL, flip classroom, questioning, ICT, ext.)

- Student behaviour - Student thinking- Logistic (facilities, classroom)- Communication (student engagement- Integrated elements/skill: Values, creativity,

entrepreneur, environment, ext.- Science element: science process skill,

manipulative skill, thinking skill, computational skill, inquiry, STEM

Study

Plan

Teach

Reflect


TentukanResearch

Lesson

Bincangkanmethod

yang sesuai

Study

Plan

Teach

Reflect


TentukanResearch

Lesson

Jangkakanpemikiran

pelajar & cuba“tugasan”

Bincangkanstrategi yang

sesuai

• Teachers try the problem in order to anticipate student thinking

Study

Plan

Teach

Reflect


TentukanResearch

Lesson

Jangkakanpemikiran



sesuai

Plan data collection

Study

Plan

Teach

Reflect


TentukanResearch

Lesson

Jangkakanpemikiran



sesuai

Plan data collectionPresent dan

check

Planning and studying

Plan the lesson

• Study several lesson

• Finally choose one lesson – to be focused and discussed indepth

• Use student needs to determine the focus of the lesson

• Teachers join to draw up a detailed lesson plan

• Clarify learning goal and design interaction

• Teachers try the problem in order to anticipate student thinking

• Can patterns help us find an easy way to answer the question: how many sears fit around a row of triangle tables:

Study

Plan

Teach

Reflect• One team member teaches, others collect data

Belajar

Plan

Mengajar

Refleksi

Fokuspemerhatian

kepada pelajar(tidak ganggu

pelajar)

Study

Plan

Teach

Reflect

PerhatiPerkembangan

pelajar

Fokuspemerhatian


pelajar)

Study

Plan

Teach

Reflect

PerhatiPerkembangan

pelajar

Tumpu“Research

Lesson” Fokuspemerhatian


pelajar)

Study

Plan

Teach

Reflect

PerhatiPerkembangan

pelajar

Tumpu“Research

Lesson”

Kumpul data ataumaklumat untuk

refleksi

Fokuspemerhatian


pelajar)

Study

Plan

Teach

Reflect

PerhatiPerkembangan

pelajar

Tumpu“Research

Lesson”

Tidak fokuskepada guru


refleksi

Fokuspemerhatian


pelajar)

Study

Plan

Teach

Reflect

PerhatiPerkembangan

pelajar

Fokuspemerhatian


pelajar)

Tumpu“Research

Lesson”

Tidak fokuskepada guru


refleksi

Bukti Pemerhatian:- Interaksi guru-pelajar- Soal-jawab- Tingkah laku- Kerja pelajar- Aktiviti- dll

Teaching

Open class – classroom observation

• Plan used by one teacher to teach the lesson

• One group members observe the lesson

• Observer take note during the lesson

Study

Plan

Teach

Reflect

• Share data• What was learned about student

thinking?• What are implications for this unit and

more broadly?• What learning and new questions do we

want to carry forward in our work?

Study

Plan

Teach

Reflect

Knowledgeableothers/

moderator

Study

Plan

Teach

Reflect


moderatorRefleksi

guru

Study

Plan

Teach

Reflect

Ulasanpemerhati


moderatorRefleksi

guru

Study

Plan

Teach

Reflect

Ulasanpemerhati


moderatorRefleksi

guru

Ulasan pakar

Study

Plan

Teach

Reflect

End of Cycle Reflection (Lesson

study Journey)

Ulasanpemerhati


moderatorRefleksi

guru

Ulasan pakar

Post Lesson/observation Discussion

Post observation discussion

• Group meets to discuss observations

• Discussion focused on data collected and notes recorded

• Lesson plan revised based on group discussion

• Findings• All 22 students fill out the worksheets numbers correctly

• But only 5 students describe the “plus two” pattern

• 5 additional students describe the “plus one” pattern

• Despite te correct worksheets, few students can explain the pattern in word or express it as equation

Study

Plan

Teach

Reflect

FASA REFLEKSI

• Meneliti semula hasil pembelajaran

• Perkongsian maklumat berdasarkan

eviden/ bukti

• Fikirkan penambahbaikan

• Perbincangan akrif

• Refleksi secara mendalam beserta bukti

• Refleksi bersifat profesional – kritikan

untuk meningkatkan profesional guru

• Tidak judge lesson atau guru

• Komen dicatat – dokumen dan rujukan

penambahbaikan

Study

Plan

Teach

Reflect

END-OF CYCLE REFLECTION

• Did you learn something valuable?

• Did you develop “the eyes to see

students”?

• Did you strengthen relationship among

team members?

• What do we want to change in our next

cycle?

Analysis

• Transcript • Speech possessation – teacher and student voice• Do not judge the lesson and teacher • Analysis the transcript – different lens or view

Transcripts

A Case of Mathematics in Lesson Study: Multiplication3×16 and 16×3Q: Dose the order of the numbers in a multiplication sentence affect the answer? Explain why or why not?

• T (1): I borrowed 16 bags for you from library. In each bag there are some books for you. Please tell me how many books I borrowed from library

• T (229): Please see again the solutions.

• Sahar (230): Is it different between 16×3 and 3 ×16?

• T (231): It is a good question? Please think well. Do you understand the question?

• Charles (232): Yes.

• Golara(234): She said what is different between 16×3 and 3×16?

• T (235): ... and you Ms.Parmida, can you tell us your idea?

• Parmida(236): The answer is the same but in mathematic problem the order number is different.

• T(237): How do you think Ms.Ariyana?

• Ariyana(238): The order of numbers changed and a little bit difficult to solution.

• T(239): What is difficult? The solution or…?

• Ariyana(240): Yes, the way of solution.

• T(241): Ms. Hady, How do you think?

• Hady (242): I think its meaning is changed. The meaning…!

• T243 : and you Maral?

• Maral (244): In case of 16×3, it means we have 16 bags within 3books but in case 3×16, it means we have 3bags within 16books. The answer is the same but the mathematical concept of the multiplication sentence is different.

Zanaton & Daniel (2016) Types of Wait Time during Verbal Questioning in the Science Classroom. International Research on Higher Education. 1(1): 72- 80.

Wait time pattern

Sekian, terima kasihStudy

Plan

Teach

Reflect

Fasa Lesson Study

Documents

Transcript of Fasa Lesson Study