Collective Transformation Through Individual Excellence
The lesson study professional development approach offers a valuable framework. Pre-service teachers engage in authentic clinical experiences which contribute to a more confident beginning teacher.
Presented by:
Stephanie H Kamai, University of Hawaiʻi, West Oʻahu
Abstract:
How does active learning happen for students at a small undergraduate university? Does active learning contribute to a more confident pre-service teacher pursuing a teaching degree? The lesson study approach actively engages students with opportunities to work with a team. Each team writes lesson plans, teach their lessons, collect and review observational data. They lead discussions, collaborate on planning activities, and productively struggle through each task. Students have collective and individual responsibility which is vital for the success completion of the lesson study project. Retention rates after graduation is high and feedback from administrators indicate that our students are resilient.
Keywords:
Learning, Teaching, Lesson Study
Learning Outcomes:
1. Analyze strategies from the session that may be used to identify resiliency in students.
2. Describe factors that contribute to student success in a college classroom.
3. Create a visual journal of key take aways from the session.
Collective Transformation Through Individual Excellence
Hear it from the author:
Transcript:
Teacher recruitment and retention is a significant issue facing schools in Hawaii. The
lesson study approach used at the University of Hawai'i West O'ahu teacher preparation
program is a creative solution focused on strength-based efforts and the social
construction of knowledge. Student teachers and small communities of practice
collaborate on how best to design a lesson plan, teach the live lesson in a field-based
classroom, collect data on the ways in which elementary school students are interacting
with a lesson, and individually and collectively reflect on the impact of their lesson on
grade appropriate student learning. The assignment empowers student teachers to take
charge of their own and each other's learning by focusing on an area that is challenging
for their learners in their field-based classrooms.
Findings from student teachers end of the semester Personal Perspectives entries
indicate that individual integrity and responsibility contributes to a deeper understanding
of concepts and promotes personal growth. Findings also link individual excellence and
effective leadership to increased group productivity. Feedback from administrators from
partnering schools who hire our graduates report beginning teachers who are confident
and require less handholding.
References
Fujii, T. (2016). Designing and Adapting Tasks in Lesson Planning: A Critical Process of
Lesson Study. ZDM Mathematics Education, 48, 411-423.
https://doi.org/10.1007/s11858-016-0770-3
Kanaiaupuni, Shawn. (2005). Ka'akalai Ku Kanaka: A Call for Strengths-Based Approaches
from a Native Hawaiian Perspective. Educational Researcher. 34. 32-38.
10.3102/0013189X034005032.
Wenger-Trayner, E. and Wenger-Trayner, B. (2015) An introduction to communities of
practice: a brief overview of the concept and its uses. Available from authors at
https://www.wenger-trayner.com/introduction-to-communities-of-practice.