Lesson Study and the Learners' Understanding on the Derivation of Distance Formula of Grade 10 Mathematics of Diffun National High School

Abstract

INTRODUCTION

Lesson Study, a Japanese model for continuing professional development for teachers which is school-based and teacher-led approach. This study was undertaken to determine the effect of Lesson Study to the understanding of learners on Derivation of Distance Formula and document the experience of the teacher-participants. Specifically, it sought to determine the impact of LS to teachers and student-participants.

METHODS

It employed the qualitative-descriptive methods using Narratology, Focus groups, and key informant interviews. The informants are Mathematics teachers who attended the Professional Development Training in LS and members of a Mathematics group that implemented Research Lesson. In collecting data, the Lesson Study group made use of the two Lesson plans, observation forms, post-lesson conferences, reflections and interviews. To validate and substantiate data gathered on the learning and behavior of the learners during the implementation, LS focus group discussions, reflections and impressions, as well as videos and pictures, were also utilized.

RESULTS

The LS group follows the process: setting long-term goals, planning the lesson together, first implementation of the lesson, post-lesson reflection and discussion, revision of the lesson, then, second implementation of the revised lesson, post-lesson reflection and second revision of the lesson. The lesson study paved for the improvement of the content and strategies aspects of the research lesson plan through the LS Focus Group Discussion. The study revealed that there was a significant increase on the learners' understanding on the derivation of Distance Formula using problem-based approach as an after shoot of Lesson Study.

DISCUSSIONS

Thematic analysis revealed three themes on the experiences of the teachers-participants in implementing the Lesson Study: Built synergy among community of teachers as they build on each other's comments and ideas, improved skills along content and pedagogy and increased feeling of confidence in the delivery of the lesson. Students-participants revealed that LS gave way for more meaningful and interesting learning activities, more active involvement, and better means of learning the lesson. It is, therefore, suggested that Lesson Study be implemented by all teachers across all subject-areas in the Division.