Sunday, January 10, 2010

Lesson Study (Mathematics) Conference in Chicago

This is from my friend Prof Akihiko Takahashi in Chicago

The Second Announcement is available at

The Chicago Lesson Study Group
2010 Ninth Annual Lesson Study Conference
Chicago, IL, USA

Are We Doing Lesson Study Right? Looking Back and Looking Ahead

April 29 – 30, 2010
Preconference dinner, Wednesday, April 28

Sponsored by:
· Chicago Lesson Study Group
· Asia-Pacific Mathematics and Science Collaborative
· McDougal Family Foundation

The Chicago Lesson Study Group invites you to its ninth lesson study conference. For nearly a decade, this conference has been one of the major lesson study conferences in the world, examining lesson study from a global perspective.

Thomas McDougal, Asia-Pacific Mathematics and Science Collaborative, DePaul University, Illinois
Akihiko Takahashi, Department of Teacher Education, DePaul University, Illinois
Tad Watanabe, Department of Mathematics, Kennesaw State University, Georgia
Makoto Yoshida, Director of the Center for Lesson Study, William Paterson University, New Jersey

Featured Presentations:
What does it mean to do Lesson Study right? A theory of action for lesson study.
Catherine Lewis Ph.D., Mills College Lesson Study Group, CA

Moving from the Algorithms to the Practice of Lesson Study
Patsy Wang-Iverson, Ph.D., Gabriella and Paul Rosenbaum Foundation, PA

Are we doing Lesson Study right? Major roles of knowledgeable others.
Tad Watanabe, Ph.D., Department of Mathematics, Kennesaw State University, GA

Are we doing Lesson Study right? What should do or should not do as a facilitator.
Makoto Yoshida, Ph.D., Center for Lesson Study, William Paterson University, NJ

Research Lessons:
There will be two live research lessons, one Thursday and, one Friday.

Pre Conference Dinner: Introduction to Lesson Study
For those who are new to Lesson Study, this is an excellent opportunity to learn about lesson study from one of the founders of lesson study in the North America, Makoto Yoshida. He will introduce lesson study by highlighting what is lesson study and how could you start lesson study with your colleagues.

Registration will be open at late January.
The registration information and the second announcement will be available here.

What is Lesson Study?
Lesson study, widely viewed in Japan as the primary form of professional development, has been the critical systemic feature that enabled Japanese elementary teachers to improve classroom instruction. In lesson study, teachers work collaboratively to: 1) formulate long-term goals for student learning and development, 2) plan, conduct, and observe a ‘research lesson’ designed to bring these long-term goals to life as well as to teach a particular academic content, 3) carefully observe student learning, engagement, and behavior during the lesson, and 4) discuss and revise the lesson and the approach to instruction based on these observations. The research lesson is taught in a regular classroom with students, and participants observe as the lesson unfolds in the actual teaching-learning context. Discussion following the lesson is developed around the student-learning data collected during the observation. Through the process, teachers are given opportunities to reflect on their teaching and student learning.
Lesson study has become increasingly visible in state, national, and international conferences, open houses, high-profile policy reports, and special journal issues in recent years in the United States. Moreover, some school districts in the United States have attempted to use it to change their practice and impact student.

Chicago Lesson Study Group
The Chicago Lesson Study Group was launched in November of 2002 with several volunteer teachers in Chicago area. Since its inception, this informal study group has met regularly to discuss issues in mathematics teaching and learning and to develop research lesson plans. As part of the lesson study cycle, the group hosts an annual lesson study conference with public research lessons.

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