Lesson Study and Lesson Sharing: An Appealing Marriage
Name
Larson_Lesson study.pdf
Size
636.39 KB
Format
Adobe PDF
Checksum (MD5)
d5ee3677b7e5ff016d47cceae2c85660
Author(s)
Okubo, Yuko
Uchino, Kanji
Hird, Mackenzie D
Larson, Richard Charles
Date Issued
June 2014
Journal
Creative Education
Publisher
Scientific Research Publishing, Inc
Citation
Hird, Mackenzie; Larson, Richard; Okubo, Yuko and Uchino, Kanji. “Lesson Study and Lesson Sharing: An Appealing Marriage.” Creative Education 05, no. 10 (2014): 769–779. © 2014 by authors and Scientific Research Publishing Inc
Version
Final published version
Abstract
Lesson study and lesson sharing are two educational initiatives that, if merged, have the potential to revolutionize how teachers plan and deliver lessons. Lesson study is the joint production of lessons by a small team of teachers over the course of a few months. The resulting lesson plan is usually “on paper” and used only locally. Lesson sharing occurs on the Internet, providing contributing teachers with a mechanism for sharing their lessons with others. Typically a single teacher authors these shared lessons. We discuss the advantages and associated implementation barriers of each when viewed as separate activities, and then argue for their joint or merged implementation, describing how each would synergistically support the other. Not only would more vetted lessons be delivered to the Internet, but also the teacher teams participating in lesson creation would develop a much deeper understanding of pedagogy. We offer policy recommendations to support this new educational paradigm: A virtual marriage of lesson study and lesson sharing.
MIT Department
Massachusetts Institute of Technology. Department of Civil and Environmental Engineering
Massachusetts Institute of Technology. Institute for Data, Systems, and Society
Terms of Use
Creative Commons Attribution 4.0 International License
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.4236/ce.2014.510090
