Using Lesson Study as an Instrument to Find the Mental Models of Teaching and Learning Held by Career and Technical Education Instructors

By Len Bogner.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Lesson Study is a method, used by the Japanese educational system for over a century, of observing student learning. While different authors suggest slightly different models, they all consist of the same premises. A group of educators and teachers connecting with one another, administrators, specialists, and even with other schools come together over a period of time to work on a single or multiple lesson plan(s) and to analyze the student population (Buckwalter, 2002). The Lesson Study starts with lesson plans then moves to the classroom and as one member teaches the class, the non-teaching members participate as researchers by recording student reactions in order to document student thinking. They note student comments, their levels of collaboration and engagement, and the resulting work produced from the lesson (Richardson, 2004). After the lesson plan has been taught the group comes together to critique the session (Buckwalter, 2002). Now the group is challenged to identify changes to improve learning and then share this information with other teachers who are in similar situations. This presentation will cover how Lesson Study was used in Technology courses, at the University of Wisconsin-Stout, to find the benefits of Technology in the classroom. The presenter(s) will cover the steps used in the Lesson Study, the lessons learned and how you can apply it in your classroom.

Keywords: Lesson Study, Technology

The International Journal of Learning, Volume 15, Issue 1, pp.239-244. Article: Print (Spiral Bound). Article: Electronic (PDF File; 693.295KB).

Dr. Len Bogner

Assistant Professor, Department of Occupational and Technology Education, University of Central Oklahoma, Edmond, USA

Dr. Len Bogner is an Assistant Professor in the Department of Occupational and Technology Education at the University of Central Oklahoma. He is a teacher educator for the Career and Technology Education program and is the adviser for the Trade and Industrial Education majors. Before coming to the University of Central Oklahoma he was the Program Director for the Information and Communication Technologies program at the University of Wisconsin-Stout. He continues to teach a correspondence course in Career and Technical Education for the University of Wisconsin-Madison. His dissertation was in part based on his use of Lesson Study in a Career Tech classroom.

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