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Lesson study as collaborative study-plan-do-reflect inquiry cycles that build knowledge, beliefs, norms, routines, and materials for continuing instructional improvement

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article models lesson study as collaborative inquiry cycles in which "teachers conduct collaborative 'study–plan–do–reflect' inquiry cycles designed to improve classroom instruction". Teams study curriculum content and long-term goals, plan a research lesson taught by one member while others collect data on student learning, then discuss the data in post-lesson reflection. A theoretical model (Figure 1) links Desimone's five features of effective professional learning — active learning, collective participation, content focus, duration, coherence — to intervening changes in teacher knowledge, beliefs, professional community, and instructional materials.

Design Implications

Context

Requirements

  • Teams plan, enact, and collect data on a research lesson, then hold a post-lesson discussion of the collected data

Constraints

  • Honing a single lesson is not typically the primary goal of lesson study as practised in Japan

Target Learners

  • elementary and junior high school teachers
  • educator teams conducting professional learning

Learning Goals

  • improvement of classroom instruction and student learning
  • teacher content and pedagogical knowledge

Claims

Examples

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Key Sources

  • Catherine Lewis & Rebecca Perry. (2014). Lesson Study with Mathematical Resources: A Sustainable Model for Locally-led Teacher Professional Learning. Mathematics Teacher Education and Development. https://www.merga.net.au
Page metadata
Field Value
type design
id lesson-study-study-plan-do-reflect-cycle
title Lesson study as collaborative study-plan-do-reflect inquiry cycles that build knowledge, beliefs, norms, routines, and materials for continuing instructional improvement
description The article models lesson study as collaborative inquiry cycles in which "teachers conduct collaborative 'study–plan–do–reflect' inquiry cycles designed to improve classroom instruction".
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — catherine-lewis-rebecca-perry-2014

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