Complement lesson study with a theoretical perspective on learning so teachers can plan individually with the theory¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article argues the need "to complement a lesson study with a theoretical perspective on learning" because teachers are then given the opportunity to make use of the theory when planning instruction individually, not only within a learning study group. In this study the theoretical perspective was variation theory, and the Learning Study model served as the vehicle through which teachers' understanding of it gradually developed in line with analyses of pupils' learning. The author reports that one teacher, asked in 2008, still planned instruction on the basis of the theory after the project ended.

Design Implications¶

Context¶

Requirements¶

• Teachers need opportunities to learn the theoretical framework, e.g. introductory lectures, articles and researcher participation in planning meetings

Constraints¶

• The author notes teachers may have difficulty implementing new learning studies independently because of lack of time, even though they can use the theory in daily planning

Target Learners¶

• teachers working in a school team planning instruction together

Target Learning Goals¶

• developing teachers' theoretical knowledge of variation theory and their ability to analyze the object of learning

Affordances¶

• Variation Theory Discernment Simultaneity Variation

Related Strategies¶

• Move beyond explorative expert-novice comparisons to hypothesis-driven designs investigating application of evidence-based pedagogical principles

Examples¶

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Key Sources¶

• Mona Holmqvist. (2011). Teachers' learning in a learning study. Instr Sci 39:497–511. https://doi.org/10.1007/s11251-010-9138-1