Decision tree Welcome! Do you want to read an introduction to lesson study before exploring how it might work in your context?(Required) Yes, I would like a brief overview of lesson study. No thanks, I would like to go straight to seeing how lesson study fits in my context. ContinueYou’ve decided to start lesson study in your institution, congratulations!(Required) Sounds good! The three most common variants are university-centred, practicum-centred and hybrid lesson study.(Required) Yes Great. To help you identify the best variant for you, we will go through how they differ. There are two main aspects to consider:(Required) Let’s do it! LOCATIONWhere will the lesson study (LS) primarily take place?(Required) I plan to integrate LS as part of the university course/module only. I plan to integrate LS within the teaching practicum at placement schools only. I plan to integrate LS as part of the university course and involve schools. You have decided to implement lesson study (LS) in your institution as part of the initial teacher education programme. This would mean that the LS will not involve pre-service teachers going to schools to teach the research lessons. You are planning to integrate lesson study with the teaching practicum at the pre-service teacher’s placement schools. This means that the lesson study will take place entirely in the placement school setting and that no part will occur in the university setting. You are planning to integrate lesson study (LS) into your institution as part of the initial teacher education programme, with activities at the university and placement schools or collaborating schools. This means that in a LS cycle, some of the activities are carried out at the university and others at the school, such as teaching research lessons. MEMBERSNow that we know where the lesson study (LS) will take place, we can change our focus to who will be involved and how they will contribute. Let’s consider what variant will best suit your goals for the members (who) and their roles (how) in the LS implementation. OK! Now, let’s decide who the target students will be for the research lessons and how in-service teachers (ISTs) will participate in the LS process.(Required) Pre-service teachers (PSTs) will teach their lessons to peers; ISTs will be actively involved (e.g., joint planning, observation, feedback). PSTs will teach their lessons to peers; ISTs will have minimal or no involvement (e.g. may occasionally observe a research lesson or offer informal feedback, but are not involved in most of the LS stages) School students will be brought to the university to participate as learners; ISTs will be actively involved (e.g., joint planning, observation, feedback) School students will be brought to the university to participate as learners; ISTs will have minimal or no involvement (e.g. allowing PSTs to use their classrooms and students) When pre-service teachers (PSTs) are working on LS in the placement school, they can work independently or with support from others. Let’s clarify who else will be involved in the LS. PSTs will work independently, without input from school-based mentors (SBMs) or teacher educators (TEs) PSTs will work with TEs. PSTs will work with SBMs, and the university provides support. MEMBERSPre-service teachers (PSTs) prepare the research lesson at the university and teach it either at the university, the school or both.(Required) OK! Now, let’s consider where and when PSTs will implement the research lesson.(Required) PSTs first teach the research lesson at the university to their peers, who act as students, and then reteach it in a school. PSTs teach the research lesson only in schools. PSTs first teach the research lesson in school, then reteach it at university with peers as students.
