Teacher Development through Lesson Study: Theory and Practice
Teacher Development through Lesson Study: Theory and Practice
21 Sep 2020
R 6037.50
Brief Description
Lesson Study is a credible teacher development approach which has its origin from Japan and is currently being implemented globally. Through Lesson Study, a team of teachers work collaboratively to identity a problematic topic/concept, plan the lesson, observe the lesson while one teacher teaches, and then engage in reflective exercise to improve the lesson.
In recent years there has been a growing demand to teach for understanding, especially in pursuit of skills such critical and creative thinking, problem solving, collaboration, communication and reflective practice espoused by 21st century skills (UNESCO, 2016) and Education 2030 (OECD, 2018) Essentially these skills are entrenched in mathematics curriculum for schools in South Africa (DBE, 2011) 
Lesson Study is one of the most effective approaches to enable teachers to take control of their professional development needs, i.e. content adn pedagogical development needs. Through the Lesson Study teachers gradually develop the necessary skills to meet the demands of the changing world such as creative and critical thinking. 
Learning Outcomes

After successfully completing this course, participants will be able to:

  • Demonstrate deep understanding of the Lesson Study approach
  • Apply the lesson Study approach in the subjects they teach
  • Conduct diagnostic analysis efficiently 
  • Plan collaborative lessons effectively
  • Present and /or observe the lesson competently 
  • Conduct and use reflective practice effectively to improve the lesson
  • Establish in-school Lesson Study Group for teacher collaboration
  • Compile a meaningful Portfolio of Evidence effectively
Course Content
  • Introduction to lesson Study : Origin of Lesson Study;
  • Theoretical Underpinnings: Variation of Lesson Study: Lesson Study in South Africa
  • Diagnostic assessment /analysis: What is Diagnostic assessment/analysis? Using diagnostic assessment for instructional decision-making; Conducting diagnostic assessment/analysis.
  • Collaborative lesson planning: Rational for collaboration; Study of curriculum material (textbook); identifying purposeful activities; Planning fro questions (written and oral); Understanding the critical features and object of learning ; key aspects of lesson planning.
  • Lesson Presentation & Observation: Principles of and rationale for lesson presentation and observation; Establishing an observation panel; Knowledgeable other; Techniques of documenting the observed trend.
  •  Post-lesson reflection: What is reflective Practice? Principles of and rational for post-reflection; Managing reflection process; consolidating reflections and compiling a reflection report; Using the reflection to improve the lesson.
  • Application of Lesson Study (POE): Guideline on compiling the Portfolio of Evidence (POE)
Entry Requirements
Should be a practicing Teacher or aspiring to be a Teacher
Course Number:
Catalogue and Category:
Education and Teacher Development
Who Should attend:
Delivery Mode:
Contact Sessions
Contact Days:
Total Notional Hours:
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