1. GROUP K’s PRESENTATION LESSON STUDY

2. MEMBERS: HAJI ADEE SUHARDE HAJI MUHIDIN [11M8092]
HAJAH MASDIENA HAJI MUMIN [11M8152]
HAJAH SITI RADIYAH HAJI IBRAHIM [11M8189]
SARANA HAJI IDRIS [11M8153]
SHERMAN TAN KA LIANG [11M8132]
ZUNAINAH OMAR [11M8130]

3. ~ARTICLES~
Lesson Study in Asia Pacific Classrooms : Local Responses to a Global Movement
By Allan Leslie White & Chap Sam Lim
Using Lesson Study to Develop An Appreciation of and Competence in Task Design
By Joanne Lieberman
A Child Study / Lesson Study : Developing Minds to Understand and Teach Children
By Joan V.Mast And Herbert P. Ginsburg
Improving the Quality of Secondary Mathematics Teaching Through Lesson Study in Yogyakarta, Indonesia
By Sukirman

4. ~ARTICLES~
PPL Model With Lesson Study Based : An Effort in Increasing Future Arabic Teacher Professionalisms
By Dr. Maman Abdurahman, M. Ag and Colleagues
A Deeper Look at Lesson Study
By Catherine Lewis, Rebecca Perry and Jacqueline Hurd
Mathematics Teachers’ Perception of Lesson Study as a Continuous Professional Development Programme
By Hj Ade Shahren Hj Suhaili and Dr. Madihah Khalid

5. MAIN KEYWORDS Lesson Study Improve Student Learning Cycle / Process
Teacher Professional Learning
Improve Student Learning
Collaborative Effort

6. OUR INTERPRETATION
A series of cycles / processes which involves a collaborative effort within a group of teachers to improve teachers’ professional teaching and students’ learning.

7. OTHER RESEARCHERS’ DEFINITION
Lesson study provides a process whereby teachers could develop their professional learning and skills to improve classroom teaching and the learning outcomes of the students.
(Isoda, 2007)
Lesson study refers to a process in which teachers progressively strive to improve their teaching methods by working with other teachers to examine and critique one another’s teaching techniques.
(Baba, 2007)
Lesson study has its origins in Japan where it has been used as the primary means of professional development for teachers
(Pierce & Stacey, 2011)

8. CYCLE / PROCESS STEP 1 PLANNING STEP 2 IMPLEMENTING STEP 3 OBSERVING
DISCUSSING
STEP 5
REFINING

9. EXAMPLE OF A LESSON STUDY CYCLE
Stage 1
Stage 2
Stage 3

10. Problem Identification
STAGE 1
Problem Identification
Lesson Planning
Lesson Implementation
Lesson Evaluation & Review of Results

11. STAGE 2 Evaluation & Review Reconsideration of Lesson
Implement Reconsidered Lesson
Evaluation & Review

12. STAGE 3 SHARING OF RESULTS HOW?? MAGAZINES FOR TEACHERS
REPORTS BY BOARD OF EXAMINATION
MEETINGS HELD BY ACADEMIC SOCIETIES
BUILD A BANK OF VALUABLE RESOURCES
ENRICH TEACHING AND LEARNING
SHARED BY TEACHERS

13. METHODOLOGY ARTICLE 1 Surveys Observations Interviews ARTICLE 2
Observations (Video)
Data collected from previous years
ARTICLE 3
Video and audio taping
Questionnaires
Briefings

14. METHODOLOGY ARTICLE 4 Questionnaires Observations ARTICLE 5 Tests
Interviews
ARTICLE 6
Worksheets
Narrative Records
Article 7
Reflective journals

15. ANALYSIS OF DATA ANALYSIS Searching for Patterns
Categorized into Themes
Grading Through Assessment
(Article 7 Only)
SPSS

16. STRENGTHS Teachers’ Perspective
Improves collaboration and communication
Improves professional teaching
Design meaningful and effective tasks
Improves knowledge growth
Students’ Perspectives
Improve learning spirit
Active participation amongst students
Promotes student-centered learning
Promotes higher order thinking

17. WEAKNESSES Time Consuming Challenging to Implement Frustrating
Place-Setting
Resources (Funds, Facilities)

18. CONCLUSION Teachers MUST BE committed Planning MUST BE taken with CARE
Can be implemented in Brunei Darussalam but…
Teachers MUST BE committed
Planning MUST BE taken with CARE
DO NOT EXPECT IMMEDIATE RESULTS!!

19. THANK YOU FOR YOUR ATTENTION!!

20. PLEASE POST YOUR QUESTIONS IN OUR BLOG
HOUSEKEEPING!
PLEASE POST YOUR QUESTIONS IN OUR BLOG