1. Expanding and Generalizing Lesson Study for Improvement of the Quality of Teaching among APEC member economies Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures APEC Lesson Study Project, Proposed by Thailand and Japan Project Overseer; Isoda, Masami. CRICED, University of Tsukuba, Japan. 17 economies participated, 11 economies endorsed.

2. What is Lesson Study? Teachers engage in improvement of their practice within groups through ‘Plan, Do and See’ processes. It enable teachers to develop students and enable us to improve curriculum and to learn what is professional development, and so on.. Demonstration and Discussion in Open forum A teacher is a challenger.

3. Why do we need Lesson Study? We can reform curriculum documents but difficult to implement it. No reference7% Knowing the existence only0% Having an opportunity to read7% Trying to implement87% Well implementing0% Implementation of Curriculum Standards No existence0% Existence but a few participation33% Existence20% Existence and Working40% Well working7% Professional Development of In-service Teachers 86% of Economies are engaging in movement of Lesson Study for improvement. The Project is: Useful for Improvement of the Quality of Education 100%. Influential to Other Subjects Such As Science 93%. Through Lesson Study, Specialists, including new comers, are working; for Developing Innovative Teaching Approach for Developing Innovative Teaching Approach → 93% Curriculum Implementation as a Part of Curriculum Implementation → 80% Curriculum Improvement for Curriculum Improvement → 80% Sharing Model for Sharing Model of Teaching Approaches → 80% Developing Teachers for Developing Teachers → 80% Developing Students for Developing Students → 80%

4. Lesson Study for Improvement of Classroom Teaching OECD-PISA Competency Reading Literacy –Argumentation Mathematical Literacy –thinking and reasoning; –modeling; –problem posing and solving; –argumentation; –communication; –representation; – and using symbolic, formal and technical language and operations The Competency and Problems could be seen on the website but very difficult to know how to develop it. Seeing Is Believing! Videos show: What is it? How to prepare it?

5. If there is not Lesson Study? If we introduce Lesson Study? A U.S. teacher said, “Before Lesson Study, we had talked about multiple intelligences, constructivism and so on, but never talked about the contents of teaching. In the Lesson Study project, we began to talk about the subject matter, why we teach it, how we teach it and what students learn from the lesson” by Catherine Lewis

6. What should we change? Messages for APEC economies for Having Leadership each other Researcher used to say that ‘Teacher should be a researcher!’ for getting students’ perspectives Excellent Teacher says, and we say in Lesson Study ‘A researcher should be a teacher!’ for enabling to suggest teachers how to develop good practice. Most researchers meet the problem how to teach because they do not have any teachers’ perspective.

7. If there is not Lesson Study? If we introduce Lesson Study? A U.S. teacher said, “Before Lesson Study, we had talked about multiple intelligences, constructivism and so on, but never talked about the contents of teaching. In the Lesson Study project, we began to talk about the subject matter, why we teach it, how we teach it and what students learn from the lesson” by Catherine Lewis

8. Development of Teacher’s Perspectives ‘Kodomo wo miru me’ for Mathematics Responsibility for my lesson, Self-confidence A U.S. teacher said, “I developed the eyes (teacher’s perspective) to look at students and subject matters “Kodomo wo miru me”. Now, I am well aware of my responsibility for my lesson. In the lesson study with other teachers, I preferred the more challenging lesson such as with Open-ended problems. When I found that students can challenge such difficult problems, I recognized self-confidence in my lessons” ”

9. Pedagogical Content Knowledge Shulman, L. S.(1986) categorized teachers’ knowledge bases for necessary their teaching practice into seven categories. Pedagogical Content Knowledge (PCK) is a category which will be integrated with Content knowledge, Pedagogical knowledge, and so on in teaching context. Shulman (1987) proposed following developmental process of PCK. Comprehension(Didactical) Transformation: preparation, representation, selection, adaptation and tailoring InstructionEvaluationReflection Didactical Reasoning Teaching Activity

10. A Shocking data Teachers do not learn from their teaching experience. Dewey, J. ‘Experience is the result of reflection’ –Teachers do not have appropriate experience. –Teacher educators must prepare appropriate experience.

11. Let’s learn from good collaborative lesson studies How teacher changed.

12. Data & Evidence in Case Thailand & Other economies How teacher changed?

13. Target of the Project: Respond to the APEC priority area Priority area of the third APEC Education Ministerial Meeting “Stimulating Learning in Mathematics and Science”. 2) Supporting Challenges of Each Economy through Lesson Study In Chile, Oct.2007, total 2300 people observed a model of teaching approach at Seven Auditoriums Improve the quality of Teaching Through Lesson Study Plan (Preparing) →Do (Observe Lesson)→ See (Reflection) 1) Improve the quality of Teaching and Learning Mathematics through Lesson Study

15. Live Lesson Demonstrations on Dec. 9 and 10, 2007 Number of the Access of the Internet TV program APECOutside Economies (Number of access in case larger than 20 ） North America 2332 USACanadaMexico USA(150),Canada(83), Mexico, Honduras, Guatemala South America 9716 ChilePeru Chile(54),Peru(43), Brazil, Argentina Asia (except Japan) 19941 ThailandMalaysiaSingaporeBrunei DarussalamHong KongPhilippines, India, Chinese TaipeiKoreaIndonesiaChina Thailand(87), Malaysia(37), Singapore(25), Brunei Darussalam, Hong Kong, Philippines, India, Chinese Taipei, Korea, Indonesia, China, Macau, Israel, Jordan, Turkey Japan677 0 Oceania 240 AustraliaNew Zealand Australia (22), New Zealand Europe 074 Sweden (46), UK, France, Denmark, Bosnia Herzegovina, Norway, Netherland, Bulgaria, Poland, Italy, Germany Africa 05 Uganda, South Africa, Morocco Total1130(553) 138 40 economies in the world, 19 economies from APEC (Number of the access from APEC except Japan)

17. Project Scheme based on Contribution of each Economy Editorial Meeting SELF Expanding Conference SELF Asia: Singapore APEC Fund Pacific: Australia APEC Fund Sp. : Chile APEC Fund Wiki & K. Bank US

18. Why is it necessary? It is still a weak movement. We have some models, teachers and specialists. Now, it grown up the small community in APEC and we have sharable Wiki site. How can we enhance it in economies and to other subject? The Language Barrier: Education is deeply related on the culture. We need good models in each language. How can overcome the Language Barrier? Quality of Product. Improving through the Wiki and Asking world famous specialist to give Commentaries of videos

19. Main Activities for Expanding Lesson Study Workshops: Chile, Singapore, & Australia with TV broadcasting via internet, Wiki LanguageCultural Barrier by APEC Grant For Overcoming Language ＆ Cultural Barrier by APEC Grant Editorial Meeting for Producing Videos, Textbook in Thailand For Improving Qualities by Self Grant 2 International Conference in Japan 3 For Looking Back For Involving all subjects by Self Grant 1