1. Lesson Study for All Economies: Our continuing challenges for improvement of education
Australia, Brunei, China, Chile, Hong Kong, Indonesia, Japan, Korea, Peru, Philippines, Malaysia, Mexico, Singapore, Chinese Taipei, Thailand, USA, Viet Nam (17 economies specialists)
Lesson Study Continues Development
2006: Good Practice (Pilot)
2007:Mathematical Thinking
: Communication NSW,Au.
2010: Assessments
2009 Chinese Taipei
English

2. For improvement of the Quality of Education
Lesson Study for Implementing Curriculum: Developing Innovative Assessment Problem: 1 Jan Dec (Since 2006)
How do curriculum, lesson and assessments relate?
How can we improve the relations?
Proposed Economy: Thailand and Japan (Self-funded)
Priority Area: Math. and Science
For improvement of the Quality of Education

3. The Problematic on Curriculum Implementation: Several disjunctions
If we consider the backward approach, what will happen?
Curriculum developers shows their intention/object through the test problems.
Intended/ Planned Curriculum
Depending on lower Achievements, curriculum developers select easier math.
The project focuses on Backward approach!
Teachers do not know the curriculum
Curriculum Implementation!
Plan → Do → See →
Plan → Do →
Sharing the heart of the curriculum through the improvements of the assessments problems.
Implemented/Taught Curriculum
Achieved/　Attained Curriculum
Examiners do not know the curriculum and what students learned.
Teachers learn the intended curriculum from Assessment problems

4. Innovative Problems What is the object of this problem?
Which way does this bus move?
Analyzing the given situation and comparing it with our experience.
Necessary competency for living. But what Compe.?

5. For evaluating the attitude and mathematical thinking
A Problem for 12 years old students
What is good for you to study Positive and Negative Numbers?
A Problem for 15 years old students
Pose the mathematics problem with this picture?

6. For Evaluating the competency for Argumentation
A Format of Japanese Assessment problem
Problem: Please read the following italic text and then, answer the question 1) &2).
Given a Problem on Math
Approach A by Maitree
Approach B by Masami
Approach C by Akihiko
Which answer do you prefer?
Why?

7. For Producing (Thailand)
Project Framework; Advantages of the LS project. Self fund 100,000USD from Japan and Thailand
Connecting with
other APEC
Projects from the
view point of
lesson study
APEC
Community
Project
Meeting
For Planning (Japan)
For Producing (Thailand)
in Each Economy
Products
Textbook
Videos
Knowledge
Bank
Specialists
Group of Teachers
Group of Teachers
Group of Teachers
Group of Teachers

8. Procedure of the Project 2010
Sharing innovative Assessment problems for lesson study
Tentative: February,
Each economy challenged to engaging in Lesson Study using innovative assessments problems:
Developing videos for KB. 2
Each
Economy 1
Japan as a host
Each economy shared the results of Lesson Study
Tentative: September 12-14, 2010 3
Upload the videos and encourage to use videos in each economies 4
Thailand as a host
Each
Economy

9. under All APEC economies.
Lesson Study for All Economies: Our continuing challenges for improvement of education
We will challenges the improvement of teaching from the innovative assessments problems.
under All APEC economies.

10. Proposed Project
Japan: Planning meeting Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME August, 2010 Thailand: September, 2010

11. Proposed Project
Japan: Planning meeting Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME August, 2010 Thailand: September, 2010

12. If you select Omlet on B, How many?
At the Restraint
If you select Omlet on B, How many?

13. Framework of curriculum assessment test
English Translation of Curriculum Standards in Mathematics
2000 version
1999 version
Junior Secondary School Mathematics
To deepen students’ understanding of basic concepts and principles about such subjects as quantities and geometric figures, and to have students acquire mathematical skills of representing and processing, and to improve their capabilities to investigate phenomena mathematically, and at the same time, to have students know the enjoyment of mathematical activities, the merits of mathematical ways of observing and thinking and to foster attitudes of applying the ideas willingly.
Evaluation Standards on the Evaluation Format.
The interest, the will, and the attitude to mathematics:関心・意欲・態度
Mathematical ways of looking and Mathematical Thinking:見方・考方
Mathematical Representation and Process:表現・処理
Knowledge and Understanding:知識・理解
Curriculum and Evaluation standards applies all evaluation formats.