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Click image below to download PDF of Program Guide

Click image below to download PDF of Program Guide
Click image to download PDF of all Conference Proceedings

Click image to download PDF of all Conference Proceedings




Lesson Study: How Can It Build System-Wide Improvement?
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Presenter: Catherine Lewis, Mills College
Email: clewis@mills.edu

RESEARCH INTO LESSON STUDY STRAND (listed in order of conference presentations):
An Introduction to Lesson Study
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Presenter: Julie Orosco, UC Davis Math Project
Email: jcorosco@ucdavis.edu
An introductory session where you can learn the basics of lesson study and the research that supports it, discover the difference between lesson planning and lesson study, and see how lesson study embodies characteristics of effective professional development. Each phase of the lesson study cycle and the roles of various participants will be described.

Instructional Learning Teams: Combining the Power of the Japanese Lesson Study with Intellectual Quality
PDF: Download Text, Download Slides
Presenters: Josh Pfiester, Brian Whitney, Julia Zarbnisky, Boise State University
Email: jpfiester@hotmail.com
This session will explain the Instructional Learning Team (ILT) model utilized with 20 teacher teams to transform teaching practice, highlighting the work of two ILT teams in relation to important elements of professional learning communities. The study addresses 1) what changes in discourse were used to talk about instruction, learning and achievement, and 2) how does the ILT model influence teachers’ instructional practices.

Lesson Study: A Site for Teachers’ Professional Growth and Use of Instructional Innovations in ELL Classrooms
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Presenters: Gabriela Dumitrascu, Virginia Hook, University of Arizona
Email: gdumitrascu@math.arizona.edu
This research explores how lesson study organized through the Center for the Mathematics Education of Latinos/as has changed teachers’ understanding of mathematical content and teaching mathematics to Latino/a students while incorporating students’ linguistic and sociocultural resources in their instructional practices. The session will explain modifications to the Japanese lesson study process brought about to accommodate teachers’ and schools’ needs and improve teachers knowledge-for-practice, knowledge-of practice and knowledge-in-practice.

Developing Pedagogical Content Knowledge in Writing Instruction Through Lesson Study
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Presenter: Shannon Pella, University of California, Davis / Area 3 Writing Project
Email: smpella@ucdavis.edu
This study is a description of what happens as writing teachers develop a lesson with a focus on Response to Literature. The research will summarize how a lesson study focused on writing instruction affects the formation of a writing teacher’s pedagogical content knowledge.

Lesson Study: Teachers Use of Student Assessments to Inform Reflective Practice
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Presenter: Jenna Porter, California State University, Sacramento / Project ACT
Email: jmporter@csus.edu
This research used lesson study as a tool for improving instruction based on student assessments. Teachers designed and revised lesson plans to include a balance of activities and matching assessments grounded in Sternberg’s Triarchic Theory of Intelligence.

Lesson Study: Measuring Growth in Teacher Knowledge
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Presenters: Bindu Pothen, Aki Murata, Stanford University
Email: bpothen@stanford.edu
The study investigated how pre-service elementary teachers experienced lesson study in their mathematics methods courses and how lesson study facilitated their knowledge development as teachers. Data utilized from mixed methods focused on the growth of three types of teacher knowledge: content knowledge, pedagogical knowledge and pedagogical content knowledge. This report highlights how one group of pre-service teachers came to understand student learning, and how they used that understanding in planning and teaching.

Lesson Study: Lessons Learned
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Presenter: Daniel Willis, Loras College, Dubuque, Iowa
Email: Daniel.Willis@loras.edu
The speaker is co-director of a professional development project for elementary school teachers in eastern Iowa. The project, funded by a Title II (MSP) grant, is centered on mathematics content, problem‑based instruction, and Japanese-style lesson study. The speaker will survey the lessons learned by the project directors since the project began in 2002.




Sponsored By:

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