Analysis of the final comments provided by a knowledgeable other in lesson study
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Analysis of the final comments provided by a knowledgeable other in lesson study Tatsuhiko Seino1 · Colin Foster2
© The Author(s) 2020
Abstract Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lessonstudy participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study. Keywords Final comments · Knowledgeable other · Lesson study · Post lesson Discussion · Structured problem solving
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1085 7-020-09468-y) contains supplementary material, which is available to authorized users. * Tatsuhiko Seino tseino@u‑gakugei.ac.jp Colin Foster [email protected] 1
Faculty of Education, Tokyo Gakugei University, 4‑1‑1 Nukuikita‑machi, Koganei‑shi, Tokyo 184‑8501, Japan
2
Mathematics Education Centre, Schofield Building, Loughborough University, Loughborough LE11 3TU, UK
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T. Seino, C. Foster
Introduction Lesson study is a powerful form of professional development, which enables Japanese teachers to improve their lessons and enhance their teaching competence (Fernandez and Yoshida 2012). In recent years, many other countries have sought to adopt and adapt aspects of lesson study for use in their own schools, especially in mathematics (Baldry and Foster 2019; Groves et al. 2016; Lewis 2002; Stigler and Hiebert 1999; Takahashi and McDougal 2016; Takahashi and Yoshida 2004; Yoshida 1999). However, for Japanese teachers, lesson study is so familiar that it is “like air” (Fujii 2014, p. 80), meaning that essential aspects of the process may be taken for granted and n
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