Using Lesson Study to Assess Student Thinking in Science
Binh Tran
Hammon, K., Dotger, S., & Moquin, F. K. (2012). Using
Lesson Study to Assess Student Thinking in Science. Educator’s Voice, 5, 22-31.
Retrieved July 9, 2016, from http://www.nysut.org/~/media/files/nysut/resources/2012/may/educators-voice-5-assessments/edvoicev_03_lesson_study.pdf?la=en
Summary
The article outlines the process of implementing lesson
study as a method of collaborative teacher professional development and also
curriculum and assessment design. The process of lesson study is aimed at
collaboratively designing a lesson through backward mapped lesson design, and
then evaluating the lesson based upon observations by members of the lesson
study team. Focus of evaluation is not on teacher performance, but rather the
effectiveness of the lesson itself as a learning tool. Hammon, Dotger and
Moquin cite their experience in undergoing the lesson study process in order to
develop material for a fourth grade science class.
Evaluation
The article does a good job articulating the concept of
lesson study. It covers the step by step process of executing a lesson study,
and credit goes to its authors in laying that out clearly. The use of a science
class as a narrative example of the process was a nice touch as well. The focus
on the experience of collaborating on lesson study was very informative, and
helps to articulate some of the mechanical challenges of that process on an
interpersonal level. That said, the paper itself is a bit shallow and fails to
arrive at the deeper goal of lesson study: to produce quality lesson content independent
of the teacher themselves. Greater student understanding is a byproduct of the
process, not the aim in and of itself.
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