General
This learning course was developed as part of the PRISM Project, implemented by REB and JICA (Japan International Cooperation Agency). It serves as a practical guide designed to assist both novice and experienced educators, including tutors and student-teachers at Rwanda's Teacher Training Colleges (TTCs), as well as practicing teachers at the affiliated primary schools of the TTCs. The course aims to help these educators acquire a basic understanding of Lesson Study — a continuous professional development activity (CPD) for teachers — and guide them through its implementation.
The PRISM Project aims to enhance the quality of teaching and improve both the quality and quantity of student learning in Rwandan schools by integrating ICT into education. As part of this ongoing effort, the course will be continuously updated with new information based on the teaching practices of Rwandan educators. This includes examples of innovative approaches to lesson improvement, the use of new ICT tools, and recommendations for effective applications and teaching strategies. To further support educators, we encourage the formation of a Community of Practice (CoP), where teachers can collaboratively address school challenges, share best practices, and elevate teaching quality across the education system.
A key focus of the PRISM Project is the promotion of Lesson Study as a tool for improving lessons, particularly in math and science, through the effective use of ICT. Lesson Study involves a continuous, cyclical process where teachers collaboratively develop and refine lesson plans, conduct micro-teaching sessions, and adjust the lessons based on peer feedback. We are enhancing this process by integrating video recordings of lessons, which will be uploaded online for asynchronous reflection and discussion.
To support this effort, we have developed a filming manual that outlines best practices for recording classroom activities. This ensures that teachers' instructional methods and students' learning activities are captured in high-quality video, providing valuable material for Lesson Study reflections and further professional development.
If you have any suggestions for additions or revisions to this course, please notify the PRISM Project. Your input helps us ensure that the content remains up-to-date and continues to benefit educators and students alike.
How to use the Lesson Study Practical Guide
This guide has been designed for TTCs to understand the effectiveness of Lesson Study and to know how to put it into practice. You can try to conduct Lesson Study as Continuous Professional Development (CPD) by following the steps suggested in this guide.
Effective teacher learning must be built into teachers’ daily and weekly schedules
Schools must become the places where teachers, not just students, learn.
Stigler and Hiebert (2009, p.37)
Your effort is greatly appreciated.
3. Lesson Study Steps
How should we conduct Lesson Study at school?
- Brainstorm to decide the necessary research topic (learning problems that learners currently face, challenges that teachers have with teaching, etc.)
- Focus on Pedagogical Content Knowledge (PCK). PCK is a combination of what teachers know about teaching (pedagogical knowledge), and what they know about their subject (subject knowledge)
- Conduct a study on the content of the unit.
- Agree on a lesson schedule.
- Develop a lesson plan and teaching materials with colleague.
- One teacher rehearses the lesson. Microteaching is often used to do this, with one group member acting as the teacher and the others acting as learners.
- After microteaching, the group gives feedback on the lesson plan focusing on the research topic and they revise it collectively.
- The representative teacher delivers the lesson in an actual class and other members observe it by using a lesson observation form. Observers should;
- Observe the achievements of learners with regards to the research topic.
- Move around the classroom to check how learners learn and to record observations (evidence) for discussion in the Reflection stage.
It is important that lesson observation in Lesson Study is not associated with assessing teachers. Lesson Study is an opportunity for a teacher to try something new, from which everyone will learn.
Below is the guide to observers about the research lesson.
Reference: Guide for professional development using Lesson Study (based on problem solving with Bowland Maths materials)- Reflect on the observed lesson using a post-lesson conference (ideally right after the observation).
- Give feedback on the research topic based on observation results.
- Discuss alternative idea to address issues raised during the feedback session.
- Review the entire process of Lesson Study itself. The Lesson Study group makes a Lesson Study report later.
