Bill Cerbin

Lesson Study

Using Classroom Inquiry to Improve Teaching and Learning in Higher Education

• Gebundenes Buch

Produktbeschreibung

"Why do students stumble over certain concepts and ideassuch as attributing causality to correlation; revert to former misconceptions, even after successfully completing a coursesuch as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminologysuch as conflating negative reinforcement with punishment?"

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 176
• Erscheinungstermin: 13. Oktober 2011
• Englisch
• Abmessung: 231mm x 157mm x 15mm
• Gewicht: 340g
• ISBN-13: 9781579224325
• ISBN-10: 1579224326
• Artikelnr.: 33461262

Autorenporträt

Bill Cerbin is Professor of Psychology and Director of the College Lesson Study Project, University of Wisconsin-La Crosse. Pat Hutchings

Inhaltsangabe

Acknowledgments Foreword-Pat Hutchings Preface 1. Introduction 2. Overview
of the Lesson Study Process Appendix 2.A. Forming Effective Teams Appendix
2.B. Questions and Prompts to Guide Lesson Study 3. Getting Started and
Finding a Focus 4. Designing and Planning the Research Lesson Appendix 4.A.
An Example of a Brief College Lesson Plan and Predicted Student Responses
Appendix 4.B. How Instruction Affects Student Learning and Thinking 5. How
to Study a Lesson Appendix 5.A. Types of Focal Questions Appendix 5.B. Data
Collection Strategies for Student Learning, Thinking, and Behavior Appendix
5.C. Example of Informed Consent Appendix 5.D. Example of Observation
Guidelines for a Research Lesson in Psychology 6. Analyzing and Revising
the Lesson 7. Documenting and Sharing Lesson Studies Appendix 7.A. Final
Lesson Study Report Template Appendix 7.B. Teaching Improvement Profile
Appendix 7.C. Teaching Improvement Profile Example 8. The Practice and
Potential of Lesson Study Appendix 8.A. Lesson Study Experience
Questionnaire Epilogue References Index

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Acknowledgments Foreword-Pat Hutchings Preface 1. Introduction 2. Overview of the Lesson Study Process Appendix 2.A. Forming Effective Teams Appendix 2.B. Questions and Prompts to Guide Lesson Study 3. Getting Started and Finding a Focus 4. Designing and Planning the Research Lesson Appendix 4.A. An Example of a Brief College Lesson Plan and Predicted Student Responses Appendix 4.B. How Instruction Affects Student Learning and Thinking 5. How to Study a Lesson Appendix 5.A. Types of Focal Questions Appendix 5.B. Data Collection Strategies for Student Learning, Thinking, and Behavior Appendix 5.C. Example of Informed Consent Appendix 5.D. Example of Observation Guidelines for a Research Lesson in Psychology 6. Analyzing and Revising the Lesson 7. Documenting and Sharing Lesson Studies Appendix 7.A. Final Lesson Study Report Template Appendix 7.B. Teaching Improvement Profile Appendix 7.C. Teaching Improvement Profile Example 8. The Practice and Potential of Lesson Study Appendix 8.A. Lesson Study Experience Questionnaire Epilogue References Index

Rezensionen

From the introduction:

"This volume offers guiding principles, theoretical underpinnings, fresh thinking, detailed examples, and, importantly, a window into the larger community that is now assembling itself around this important work. This is not only a book about lesson study but about teaching and learning more broadly. A deceptively simple process, Lesson Study opens a wide door to a generous set of understandings and experiences.

What Lesson Study adds to the mix is a powerful reminder that knowing what (and even how much) students learn is not enough; in order to improve educational outcomes, teachers need to understand more about how students learn. In this spirit, my favorite phrase in the volume is 'cognitive empathy' - a term to capture the importance of imagining how new ideas are experienced by novice learners. Doing so is pretty clearly an element of good teaching, but it is also a prodigious challenge; as experts in their field, faculty have often forgotten their own experience as one-time beginners, seeing their field's complex concepts and ways of thinking as a given. Thus one needs not only an impulse to cognitive empathy but a process for testing and strengthening it-and that is one way of explaining the purpose of lesson study."

Pat Hutchings