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What is Micro-teaching Lesson Study (MLS)?

What is Micro-teaching Lesson Study (MLS)?. Lesson study, microteaching, and MLS . MLS was developed by combining elements of lesson study and microteaching ( Fernández , 2005). Then, what is Lesson study ? How did Mcmahon and Hines (2008) define Lesson study?

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What is Micro-teaching Lesson Study (MLS)?

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  1. What is Micro-teaching Lesson Study (MLS)?

  2. Lesson study, microteaching, and MLS • MLS was developed by combining elements of lesson study and microteaching (Fernández, 2005). Then, what is Lesson study? • How did Mcmahon and Hines (2008) define Lesson study? • Can you explain the lesson study cycle? • What advantages and disadvantages does Lesson study have? Discuss these questions with your group members.

  3. The cycle of Lesson Study

  4. Now, let’s talk about the micro-teaching. • How doMergler& Tangen (2010) explain micro-teaching? • What advantages and disadvantagesdoes micro-teaching have to develop teachers’ teaching of mathematics? • What are the differences between micro-teaching and Lesson Study? Again, discuss these questions with your groups.

  5. The example of micro-teaching http://teachertube.com/viewVideo.php?video_id=144159

  6. CompareMLS, Microteaching, and Lesson study by using Fernández’s (2010) table 1

  7. The cycle of MLS • What advantages did you find about MLS compared to micro-teaching and Lesson Study?

  8. Guide for MLS group project (Adapted from the work of Fernández (2005, 2008, 2010) and Molina (2012)) • Groups plan a lesson together for a given goal and mathematics topic and submit aFirst Lesson Plan Draft. This paper should include discussions of the following: • What dilemmas or difficulties is your group facing with regard to this lesson and its implementation? • What lesson-related goals does your group have for the students? • What student responses, comments, or questions will your group look for as evidence of understanding and achieving lesson goals and objectives.

  9. The first group member implements the lesson with a small group of peers while being videotaped. (approx. 20-30 min) • Group members analyze the videotapeof the lesson and come together to discuss and revise the lesson. Then, groups should hand in a Second Lesson Plan Draft. This paper should include a summary of your group’s observations and revisions about the First Teaching of the lesson. • What were the strengths and weaknesses of the lesson? • What will your group change the second time the the lesson is taught? • During at least one revision cycle, the instructor will provide feedback or engage in the discussion.

  10. The second group member implements the lesson with a different small group of peers, also while being videotaped. (approx. 20-30 min) • Group members analyze the second videotape of the lesson. Then, again type a summary of your group’s observations and what your group will change the third time the lesson is taught and submit a Third lesson plan Draft. Be sure to explain why your group is making the changes. During at least on revision cycle, the instructor will provide feedback or engage in the discussion.

  11. The third group member implements the lesson to yet another small group of peers while being videotaped. (approx. 20-30 min) • Group members analyze the third videotape of the lesson and come together to discuss and revise the lesson. Finally, the group submits the last revision of the lesson (Final Revision Lesson Plan). Be sure to indicate any final adjustments your group would make to the lesson. Also, explain why.

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