Implementing a 21st Century Competency-Based Curriculum Through Lesson Study (WALS-Routledge Lesson Study Series)

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
List of contributors
WALS series foreword
	References
Preface
Part I: Unlocking the power of Lesson Study: Synergising observation and assessment literacy for 21st-century education
	Chapter 1: Crafting future pedagogies through Lesson Study
		Introduction
		A competency-based 21st-century curriculum
		Impacts of Industry 4.0 on education
		Teacher development under Industry 4.0 and the 21st-century curriculum
		Lesson Study as an effective approach for Teacher Learning
		Conducting Lesson Study for 21st century and Industry 4.0
			Lesson observation
			Assessment practices
		Lesson Study for nurturing students with 21st-century skills
			Values education for positive value
			STEM education for creativity
			Language education for reading comprehension
			Mathematics education for problem-solving
		Lesson Study for developing AI-enhanced pedagogies
			Information communication technology education for self-regulated learning
			Technology-enhanced pedagogy for pre-service teachers
			AI-supported pedagogies for undergraduate study
			Lesson Study for crafting K-12 AI education curriculum
		Conclusions
		References
	Chapter 2: Theoretical and methodological issues of lesson observation as a tool for research and teacher evaluation
		Introduction
		Theoretical and methodological characteristics of research approaches
			Lesson Study
			Teacher evaluation
			Classroom observation research
			Teacher effectiveness
		A critical comparison of research approaches
			Limitations of research approaches
			Stability and consistency of teaching effects
			Generalisability of findings across contexts
		High-inference generic classroom observation instruments
			CLASS
				Structure: Dimensions and indicators/items
				Validity, reliability, and scope of applications
			ICALT
				Structure: Dimensions and indicators/items, execution/administration
				Validity, reliability, and scope of applications
			TEACH
				Structure: Dimensions and indicators/items
				Validity, reliability, and scope of applications
			CETIT
				Structure: Dimensions and indicators/items
				Validity, reliability, and scope of applications
			A critical comparison of instruments
		Conclusion
		References
	Chapter 3: Using Lesson Study to promote teacher assessment literacy
		Introduction
		Connections between Lesson Study and teacher assessment literacy
		A case study of applying Lesson Study to promote teacher assessment literacy
			Context: Assessment reform in Hong Kong
				Interactive assessment framework synthesising AfL and AaL
				Role and assessment literacy of teachers and students
			Method
			Results and discussion
				Questioning: A handy technique with massive potential
				Rubric: A roadmap for self-regulated learners
				Teacher reflection: The impact of Lesson Study on teachers’ assessment literacy
		Conclusion
		References
Part II: Lesson Study for nurturing students’ 21st-century skills
	Chapter 4: Using a PDCA cycle to enhance the pedagogies for transdisciplinary values education: A case study of a Hong Kong primary school
		Introduction
		Values education in Hong Kong
		Case study of a HK primary school
			Planning stage (P)
			Doing stage (D)
				Chinese Culture Week (P.2)
				Project-based learning (P.5)
			Checking stage (C)
				P.2 results
				P.5 results
			Acting stage (A)
				Good practices to be kept and elaborated
				Difficulties to be overcome
		Conclusion
		Acknowledgement
		Notes
		References
	Chapter 5: Applying Lesson Study to develop and revise a SWEETIE STEM unit
		Background
		PDCA cycle of Lesson Study
		Lesson Study for integrated STEM education
		SWEETIE approach to STEM teaching and learning
		Lesson Study of a SWEETIE STEM unit in terms of the PDCA model
			Planning
				Design of the Barbecue Grill lesson
				Design of the Clock lesson
			Doing
			Checking
			Acting
		Reflection on the impacts of this Lesson Study on teacher professional development and curriculum development
		Conclusion
		Acknowledgement
		Appendix A: Barbecue Grill
			Situation & Wondering
			Envisioning & Enquiry
				Activity 1
				Activity 2
			Think back & Innovation
			Extension
			Exercise
			Post-lesson Exploration
		Appendix B: The Wonderful Clock
			Situation & Wondering
			Envisioning & Enquiry
				Activity 1
				Activity 2
				Activity 3
			Think back & Innovation
				Review of previous studies
			Extension
				Timing principle of quartz clock
			Exercise
			Post-lesson Exploration
		References
	Chapter 6: Exploring metacognitive teaching framework through Lesson Study for Chinese language teaching: A Shanghai case study
		Introduction
		Literature review
			Metacognition and metacognitive teaching
			Lesson Study in China
		A case study
		Findings
			Lesson Study improved teachers’ metacognitive teaching
			Multiple metacognitive teaching strategies were used to develop students’ reading comprehension
			A metacognitive teaching framework was identified for developing students’ self-regulation
		Discussion
			PDCA cycles of Lesson Study enhanced teachers’ metacognitive teaching
			Effective metacognitive teaching strategies in Chinese language courses
			Metacognitive teaching framework in Chinese language courses in Shanghai
		Conclusion
		References
	Chapter 7: Different learning opportunities from teaching the same lesson plan about subtraction in first grade
		Introduction
		Teaching subtraction tasks using part-whole relations
		The variation theory of learning
			A case study on teaching
				Critical aspects enacted in the lessons
					Lesson A
					Lesson B
					Lesson C
		Discussion
		Acknowledgements
		References
Part III: Lesson Study for developing e-learning pedagogies
	Chapter 8: Promoting student-based self-regulated learning with ICT through Lesson Study
		Introduction
		Self-Regulated Learning
		Cognition and metacognition
		Motivation
		Social cognition
		Learning how to learn
		Formative assessment
		Lesson Study
		Lesson Study with technology
		Change
		Panic and confusion
		Future trends in Lesson Study
		Limitations of technology with LS
		Technology awareness
		Domestic IT providers
		Lesson Study changes
		Challenges and limitations
		Student involvement
		References
	Chapter 9: Embracing e-pedagogy to foster co-construction of knowledge and student engagement in the old and new normal
		Introduction
		Self-determination theory and co-construction of knowledge for learning effectiveness
		Affordances of technology in teaching and learning
		Application of the PDCA cycle for teaching enhancement
			The pre-pandemic era
			The pandemic era
			Integration of e-pedagogy to counter unprecedented challenges
			The post-pandemic period
		The lessons learnt
		Conclusion
		References
	Chapter 10: A reflection of the development of AI-supported pedagogies using the Lesson Study method
		Introduction
		Background of the development of AI-supported pedagogies
		Evaluation of the development of AI-supported pedagogies
			Using Lesson Study approach
			Lesson Study and intellectual capital
			Human capital perspective
				Developing human capital and literacies
				Distinguishing quality of teachers’ human capital
			Structural capital perspective
			Relational capital perspective
		Generative AI and the opportunity for Lesson Study
			Teacher’s professional development efficacy in the AI era
		Conclusion
		References
	Chapter 11: Using Lesson Study as a strategy to build in-service teacher’s capacity of K-12 AI education in Hong Kong
		Introduction
		Literature review
			AI education for K-12
			TPACK needed by teachers for K-12 AI education
			Lesson Study as TPACK-oriented TPD
		This study
			Induction
			Lesson Study for planning AI education
			Data collection and analysis
		Findings and discussions
		Conclusion
		Notes
		References
Part IV: Embracing education in the era of IR4.0: Empowering through transformed Lesson Study
	Chapter 12: Creating conditions for transposing Lesson Study
		Introduction
		Computational thinking curriculum in Japan
		Lesson Study for developing TPACK
		Conditions for transposing Lesson Study
		Digital leadership for the digital transformation
		Nurturing teachers’ digital competencies
		Conclusions
		References
Index