Navigating new waters : my journey in leading a physics lesson study

Abstract

This study explores the process of leading a lesson study, a collaborative teaching approach that involves choosing a team of teachers and a research focus, planning a research lesson, delivering it, followed by a debriefing session aimed to create new knowledge. Originating in Japan, lesson study has gained popularity because of its reported effectiveness to promote reflective teaching and continuous improvement. In leading the lesson study reported in this paper, which focused on facilitating connections with students through group work and discussion, the team included three teachers and a knowledgeable other. Guided by Vygotsky’s concept of the Zone of Proximal Development, the lesson study team aimed to build on students’ existing knowledge with carefully planned tasks and questions. This lesson study left a profound impact on both educator development and student learning, highlighting the benefits of lesson study as an approach to collaborative teaching. This experience enhanced Physics teachers’ opportunities to explore inquiry-based teaching strategies by researching, sharing, and implementing their ideas. Meanwhile, the Year 11 students with whom the lesson was taught, were introduced to the topic in an interactive manner, and this fostered active engagement and curiosity.