Abstract:

Research suggests that effective teacher development is situated (embedded in teachers’ classrooms and focused on student learning), sustained, and collaborative, with opportunities for active learning, observation, and reflection (Birman, et al., 2003; Darling-Hammond, 1998; Darling-Hammond & McLaughlin, 1995; Dudley, 2011, 2013; Garet et al., 2001; Hiebert, Gallimore, & Stigler, 2002; Sparks, 2002).

One approach that meets those criteria is lesson study, a collaborative, classroom-based teacher development approach in which groups of teachers design a lesson, which is then taught by one of the members, while the others observe, focusing on student learning. Following, they meet and reflect upon what they have observed and apply those insights in planning a revised or subsequent lesson, which another member of the group teaches. In essence, then, there are 3 cycles: plan, teach, and reflect. After several cycles, they may present what they have learned to other colleagues (Cerbin and Kopp, 2006; Lewis et al, 2004; Lewis & Perry, 2017; Lewis, Perry & Murata, 2006; Murata, 2010; Stigler & Hiebert, 2009).

This presentation will discuss the benefits of cross-disciplinary collaborative lesson study as a professional development approach in two different educational settings, both of which involve teachers from different disciplines who share the same students. Although widely used among K-12 teachers and increasingly with university faculty from the same discipline, there is limited discussion of the benefits of implementing cross-disciplinary lesson study. One study involved tertiary level faculty from physics, chemistry, mathematics, and English departments who collaboratively developed and taught integrated lessons. The other involved middle school science and English teachers with a focus on improving reading instruction. The presenters will discuss the results of lesson study on teachers’ perceptions of self-efficacy and cross-curricular collaboration. In the second study, because of different degrees of proficiency in the two major languages (the dominant language and English) interesting instances and perspectives of translanguaging will also be briefly discussed.

Keywords:

Lesson study, cross-disciplinary, teacher development, foreign languages.