|Lecturer||Yoshiaki SHIBATA, Professor, Masami MATOBA, Professor|
|Department||School of Education / Graduate School of Education and Human Development, 2010 Spring|
|Recommended for:||School of Education students (2・1.5 hours / session 1 session / week 15 weeks / semester)|
At Nagoya University's Educational Methods Research Department, through championing academic study of education, lesson analysis has been a pillar of our research for over 50 years. Through these lessons, we will learn lesson analysis of lessons in order to grasp what sort of things students learn, and thus what they gradually come to achieve.
In these lessons, we will learn methods of analyzing teaching while gradually incorporating practice tasks. We will also enquire into possibilities and themes raised in actual lesson analysis in education research.
We will hand out necessary teaching materials.
The flow of Lesson Analysis Practice
|1||What is "Lesson Analysis"? -The goal of lesson analysis-|
|2||The modern themes of education and lesson analysis -Individual vs. group as examples of ways of living-|
|3||The potential of teaching -Interest and the sharing of interest-|
|4||The observation and recording of teaching
-The significance of research founded in reality-
|5||The varied approaches to lesson analysis
-Quantitative and qualitative research-
|6||Analysis of Nagoya University's teaching methods and the scientific study of education
-Verifying interpretations and the sharing/accumulation of knowledge
|7||The many techniques of lesson analysis based on verbatim recording
-Articulation, graphic representation of speech, speech tables, intermediate terms-
|8||Interacting with recordings of teaching
-The three steps to read between the lines of teaching recordings-
|9||The potential to integrate quantitative methods into qualitative lesson analysis -Quantitative analysis of verbatim teaching recordings-|
|10||The principles of analysis of Nagoya University's teaching methods (1)
-Shigematsu Takayasu's envisioned study of education-
|11||The principles of analysis of Nagoya University's teaching methods (2)
-Ueda Kaoru's Dynamic Relativism and the RR method-
|12||Teaching research and the growth of a teacher -Teaching as a profession-|
|13||Lesson analysis and teaching research
-lesson analysis as a principle of teaching research-
|14||Ideal coordination between research -intermediary universities and schools -Sharing awareness of the issues and the characteristic roles -|
|15||Teaching research and school administration
-Autonomy of schools as organizations of research-
Note: All files are in Japanese.
Grading will be along the points observed below (i.e. learning activities that the teaching staff feel are important):
[Interest and Ambition] – engaging in a motivated way with your own experiences and thoughts.
[Knowledge and Understanding] – appropriately reading the literature, deepening your understanding while taking on board a diverse range of knowledge.
[Analysis and Consideration] – undertaking analysis of data and records through logical means (using framework or points of view), and making clear the characteristics of the situation. Also, deepening your thoughts, and considering collected results from as broad an outlook or knowledge-base as possible.
[Presentations and Phrases] –presenting and phrasing your own thoughts on the theme logically and effectively. Assessment will be judged according to the tasks below:
Lesson analysis tasks and your level of achievement
End of term test
March 12, 2020