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Methods of Teaching II — Lesson Analysis and the Scientification of Education
Yoshiaki SHIBATA Professor
Masami MATOBA Professor
Department: School of Education / Graduate School of Education and Human Development
|Class Time:||2010 Spring Thursday|
|Recommended for:||School of Education students|
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.
- We place importance on actual practical lesson analysis, and as such we incorporate practical tasks.
- We make use of opportunities to learn together by encouraging students to mutually debate and express their opinions.
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
- Homework: read the teaching records, write your thoughts.
- Everyone: write your thoughts on labels, then stick them to a large teaching record for everyone to see. Present your thoughts.
- Individually: formulate questions based on the thoughts on the teaching record
- Individually: re-examine questions and clarify views on analysis
- Individually: processing and treatment of the record
- Individually: adding considerations and gathering them into a composition
- Everyone: presentation and exchange of opinions. Especially to deepen investigation into verification of interpretations and a relative analytic view.
|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-
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.
- Short tests
- Lesson analysis tasks and your level of achievement
- End of term test
Note: All files are in Japanese.
- Week 1
- What is " Lesson Analysis "? (PDF, 427KB)
- Week 2
- The modern themes of education and lesson analysis (PDF, 552KB)
- Inquiries into the significance of learning together (PDF, 330KB)
- Week 3
- The potential of teaching (PDF, 2407KB)
- The technique of planning, implementing and evaluating lessons based on targets (PDF, 460KB)
- Week 4
- The observation and recording of teaching (PDF, 438KB)
- Week 5
- The varied approaches to lesson analysis (PDF, 485KB)
- Week 6
- Analysis of Nagoya University's teaching methods and the academic study of education (PDF, 914KB)
- Week 7
- The many techniques of lesson analysis based on verbatim recording (PDF, 508KB)
- Week 8
- Interacting with recordings of teaching (PDF, 523KB)
- Week 9
- The potential to integrate quantitative methods into qualitative lesson analysis (PDF, 9231KB)
- Week 12
- Teaching research and the growth of teachers (PDF, 484KB)
- Week 13-14
- Lesson analysis and teaching research (PDF, 493KB)
- Ideal coordination between research-intermediary universities and schools (PDF, 474KB)
- Participatory teaching research workshop as a part of cooperative problem solving (PDF, 1727KB)
- The current state of educational practise research's direction towards cooperative problem solving (PDF, 225KB)
- Week 15
- Lesson analysis and school administration (PDF, 416KB)
Page last updated November 15, 2011
The class contents were most recently updated on the date indicated. Please be aware that there may be some changes between the most recent year and the current page.