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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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31. Using the Lesson Study Approach to Plan for Student Learning


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Using the Lesson Study Approach to Plan for Student Learning

Susan J. Lenski & Micki M. Caskey

The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well—who they are and how they learn best—and use this information when planning instruction and assessing student performance ( Jackson & Davis, 2000). Most teacher planning focuses primarily on teacher actions rather than on student results (Ornstein, 1997). The Lesson Study approach, however, can provide an opportunity for middle school teachers to work together to strengthen the link between instructional planning and student learning.


Lesson Study is a “comprehensive and well-articulated process for examining practice” (Fernandez, Cannon, & Chokshi, 2003, p. 171). The Lesson Study approach is the way Japanese teachers have studied their practice for decades. Educators from the United States who studied the reasons for Japan’s high scores in mathematics concluded that...

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