USE OF STRUCTURED VIDEO REFLECTION TO DEVELOP TEACHER NOTICING DURING LESSON STUDY

The reflect phase is intended to integrate knowledge from the lesson study cycle into teacher’s thinking and practice. Critical to the reflect phase is that teachers can make their thinking explicit and visible to others to promote learning. In this chapter, we provide two cases of lesson studies with elementary teachers focusing on the reflect phase. Our cases illustrate the use of the noticing framework with structured observation protocols and collective debrief using videotaped lessons. In Case 1, the PSTs co-designed unit planning documents, co-taught a STEM problem-based learning unit, and collectively debriefed after the lesson, as well as individually annotating the videotaped lesson with reflections. Case 2 is from a teacher professional development program designed to promote reform-based science teaching practices, Science Teachers Learning through Lesson Analysis (STeLLA). Collective post-implementation debrief relies on video analysis using a short video excerpt selected by the professional development facilitators and a structured analysis using the STeLLA strategies to guide noticing. These cases exemplify the importance of video and a framework to guide noticing during the reflect phase to maximize teachers’ learning related to the specific knowledge and goals generated in the study, plan, and teach phases.