| Zee Yusri |
LESSON study, used as a tool for professional development, is now practiced widely in many countries. It has helped teachers in schools across the world to develop themselves into learning communities, whereby they systematically examine their practice with the goal of becoming effective practitioners.
Permanent Secretary (Core Education) at the Ministry of Education cum guest of honour Dr Haji Junaidi bin Haji Abdul Rahman pointed this out in his opening speech yesterday during the launch of the Lesson Study Seminar at the Chancellor Hall of Universiti Brunei Darussalam (UBD).
“It is clear that lesson study involves groups of teachers working collaboratively as a team; designing lesson plans; observing lessons; analysing, revising and finally documenting their findings so that others can benefit.
“This approach also puts student-centered learning in its core in the sense that students’ learning processes are carefully observed and examined,” the permanent secretary said.
Lesson study here in Brunei was adopted recently under the Literacy and Numeracy Initiative, which is one of seven initiatives by the Ministry of Education (MoE) towards realising its vision of ‘quality education towards a developed, peaceful and prosperous nation’ through the national education system, SPN21.
The permanent secretary noted that the creation of professional learning communities (such as in lesson study) is essential in any education system. It is important for people to understand a few simple steps that will ensure the setting up of these communities help achieve the desired results.
Firstly, the core mission of the formal education is not simply to ensure that students are taught, but also to ensure that they learn. Secondly, teachers who are building professional learning communities should recognise that they must work together to achieve their collective purpose of learning for all, he explained.
“Thus, they must create structures to promote a collaborative culture as lesson study is undoubtedly a systematic process in which teachers work together to analyse and improve their classroom practice,” he said.
The third important step is that a professional learning community judges its effectiveness on the basis of results, thus working together to improve student achievement, and lesson study becomes the routine work of everyone in the school.
In this respect, every teacher in a team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress, he explained.
The permanent secretary believes lesson study provides the necessary impetus towards raising the quality of teachers and their teaching. The setting up of professional learning communities, as practiced globally through lesson study, encourages peer collaborations for improving the quality of both teaching and learning.
“Through this approach, I hope teachers will learn from each other and at the same time improve their pedagogical skills as well as their knowledge, especially in ascertaining the difference between the intended curriculum, the implemented curriculum and the attained curriculum,” Dr Haji Junaidi bin Haji Abdul Rahman said.
Following the speech, Noriko Iki, the Ambassador Extraordinary and Plenipotentiary of Japan to Brunei, delivered an appreciation speech to mark 30 years of diplomatic relationship between Japan and Brunei. Later, tokens of appreciation were exchanged.
A keynote address entitled ‘Designing Teaching through Evidence-Based Lesson Study: Lesson Analysis for Sustainable Lesson Study’ was also presented by Professor Masami Matoba.
The one-day seminar saw two workshops, parallel sessions, sharing session and panel discussion.