Applying Japanese Lesson Study principles to an upper-level undergraduate statistics course

Abstract

Japanese Lesson Study is a collaborative approach for teachers to plan, present, observe, and critique classroom lessons, Through the lesson study process, teachers systematically and thoughtfully examine both student learning and their own teaching practices. In addition, the process paves the way for a much broader approach to education research by gathering data about student learning directly in the classroom. By piloting an approach using Japanese Lesson Study principles in an upper division statistics course, we discovered some of the challenges it poses, but also some surprisingly promising results for statistics teaching. This case study should provide others considering this approach with information about the philosophy and methodology involved in the lesson study process as well as some practical ideas for its implementation. Copyright © 2006 by Paul Roback, Beth Chance, Julie Legler, and Tom Moore all rights reserved.