PLAN–DO–SEE: Lesson Study-Based Differentiated Learning in Middle Schools

The Covid-19 pandemic hit almost all parts of the world, including Indonesia. It has been nearly two years since the pandemic hit, impacting various sectors, including education. During the pandemic, learning was carried out online and felt less effective. Various government efforts have been made for faster recovery, especially in education. One of the government's efforts is through the KDS program (Lecturer-Teacher Partnership in Schools) through Lesson Study activities. This study aims to see the implementation of a Lesson Study carried out together with junior high school teachers in partner schools. Through KDS (Lecturer-Teacher Partnership in School) activities by implementing Lesson study, compiling, and implementing differentiated learning. The research method used is the descriptive qualitative method. The subjects of this research were students of SMP Yadika Bangil. Lesson Study stages, namely planning (Plan), implementation (Do), and reflection (See), carried out with lecturers as facilitators and teachers in partner schools as model teachers and observers, have been carried out properly by Lesson Study guidelines and the learning objectives can be archieved planned. The results of research conducted through Lesson Studies led by teachers at school by implementing differentiated learning of student learning outcomes are mostly complete.

PurposeTeachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.Design/methodology/approachIn this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.FindingsIn order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.Originality/valueThe paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Abstract-STEM-based learning is an interdisciplinary approach to learning in which students use science, technology, engineering and mathematics. Lesson Study is a method used to evaluate the learning process that has been done in class so that the learning process experiences changes and improvements in the future. This research is a quantitative study that aims to determine the effect of the implementation of STEM-based learning through lesson study activities on student learning outcomes in chemical equilibrium material.This research was conducted in November at SMA Negeri 5 Padang with 30 research subjects. The implementation of STEM-based learning in lesson study activities is carried out on the Chemical Equilibrium material with the stages of plan, do and see. At each stage improvements and improvements in the learning process have been carried out. The research data was taken using an observation sheet instrument and cognitive learning test results.Based on data analysis, the average lesson study implementation was 87 who were very well qualified. This means that the implementation of STEM-based learning through lesson study activities in chemistry learning can improve student learning outcomes with the results of the t-test is 0.031. Keywords-STEM, Lesson Study, Learning Outcomes, Chemical Equilibrium

This study aims to explore the learning trajectory of problem-based learning with literacy and numeracy reinforcement. This study was conducted at Junior High School and involved 32 subjects from class VIII. This study employed Gravemeijer and Cobb's design research comprising three stages: preparing the experiment of hypothetical learning trajectory (HLT), designing the experiment by implementing the designed HLT-based learning, and conducting retrospective analysis by comparing HLT with the implemented learning. The learning trajectory in this study consisted of three components: learning objectives, a series of tasks and learning activities, and students' techniques to think and learn. This research was conducted based on lesson study activities to create a lesson study for the learning community. Design research stages corresponded to lesson study stages and included studying curriculum, formulating goals and plans, conducting research lessons, and reflecting the lesson. This study has revealed that students' actual learning trajectory has four levels of modeling: situational, referential, general, and formal levels. At the situational level, non-mathematical literacy becomes the initial reference for students to collaborate and communicate with others; thus, mathematical concepts are created. The referential level leads students to represent real problems in real mathematical concepts. The representation process aims to understand the concept in different situations. Finally, the students analogize the acquired understanding and bring it to the formal level to get a full understanding of the concept of one point position to another in Cartesian coordinates.

Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils' learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, "time" has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education program. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs' professional learning and overall engagement with the LS process. Received: 21 April 2025 | Revised: 25 June 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study, as well as the measurement instruments used, are openly available in Figshare at https://doi.org/10.6084/m9.figshare.30149167 Author Contribution Statement Iris Willems: Conceptualization, Methodology, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Project administration. Wouter Schelfhout: Writing - review & editing. Elke Struyf: Writing - review & editing, Supervision.

PurposeThis study examines the experiences of five German primary schools implementing Lesson Study over a five-year period. When lesson study is to be implemented in Germany, teachers are typically skeptical and do not believe that it will work in their schools. Although four of the schools from our project consider the implementation at their school to be quite successful and report many positive effects, in this article, we focus on the difficulties and strategies for overcoming them. We also report the schools’ recommendations for other schools wishing to implement lesson study.Design/methodology/approachUsing maximum variation sampling, we conducted semi-structured interviews with ten German primary teachers and principals from five schools taking part in the nationwide LemaS project. The interviews were recorded, transcribed and analyzed using qualitative content structuring analysis.FindingsThe study identified several challenges, ranging from fundamental criticism of lesson study to a lack of resources. All but one school found ways to navigate these challenges. The main themes for success included fostering motivation for lesson study and adequate support from the school leadership.Practical implicationsThis study offers examples of strategies of schools to overcome typical hurdles when implementing lesson study. We also present a list of ten recommendations derived from the interviewees that can serve as pragmatic guidelines for practitioners and researchers willing to implement and sustain lesson study.Originality/valueThis study captures the experiences of both teachers and school leaders, providing practical insight for schools wishing to implement the lesson study in a sustainable way.

The background of this study is the low productivity of teachers in school. This is influenced by several things, one of which is the lack of teacher preparation in preparing the learning process in class, and there are still many school programs that have not been completed in accordance with the specified targets. The role of the principal as a leader is very important to increase teacher productivity in school. The purposes of this study are to determine the effect of; (1) leadership style on work productivity for teachers in all State Junior High Schools of Surakarta, (2) work motivation on work productivity for teachers in all State Junior High Schools of Surakarta. This study used a quantitative approach with a survey method. The sample of this study was 300 teachers throughout Surakarta gathered from 27 State Junior High schools which were randomly selected. The results of this study indicate that; (1) leadership style has a direct positive effect on teachers' productivity in all State Junior High Schools of Surakarta, (2) work motivation has a direct positive effect on teachers' productivity in all State Junior High Schools of Surakarta, and (3) leadership style has a direct positive effect on teachers' work motivation in all State Junior High Schools of Surakarta. If it is viewed from the results of the path analysis, the conclusion of this study is work motivation being the most influential variable on increasing teachers' productivity in State Junior High School of Surakarta. Thus, this research is important to be recommended to educational policy makers in Surakarta as a reference in increasing work motivation of teachers in school.

The Perception of Teachers and Students toward Lesson Study Implementation at Rural School of Sabah: A Pilot Study

This research aims to develop the lesson study modelling as a practical approach to the mentoring of professional capability (Pemantapan Kemampuan Profesional/PKP) practices, to know the results of the use of lesson study and to know the results of the evaluation of the lesson study of teacher attitude change students. The study was conducted with the paradigm of participatory or emancipatory approach as a fundamental concept that set out the participatory action research. The research method used observation techniques, learning journals, interviews, and documentaries in depth. The results showed that the lesson study is a model of professional development of educators through collaborative learning and continuous assessment based on the principles of collegiality and mutual learning to build a learning community. There are six phases of the lesson study on PKP mentoring activities. These six stages are implemented in the form of a cycle plan-do-see (reflection). Through lesson study under the guidance of the Consolidation Professional Competencies program occurred an increasing competence and professionalism of teachers, improving process quality and learning outcomes, development of a democratic learning paradigm based on constructivism to build a scientific mindset. Article visualizations:

This paper describes development, implementation and teacher change in a Lesson Study project with eight third-grade teachers. In Part 1 of this chapter we discuss how we adapted Lesson Study to fit the special circumstances of the school system. We describe how we implemented Lesson Study over the course of a summer and school year, and how two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning during planning and debriefing sessions. In Part 2, we describe our research. Using a framework from Fernandez et al. (Teaching and Teacher Education 19:171–185, 2003) in which they identified three critical lenses necessary for rich lesson study work, we engaged in enumerative analysis of video data from the first and last lesson study cycles to determine if the teachers developed (or failed to develop) those critical lenses. After one year, the eight participating teachers demonstrated a qualitatively richer student lens and curriculum developer lens.

Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation. Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. The interviews revealed that the districts that implemented lesson study districtwide first internalized lesson study through communicating and funding a districtwide expectation of job-embedded, inquiry-based professional development. Following this internalization, the district leaders institutionalized it by supporting school ownership and leadership in organizing and embedding lesson study into the school organizational structures and routines. Implications for educational leaders at local educational agencies are discussed.

Purpose– Multi-cycle Learning Study and multi-cycle Lesson Study are the main collaborative action research approaches for teacher professional development in Hong Kong. The sustaining of these Lesson Study innovations may be inhibited by many challenges. The purpose of this paper is to identify the strategies school leaders utilized to overcome challenges and sustain Lesson Study innovations successfully in a Hong Kong primary school.Design/methodology/approach– In-depth case study was adopted as the methodological approach to explore how Lesson Study was implemented to improve teaching and learning in the school and what leadership practices were enacted to sustain Lesson Study in the case school.Findings– It was found that the leadership team under study had adopted positive peer leadership to successfully implement Lesson Study activities. The strategies of positive peer leadership will be discussed in detail.Research limitations/implications– The paper concludes with implications for sustaining school development and professional development with Lesson Study and a checklist of positive peer leadership practices for school leaders, teacher leaders and teacher trainers.Originality/value– This paper will enrich the understanding of successful leadership practices for sustaining Lesson Study innovations in schools, on which few empirical studies have been conducted.

Teachers' reflection is one important step in the implementation of Lesson Study. To enhance the professionalism of teachers, lesson study has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. "Video Critique" and "Lesson Study" are some of the tools in the implementation of PLC. As Lesson Study is newly introduced in 2011, teachers are still in the learning stage of implementing it. Among the problems teachers face is ways of making good reflections during classroom observation. Thus, this study aims to explore the ways in which excellent teachers reflect as well as their reflection level by looking at a video of teachers teaching at a school in Negeri Sembilan. The study was conducted using qualitative methods. The study participants were 17 excellent teachers, including two lecturers. Data was collected using reflective observations, documents of the participants, and recordings of the video critique sessions. Data was analysed using reflective dialogue session video documents analytical technique that has been transcribed. It was found that there are four stages of reflections: Descriptive, Dialogue Reflective, Descriptive Reflective and Critical Reflective. A majority of the excellent teachers reflected at the stage of Dialogue Reflective. Some of the excellent teachers made Descriptive Reflective, and only a few teachers succeeded brilliantly at Critical Reflective. Originality/value - This study implies a need for exposure to reflective practice during the process of observation so that teachers receive deep and meaningful feedback through practice in community learning.

This paper reports the outcomes of a ‘lesson study’ project conducted in a mathematics department with four serving teachers in a secondary school in England. Using Dudley’s lesson study framework and drawing on Hargreaves and Fullan’s notion of professional capital, the feasibility and value of collaborative lesson study as a vehicle for the development of teacher learning were explored. Planning and evaluation meetings as well as end-of-project interviews were analysed to investigate how teachers planned research lessons together and how these were evaluated. Despite time constraints, teachers who engaged in lesson study reported that the process improved understanding of their students; that collaboration helped them to develop less-teacher-centred approaches and created a stronger sense of teacher community. The project demonstrated that lesson study has potential as an alternative or complementary model of teachers’ learning, but it also throws up substantive organisational challenges if its use is to expand.

PurposeThe purpose of this paper is to contribute to the conceptual classification of learning study as a research approach.Design/methodology/approachThe paper is mainly theoretical, drawing on articles concerning classroom‐based research approaches as well as on some distinctions between a university‐based science of the universal and a clinical science of the particular.FindingsThe main argument of the article is that learning studies can neither be subsumed under “design and development research” (because this type of research does not include the professional actor) nor under “teacher research” (because it does not pay much attention to theoretical knowledge) nor should it be regarded as a hybrid between design experiments and lesson studies. In spite of similarities to both it should rather be described as clinical research (in analogy to medical clinical research). The use of teachers’ experiences and tacit knowing in the knowledge‐producing process, the iterative process of specification of theory, and the uniqueness of the learning problems among different groups of pupils are central aspects of a particularistic clinical research process. In comparison with lesson study, the learning study is more focussed on constructing knowledge concerning objects of learning as well as teaching‐learning relations. Teachers are included in the research as interpretative professionals making professional sense of particular educational events.Originality/valueThe paper promotes the conceptual discussion of the learning study approach, as well as of both lesson and learning studies as research approaches, i.e. as knowledge‐producing practices.