Concept of Lesson Study and Establishing System For The Proposed Lesson Study Activities

CONCEPT OF LESSON STUDY
AND ESTABLISHING SYSTEM FOR THE PROPOSED LESSON STUDY ACTIVITIES
Table of Contents
Table of Contents ............................................................................................................... i

Introduction ....................................................................................................................... 1
What is Lesson Study?...................................................................................................... 2
Why Lesson Study?........................................................................................................... 4
How Do We Implement Lesson Study? .......................................................................... 6
Establishing System for the Proposed Lesson Study Activities .................................... 9
Description of the Program Activities ........................................................................... 12
Conclusion ....................................................................................................................... 16
References ........................................................................................................................ 17
SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 i

ii SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

Introduction
Lesson study was primarily introduced at a junior secondary school in Fuji City, Japan.
At the begining, the quality of students at that school was very bad. Masaaki Sato, the principal
of the school, tried seriously to improve the quality of the students by changing the teaching and
learning process at his school. He implemented lesson study at his school. In a very short time,
after implementing lesson study several years, the quality of instructional process and result
increased rapidly. This result does not only influence very much to the instructional
development and innovation but also improve the competences and the professionalism of
teachers in Japan.
Based on the result mentioned above, lesson study has been chosen and applied by
several developed countries, for example The United States of America and Australia. These two
countries have taken and adapted the concept of lesson study as an effort to enhance the quality
of instructional process and result in each country. The quality improvement of instructional
process and result was reached by examining or studying the teaching practice and students
thinking as well as students behavior while implementing lesson study.
In general we can say that the quality of instructional process and result in mathematics
education for Southeast Asia countries is not so good. It means that we have to find out the ways
to overcome that condition. One of the ways that can be done is implementing lesson study in
our mathematics instruction.
There are five objectives of writing this document. After completing this training,
participants are able to (1) understand the definition of lesson study, (2) explain why is lesson
study powerful for teachers, (3) describe the procedure of implementing lesson study, (4)
implement lesson study in mathematics instruction, and (5) understand the system needed in
conducting lesson study program.
In achieving the above objectives, this document will cover: (1) what lesson study is, (2)
why lesson study, (3) how we implement lesson study, and (4) establishing system for the
proposed lesson study program or activities. The answer of the first question is related to the
definition of lesson study and some ellaboration of the definition. The second question will
correspond to the reasons of choosing lesson study in mathematics instruction. The answer of
the third question is connected to the process or the steps of implementing lesson study in
mathematics instruction. Establishing system means determining the system in doing lesson
study program.
SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 1

What is Lesson Study?

There are some definitions of lesson study. Here are some of them. Fernandez and
Yoshida (2004:7) state, ”Lesson study is a direct translation for the Japanese term jugyokenkyu,
which is composed of two words: jugyo, which means lesson, and kenkyu, which means study or
research. As denoted by this term, lesson study consists of the study or the examination of
teaching practice. How do Japanese teachers examine their teaching through lesson study? They
engage in a well-defined process that involves discussing lessons that they have first planned
and observed together. These lessons are called kenkyujugyo, which is simply a reversal of the
term jugyokenkyu and thus literally means study or research lessons, or more specifically
lessons that are the object of one’s study. Study lessons are “studied” by carrying out the steps
described next in an attempt to explore a research goal that the teachers have chosen to work
on (e.g., understanding how to encourage students to be autonomous learners).”
Lewis (2002:1) defines, “Lesson study is a cycle in which teachers work together to
consider their long-term goals for students, bring those goals to life in actual “research lessons,”
and collaboratively observe, discuss, and refine the lessons”. Besides, Lewis (2002:1-2)
describes, “Lesson study is a simple idea. If you want to improve instruction, what could be
more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons?
While it may be a simple idea, lesson study is a complex process, supported by collaborative
goal-setting, careful data collection on student learning, and protocols that enable productive
discussion of difficult issues.”
Furthermore, Lewis (2002:1-2) states, “Research lessons are the centerpiece of “lesson study,” a
teacher-led instructional improvement cycle pictured in Figure 1. In lesson study, teachers
work together to:
• Formulate goals for student learning and long-term development.
• Collaboratively plan a “research lesson” designed to bring to life these goals.
• Conduct the lesson, with one team member teaching and the others gathering evidence on
student learning and development
• Discuss the evidence gathered during the lesson, and use it to improve the lesson, the unit,
and instruction more generally.
• Teach the revised lesson in another classroom, if desired, and study and improve it again.”
Wang-Iverson and Yoshida, in Appendix A: Glossary of Lesson Study Terms, (2005:151-
154) defines, “A research lesson (kenkyujugyo), also commonly referred to as a “study lesson,” is
the lesson that is team-written, taught in the presence of observing colleagues, discussed during
the discussion session, revised, re-taught, and reported.”
The cycles of instructional development of lesson study has three basic components, i.e.
PLAN, DO, and SEE. Plan is related to the activity of planning and goal-setting. Teaching,
2 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

observing, and revising the research lesson are covered in do component of the cycle. See
consists of observing, discussing, and reflecting the research lesson.
Figure 1
Lesson Study Cycle
2. Research Lesson
One planning team

member teaches
classroom lesson while
other team members
collect data on
students’ thinking,
learning, engagement,
behavior, etc.
1. Goal-Setting and 3. Lesson Discussion

Planning
Share and analyze data
Identify goals for collected at research
student learning and lesson.
long-term
development. What is the evidence that
goals for student learning
Collaboratively plan and development were
instruction designed to fostered?
bring to life these What improvements to the
goals, including a lesson and to instruction
“research lesson” that more generally should be
will be observed. considered?
4. Consolidation of
Learning
If desired, refine and re-

teach the lesson and study
it again. Write report that
includes lesson plan,
student data, and
reflections on what was
learned.

Wang-Iverson and Yoshida (2005:5) state that two things related to lesson study, namely:
Lesson study is:
• teacher-led, ongoing professional learning.
• conducted with a common overarching goal.
• focused on subject content in the context of student thinking.
• informed by outside expertise (through knowledgeable others).
Lesson study is not:
• teacher training.
• about creating a perfect lesson.
• done in isolation.
• doing just one lesson study cycle.
Wang-Iverson and Yoshida (2005:23) also point out several main ideas of lesson study.
First, Lesson study (jugyokenkyu) is a form of long-term teacher-led professional learning,
developed in Japan, in which teachers systematically and collaboratively conduct research on
teaching and learning in classroom in order to enrich students’ learning experiences and
improve their own teaching. Second, a lesson study cycle generally involves a team of teachers
planning collaboratively based upon a research theme, implementing the lesson in the
classroom, collecting observation data, reflecting upon and discussing the data, and developing
a record of their activity. Third, lesson study is more than a studying instructional materials and
developing useful lessons. It also explores ideas for improved teaching that bring out students’
thinking and thinking processes, helps students to develop mental images for solving problems
and understanding the topic, and expands those skills and abilities. Fourth, lesson study is a
comprehensive approach to professional learning that helps teachers develop ways of:
(1) thinking about learning and teaching in the classroom, (2) planning lessons, (3) observing
how the students think, learn and take the appropriate actions, (4) reflecting on and discussing
teaching, and (5) identifying and recognizing knowledge and skills necessary to improve their
practice and seek new solutions. Finally, lesson study supports teachers in becoming lifelong
learners about how to develop and improve teaching and learning in the classroom.
Why Lesson Study?

Lesson study has been chosen and implemented because of the following reasons.
Firstly, lesson study can improve the quality of teaching and learning process as well as lesson
in a classroom. This is understandable because (1) lesson study is an effective way to improve
teaching and learning process through development of a shared professional knowledge among
lesson study group members that is based on a real teaching practice, (2) the basic idea of
lesson study is every student achieves his or her highest quality of learning, (3) the objectives of
a lesson become a main focus of a classroom instruction, (4) based on the real experience in

classroom, lesson study can be able to become foundation of instructional development, and (5)
lesson study makes teachers’ role as instructional researchers.
Secondly, a well-designed lesson study will produce professional and innovative
teachers. By doing lesson study, teachers can (1) effectively determine instructional objectives
of a particular lesson, unit, and subject-matter area; (2) study and improve lessons that are
useful and suitable for students; (3) deepen their subject-matter knowledge they deliver; (4)
determine the long-term objectives that will be achieved by their students; (5) plan
collaboratively their lessons; (6) study accurately student learning and behavior; (7) develop
their best instructional knowledge; and (8) reflect their teaching process based on students and
colleagues perspective or opinion.
Thirdly, Wang-Iverson and Yoshida (2005:13) state that lesson study has some
advantages or benefits as follow:
• to reduce teacher isolation.
• to help teachers learning to observe and criticize.
• to deepen teachers’ understanding of content and curricular scope and sequence.
• to allow teachers to focus on helping all students’ learning.
• to create shared expectations for and understand of student thinking and learning.
• to increase collaboration and respect for each other.
Finally, Wang-Iverson and Yoshida (2005:16) stated also that lesson study is unique
because of the following reasons:
• It is teacher-led, long-term professional learning.
• It is plan collaboratively over a period of time through intensive study of materials,
standards, and students (in a practical called kyozaikenkyu).
• It supports a collaborative focus on students’ thinking through observation of classroom
practice in real time with outside guests.
• It offers a process that makes concrete in an actual lesson and it is good for learning (e.g.,
enhancing student motivation for learning).
• It provides new and outsiders’ perspectives of teaching and learning.
• It fosters shared reflection based on classroom evidence.
• It makes concrete what reflection means, what problem solving looks like, and what thinking
entails.
• It involves long-term participation of knowledgeable others.

How Do We Implement Lesson Study?

Lewis (2002:51-72) stated that there are six basic steps as a guide in implementing
lesson study. The steps are (1) Form a Lesson Study Group, (2) Focus the Lesson Study, (3) Plan
the Research Lesson, (4) Teach and Observe the Research Lesson, (5) Discuss and Analyze the
Research Lesson, and (6) Reflect on Your Lesson Study and Plan the Next Steps.
Step 1. Form a Lesson Study Group

There are at least four activities that we need in forming a lesson study group. The
activities are (1) recruitment of the group members, (2) commitment to provide a specific time,
(3) arranging a schedule for meetings, and (4) commitment to obey the rules of the group.
Members of a lesson study group can be recruited from teachers, lecturers, education
personnel, and/or other people who are interested in education. The most important thing is
every member should have highly commitment, interest, and willing to improve the quality of
mathematics instruction. Members of the group will usually have daily, weekly, monthly, or
yearly meetings and they have to present at those meetings. At the meeting, members of the
group will prepare everything related to lesson study activities that will be conducted. A
member of the group sometimes will be assigned to be a model that will teach a research lesson.
As noted above, the group members will arrange an agenda and a schedule. The agenda
and schedule will be very useful for every member of the group. Tasks as well as job description
of each member should be clearly defined.
Step 2. Focus the Lesson Study

This step consists of three main elements. The elements are (1) to determine the
research theme, the main aim, the research focus, or the main objective of lesson study; (2) to
choose subject-matter; and (3) to select a topic or a unit and lessons.
There are three things that should be considered in determining the research theme of
lesson study. First, what is the actual quality of our students right now? Second, what ideal
quality of students will we expect at the end of lesson study activities? Finally, is there any gap
between the ideal and the actual quality of our students? The gap (if any) will be used to choose
the research theme of lesson study.
Subject-matter area can be selected from a series of subject-matters offered at a school.
The subject-matters can be science, chemistry, physics, biology, mathematics, language, or social
studies. In selecting the subject-matter, we have to consider the following three main questions.
What subject-matter is the most difficult for students? What subject-matter do the teachers find
as the most difficult to be taught? What subject-matters in a new curriculum do teachers want to
understand and master? In our case, of course, the subject-matter will be mathematics.

After selecting research theme and subject-matter, the next activity will be choosing a
topic and lesson. We choose a topic that is (1) a prerequisite for the subsequent topics, (2) very
difficult for students or the one that students hate, (3) difficult to teach or the one that teachers
dislike, (4) new in a new curriculum. After choosing a topic, we formulate the objectives of the
topic and then determine the number of lessons related to the topic and its objectives. Suppose,
for example, we choose inequality as our topic. The lessons may consist of the concept of
inequality, linear inequality, linear inequality that involve absolute values, quadratic inequality,
the relationship between quadratic inequality and quadratic function, fractional inequality,
graphical method for solving linear inequility, and inequality in two variables.
Step 3. Plan the Research Lesson

Planning has a very important role in every activity, especially in educational research. A
plan can be a guide for researcher. A good plan will help researcher to solve the research
problem or the research question. In planning a research lesson, we need to develop a plan to
guide learning. This plan will be very useful to guide us in teaching, observing, and discussing
the research lesson. There are some versions of format that can be used. It depends on the
characteristics of subject-matter and the agreement of the users. Each country has its own
format. Every expert has his or her own format. Which format shall we choose and use in our
research lesson? This is a problem of choice. So, we can choose a format that is fit to our need.
The most important thing to be kept in mind is that the plan should be a complete document. In
other word, the plan should be a stand alone document or a self-contained document.
In research lesson, there are three kinds of plan, namely (1) general or comprehensive
plan, (2) unit or topic plan, and (3) (research) lesson plan. Comprehensive plan is related to the
research theme and the long-term goal for students. This plan may relate to one semester
planning and it will consist of several topics. Unit or topic plan will cover several research
lessons. In other words, unit plan will consist of some lessons. In our example above, the topic
will be inequality and the lessons will be the concept of inequality, linear inequality, linear
inequality that involve absolute values, quadratic inequality, the relationship between quadratic
inequality and quadratic function, fractional inequality, graphical method for solving linear
inequility, and inequality in two variables.
Research lesson plan is the core of plan related to research lesson we propose. This plan
will answer the question ”What changes in student thinking will occur during the lesson, and
what will provoke them.” (Lewis, 2002:64). Template of plan to guide learning propose by
Lewis (2002:127-130) can be examined in the Appendix 5 below. Of course, we do not have to
use this template. We can compare this template to our format that we usually use in each
country.

For Indonesian people, we have a lesson plan called ”Rencana Pelaksanaan

Pembelajaran” (RPP) or ”Instructional Implementation Planning.” For the time being we can use
the format of RPP. Please ask your colleagues from Indonesia to show their RPP.
Collecting data is an important activity to be considered and included in a plan to guide
learning. We need an instrument that fits our objectives. Instrument that we usually use in
implementing lesson study is observation guideline, observation sheet, or observation form.
Observation form contains three main questions, namely (1) when does a student begin to
concentrate on the lesson?, (2) when does a student end their concentration on the lesson?, and
(3) what lesson learned can be taken from the lesson implemented?
Step 4. Teach and Observe the Research Lesson

The research lesson that has been prepared can be implemented and observed. One of
the group members that has been assigned by the group will teach the research lesson. During
the implementation of the research lesson, other members of the group observe the lesson.
Other participants, teachers, lecturers, or even anybody who is interested in mathematics
education can also observe the lesson. Observer will collect data related to students’ thinking,
learning, motivation, and/or behavior. This activity is usually called open lesson.
Recording and documenting the research lesson can be done by using audiotape,
videotape, handycam, camera, student work, worksheet, and/or narative observation notes. The
main thing to be remembered is that the record should contain facts and real events that found
during the lesson and should not contain the opinions of the observer. The facts documented
will be very useful and needed at discussion and reflection step.
Observer’s role during the lesson is to collect data and it is not to help students. Students
should be reminded that if they need some help, they can ask their teacher to help them. They
are prohibited to ask some help from other people in their classroom.
Step 5. Discuss and Analyze the Research Lesson

Research lesson that has been implemented need to be discussed and analyzed. This is
necesary to be done because the results of analysis and discussion can be used to revise or
refine the research lesson. We hope that the revising research lesson will be more complete,
effective, and effcient.
Before conducting discussion and analysis, it will be better to prepare a discussion
manual and agenda. The contents of the manual may cover the following items. First, the
member of the group who teaches the lesson will be the first speaker in the discussion activity.
He or she will have chances to deliver or express all of his or her difficulties in teaching the
lesson. Second, as a rule of the game, the lesson belongs to the members of the group.
Consequently, the lesson is ”our lesson” and it is not ”my lesson.” The members of the group
have responsibility to explain everything related to the lesson. Third, discussion should be

focused on the data collected during the lesson by the observers. Fourth, discussion and analysis
of the research lesson should be done directly at the same day and right after the lesson
implemented. This is reasonable, because the results of the discussion and analysis will be used
to revise the lesson. Finally, the role of a moderator should be clearly stated and implemented in
order to get an effective and efficient discussion.
Step 6. Reflect on Your Lesson Study and Plan the Next Steps
In reflection session, there are some questions that should be answered. What parts of
the lesson have been practiced well? Is there any progress by doing the research lesson? What
parts of the lesson need to be improved? What are the benefits of the lesson study efforts? What
we would like to change in the next cycle? Is lesson study enriching our knowledge? Is lesson
study helping student learning? Is lesson study helping student development? Who will re-teach
the revised lesson. Of course, there must be many more questions that can be raised.
Establishing System for the Proposed Lesson

Study Activities
In implementing lesson study program, of course, we need to establish a system. The system
will at least consist of three main components, namely (1) organizational structure for the
program implementation, (2) measures to be taken by each parties, and (3) sustainability of the
program.
1. Organizational Structure for the Program Implementation

Suppose that the lesson study program will be implemented from national to district
level. It is understandable that the organizational structure of the program implementation will
include national, provincial, and district parties. For national level (central government), the
parties can be the Ministry of National Education (MONE), Directorate General of Higher
Education (DGHE), Directorate General for Quality Improvement of Teachers and Educational
Personnel (DGQITEP), Directorate General for Management of Primary and Secondary
Education (DGMPSE), Ministry of Religious Affairs (MORA), and the related directorate general
in MORA. In the provincial level, the participated parties can consist of Provincial Education
Office, Provincial Religious Office, LPMP, and P4TK. District Government, District Education
Office, Subject-matter Teachers Association/Forum (MGMP), and State University. Let’s examine
the Organizational Structure of SISTTEMS (Strengthening In-Service Teacher Training of
Mathematics and Science Education at Junior Secondary Level) as an example.
Strengthening In-service Teacher Training of Mathematics and Science
Education at Junior Secondary Level

Program Image
Annex 3
MORA DGQITEP DGPSE JICA DGHE
MORA
Provincial Provincial DINAS LPMP
Office
MORA Experts Team

DISTRICT DINAS
Office
Counterparts Partners UM
District DINAS has responsibilities for
planning, organizing, coordinating and
monitoring Lesson Study and other
related activities.
Technical Support
Program
Introduced the program to Process

those concerned such as
MONE, MORA and
• Inception Meeting
Provincial/District DINAS for
• Socialization Meeting
facilitating and promoting the
Program activity
School Management
MGMP Facilitator Training Training for Principals
Select a pilot school in each

MGMP Activities at district and conduct lesson
Kecamatan/Wilayah Entire-school Lesson Study at
Study with participation of
Level each pilot school per district
all the teachers in the
(Mathematics/Science) schools.
All teachers in Mathematics and Science of the target schools

join the Lesson Study in MGMP at Kecamatan/Wilayah level A
MGMP unit consists of approximately 30 teachers from 10
schools

Evaluation Workshop on
Lesson Study
Evaluate impact of Lesson Study at the end

of each semester and feedback results of the
evaluation to further MGMP activities.
MGMP Forum at
District Level
Duration of this program: 2 years and 6

months (May 2006 – Oct 2008).
Disseminate the experience of the
MGMP activities to the related
personnel.
2. Measures to Be Taken by Each Parties

In implementing a lesson study program, each side will take the specific measures in
accordance with its roles, tasks and functions. In the following part of this paper, it will be
described some roles of several parties. At national level, the person who is in charge will have
responsibility for planning, organizing, coordinating, and monitoring lesson study and other
related activities. Inception meeting, socialization meeting, MGMP facilitator training, school
management training for principals and supervisors, monitoring and evaluation workshop on
lesson study, and MGMP forum are examples of activities that can be done or conducted at
national level.
At provincial level, provincial education officers can select and assign necessary number
of qualified staffs as liaisons to the lesson study program (hereinafter referred to as “Provincial
Liaison Team Members”). These team members will have responsibilities to (1) monitor and
learn from the lesson study program, (2) promote application of the lesson learned of the lesson
study program to other districts in the province, and (3) liaise between the program target of
district and the central government level.
At district level, the roles of district government officers could be (1) selecting and
assigning number of qualified staffs as counterparts of the lesson study program (hereinafter
referred to as “District Implementation Team Members”), (2) providing appropriate and special
office space and facilities to implement the lesson study program, (3) preparing budget to cover
the cost for conducting the lesson study program, (4) planning, organizing, coordinating,
monitoring, and evaluating the implementation of the program, and (5) taking necessary
measures to implement and sustain the in-service teacher training.
The assigned state university will have responsibilityies to (1) provide resource persons
for planning, organizing, coordinating, monitoring, and evaluating the implementation of the
lesson study program, and (2) participate in every activity of the Implementing Committee.
Furthermore, state university together with district government/education - even with central
government/education - officers can conduct all activities that have been stated at national

level. The activities are inception meeting, socialization meeting, MGMP facilitator training,
school management training for principals and supervisors, monitoring and evaluation
workshop on lesson study, and MGMP forum. Seminar, discussion, and exchange experience on
lesson study are activities that can be done at this level.
In preparing lesson study activities, we also have to establish some other important
measures. The measures can be (1) master plan, (2) list of experts, (3) list of machinery and
equipment, (4) list of counterpart and administrative personnel, (5) list of land, building, and
facilities, (6) joint coordinating committee and implementation committee, (7) project design
matrix, (8) plan of operations, and (9) description of the program activities. To enrich our
knowledge of a lesson study program, please examine the attachment at the end of this
document. I quote an example taken from the “record of discussions” related to the “description
of the program activities” of SISTTEMS (Annex IX) as follows.
Description of the Program Activities

a. National Inception Meeting
(1) Time: At the beginning of the Program
(2) Participants: DGQITEP, DGHE, DGPSE, MORA, BAPPENAS, MOF, Provincial DINAS,
district DINAS, the universities Observer, LPMP
(3) Activities: To confirm and share the understanding of the Program activities
(4) Management: DGQITEP
(5) Duration: 1 day (AM: Inception Meeting, PM: Preparatory meeting among stakeholders)
(6) Budget JICA: Transportation and accommodation fee for the participants from provincial
and district DINAS
Indonesian side: transportation fee, accommodation fee, per diem for the participants,
refreshment and stationery
b. District Inception Meeting

(1) Time: Late July – early August 2006
(2) Participants: Provincial and district DINAS, the universities, MGMP representatives,
MKKS/KKKS representatives, DGQITEP,
(4) Management: District DINAS
(5) Venue: District DINAS
(7) Budget JICA: Transportation fee for the participants
Indonesian side: Transportation fee, accommodation fee, per diem for the participants,

c. MGMP Facilitator Training

(1) Frequency: 2 times/semester
(2) Participants: MGMP core teachers, principals, subject supervisors from district DINAS
Observers: MONE, provincial DINAS and LPMP
Trainers: The university faculty members
(3) Activities: In-depth case studies of lesson practices
(4) Management: district DINAS
(5) Duration: 2 days/training
(6) Venue: District DINAS or schools
(7) Budget JICA: Transportation fee for the MGMP core teachers and principals
Indonesian side: Transportation and accommodation fee for others, per diem,
d. School Management Training

(1) Frequency: 2 times/year (the beginning of every school semester)
(2) Participants: Principals of target schools
Observer: LPMP
(3) Activities: For principals to gain knowledge and skills of school improvement including
Lesson Study
(5) Duration: 1 day/training
(7) Budget JICA: Transportation fee for principals
e. MGMP Activities at Kecamatan/Wilayah Level

(1) Frequency: in principle 2 times/month (one time: preparation for lesson, one time: open
lesson and reflection)
(2) Participants:
Lesson plan preparation: all the teachers in mathematics and science in the target
district and the university faculty members
Open lesson: Provincial DINAS, district DINAS, Principals and subject supervisor
Observer: LPMP
(3) Activities: lesson Study (Preparation of lesson plan, lesson observation and reflection)

(4) Management: MGMP and district DINAS (with support from MKKS/KKKS and the
universities)
(5) Venue: Schools in the target districts
(6) Duration: 1 day/activity
(7) Budget: Indonesian side: transportation fee, accommodation fee and per diem for
participants, honoraria for the university, refreshment and stationery
f. Entire-School Lesson Study in some schools on a pilot basis

(1) Frequency: 2 times/month
(2) Participants: all the teachers in the schools, the university faculty members and other
interested parties
Observer: LPMP
(3) Activities: To conduct Lesson Study with participation of all the teachers in the schools
(4) Management: Principals in the schools
(6) Budget: Indonesian side: Transportation fee for the university faculty members
g. Evaluation Workshop on Lesson Study

(2) Participants: MONE, provincial DINAS, district DINAS, MGMP core teachers, principals
and the university faculty members
Observer: LPMP
(3) Activities: To present and compare the impact of Lesson Study, and feedback the result
to the further MGMP
(5) Duration: 1 day/workshop
(7) Budget JICA: Transportation fee for the teachers and principals
Indonesian side: Transportation and accommodation fee for other, per diem,
h. MGMP Forum at District Level

(1) Frequency: 2 times/year (the end of school semester)
(2) Participants: MONE, provincial DINAS, district DINAS, principals and teachers from
neighboring districts
Presenters: District DINAS and the university faculty members
Observer: LPMP

(3) Activities: To disseminate the experiences of the MGMP activities to the participants
from neighboring districts
(5) Duration: 1 day/forum
(6) Budget JICA: Transportation fee and per diem for the participants from the neighboring
districts
3. Sustainability of the Program

Sustainability is an important thing in doing a pilot project like the lesson study
program. Some good practices of the lesson study program should be continuously
implemented and developed as a part of the district, provincial, and even national in-service
teacher training system through MGMP activities.

Conclusion
Lesson study is a cycle in which teachers work together to consider their long-term
goals for students, bring those goals to life in actual “research lessons,” and collaboratively
observe, discuss, and refine the lessons (Lewis, 2002).
There are two reasons why do we choose and implement lesson study. Firstly, lesson
study can improve the quality of teaching and learning process as well as lesson in a classroom.
Secondly, lesson study that is well designed will produce professional and innovative teachers.
Lewis (2002) states that there are six basic steps as a guide in implementing lesson
study. The steps are (1) Form a Lesson Study Group, (2) Focus the Lesson Study, (3) Plan the
Research Lesson, (4) Teach and Observe the Research Lesson, (5) Discuss and Analyze the
Research Lesson, and (6) Reflect on Your Lesson Study and Plan the Next Steps.
What, why, and how of lesson study should be understood well by teachers. Lesson
study has many advantages. Therefore, it would be better for us if we implement it in our
classroom. It is understandable, because the implementation of lesson study can enhance the
quality of student thinking and learning as well as promote professional development of
teachers.

References
Fernandez, Clea and Yoshida, Makoto. 2004. Lesson Study: A Japanese Approach to Improving
Mathematics Teaching and Learning. Mahmah, New Jersey: Lawrence Erlbaum
Associates, Publishers.
http://www.uwlax.edu/sotl/lsp/intro.htm. Lesson Study for College Teachers: An Online Guide.
Accessed on July 27, 2009.
Hurd, Jacqueline and Licciardo-Musso, Lori. 2005. Lesson Study: Teacher-Led Professional
Development in Literacy Instruction. Language Arts; May 2005; Vol. 82; No. 5; pg. 388-
395; Research Library.
Isoda, Masami; Stephens, Max; Ohara, Yutaka; and Miyakawa, Takeshi. 2007. Japanese Lesson
Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement.
Hackensack, NJ: World Scientific Publishing Co. Pte. Ltd.
Lewis, Catherine C. 2002. Lesson Study: A Handbook of Teacher-Led Instructional
Change. Philadelphia, PA: Research for Better Schools, Inc.
Lewis, Catherine; Perry, Rebecca; Hurd, Jacqueline; and O’Connell, Mary Pat. 2006. Lesson Study
Comes of Age in North America. Bloomington, Indiana: Phi Delta Kappa International, Inc.
- Phi Delta Kappan, Vol. 88, No. 04, December 2006, pp. 273-281.
Department of National Education of The Republic of Indonesia. 2006. Minutes of Meeting on
Japanese Technical Cooperation for SISTTEMS among JICA and The District Government
of Pasuruan and State University of Malang.
Department of National Education of The Republic of Indonesia. 2006. Record of Discussions
Between JICA and Authorities Concerned of the Government of The Republic of
Indonesia on Japanese Technical Cooperation for SISTTEMS
Takahashi, Akihiko and Yoshida, Makoto. 2004. Ides for Establishing Lesson-Study Communities.
Reston, Virginia: NCTM-The National Council of Teachers of Mathematics, Inc.; Teaching
Children Mathematics; May 2004.
Wang-Iverson, Patsy and Yoshida, Makoto (Editors). 2005. Building Our Understanding of Lesson
Study. Philadelphia, PA: Research for Better Schools.

APPENDIX 5
Plan to Guide Learning (Template)
Date:
Grade:
Subject:
School:
Instructor:
Planning Group:
1. Unit Name
2. Unit Objectives
3. Research Theme (or “Main Aim”) of Lesson Study
4. Current Characteristics of Students
5. Learning Plan for Unit:
• Unit Goals or Outcomes (Connections to Standards and Prior and Subsequent Learning,
if appropriate)
• Sequence of Lesson in the Unit (The chart below may continue for several pages.)
Number of Points to Notice

Content Materials, Strategies
Lessons and Evaluate
• Explanation of Unit “Flow” That Will Enable Students to Move from Current
Understanding, Motivation, and Skills to Desired Outcomes
6. Plan for Research Lesson (The chart below may continue for several pages.)
Teacher Anticipated Student Points to Notice

Activity Thinking and and Evaluate Materials, Strategies
Activities

a. Aim of the Lesson

b. Learning Process for the Lesson (What “Drama” of Activities and Experiences Will Help
Students Move from Their Initial Understanding to the Desired Aims)
c. Evaluation of This Lesson (Major Points To Be Evaluated)
d. Copies of Lesson Materials (e.g., Blackboard Plan, Student Handouts, Visual Aids)
7. Background Information and Data Collection Forms for Observers (e.g., Seating Chart, Prior
Student Work, Note-taking Forms, Information on Particular Students to Be Observed)

Attachment
ANNEX I MASTER PLAN
1. Title of the Program

The Program for Strengthening In-service Teacher Training of Mathematics and Science
Education at Junior Secondary Level
2. Objective of the Program
2-1. Overall Goal
1. The model of in-service teacher training primarily through MGMP activities1
applying Lesson Study2 is disseminated in the target provinces as a form of
continuing teacher professional development.
2. The level of student learning ability in mathematics and science is improved in the
target districts.
2-2. Program Purpose
The model of MGMP activities applying Lesson Study for quality improvement of
mathematics and science teachers is developed in the target districts.
3. Outputs of the Program
1. Education officers in the central government and target districts recognize the
effectiveness of the MGMP activities applying Lesson Study and take necessary financial
and administrative measures to sustain them.
2. Effective MGMP activities applying Lesson Study are regularly conducted in the target
districts.
(2-1) MGMP facilitators are trained in the target districts.
(2-2) Principals of the target schools recognize the effectiveness of the MGMP activities
applying Lesson Study and take necessary measures to sustain them.
(2-3) Mathematics and Science teachers improve practical teaching competency through
the MGMP activities applying Lesson Study.
3. The monitoring and evaluation mechanism of the MGMP activities applying Lesson
Study is developed
4. Activities of the Program (corresponding to the above expected Outputs)
1-1 Hold and inception and socialization meeting
1
In this Master Plan, “MGMP activities” means “in-service teacher training through MGMP” while in the
general usage, “MGMP” usually means / is used as “subject based teacher groups.”
2
Lesson Study: A cycle of a teacher planning a lesson, implementing the lesson (in the classroom) with
observation by peer teachers, and reviewing the lesson with feedback and learning by the peer teachers. Rotation
of the teacher who plans and conducts the lesson, allows teachers in the peer group to experience both
observating (and providing feedback) and being observed (and getting feedback). This reinforces mutual growth
and support among teachers, and improves the teaching-learning process.

1-2 Hold MGMP forums for dissemination to neighboring districts

1-3 Develop dissemination strategies of MGMP activities applying Lesson Study
2-1 Analyze the situation of current MGMP activities

2-2 Design a detailed plan of the MGMP activities applying Lesson Study
2-3 Conduct facilitator trainings
2-4 Conduct school management trainings for principals
2-5 Practice Lesson Study in the MGMP activities
2-6 Practice Entire-school Lesson Study3 in some schools on a pilot basis
2-7 Compile the experiences into guideline and materials of the MGMP activities applying
Lesson Study
3-1 Develop monitoring and evaluation methods and tools of the MGMP activities applying
Lesson Study
3-2 Conduct monitoring and evaluation on the MGMP activities applying Lesson Study
3-3 Hold evaluation workshops
3-4 Compile the experiences of monitoring and evaluation into guidelines
3
Entire-school Lesson Study: in this activity, the principal initiates Lesson Study as a vehicle to enhance
learning of teachers from each other within schools, and to let teachers invite their colleagues to observe their
lessons, irrespective of their subjects. This enable teachers to pay attention to how students learn, not only
specified subject matters. Furthermore, this activity strengthens the collegiality among the teachers throughout
the schools, by sharing insights and experiences on students’ learning and teaching practices.

ANNEX II LIST OF JAPANESE EXPERTS
(1) Chief Advisor

(2) Lesson Study Specialist
(3) School Management Specialist
(4) Mathematics Education Specialist
(5) Science Education Specialist
(6) Educational Planning and Evaluation Specialist
(7) Other Experts will be assigning when necessary for smooth and effective implementation
of the Programs
ANNEX III LIST OF MACHINERY AND EQUIPMENT
1. Necessary machinery and equipment for the transfer technology by the Japanese experts
will be provided.
2. Other materials and equipment mutually agreed upon as necessary will be provided.
Notes:
The contents, specifications and quantity of the above-mentioned equipment to be provided
each year will be discussed in principle every year between the Japanese experts and the
Indonesian counterpart personnel based on the annual plan of the Program, within the
allocated budget of the Japanese fiscal year.
ANNEX IV LIST OF INDONESIAN COUNTERPART AND

ADMINISTRATIVE PERSONNEL
(National Level)*
Director General, Directorate General for Quality Improvement of Teachers and Education
Personnel, MONE (Program Director)
Director General, Directorate General for Higher Education, MONE
Director General, Directorate general for Management of Primary and Secondary Education,
MONE
Director General of Islamic Institutions, Ministry of Religious Affairs (MORA), Directorate
General for Islamic Institutions, MORA
(Provincial Level)*
Provincial Liaison Officer, Education and Culture Office of West Java Province
Provincial Liaison Officer, Education and Culture Office of East Java Province

Provincial Liaison Officer, Education and Culture Office of Yogyakarta Special Province
(District Level)*
Head, Education and Culture Office of Sumedang District, West Java
Head, Education and Culture Office of Pasuruan District, East Java
Head, Education and Culture Office of Bantul District, Yogyakarta Special Province
Supervisors and other District Education Officers of the above district/municipality in the above
provinces
(University Level)*
Rector of Indonesia University of Education
Rector of Malang State University
Rector of Yogyakarta State University
Dean of Faculty of Mathematics and Science Education, Indonesia University of Education
Dean of Faculty of Mathematics and Science Education, Malang State University
Dean of Faculty of Mathematics and Science Education, Yogyakarta State University
N.B. At all levels, there will be a collaboration with the relevant representative of Ministry of
Religious Affairs (MORA).
ANNEX V LIST OF BUILDINGS AND FACILITIES
1. Program office and facilities at MONE, at target districts and at three universities.
2. Other facilities mutually agreed upon as necessary for the implementation of the Program.
ANNEX VI JOINT COORDINATING COMMITTEE AND

IMPLEMENTATION COMMITTEE
1. Joint Coordinating Committee

The Joint Coordinating Committee, which consists of both the Japanese and the Indonesian
sides, will be established for the smooth and effective implementation of the Program.
(1) Functions
The Joint Coordinating Committee will meet at least once a year or whenever the necessity
arises, in order to fulfill following functions:
1-1: To formulate the Annual Plan of Operation of the Program;
1-2: To review the overall progress and achievement of the Program; and
1-3: To exchange views on major issues arising from or in connection with implementation
of the Program.
(2) Composition

(2)-1 Chairperson
Director General, Directorate General for Quality Improvement of Teachers and
Education Personnel, Ministry of National education (MONE)
(2)-2 Co-chairperson
Leader of Japanese experts of the Program
(2)-3 Members
- Indonesian Side
Director General for Quality Improvement of Teachers and Education Personnel, MONE
Director General for Higher Education, MONE
Director general for Management of Primary and Secondary Education, MONE
Director General of Islamic Institutions, Ministry of Religious Affairs (MORA),
Representative from BAPPENAS
Head of the Education Office of the three provinces
Rectors of the three universities
- Japanese Side
Resident Representative, JICA Indonesia Office
Japanese experts of the Program
JICA Experts on Primary and Secondary Education Planning
Members from JICA HDQ, to be dispatched when necessary
Note:
Official(s) of the Embassy of Japan in Indonesia may attend the Joint Coordination Committee as
observers.
2. Implementation Committee
This committee will be organized at the district level in each district and meet monthly
(and if needed) to formulate the Annual Work Plan, to coordinate the activities and monitor the
progress. The members will be as follows:
- Head of the district education office (Chairperson)

- Head of junior secondary education division of the district education office
- Dean of Science and Mathematics Education of partner university
- Representative of provincial education office
- Representative of district MORA office
- Representative of regional Development Planning Bureau (BAPPEDA)
- Representative of principals association
- JICA Experts

ANNEX VII
Program Design Matrix (PDM)
Project Summary Objectively Verifiable Indicators Means of Verification Important Assumptions

Overall Goal 1. Number of districts and schools 1. Records of MGMP activities in the The central government does not change
1. The model of in-service practicing the model of MGMP target provinces the policies which place importance on
teacher training primarily activities in the target provinces MGMP activities applying Lesson Study
through MGMP activities4 2. Degree of students’ interest in 2. Questionnaires to students
applying Lesson Study is and satisfaction toward
disseminated in the target mathematics and science learning

provinces as a form of 3. Academic achievements of 3. Examinations
continuing teacher’s students in mathematics and
SEAMEO REGIONAL CENTRE FOR QITEP IN MATHEMATICS 2010
professional development. science

2. The level of student learning
ability in mathematics and
science is improved in the
target districts.
Program Purpose 1. Scale of the MGMP activities 1. Records of the MGMP activities The target provinces and districts do not
The model of MGMP activities (frequency of meetings, number of change the policies which place importance

applying Lesson Study for quality participants, cost, etc.) on MGMP activities applying Lesson Study
improvement of mathematics and 2. Content of the MGMP activities 2. Records of the MGMP activities
science teachers is developed in (facilitators, topics, materials, etc.)
the target districts. 3. Teachers’ satisfaction toward 3. Questionnaires to teachers
4
In this PDM, “MGMP activities” means “in-service teacher training through MGMP” while in the general usage, “MGMP” usually means/is used as “subject based teacher
groups.”
25
26

MGMP activities
Outputs Education officers in the central

1. Education officers in the 1-1. Number of participants in an 1-1. Records of the meeting, government and the target district and all
central government and target inception and socialization workshops, seminars and the stakeholders continue to be actively
districts recognize the meeting and other workshops, forums involved in this Program
effectiveness of the MGMP seminars and forums 1-2. The Education development
activities applying Lesson 1-2. Order of priority placed on the plans and budget proposals
Study and take necessary MGMP activities in education
financial and administrative development plans and budget
measures to sustain them proposals at the central and
2. Effective MGMP activities district level
applying Lesson Study are
regularly conducted in the
target districts.
2-1-1. Number of participants in
2-1 MGMP facilitators are trained facilitator trainings 2-1-1. Records and observation of
in the target districts. 2-1-2. Frequency of facilitation and facilitator trainings
performance of the 2-1-2. Records of the MGMP activities
participants who have become
facilitators
2-2 Principals of the target 2-2-1. Number of participants 2-2-1. Records of school
schools recognize the (principals) in school management trainings
effectiveness of the MGMP management trainings 2-2-2. Records of the MGMP activities
activities applying Lesson 2-2-2. Number of teachers and interview with principals
Study and take necessary participating with their
measures to sustain them. principals’ support in the
MGMP activities and frequency
of entire school trainings
2-3 Mathematics and science 2-3-1. Number of participants 2-3. Records of the MGMP activities
teachers improve the (teachers) in the MGMP

practical teaching activities
competency through the 2-3-2. Number of teachers who have
MGMP activities applying opened their lessons to their

Lesson Study. colleagues and related people
for observation and reflection
3. Frequency of monitoring and 3. Records of monitoring and

3. The monitoring and evaluation evaluation conducted by using evaluation
mechanism of the MGMP developed methods and tools
activities applying Lesson

Study is developed.
Activities Inputs Inputs

1-1 Hold an inception and - Three universities (UPI, UNY, and UM)
socialization meeting <Indonesian side> <Japanese side> continue to provide technical support
27
28

1-2 Hold MGMP forums for - Central Government: to this program as resources
dissemination to neighboring Counterpart personnel Experts organizations

districts Counterpart budget (for workshop, - Chief Advisor
1-3 Develop dissemination transportation, etc.) - Lesson Study - Most of the facilitators continue to
strategies of MGMP activities Office space for Japanese experts (in - Mathematics Education work in education in their districts
applying Lesson Study MONE) - Science Education
Expenses of university resources - School Management
2-1 Analyze the situation of persons (DG of Higher Education) - Educational Planning and Pre-conditions
current MGMP activities Evaluation
2-2 Design a detailed plan of the - University (UPI, UNY and UM) Counterpart training in Japan: - The Ministry of National Education
MGMP activities applying Resource persons from each Approximately 10 people per annum (MONE) is committed to strengthening
Lesson Study university Equipment: audio visual equipment the MGMP activities in both budgetary
2-3 Conduct facilitator trainings Office space for Japanese experts in Necessary expenses and administrative terms.
2-4 Conduct school management each university
trainings for principals - There are some districts governments
2-5 Practice Lesson Study in the - District Government (to be which express their commitment to
MGMP activities selected): strengthening the MGMP activities in
2-6 Practice entire school Lesson Counterpart personnel both budgetary and administrative
Study in some schools on a Office space in each target District terms in the target provinces.
pilot basis Dinas
2-7 Compile the experiences into Expenses of the MGMP activities (for
guidelines and materials of workshop, transportation, etc.)
the MGMP activities applying
Lesson Study N.B.: The above inputs are an
elaboration of “III Measures to be
3-1 Develop monitoring and taken by the Government of
evaluation methods and tools Indonesia;6” in the Record of
of the MGMP activities Discussions. Therefore, note that (4),
applying Lesson Study (5) under this article, referring to
3-2 Conduct monitoring and shouldering of expenses for
evaluation on the MGMP accommodation and official
activities applying Lesson transport and travel of Japanese
Study experts, is not relevant to this
3-3 Hold evaluation workshops particular Program.

3-4 Compile the experience of
monitoring and evaluation
into guidelines

29
30

ANNEX VIII
The Technical Cooperation for Strengthening In-service Teacher Training of Mathematics and Science Education at Junior Secondary Level
PLAN OF OPERATIONS
Expected duration for the Program: May 2006 – October 2008

2006 2007 2008
5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10
1. National Inception Meeting v
2. Situation analysis on current in- v v
service Teacher Training
3. Detailed Design of MGMP Activities v
4. Baseline Survey v v
5. District Inception Meeting v
6. MGMP Facilitator Training v v v v v v v v v
7. School Management Training for v v v v v
Principals
8. MGMP Activities at v v v v v v v v v v v v v v v v v v v v v v v v v v v
Kecamatan/Wilayah Level
9. Entire School Lesson Study v v v v v v v v v v v v v v v v v v v v v v v v v v v
10. Evaluation Workshop v v v v
11. MGMP Forum at Kabupaten Level v v v v
12. Joint Coordination Committee = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
13. Implementation Committee - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ANNEX IX
The Technical Cooperation for Strengthening In-service Teacher Training of Mathematics

and Science Education at Junior Secondary Level
DESCRIPTION OF THE PROGRAM ACTIVITIES
i. National Inception Meeting

(1) Time: At the beginning of the Program
(2) Participants: DGQITEP, DGHE, DGPSE, MORA, BAPPENAS, MOF, Provincial DINAS,
district DINAS, the universities Observer, LPMP
(4) Management: DGQITEP
(6) Budget JICA: Transportation and accommodation fee for the participants from provincial
and district DINAS
Indonesian side: transportation fee, accommodation fee, per diem for the participants,
j. District Inception Meeting

(1) Time: Late July – early August 2006
(2) Participants: Provincial and district DINAS, the universities, MGMP representatives,
MKKS/KKKS representatives, DGQITEP,
(5) Venue: District DINAS
(7) Budget JICA: Transportation fee for the participants
Indonesian side: Transportation fee, accommodation fee, per diem for the participants,
k. MGMP Facilitator Training

(1) Frequency: 2 times/semester
(2) Participants: MGMP core teachers, principals, subject supervisors from district DINAS
Observers: MONE, provincial DINAS and LPMP
(3) Activities: In-depth case studies of lesson practices
Education Personnel Directorate

In Collaboration With 31
Centre For Development And Empowerment Of Mathematics Teacher And Education Personnel
(4) Management: district DINAS

(5) Duration: 2 days/training
(7) Budget JICA: Transportation fee for the MGMP core teachers and principals
l. School Management Training

(1) Frequency: 2 times/year (the beginning of every school semester)
(2) Participants: Principals of target schools
Observer: LPMP
(3) Activities: For principals to gain knowledge and skills of school improvement including
Lesson Study
(5) Duration: 1 day/training
(7) Budget JICA: Transportation fee for principals
m. MGMP Activities at Kecamatan/Wilayah Level

(1) Frequency: in principle 2 times/month (one time: preparation for lesson, one time: open
lesson and reflection)
(2) Participants:
Lesson plan preparation: all the teachers in mathematics and science in the target
district and the university faculty members
Open lesson: Provincial DINAS, district DINAS, Principals and subject supervisor
Observer: LPMP
(3) Activities: lesson Study (Preparation of lesson plan, lesson observation and reflection)
(4) Management: MGMP and district DINAS (with support from MKKS/KKKS and the
universities)
(5) Venue: Schools in the target districts
(7) Budget: Indonesian side: transportation fee, accommodation fee and per diem for
participants, honoraria for the university, refreshment and stationery
n. Entire-School Lesson Study in some schools on a pilot basis


(2) Participants: all the teachers in the schools, the university faculty members and other
interested parties
Observer: LPMP
(3) Activities: To conduct Lesson Study with participation of all the teachers in the schools
(4) Management: Principals in the schools
(6) Budget: Indonesian side: Transportation fee for the university faculty members
o. Evaluation Workshop on Lesson Study

(2) Participants: MONE, provincial DINAS, district DINAS, MGMP core teachers, principals
and the university faculty members
Observer: LPMP
(3) Activities: To present and compare the impact of Lesson Study, and feedback the result
to the further MGMP
(5) Duration: 1 day/workshop
(7) Budget JICA: Transportation fee for the teachers and principals
Indonesian side: Transportation and accommodation fee for other, per diem,
p. MGMP Forum at District Level

(1) Frequency: 2 times/year (the end of school semester)
(2) Participants: MONE, provincial DINAS, district DINAS, principals and teachers from
neighboring districts
Presenters: District DINAS and the university faculty members
Observer: LPMP
(3) Activities: To disseminate the experiences of the MGMP activities to the participants
from neighboring districts
(5) Duration: 1 day/forum
(6) Budget JICA: Transportation fee and per diem for the participants from the neighboring
districts
Education Personnel Directorate

In Collaboration With 33
Centre For Development And Empowerment Of Mathematics Teacher And Education Personnel

Concept of Lesson Study and Establishing System For The Proposed Lesson Study Activities

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CONCEPT OF LESSON STUDY

AND ESTABLISHING SYSTEM FOR THE PROPOSED LESSON STUDY ACTIVITIES

Table of Contents ............................................................................................................... i

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 i

ii SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 1

What is Lesson Study?

2 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

One planning team

1. Goal-Setting and 3. Lesson Discussion

If desired, refine and re-

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 3

Why Lesson Study?

4 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 5

How Do We Implement Lesson Study?

Step 1. Form a Lesson Study Group

Step 2. Focus the Lesson Study

6 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

Step 3. Plan the Research Lesson

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 7

For Indonesian people, we have a lesson plan called ”Rencana Pelaksanaan

Step 4. Teach and Observe the Research Lesson

Step 5. Discuss and Analyze the Research Lesson

8 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

Establishing System for the Proposed Lesson

1. Organizational Structure for the Program Implementation

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 9

MORA DGQITEP DGPSE JICA DGHE

MORA Experts Team

District DINAS has responsibilities for

planning, organizing, coordinating and

monitoring Lesson Study and other

Introduced the program to Process

Select a pilot school in each

All teachers in Mathematics and Science of the target schools

10 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

Evaluate impact of Lesson Study at the end

Duration of this program: 2 years and 6

2. Measures to Be Taken by Each Parties

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 11

Description of the Program Activities

b. District Inception Meeting

12 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

c. MGMP Facilitator Training

d. School Management Training

e. MGMP Activities at Kecamatan/Wilayah Level

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 13

f. Entire-School Lesson Study in some schools on a pilot basis

g. Evaluation Workshop on Lesson Study

h. MGMP Forum at District Level

14 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

3. Sustainability of the Program

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 15

16 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 17

Number of Points to Notice

Teacher Anticipated Student Points to Notice

18 SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010

a. Aim of the Lesson

SEAMEO REGIONAL CENTER FOR QITEP IN MATHEMATICS 2010 19

ANNEX I MASTER PLAN

1. Title of the Program