Collaborative Lesson Study: ReVisioning Teacher Professional Development
Language: English
Published by Teachers College Press, 2019
- Softcover
- Used
Seller: Goodwill of Greater Milwaukee and Chicago, Racine, WI, U.S.A.Goodwill of Greater Milwaukee and Chicago
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Condition: Used - Good
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Seller Inventory # SEWV.0807763071.G
- Title
- Collaborative Lesson Study: ReVisioning Teacher Professional Development
- Author
- Collet, Vicki S.
- Publisher
- Teachers College Press
- Publication year
- 2019
- Condition
- good
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0807763071
- ISBN 13
- 9780807763070
Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decisionmaking, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students’ interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K–12 classroom. Use this step-by-step guide to develop professional learning communities; increase teacher motivation, efficacy, and knowledge; and support improvement adapted to local contexts.
Book Features:
- Guides readers through three cycles of Lesson Study, taking teacher learning deeper with each cycle.
- Focuses on developing student understanding that supports meaningful instruction across academic areas.
- Emphasizes the utility of Lesson Study for informing culturally responsive instruction.
- Offers examples from a variety of grade-levels and content areas, featuring both pre- and inservice teachers.
- Includes additional resources and prompts in each chapter to guide application.
"Synopsis" may belong to another edition of this title.
About the Author
Vicki S. Collet is an associate professor in the department of curriculum and instruction at the University of Arkansas. Prior to becoming a teacher educator, she worked as a district curriculum coordinator, instructional coach, interventionist, and elementary and secondary classroom teacher.
"About the title" may belong to another edition of this title.
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