A Review Lesson Study for Learning Community (LSLC)

Citation

Edmund W.K. Lim (2015), "A Review Lesson Study for Learning Community (LSLC)", International Journal for Lesson and Learning Studies, Vol. 4 No. 4, pp. 418-420. https://doi.org/10.1108/IJLLS-02-2015-0009

Lesson study (LS) has expanded to various parts of the world in the past decade. There are various forms of LS. One influential form of LS in Japan is Lesson Study for Learning Community (LSLC). LSLC was conceptualized by Emeritus Professor Manabu Sato from the University of Tokyo more than 16 years ago. LSLC has influenced more than 3,000 schools in Japan. Works on LSLC have been translated into Chinese, Korean and other languages. One of the first English language books on LSLC is Lesson Study for Learning Community: A Guide To Sustainable School Reform, published by Routledge in 2014. This informative and interesting work is co-authored by Eisuke Saito, Masatsugu Murase, Atsushi Tsukui and John Yeo.

This slim and practical book presents the powerful and proven LSLC approach to developing a thriving learning community and generating successful school reform. It provides useful recommendations and helpful suggestions for educators, school leaders, researchers and people interested in LS. The foreword written by the President of World Association of Lesson Studies, Associate Professor Christine Lee affirmed the efforts of the four co-authors and advocates of LSLC. As noted by Lee, “LSLC is about learning communities at so many levels – teacher communities, student communities, parent communities and the interfaces between and among them. And the heart of these communities is dialogue and of developing a listening relationship within and among these communities”.

As proposed by Professor Manabu Sato who is now with the Gakushuin University, “Schools of the twenty-first century should be (a) ‘learning community’ where students learn together, teachers learn together for professional development, and even parents learn together through participation in school reform”. Lesson Study for Learning Community presents the process of LSLC, as well as ways to promote and sustain this learning community.

The first chapter describes the nature of LSLC. LSLC engages the whole school as a learning community through the use of LSLC. It differs from what the authors term as “subject-oriented lesson study”. This chapter examines the LSLC history, in the context of challenges in the economy, community and education fraternity. Sato advocated the use of LSLC to reform schools based on the children’s need for learning, and not due to the implementation of educational policies in a hierarchical structure. From three schools in 1998, LSLC has expanded extensively and it has been applied by about 1,500 primary schools, 2,000 junior high schools and 300 senior high schools in Japan. A key belief of LSLC is that people are able to learn and live successfully together at a high-quality level, through the provision of “learning opportunities and rights for all children, all teachers and for as many parents and local people as possible”.

Hence, all teachers are expected to engage in LSLC with other teachers, beyond their subject area boundaries. They share the common goal of enhancing their experience, expertise and pedagogical practices as teachers. The teachers are organized in groups according to their form levels, instead of subject levels. The focus of LSLC is not on collaborative lesson planning but on observation and reflection of the research lessons (RL). Hence, the RL observations and reflections are conducted frequently, with the aim of a least once a fortnight for each form group.

Through regular RL observations and reflections, participants in LSLC deepen their understanding of students and the ways students learn, so as to improve their own learning, teaching and responsiveness towards students. The frequent practice of RL observations and reflections gradually become part of the entire school culture of learning and improving. As a result of effectively applying LSLC, Gakuyo Junior High School transformed from one of the most problematic Japanese schools to a top performing school.

The second chapter elucidates on the vision and philosophy of LSLC. The fundamental vision is to cultivate the thriving learning community in the school, which provides high-quality learning for students, ongoing professional learning and growth for all teachers, along with participation platforms for parents and local community in learning. The chapter explains the process of creating a vision for reform and improvement. It also elaborates on the LSLC philosophy which embraces the three dimensions of excellence, equality and publicness or openness within the institution. This chapter is highly relevant, not just for school leaders but for all educators.

Indeed, LSLC requires a significant investment of time and quality effort, like for all meaningful endeavours. The subsequent chapters provide practical guidelines and suggestions to facilitate the implementation of LSLC. The third chapter presents ways to set aside time for teachers to engage in LSLC. The fourth chapter focuses on simple and sound approaches to build the team, which consists of internal stakeholders such as school leaders, teachers and students, as well as external stakeholders such as parents, resource persons, local community and educational authorities. The fifth chapter examines ways to promote reform and sustain school improvement through LSLC. Though the chapters are concise, they contain precise tips and user-friendly advice.

In contrast to “conventional LS”, LSLC in a school can involve as many as 80-100 RL observations and reflections a year, with the support of the school staff and leadership. The process of observations and reflections would lead to efforts to improve daily lessons. In the sixth chapter, the authors present three approaches to conceptualize and conduct engaging, dialogical lessons with collaboration. The three approaches involve the provision of concrete contexts or tangible products for students to interact with, the use of group activities and sharing of students’ representations and thinking. In this critical chapter “How to reform daily lessons”, it would have been helpful to have additional examples and further elaboration so as to provide readers with more ideas in terms of the application of these three approaches in RL and daily lessons. Nonetheless, this chapter brings to mind ways of enhancing the teaching and learning process through LSLC and on a daily basis.

The final three chapters of this book give readers specific guidelines on ways to effectively conduct RL and post-RL discussions, as well as to sustain LSLC school reform. The learning points in these chapters are apparently simple, but there is much substance in its concise content. For example, the chapter on how to conduct a RL highlights seven variables to consider and reflect upon as an observer, participant and educator. Though brief, the seven variables provide stimulating food for thought, reflection and conscious implementation.

This slim book is succinct, yet it contains valuable content that leaves the reader keen to apply the learning points and yearning to discover more. This LSLC work reminds me in some ways of a nourishing kaiseki, which is a traditional multi-course Japanese dinner in which a series of small, intricate dishes are carefully prepared. Though the chapters are short, the ingredients are significant in terms of potential impact. What is vital is for the readers to savour and digest the content and subsequently learn more, while using the learning to contribute to a thriving community of learners.

About the reviewer

Edmund W.K. Lim is a Founding Council Member of the World Association of Lesson Studies (WALS) and its former Honorary Treasurer. He served as a Principal and Vice-Principal of Primary and Secondary Schools in Singapore. In 2004, he introduced LS to a Singapore school while he was a Teaching Fellow in the National Institute of Education. Since then, he has been actively advocating LS in Singapore and overseas. Edmund W.K. Lim can be contacted at: Edmund_LIM@moe.gov.sg