Lesson Study is the engine for the dialogue between teachers�
Claudia Mewald
University College of Teacher �Education Lower Austria
Teachers talk all the time
Claudia Mewald
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…from dialogue to discourse
Claudia Mewald
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…through feedback � and
reflective processes
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Linguistics
Sociology
Pedagogy
Dialogue
Discourse
the process or act of communication between people involving an exchange of ideas, where participants take turns in speaking/writing and responding
language used in communication to convey meaning in context including linguistic and non-linguistic elements and a �broader framework around a dialogue
Alexander 2008; Cochran-Smith & Lytle 1993, 2005; Dalton-Puffer 2013; Freire 1970; Fairclough 2003; Gee 2008; Gee 2014, Mercer 1995, 2008
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Linguistics
Sociology
Pedagogy
Dialogue
Discourse
the process or act of communication between people involving an exchange of ideas, where participants take turns in speaking/writing and responding
language used in communication to convey meaning in context including linguistic and non-linguistic elements and a �broader framework around a dialogue
language used to construct and convey social meanings, identities, and power relationships to shape and reflect societal norms, values, and ideologies, influencing how individuals and groups perceive and interact with each other
a social process that facilitates understanding between individuals or groups with differing perspectives; contributing to the resolution of social conflicts
Alexander 2008; Cochran-Smith & Lytle 1993, 2005; Dalton-Puffer 2013; Freire 1970; Fairclough 2003; Gee 2008; Gee 2014, Mercer 1995, 2008
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Linguistics
Sociology
Pedagogy
Dialogue
Discourse
the process or act of communication between people involving an exchange of ideas, where participants take turns in speaking/writing and responding
language used in communication to convey meaning in context including linguistic and non-linguistic elements and a �broader framework around a dialogue
language used to construct and convey social meanings, identities, and power relationships to shape and reflect societal norms, values, and ideologies, influencing how individuals and groups perceive and interact with each other
the language and communication used within educational settings, encompassing what is said and how it is said, the roles of participants, and the power dynamics at play — crucial for effective teaching and learning
a social process that facilitates understanding between individuals or groups with differing perspectives; contributing to the resolution of social conflicts
a key component of interactive and learner-centredness, involving open communication, active listening, and collaborative exploration of ideas; dialogical teaching promotes critical thinking and engagement
Alexander 2008; Cochran-Smith & Lytle 1993, 2005; Dalton-Puffer 2013; Freire 1970; Fairclough 2003; Gee 2008; Gee 2014, Mercer 1995, 2008
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Discourse in Lesson Study
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Schools also share core methods to work toward this goal, including creating time and space for cooperative interaction; creating instructional materials and approaches that allow every student to be authentically treated as a friend; and
Initially, many schools in the network imitated the structure of lessons at the pilot school, but over time, a professional discourse has emerged that focuses on the quality of student learning during classroom lessons, not simply on the network’s original principles.
creating discourse that allows all voices to be heard. �Lewis et al. 2010:227
Each school’s identity and practical wisdom are recognized. In this way, individual schools shape the network principles, allowing teachers and administrators at each school site to develop pride as authors of knowledge.�Lewis et al. 2010:232
Lewis et al. 2010
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In this study, we focus on the discourse of teachers, especially in regard to the reconstruction of lesson study to recover the substance of teachers’ professional development. We refer to this discourse as teachers’ professional discourse in lesson study.
Suzuki 2012:217
In problem-solving discourse, the problem of choice or decision is solved through the selection, from available means, of the one best suited to established ends. On the other hand, problem-setting discourse engages in the process by which we define the decision to be made, the ends to be achieved and the means that may be chosen.
Suzuki 2010:217-18
In this school, the innovation of teachers’ discourse is intended to move from criticizing colleagues’ lessons …… to describing the children’s
learning processes in the lessons.
Suzuki 2010:218
5 discursive modes
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Did the children learn what the teacher intended them to?
What is the best way of teaching X?
Is the alternative teaching approach better in the context of the given problem?
Did the teacher teach what the children actually learned?
Unlike the first discourse sequence, this discourse involves an effort to reframe the problem in the situation.
Suzuki 2012:224
He also mentioned the “gap” between the teacher’s original intention … and the children’s sense of learning … in the lesson…
Suzuki 2012:224
Suzuki 2012
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What did the teacher learn from watching the children learn?
Suzuki 2012:226-27
Through this discursive mode, his discourse explored the problem that Ms Nagashima should consider for her future professional development. We may say that his discourse also means empathetically reflecting on the teacher’s reflection-in-action. �Suzuki 2012:228
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Suzuki 2012:229
Professional discourse
Akita 2012:6
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Akita 2012:6
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This research is the first to use interaction-level discourse analysis of teacher talk in LS to explore the patterns and modes of teacher learning that are revealed.
Dudley 2013:108
…. to study not only the nature of the collaborative discourse of teachers engaged in LS, but also the knowledge and cultural histories they drew upon in doing so.
Dudley 2013:108
�...how [did] teachers [use] knowledge and evidence as well as collaborative discourse to accommodate contradictory perceptions, explore these differences in understanding and then formulate new ideas.
Dudley 2013:112
Dudley 2013
Dudley’s talk types (2013:110)
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Cumulative talk
Qualifying or �disputational talk
Exploratory talk
Structuring �conversation
Managing �understanding
Knowledge and feedback loops
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Dudley 2013:118-19
LS’s deliberate, collaborative processes allow teachers to summon up and utilise otherwise invisible tacit knowledge and to switch off filters which, since their early careers, have blocked out important elements of daily classroom information.
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Feed up
Goals & assessment
- set in a collaborative process
The Feedback Discourse in Lesson Study
Can-do descriptors
topics
domains
task types
Hattie & Timperley 2007, Mewald 2020
Feed up
Feed back
Feed forward
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The Feedback Discourse in Lesson Study
Feed up
- aligned with learning needs
- made comprehensible to learners
Goals & assessment
- set in a collaborative process
Can-do descriptors
topics
domains
task types
Council of Europe 2001, 2018; Mewald 2020
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The Feedback Discourse in Lesson Study
Feed up
- aligned with learning needs
- made comprehensible to learners
Goals & assessment
- set in a collaborative process
Can-do descriptors
topics
domains
task types
Mewald 2020
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The Feedback Discourse in Lesson Study
Feed up
- aligned with learning needs
- made comprehensible to learners
Goals & assessment
- set in a collaborative process
Can-do descriptors
topics
domains
task types
Mewald 2020
B3: I believe that these are two separate educational institutions, so to speak, because at work I learn the practical things and they are very specifically tailored to the company. Because if I have to make decorative cookies and I don't learn to do this privately, and if school doesn't fill these gaps, I mean everything that I don't learn at work, I should at least get an insight here, a small one, because there's not enough time to learn everything in depth. But you get to know what's out there and then you can find out more about it yourself. But there could definitely be more networking.
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The feed-back discourse
methodology course
language course
literature course
Mewald 2016
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Mewald 2016:241
…. sources for the exemplification of and discussion about good feedback through the student teachers’ active involvement.
The best thing about it [process writing] was the feedback. If you ask me, the feedback is the real benefit. (GI, 01/15, student teacher)
Most of the feedback was explicit, i.e. peers and tutors provided answers rather than guidance for editing.
The feed-back discourse
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Feed back
The Feedback Discourse in Lesson Study
Feed up
Goals & assessment
- set in a collaborative process
- aligned with learning needs
- made comprehensible to learners
Exchange about
- where learners are in the learning process�- sources of error and barriers
- new/different learning needs
Mewald 2020
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Feed forward
Feed back
Alignment to
- relevant learning outcomes
- new learning opportunities
- self-efficacy
- interests
The Feedback Discourse in Lesson Study
new goals
self-regulation
strategies
motivation
Feed up
Goals & assessment
- set in a collaborative process
- aligned with learning needs
- made comprehensible to learners
Exchange about
- where learners are in the learning process�- sources of error and barriers
- new/different learning needs
Mewald 2020
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Feed up
Feed forward
Feed back
….in a nutshell
Goals
Process & �Progress
Direction
Mewald 2020
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The Feedback Discourse in Lesson Study
pedagogical function of discourse
Mewald & Mürwald-Scheifinger 2019, Mewald 2016, 2021 a&b; Mewald et al. 2020
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Online Feedback Discourse in Lesson Study
technical, skill oriented
focus on teacher learning as well as pupil learning
Framework
Design principles, teacher roles and checklist
for effective research lesson design
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6 themes
24 categories
74 descriptors
design principles
checklist
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The Feedback Discourse in Lesson Study
How can we make
reflective discourse sustainable?
Mewald & Mürwald-Scheifinger 2019, Mewald 2021
Claudia Mewald
reconstruct
report
respond
relate
integrate
create new concepts
relate personal and team response to new theoretical constructs
revise LSRL plan
share self-reflection
share thoughts and feelings
engage in a complex dialogue with the team
make sense of what has been experienced as a professional team
share feedback collected from students
new findings to available knowledge and skills
co-construct understanding about successful and unsuccessful learning
link experience with new theories
explain the experience as a team
gain new ideas in reasoning about theories and methods
compare and contrast with LS-team
report observations
Mewald 2023a and 2023b:36
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https://ls4vet.itstudy.hu
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ERASMUS+ project
www.palm-edu.eu
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ERASMUS+ project
www.palm-edu.eu
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ERASMUS+ project
www.palm-edu.eu
Maximising participation through ongoing discourse
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student teachers
texts videos
learning & teaching materials
course tutors
supervisors
mentors
Mewald 2020; �Klein & Mewald 2021
reconstruct
report
respond
relate
integrate
B1: He was also the first one who really wanted to present the interview. But of course, as you said, he also needed the materials while he was speaking. So, without the materials, I don't think he would have been able to do it. �I: What I also noticed was that he still had to read out the questions and then told them in the first person and didn't switch to the third person.�B1: Yes. He couldn't say my peer likes this and that best,�L: Exactly, exactly.�B2: …but kept repeating the question and then the answer that he had written down, exactly, actually (TM_1081_audio, pos. 4-8)�
L: So, Elias [a pupil], the aim was that he would actually be able to conduct an interview and present his results without any written documents. According to my observations, that didn't happen, so Elias had to read, which was probably because the vocabulary was quite difficult and the questions I asked were also quite difficult. How did you see it Anne-Katrin? (TM_1081_audio, item 1)
L: I think that was also a criterion for discussing the questions beforehand, because there were a lot of ambiguities, for example what "equipment" means, what "professional" means. And I think another option would be to let them interview the teacher first, because then they already know, for example, a suitable answer for each question and can deduce what the questions actually mean if they don't know the vocabulary. �B1: Definitely yes (TM_1081_audio, pos. 22-23)
L: Well, after the interviews with the students, they gave very good feedback on the material, especially because of the structure, the fact that there are time indications, …... One point of criticism was that they would like to have lines in the boxes, which I will change and what I personally would like to change …. as we worked on the basis of a model "book report", I want to give one or two examples so that they can then expand their "word bank". (TM_1089_audio1_reflection (1), item 9)
L: Exactly. I think the same can actually be said for the whole class. What I notice now is that you could probably add a few "sentence starters" to the material, such as "my friend’s favourite sport is" or "my friend does his sport twice a week", just a few example sentences to make it easier for them to rephrase it in the third person. �A2: You did help them and said please in "full sentences" and made this "sentence status" like that, �L: Yes.�B3: But I think it would be even better if it had been written down, because… (TM_1081_audio, pos. 9-12)�
Vrikki et al. 2017; Mewald 2023 a&b
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support open discourse about failure, mistakes or uncertainty in research lessons focused on learning/learners
concentrate on collegial discourse and reflection on new educational beliefs
celebrate success in open research lessons, staff meetings, conferences, or open research lessons as collaborative practitioner research
aim for (school) development and innovation
How can we develop
reflective discourse?
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https://ls4vet.itstudy.hu/results
LS is the engine for the dialogue between teachers
Tom Schurink�Landstede Group, Zwolle
Karin Messelink�Landstede Group, Zwolle
Jenny Terpstra-Tromp�Windesheim Zwolle
��Michael A Buhagiar
University of Malta
James Calleja
University of Malta
Michael Krebs�HTL Wr. Neustadt & PH NÖ
�
Claudia Mewald
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Claudia Mewald
Claudia Mewald
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Claudia Mewald
PARTICIPATION
DIALOGUE &
DISCOURSE
LEARNING
CO-CONSTRUCTION
REFLECTION
BELONGING
COMMUNITY
UNDERSTANDING
SOLIDARITY
PROGRESS DEVELOPMENT
Thank you for your attention
claudia.mewald@ph-noe.ac.at
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Pupil voice in Lesson Study
Anne-Mette Færøyvik Karlsen �Western Norway University
�
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Claudia Mewald
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Klein, A., & Mewald, C. (2021). Erweiterte Lernumgebungen durch Plattformen. DUfU Deutschunterricht für Ungarn, Jahrgang 31, 53-73.
Mewald, C. (2016). Process Writing and Peer Assessment in Teacher Education. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts (pp. 229-253). Cambridge Scholars Publishing.
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Mewald, C. (2020). Über die Stimme der Lernenden – forschungsethische, pädagogische und didaktische Überlegungen zur Partizipation durch Lesson Study. R&E-SOURCE, Jahrestagung zur Forschung 2020, 1-14. Retrieved 12 12, 2020, from https://journal.ph-noe.ac.at/index.php/resource/article/view/968/957�Mewald, C. (2021a). Autonom und interaktiv: Lesson Study als Grundlage für die Entwicklung authentischer Lernmaterialien für den Spracherwerb. In R. Zanin, F. Rauch, A. Schuster, C. Lechner, U. Stadler-Altmann, & J. Drumbl (Eds.), Herausforderung Sprache in Kindergarten, Schule und Universität (pp. 87-106). Wien: Praesens.
Mewald, C. (2021b). Über Ideen in anderen Hirnen und Spinnen die Löwen fesseln: Ko-Konstruktion von pädagogischem Inhaltswissen und kooperative Professionalitätsentwicklung durch Lesson Study. In B. Klopsch, & A. Sliwka (Eds.), Kooperative Professionalität (pp. 99-123). Weinheim: Beltz Juventa.
Mewald, C. (2023a). LS4VET_Template 11_Reflection. Available at: https://ls4vet.itstudy.hu/results/io3-ls4vet-storyboard-and-toolkit
Mewald, C. (2023b). LS4VET Implementation – Focus on Process. In: Calleja, J. (Ed.) LS4VET Course e-book, pp. 27-43. Available at: https://ls4vet.itstudy.hu/sites/default/files/2023-10/LS4VET_eCourseBook_EN.pdf
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Mewald, C., & Wallner, S. (2018). Digitalised materials for young foreign language learners on the interactive website PALM. In Bouckaert, M., Konings, M., & van Winkelhof, M. (eds.), Meaning-focused materials for language learning. Newcastle-upon-Tyne: Cambridge Scholars. Pp. 189-204.
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