Improving Teaching through Lesson Study Debriefing

Randall E. Groth
Search for other papers by Randall E. Groth in
Current site
Google Scholar

The lesson study model of professional development that originated in Japan is becoming increasingly popular in the United States (Lesson Study Research Group 2009; Stigler and Hiebert 1999). At its core, lesson study is a means of bringing teachers together to carry out the process of planning a lesson, implementing and observing it, and then examining it during a debriefing session (Yoshida 2008). The debriefing component is one of the most distinctive characteristics of this type of professional development. It provides a means–discussion–for reflecting on the strengths and weaknesses of the collaboratively planned lesson. As such, the debriefing component merits special attention from those currently engaged in lesson study as well as those considering using it.

Contributor Notes

Randall E. Groth,, teaches undergraduate and graduate mathematics education courses at Salisbury University in Maryland. He is interested in facilitating professional development that contributes to teachers' knowledge of students' mathematical thinking.

(Corresponding author is Groth
  • Collapse
  • Expand
The Mathematics Teacher
All Time Past Year Past 30 Days
Abstract Views 224 88 11
Full Text Views 62 27 1
PDF Downloads 42 16 2
EPUB Downloads 0 0 0