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OCR for page 252
GLOSSARY OF TERMS
lesson stu(ly - jugyokenkyu: A general
term for a collaborate professional devel-
opment process that involves joint lesson
planning under a common goal. Lesson
stu(ly includes planning, implementing,
observing, and reflecting on the lesson.
Lesson study takes many forms and has
many variations (lepen(ling on the pur-
pose and site: intraschoo} lesson study,
intercity lesson study, a lesson study that
includes a demonstration lesson that is
open for everybody. Usually, in any type of
lesson study, the lesson study group
designs the "theme" of the study, and the
(details are left to one or a few teachers.
Some lesson study groups or "circles"
may plan a lesson together, mainly by
examining a lesson plan. A postlesson
discussion takes place in all of these
cases.
stu(ly lesson - kenkyu jugyou: The
lesson that is produced as part of the
lesson study process, the product of
lesson study.
demonstration lesson: A lesson publicly
taught and discussed.
JAPANESE VOCABULARY RELATED
TO LESSON STUDY
hansho: Blackboar(1 writing, the (1esign
of how records of the lesson are placed on
the board.
hatusumon: A thought provoking
question.
konaikenshu: In-schoo} professional
development. Lesson study may be
chosen by teachers for their professional
evelopment (~konaikenshu) activity.
kikan-shidFo: Purposeful walking among
the students' (leeks, looking at their work,
giving some feedback, hints, questions for
evaluation, deciding an order of responses
for discussion, selecting students for the
whole class (liscussion.
kokaijugyo: Open-house stu(ly lesson.
kyoushoku: Generally means the whole
of working as a teacher in school as well
as subjects in university that students are
to register and pass before becoming a
teacher.
OCR for page 253
matome: The summing up or wrap-up of
the lesson. Teachers must clo matome for
students to learn the lesson with a clepth of
mathematical unclerstancling.
C· · ~
Sewage: omparlng 1C eas among
students and "kneacling them up" to bring
out the mathematics. Integrating and
discussing the icleas leacling toward the
final conclusion. The teacher is not at the
same level as the students but functions
as the conductor, orchestrating the lesson
to raise the level of mathematics.
APPE N DIX K
shu hatusumon: The main critical
question. As part of the preplanning,
teachers shouic! consider anticipated
student solutions, "cautious points" where
students might be mistaken in their
thinking, en c! evaluation points to use to
assess student unclerstancling.
yamaha: The highlight or climax of the
lesson. A lesson shouic! have a highlight
in orcler to be interesting.
Representative terms from entire chapter:
vocabulary related
