From 2011 to 2014, researchers from Trent University (led by Cathy Bruce) and the Ontario Institute for Studies in Education at the University of Toronto (led by Joan Moss) are facilitating a lesson study project in Ontario, Canada. Participants in the lesson study project include teachers of junior kindergarten through grade 2 (ages 3-8). Small groups of teachers (n over 100) have participated in lesson study, a professional development approach (based on Japanese Lesson Study) in which teachers co-plan lessons and closely observe children’s mathematics thinking (Perry, Lewis & Murata, 2006). Lesson study is a teacher-directed, collaborative model for professional learning where teams pick their research topic based on issues of classroom concern. In mathematics, it is critical that teams investigate specific content areas (number sense, patterning or geometry are some examples).
In the course of this project, teachers and researchers plan exploratory lessons to inform the planning and enactment of public research lessons, and use video to help capture student responses and inform next steps. Several teams come from schools where Full Day Early Learning Kindergarten classes have been implemented; in those rooms the teaching team includes the Early Childhood Educator as well as the classroom teacher, engaging in collaborative research. The purpose of this study is to work with teachers to: