This document is intended to guide Teacher Educators (TEs) and Pre-Service Teachers (PSTs) in incorporating Lesson Study (LS) into Initial Teacher Education (ITE). In a context of teacher shortages across Europe, strengthening ITE quality in a sustainable way is critical: LS provides a collaborative framework that allows PSTs to grow professionally, develop their sense of self-efficacy and adapt their practice to focus on student learning.

The Lesson Study in Future Teacher Education (LIFT) project builds on experimented LS models to empower PSTs through meaningful partnerships, offering different resources to promote high-quality ITE.

The purpose of this flipbook is to support TEs in using LS in ITE programs for all school levels. It is addressed to TEs at teacher education institutions and to school-based mentors or cooperating teachers who collaborate with ITE. It will also be of interest to PSTs participating in lesson studies.

Learn more about the LIFT project from the project leader, Sui Lin Goei:

LS is a practice-based teacher education approach in which a group of participants – in ITE, PSTs and TEs – work together in preparing, enacting and reflecting on a lesson.

The activity begins with the LS group identifying a research question, often based on a common learning challenge observed among school students. The group then collaboratively formulates the aim of the lesson in relation to this question, using it to guide planning and reflection throughout the LS cycle. Then, the activity proceeds by carrying out a study of curriculum materials, professional and research papers and other documents that address such difficulty and perhaps making a close diagnostic of students’ knowledge and difficulties. Then, based on this, the participants do a detailed planning of a lesson. This lesson, called the research lesson, is enacted by a member of the group and observed by the remaining members. Finally, considering the aims of the lesson, the group reflects on the observed students’ learning and provides suggestions for improvement in the lesson plan and in the way the lesson was enacted.

This process typically spans six to eight working sessions, including the research lesson, and may require approximately 12 hours of collaborative work.

What is a lesson study, according to Stéphane Clivaz, a project member and the president of the World Association of Lesson Studies:

Lesson study as a system of learning

The LS process can be considered in a systemic way, as it creates a community of learning with different interrelated layers. The school students are learning during the research lesson, and they should know that the goal of the observation is to improve teaching and their learning so that they feel part of the community of learning.

Professional learning for teachers

The preservice or in-service teachers participating in the LS acquire professional knowledge about the effects of their teaching on students’ learning.

Literature in this field shows that this learning may take various forms:

• better linking theory and practice
• adopting a reflective and inquiry stance
• developing collaborative skills
• fostering teacher noticing
• focusing on pupils and learning rather than on teaching
• developing an attitude to anticipate pupils’ reasoning
• deepening subject-matter knowledge and pedagogical content knowledge
• improving teaching skills such as precise language use and time management

Impact on the education system

The process also helps TEs, researchers, textbook authors, and school administrators inquire into their own practice.

Moreover, joint participation in the process, even if it is only in an open research lesson and the discussion surrounding it, strengthens connections between the different parts of the education system.

LS in ITE may be conducted in a variety of ways and with different PST groups. When PSTs are in their practicum, they may be working in isolation, in pairs, or small groups.

Sometimes, it is possible to join PSTs working individually or in pairs in a small group of three or four. A small group with three or four PSTs preparing a common research lesson is a very good organisation to carry out LS, but this may be adapted to other arrangements LS can also be used within existing courses (methods or didactics, for instance), giving the TEs as well as the students a new window to look at their professional thinking and pupils’ learning.

In that situation, depending on the number of students, one or more research lessons could be prepared and discussed. Adaptations are required, though, and a good knowledge of LS is needed from the educators.

The purpose of this flipbook is to help ITE stakeholders navigate the different possibilities and choose the best-fitting one to the context of the institution, while maintaining the fundamental characteristics and benefits of LS.

Phase
0- Establishing a safe space for open and productive discussion
Guiding questions
• Who are we?
• What are our expectations for the lesson study process?
Intended outcome
Establish a foundation for effective collaboration.
Instructions
Read Chapter 2: Key Ideas of Lesson Study in Initial Teacher Education
Getting to know each other:
Each participant brings something they are enthusiastic about and shares it with the group. This could be, for example, a recent lesson they taught that they are proud of, an interesting article or engaging blog post they have recently read, or a student product they are enthusiastic about.
Expectations:
First, answer the questions on the next card individually. Then share and discuss your answers with the other members of your lesson study team.

What are my expectations?

• What do you expect from this lesson study process?
• What would you like to learn through participating in lesson study?
• When will you consider this lesson study process successful?

Phase
0- Establishing a safe space for open and productive discussion
Guiding question
How can we work together in a way that enables us to learn from the process and from each other?
Intended outcome
The team has established agreements about how it will work together.
Instructions
Read 1: Introduction: What is lesson study?
First, respond individually to the statements and questions on the next card.
Then, share and discuss your responses with the other members of your lesson study team. Together, develop a protocol to avoid potential pitfalls and establish an effective lesson study team.
Elements to include in the protocol:

• What do we each consider important to do—and not to do—in our collaboration?
• How will we address difficulties or problems that arise in our collaboration?
• What is important in our interactions during lesson study meetings to ensure the quality of our discussions?
• What agreements will we make about confidentiality and the information discussed within the team?
• At which points during the lesson study cycle will we evaluate our collaboration?

Reflecting on My Contribution to the Collaboration

1. As I begin investigating student learning through lesson study, I am concerned about …, but I am particularly looking forward to ….
2. I think I bring the following quality/qualities to the team that will contribute to conducting a successful lesson study: ….
3. When I reflect on my own qualities as an inquiring teacher, I see the following potential pitfall in my participation in lesson study: ….
4. It is important for my team members to know that ….
5. I hope that my lesson study team members bring the following qualities to the team: ….
6. Lesson study presents me with the following challenges: ….
7. I would be a suitable chair/facilitator, note-taker, timekeeper, or other role: ….
8. At the end of this lesson study, I will be satisfied if ….
9. I would like us to make the following agreements about planning, communication, and support throughout this lesson study: ….

Phase
0- Establishing a safe space for open and productive discussion
Guiding question
How can we engage in effective lesson study dialogue?
Intended outcome
An understanding of the characteristics of high-quality lesson study dialogue and agreements about how the team will work together.
Instructions
Read Chapter 2.3: Who is involved in Lesson Study?
Discuss how you can ensure that your conversations develop in the way you want them to.

• What are your potential pitfalls?
• What implications does this have for the agenda of your lesson study meetings?
• What implications does this have for the roles within the team (e.g., chair/facilitator, note-taker)?
• Could your communication be improved? If so, use the discussion agenda on the next card to provide structure.

If you want to consciously improve your communication—and thereby strengthen your collective learning process—metacommunication may be necessary: communicating about how you communicate.
The discussion agenda below can be used to structure this metacommunication.

Phase 
1 – Identify issue in teaching and learning 
Guiding question 
Which research question will we choose? 
Intended outcome 
An initial orientation to the research question 
Instructions 
If a lesson study team has already been formed: 
First, respond individually to the statements and questions on the next card. 
Then, share and discuss your responses with the other members of your lesson study team and select a suitable topic for your lesson study. 
If a lesson study team has not yet been formed: 
First, respond individually to the statements and questions on the next card. 
Then, take part in a speed-dating activity and have a three-minute conversation with each of your fellow students. 
Form lesson study teams based on shared interests. Then, continue with Conversation Card 1. 
 

Exploring Possible Research Question 

1. Which topic have you found most difficult to explain so far? What made it difficult?
2. Which topics are you particularly enthusiastic about? Which topics make you break out in a “cold sweat”?
3. Which topics do you feel most confident teaching? Which do you feel least confident teaching?
4. Which topics have students found most difficult so far? Which have they found least difficult? What did you notice that indicated this?
5. Which topics have students been particularly motivated to learn? Which have they been less motivated to learn? What did you notice that indicated this?
6. Which topics are included in the curriculum for your classes around the time when you will conduct the research lesson? What do students typically find difficult about these topics?
7. Are there any new topics in the curriculum, new teaching approaches, or new learning materials that you would like to try out?
8. Are there any topics or ideas from the literature or theory that you would like to explore in your lesson study?
9. Complete the following sentence: 
   If I could get an answer to the following question about student learning, I would consider this lesson study worthwhile: 
   ………………………………………………………………………… 
    

Phase 
2 – Study material and formulate research question 
Guiding questions 

• What research question related to student learning do we want to address?
• What is the scope of the research question?
• Why is it important to address this research question?
• Can the research question be addressed in a single research lesson?

Intended outcome 

• A precise definition of the research question to be addressed.
• A description of the nature and scope of the research question you want to address. Discussion Conversation Card 7 explores the research question in greater depth. 

Instructions 
The questions on the next card are intended to guide your thinking. 
To answer these questions, you will need to engage with the relevant literature. 
You will notice that your thinking may diverge at this stage, that the research question may actually consist of several related aspects, and that you may sometimes start thinking about solutions too quickly, before the research question has been clearly defined. This is perfectly fine. At this stage, however, your main task is to formulate the research question as clearly as possible. 
Only once you have a clear understanding of the research question you want to address can you move on to the next stage. 
 

Reflection Questions 

1. Is your research question related to students’ knowledge, skills, or attitudes? What is its relationship to the attainment targets, core objectives, or your personal vision of good education?
2. How significant is the research question? Do all students experience this difficulty? Which students do, and which do not?
3. Is the research question important enough to address? What will students miss or experience if the research focus is not addressed?
4. Is the research question sufficiently focused to be addressed in a single research lesson? 

Ideas for exploratory preliminary investigations 

• Use a questionnaire or exit ticket for the whole class, for example via Google Forms, asking students how they usually approach a particular task, how difficult they find the task, and in which situations they find it difficult to approach the task.
• Ask several students to think aloud while carrying out a task.
• Analyse a completed homework assignment or test.
• Ask students to formulate questions about the learning content. 

Note: Students generally find it interesting to participate in research, so do not hesitate to ask for volunteers. 
 

Phase 
2 – Study material and formulate research question 
Necessary prior knowledge 
The nature and scope of the research question are clear. 
Guiding question 
What explanations can we develop for why the research question has emerged? 
Intended outcome 
A range of possible explanations, considered from multiple perspectives. 
Instructions 

1. Study the example on the next card, in which explanations for a difficulty in student learning are explored from different perspectives.
2. Based on your own experiences, those of the teacher educators or school-based mentors, preliminary investigations with students, and relevant research literature, formulate possible explanations for your research focus. Try to consider multiple perspectives. The more perspectives you explore, the richer your understanding will be.
3. Share and discuss your ideas. Identify what you need to find out more about and how you will investigate this further. 
    

Example 
The research question is that students find it difficult to formulate and justify their own appropriate interpretation of an ambiguous literary story. We think that students may find it particularly difficult that there is no single, clearly correct answer, as well as analysing a literary text for ambiguous aspects related to the way the story is narrated. One possible explanation is that students of this age (14 years) may not yet be sufficiently aware of the literary mechanisms at work in a story and of how these mechanisms can influence their reading experience and interpretations. 
In the reading comprehension instruction students have received so far, they have mainly been encouraged to read selectively in order to identify the correct answer to a question. In addition, our subject departments tend to prioritise reliability over validity when designing assessments. As a result, questions that require students to develop their own interpretation occur relatively rarely—not only in literature, but also in other subject areas. 
Another possible explanation is that the teaching materials students use contain few tasks that require them to develop their own interpretation. Moreover, when narrative perspective is addressed in the teaching materials, there is little attention to the function and effects of the narrative perspectives used by the author. 
Perspectives to consider: 

• Student learning
• Teaching and assessment
• Teaching materials and learning content 
   

Phase 
2 – Study material and formulate research question 
Guiding questions 

• How do you reason during Lesson Study?
• What does a good research question look like? 

Intended outcome 
An initial understanding of the reasoning underlying a Lesson Study and of the characteristics and structure of a well-formulated research question. 
Instructions 
Study the explanation and examples of the underlying reasoning used in Lesson Study and the formulation of the research question provided on the following cards. 
Keep the underlying reasoning and research question in mind throughout each meeting. This will help you maintain focus. 
Tip: Create a mind map showing all the elements of the reasoning. Keep it with you during each meeting and add to or revise it as needed. 
 

Underlying reasoning based on what students find difficult 
If you know that students find certain things difficult to learn, you first need to gain insight into exactly what they find difficult, why they find it difficult, and how you can support them in their learning. The underlying reasoning in Lesson Study can be summarised as follows. Steps A–D take place before the research lesson, while steps E–G take place afterwards.* 
 Steps and underlying reasoning 
Step A 
The problem students experience in relation to learning … is …. 
Step B 
We consider it important to address this problem because …. 
Step C
The problem may be caused by …. 
Step D
The research lesson designed to address the problem is based on the following design principles: …. 
Step E
The research lesson has / has not / has partly addressed the problem. 
Step F
We can explain this by …. 
Step G 
A subsequent research lesson should therefore be based on the following design principles: …. 

All elements of this underlying reasoning need to be substantiated: 

• How do you know that this is a problem?
• How do you know what is causing it?
• Why have you chosen these design principles rather than others?
• How do you know whether the research lesson has worked, has not worked, or has worked partly?
• And so on. 

This substantiation can come from the literature, from your own observations (for example, through an analysis of a diagnostic assessment and interviews with students), and from your own and others’ experiences, such as successful experiences with implementing a particular teaching approach or activity. 

Based on Bakker et al. (2022). 
 

Example of underlying reasoning and a research question 
A: When our students select books for their reading list, they often base their choice on the length of the book and recommendations from others. As a result, students regularly choose a book that is not at an appropriate level for them or does not match their interests. If this happens too often, they may become less motivated to read and read less as a result. 
B: Subject-specific research shows that it is important to pay attention to book selection because the amount of reading students do is an important predictor of their educational attainment. Limited reading motivation can contribute to low literacy levels and a negative cycle of declining reading engagement. 
C: The problem of students choosing inappropriate books may be caused by their having insufficient knowledge of appropriate book-selection strategies, such as those described in the subject-specific literature. The learning objective of the research lesson is: students use a book-selection strategy when choosing a book to read. 
D: Our research lesson is based on the following design principles: 

• Students become familiar with potentially suitable books through the activity “Book Speed Dating.”
• Students receive an explanation of the strategy for selecting an appropriate book.
• Students engage in reflective conversations with their peers about the excerpts they have read and their book-selection process. 

The final research question is: 
How do students select an appropriate (new) book during a lesson based on book speed dating, a new book-selection strategy, and social interaction? 
Sub-questions 

1. What is the student’s initial attitude towards reading, and how does the student select a book before the lesson?
2. Which elements of the strategy do students use?
3. Which elements of the strategy do students consider relevant?
4. To what extent do students arrive at a book choice during the lesson?
5. To what extent can students justify whether their choice of a particular book is appropriate?
6. To what extent do students use their reading level when choosing a book?
7. What is the learning outcome of the lessons for the student? 
    

Underlying reasoning based on an ambition to introduce something new 
Even when you want to try out something new—for example, a new teaching approach, activity, or set of teaching materials—you can assume that this innovation has emerged from a need to address a learning problem experienced by students. In this case, you reason backwards from the proposed solution (D) to the problem, to what students find difficult, and to why they find it difficult. 
The underlying reasoning based on such an ambition can be summarised as follows. Steps A–D take place before the research lesson, while steps E–G take place afterwards.  
Steps and underlying reasoning 
Step A 
We have chosen to try out the following … because it may help address the following problem in student learning: …. 
Step B 
We consider it important to address this problem because …. 
Step C
The problem may be caused by …. 
Step D 
To implement our ambition and address the problem, our research lesson is based on the following design principles: …. 
Step E
The research lesson has / has not / has partly achieved the intended ambition. 
Step F
We can explain this by …. 
Step G 
A subsequent research lesson should therefore be based on the following design principles: …. 
All elements of this underlying reasoning need to be substantiated: 

• What exactly is the ambition?
• How do you know that this ambition can help address the problem?
• What is causing the problem?
• Why have you chosen these design principles rather than others?
• How do you know whether the research lesson has worked, has not worked, or has worked partly
• And so on. 

This substantiation can come from the literature, from your own observations (for example, through an analysis of a diagnostic assessment and interviews with students), and from your own and others’ experiences, such as successful experiences with implementing a particular teaching approach or activity. 

Example of underlying reasoning and a research question 
A: Various sources indicate that the Teaching Through Problem-Solving (TTP)  approach used in Japan can contribute to strengthening students’ Problem-Solving Skills (PSS). Our students tend to stop thinking quickly when they encounter tasks for which they cannot immediately see a solution. PSS could support students in searching for knowledge that they can use to solve the task. PSS includes the use of mathematical heuristics, metacognitive skills, and a productive disposition towards problem solving. We have therefore chosen to use the TTP approach to support students in strengthening their PSS. 
B: We consider PSS important because these skills can help students when they do not immediately see an appropriate approach to a task. Higher-order questions in tests often require students to discover for themselves which approach is needed. In examinations, too, many marks can be earned on tasks that require problem-solving skills. 
C: The problem may be caused by students having too little practice with tasks for which the solution method is not immediately apparent. Many students also lack the appropriate disposition for tackling problems. In addition, solving mathematical problems requires metacognitive skills. These receive little attention in mathematics lessons. 
D: Our research lesson is based on the following design principles:

• Students first work individually on a starting task that can be solved using techniques introduced previously. The starting task can be solved in multiple ways.
• Interactive whole-class discussion: students articulate their solution methods and are also expected to explain relevant solution methods used by other students.
• During the whole-class discussion and the lesson summary, explicit attention is paid to problem-solving skills, metacognitive skills, and students’ dispositions towards working on a problem. 

The final research question is: 
How do students use problem-solving skills in a lesson based on the TTP approach? 
Sub-questions 

1. Which problem-solving skills (heuristics, metacognition, disposition) are visible when students work on the starting task?
2. Which problem-solving skills (heuristics, metacognition, disposition) are visible during the whole-class discussion?
3. How are problem-solving skills made explicit during the whole-class discussion and in the lesson summary?
4. To what extent do students perceive the lesson as contributing to their problem-solving skills? 
    

Phase 
3 – Plan research lesson 
Necessary prior knowledge 
The nature and scope of the research focus and the possible explanations for it are clear. 
Guiding questions 

• Which learning objectives do we want to achieve through the research lesson?
• Which content needs to be addressed in the research lesson for students to achieve these learning objectives? 

Intended outcome 

A clear and comprehensive understanding of the learning objectives and the corresponding content, informed by relevant literature and educational practice (teaching materials, colleagues’ experiences, and students’ experiences). 
Instructions 
Answer the questions on the next card.  
 

Reflection Questions 

1. What are your learning objectives? Do they concern skills, knowledge, or attitudes?
2. How do the objectives relate to the progression of learning and the final attainment targets?
3. What knowledge do students need in order to achieve the learning objective? Consider facts, concepts, strategies, or metacognitive knowledge. See also the framework below.
4. Provide precise definitions and descriptions of the concepts and strategies by studying relevant literature, teaching materials, and textbooks.
5. Describe what you would consider a successful outcome at the end of the research lesson. In that case: 

a. the student does … and does not … 
b. the student thinks … and does not … 
c. the student says … and does not … 
d. the student feels … and does not … 
Now formulate the learning objectives and content very precisely, using student-friendly language. 

Types of Knowledge 

Phase 
3- Plan research lesson 
Necessary prior knowledge 
You have a clear understanding of what the content of the research lesson entails. In this card, you will explore what students may find difficult about this content. Based on your analysis, you may decide to further refine the learning objectives and content. 
Guiding questions 

• What are students likely to find difficult when learning this content? Why?
• What implications does our analysis have for the design of the research lesson? 

Intended outcome 
You understand what students may find difficult about the content you have selected and can use this understanding to make better-informed decisions about how to teach this content. 
Instructions 
Create an overview of questions that can provide insight into what students may find difficult about the content. Leave half an A4 page for each question to record your answers. 
Start by answering one question and, after one minute, pass it on to the next person. Continue until all questions have been addressed. 
The next card provides questions for ideas.  

Reflection Questions 

1. Complete the following sentence: 
   If I were student X (a student from my own class) and this content were presented to me, my first reaction would be …
2. Students may find the following aspects of the content difficult: …
3. And they may not find the following aspects difficult: …
4. Students may have the following misconceptions: …
5. If a student does not understand the content, we can tell by …
6. And if a student does understand it, we can tell by …
7. We can explain the difficulties students are likely to experience with this content by …
8. As a teacher, I can gain insight into what is happening in a student’s mind while learning this content by … 

What implications do your answers to questions 1–8 have for the design of the research lesson? 
 

Phase 
3- Plan research lesson 
Necessary prior knowledge 
The learning objectives and content have been clearly described. 
Guiding question 
What teacher and student activities might be effective? 
Intended outcome 
All design principles for the research lesson have been identified, together with the underlying reasoning. 
If you want to design intervention X, with the aim of achieving Y and Z, it is advisable to give the intervention characteristics A, B, and C (Van den Akker, 1999)
Characteristics A, B, and C are the design principles. 
Instructions 
Based on a study of relevant literature, discussions with the subject coach or other experienced colleagues, and the sentence starters for formulating design principles on Discussion Card 10 (2 of 2), formulate potentially suitable teacher and student activities and discuss them critically. 
Together, weigh the alternatives and select the most appropriate activities. 
Then formulate your underlying reasoning and research question. 
 

Sentence Starters for Formulating Design Principles 
Adapted from: Pameijer et al. (2009). 
To achieve the learning objective, this student needs: 
An explanation that… 
✔ is brief and clear 
✔ is extended, with the teacher modelling the process and thinking aloud 
✔ provides the solution strategy step by step 
✔ makes use of the student’s strong visual abilities 
✔ is primarily auditory 
✔ clarifies the meaning of concepts 
✔ activates the student’s prior knowledge and makes connections with the new content 
✔ encourages the student to participate and think along 
✔ encourages the student to develop their own solutions 
✔ supports the student in planning their own work 
Tasks that… 
✔ are at or just below the student’s level, so that the student can experience success 
✔ are just above the student’s level, so that the student experiences cognitive challenge 
✔ provide additional learning and practice opportunities 
✔ connect with the student’s lived experience and/or current events 
✔ are concise and contain as few distractions as possible 
✔ provide the student with ample space to work independently 
✔ include worked examples 
Peers who… 
✔ are willing to work with the student 
✔ are willing to help the student with difficult or complex tasks 
✔ accept the student and understand that they may need to approach certain situations differently 
✔ invite the student to participate outside lessons 
✔ ignore the student’s behaviour and do not laugh at them 
✔ do not challenge or provoke the student 
A learning environment that… 
✔ is clear and well structured 
✔ challenges and activates the student 
✔ encourages the student to take their own initiative 
✔ has clear rules and routines 
✔ provides a calm learning environment 
Teachers who… 
✔ provide additional or extended explanations 
✔ provide appropriate feedback 
✔ help the student learn to attribute success to their own abilities and effort 
✔ model an approach while thinking aloud 
✔ allow room for the student’s own initiative 
✔ give the student ownership of their learning process 
 

Phase 
3 – Plan research lesson 
Necessary prior knowledge 
You have reached agreement on the design principles. 
Guiding questions 

• What does the research lesson look like in detail? (learning objectives, content, and implementation of the design principles through teacher and student activities)
• Is the lesson sufficiently transferable? Is every team member able to teach the research lesson exactly as intended? And could someone who is relatively unfamiliar with the lesson teach it as intended? 

Intended outcome 
A feasible research lesson. 
Instructions 
Develop the lesson based on your design principles. In doing so, discuss the requirements outlined on the next card.  
Present the lesson design to someone from outside the team (e.g., a coach, subject-specific teacher educator, or fellow student). Formulate a clear question about an aspect of the design you would like feedback on, and discuss the outcomes with the team. 
 

Requirements for the Research Lesson 
To observe students’ learning effectively during the lesson, consider how you will gain insight into how they are trying to master the content. For example, students can be given tasks that require them to verbalise how they solve a problem, ask questions of each other or the teacher, or create a mind map showing how they connect important concepts. 
The lesson should therefore include activities that enable observers to gain insight into how students think and learn during the lesson. 

1. Have all design principles been adequately incorporated into the lesson?
2. At which points in the lesson is student learning made visible? Do these moments provide sufficient opportunities to collect data?
3. What specific demands do these moments place on the teacher delivering the lesson?
4. Is the lesson described in sufficient detail for someone who is relatively unfamiliar with it to teach it? 

Carefully designing observation forms and interview questions to subsequently ‘measure’ this learning is also an important part of lesson study. This is addressed in Conversation Cards 13 (Observing) and 14 (Interviewing). 
 

Phase 
3 – Plan research lesson 
Necessary prior knowledge 
The research lesson has been developed in detail. 
Guiding questions 
Which students will we select for observation and interviews, and why these students? What characterises these students? 
Intended outcome 
A well-considered selection of case students to be observed and interviewed. 
Instructions 
Select a number of students to be studied during the research lesson. 
Describe these students and what you expect to observe from each student during the research lesson. See the examples on the next card.  
 

Example 1 
For a research lesson aimed at reducing speaking anxiety, the teachers selected the students below based on their scores on a questionnaire measuring speaking anxiety (VSG score: low–average–high) and on observations the teacher made during previous speaking-skills lessons. 

Example 2 
For a research lesson focusing on teaching students to use sources correctly, the following groups of students were described based on a preliminary assessment of skills (can/cannot) and attitude (willing/unwilling). During the research lesson, four students were observed and interviewed, with each student representing one of the groups. 

Group A description: Students who recognise the importance of correct referencing and are able to reference sources correctly (willing and able). These students can explain in their own words why it is important to reference sources correctly. In reports and written assignments, they demonstrate that they can do this correctly: when quoting and paraphrasing, they provide appropriate in-text references and list the source correctly in the reference list.

Group B description: Students who do not recognise the importance of correct referencing, but are able to reference sources correctly (unwilling but able). These students do not see the importance of correct referencing or simply acknowledge that it is important without understanding why. This is reflected in their inability to explain in their own words why correct referencing is important. In reports and written assignments, however, they demonstrate that they can reference sources correctly: when quoting and paraphrasing, they provide appropriate in-text references and list the source correctly in the reference list. 

Group C description: Students who recognise the importance of correct referencing, but are not able to reference sources correctly (willing but unable). These students can explain in their own words why it is important to reference sources correctly. In their written work, however, they either do not provide in-text references or do so incorrectly, and/or the reference list is missing or incorrect. 

Group D description: Students who neither recognise the importance of correct referencing nor are able to reference sources correctly (unwilling and unable). These students do not see the importance of correct referencing or simply acknowledge that it is important without understanding why. This is reflected in their inability to explain in their own words why correct referencing is important. In their written work, they either do not provide in-text references or do so incorrectly, and/or the reference list is missing or incorrect. 

Phase 
4 – Teach and observe lesson 
Necessary prior knowledge 
The research lesson has been developed in detail. 
Guiding questions 

• How can we make student learning during the lesson visible to the teacher and observers? At which moments during the lesson?
• To what extent will the observations provide relevant information for answering the research question?
• How will we analyse the data? 

Intended outcome 

An appropriate observation instrument that can be used by everyone to collect data related to the research question. 
Instructions 

1. Review your detailed lesson design and determine whether student learning is made sufficiently visible and whether there is enough to observe.
2. Develop an observation form for the research lesson. The observation form should enable observers to describe, as factually as possible, what students do and say. Focus specifically on what you want to find out—that is, on your research questions. See the example questions and observation forms in Observing (see the next cards). These questions and examples are particularly suitable when introducing a completely new topic or teaching approach for which no predictions about student behaviour can be made.
3. When the research lesson is taught for a second time, or when the Lesson Study team has relevant teaching experience, specific student behaviour can be predicted. These predictions can then serve as the basis for the observation form (see the next cards). 
    

Example Items for an Observation Form 

• What questions about the content does the student ask? Who do they ask?
• What answers does the student give to questions that are asked?
• How does the student respond to the explanation or answer given by the teacher?
• What comments about the content does the student make during the explanation, independent work, group discussions, etc.?
• What notes does the student make? (Take a photo as well!)
• What expressions of (dis)pleasure do you see or hear from the student?
• What help does the student ask for during independent work? Who do they ask?
• How much time does the student spend completing the task?
• At what moments does the student take the initiative to ask questions of group members? 

Example of a Closed Observation Instrument 
The teachers wanted to tally how often, during each phase of the research lesson, students hesitated, spoke English, spoke Dutch, or used fillers. They selected two students to observe (Participant A and Participant B). 

Example of a Semi-Closed Observation Instrument 
The teachers wanted to know what difficulties students experienced during the explanation and processing of the content. 

Phase 
4- Teach and observe lesson 
Necessary prior knowledge 
The research lesson has been developed in detail. 
Guiding questions 

• Do the answers to the interview questions provide relevant information for answering the research questions?
• Does the interview also provide information about what, according to the students, should be adjusted in the research lesson?
• How will we analyse the data? 
  

Intended outcome 
An adequate interview guide that everyone can use effectively. 
Instructions 
After the lesson, the observers interview the students they observed. Develop an interview protocol and interview guide. To do so, study the points of attention for the interview protocol and the examples of interview questions on the following pages. 

Points of Attention for the Interview Protocol 

• Interview students individually.
• Each team member interviews the student they observed.
• Conduct the interview immediately after the research lesson.
• The interview should take no longer than 10 minutes.
• Record the interview, with the student’s permission. If this is not possible, try to write down the student’s exact words. 

Example Questions Related to Learning Objectives 

Interview question 1

Can you explain in your own words why it is important to use sources correctly? How important do you think this is? 

Purpose: To determine whether the student has achieved the first learning objective: at the end of the lesson, students should be able to explain in their own words why it is important to use sources correctly. 
Interview question 2

Did working in small groups contribute to your learning how to use sources correctly? Or did it make this more difficult for you? 
Purpose: To determine the extent to which the design principle collaborative learning with the support of experts contributed to achieving the learning objectives. 
Interview question 3

What did you think of the texts used during the research lesson? 
Purpose: To determine the extent to which the design principle authentic texts contributed to achieving the learning objectives. 
Interview question 4

This lesson will be taught again. What tips do you have for improving the lesson? 
Purpose: To improve the next research lesson. 

Example of an Interview Guide Related to Learning Objectives 
Name of interviewed student: ______________________________________ 

1. What did you learn in this lesson? What can you do now that you could not do before the lesson?
2. What did you already know?
3. What did you find difficult, or what do you still not fully understand?
4. The teacher demonstrated how to recognise […]. To what extent did you find this helpful or useful?
5. You worked with other students on an exercise in which you had to recognise […]. I noticed that … [relevant observation, such as “you sometimes did not join in the discussion”]. Can you tell me what you were thinking at those moments?
6. This lesson will be taught again to another class. What tips do you have for improving the lesson? 

Phase 
5- Reflect on lesson 
Necessary prior knowledge 
Keep the research questions and underlying reasoning at hand. All post-lesson discussion activities that follow are aimed at answering the research questions. 
Guiding questions 

• What are our findings?
• What are the answers to our research question and subquestions?
• How can we explain our findings?
• How can we interpret the findings in relation to our own teaching practice?
• What does our underlying reasoning look like?
• What qualifications or limitations should we place on the way we conducted our study? 
  

Intended outcome 
Findings, conclusions, and points for discussion. 
Instructions 
Carry out a quick analysis immediately after the research lesson and a more in-depth analysis at a later point. Between the two sessions, make sure that all team members have studied all the data collected. See the protocols on the following cards.  

Round 1 – Quick Analysis Immediately After the Research Lesson 
Individual reflection (10 minutes) 
Step 1

Observers: Review your notes from the interviews and observations of the student(s) you observed. Select one or two critical moments from the research lesson that you would like to raise during the post-lesson discussion. In making your selection, keep their relevance to answering the research questions in mind. 
Teaching teacher: Select one or two critical moments from the research lesson that you would like to raise during the post-lesson discussion. In making your selection, keep their relevance to answering the research questions in mind. 

Step 2

For these moments, analyse how students demonstrated their learning of the content. 
a. What did you see the observed students do and say? 
b. Did students do what you expected? 
c. Did the students achieve the learning objective(s)? 
d. What did they understand about the content, and what did they not understand? 
e. What misconceptions emerged during the lesson? 

Step 3

What explanations can you think of for your findings? Consider, for example: 
a. The nature and level of difficulty of the learning objective(s). 
b. The nature and level of difficulty of the content. 
c. The teaching approaches, explanations, examples, etc. used. 
d. The quality of the observation instruments and interview questions used. 
e. … 

Joint Discussion (50 minutes) 
Phase 1

Each teacher informs the other teachers about their answers to questions 1–3, starting with the teaching teacher, who may first need to let off some steam. The other teachers may ask clarifying questions, but do not interpret or evaluate at this stage. 
Phase 2: Joint interpretation and evaluation 
a. What similarities and differences are there in how students learned during this lesson? And in whether they achieved the learning objectives? 
b. Can you explain the findings? 
c. How did the research lesson you designed support or hinder student learning? 
d. If you were to design another research lesson, what would you do differently, and what would you do in the same way? 
e. What questions and points for discussion arise from this quick analysis? Which of these should definitely be addressed during the in-depth analysis? 

Round 2 – In-Depth Analysis (3 hours) 
Beforehand: make sure that all team members have studied all the data collected and that everyone has a good grasp of the relevant theory. 
Considering all the data, discuss the following questions together: 

1. What are the answers to the research question and subquestions? Which data support these findings? Which data, if any, do not?
2. What insights have you gained into student learning and into the relationship between learning and the design principles?
3. To what extent are your findings consistent with the theory?
4. If necessary, discuss the questions and points for discussion that you identified during the quick analysis.
5. What uncertainties or (new) questions do the findings raise?
6. Based on what you know now, describe what you would like to change in the research lesson and why.
7. What qualifications or limitations should you place on the study you conducted? 

In summary: 
What is your underlying reasoning now?