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Lesson Study for All Economies:
Lesson Study for All Economies:
Our continuing challenges for improvement of education
Our continuing challenges for improvement of education
Australia, Brunei, China, Chile, Hong Kong,
Australia, Brunei, China, Chile, Hong Kong,
Indonesia, Japan, Korea, Peru, Philippines,
Indonesia, Japan, Korea, Peru, Philippines,
Malaysia, Mexico, Singapore, Chinese Taipei,
Malaysia, Mexico, Singapore, Chinese Taipei,
Thailand, USA, Viet Nam
Thailand, USA, Viet Nam (17 economies specialists)
Lesson Study
Lesson Study Continues Development
Continues Development
2006: Good Practice (Pilot)
2006: Good Practice (Pilot)
2007:Mathematical Thinking
2007:Mathematical Thinking
2008-2009: Communication
2008-2009: Communication
NSW,Au.
NSW,Au.
2009 Chinese Taipei
English
Lesson Study for Implementing Curriculum:
Developing Innovative Assessment Problem:
1 Jan. 2010 - 31 Dec. 2010 (Since 2006)
Proposed Economy:
Thailand and Japan (Self-funded)
Priority Area: Math. and Science
For improvement of the Quality of Education
How do curriculum,
lesson and
assessments relate?
How can we
improve the
relations?
Curriculum Implementation!
Plan → Do → See →
Plan → Do →
The Problematic on Curriculum
Implementation: Several disjunctions
Intended/
Planned
Curriculum
Implemented/
Taught
Curriculum
Achieved/
Attained
Curriculum
Teachers do
not know the
curriculum
Examiners do not know the curriculum and what students learned.
Depending on
lower
Achievements,
curriculum
developers select
easier math.
If we consider
the backward
approach, what
will happen?
Curriculum
developers
shows their
intention/object
through the test
problems.
Teachers learn the intended curriculum from Assessment
Sharing the heart of the
curriculum through the
improvements of the assessments
problems.
The project
focuses on
Backward
approach!
Innovative Problems
What is the object of this problem?
Which way does this bus move?
Necessary competency for living. But what Compe.?
Analyzing the given situation and comparing it
with our experience.
For evaluating the attitude
and mathematical thinking
A Problem for 12 years old students
• What is good for you
to study Positive and
Negative Numbers?
A Problem for 15 years old students
• Pose the mathematics
problem with this
picture?
For Evaluating the competency for
Argumentation
A Format of Japanese Assessment problem
Problem: Please read the following italic text
and then, answer the question 1) &2).
Given a Problem on Math
»Approach A by Maitree
»Approach B by Masami
»Approach C by Akihiko
1) Which answer do you prefer?
2) Why?
APEC
APEC
Community
Community
Project Framework; Advantages of the LS project.
Project Framework; Advantages of the LS project.
Self fund 100,000USD from Japan and Thailand
Self fund 100,000USD from Japan and Thailand
Project
Meeting
For Planning (Japan)
For Producing (Thailand)
in Each Economy
Specialists
Group of Teachers
Group of Teachers
Group of Teachers
Group of Teachers
Products
Products
Textbook
Textbook
Videos
Videos
Knowledge
Knowledge
Bank
Bank
Connecting with
Connecting with
other APEC
other APEC
Projects from the
Projects from the
view point of
view point of
lesson study
lesson study
Procedure of the Project 2010
2
3
Sharing innovative
Assessment
problems for
lesson study
Tentative:
Tentative:
February, 18-21
February, 18-21
2010
2010
4
Each
economy
shared the
results of
Lesson
Study
Tentative:
Tentative:
September
September
12-14, 2010
12-14, 2010
Thailand as
a host
Japan as
a host
1
Each economy
challenged to
engaging in Lesson
Study using
innovative
assessments
problems:
Developing videos
for KB.
Each
Economy
Upload the
videos and
encourage to
use videos in
each
economies
Each
Economy
Lesson Study for All Economies:
Our continuing challenges for improvement of education
We will challenges the improvement of teaching
from the innovative assessments problems.
under All APEC economies.
Proposed Project
Japan: Planning meeting
18-21 Feb, 2010
Thailand: M&S Conference in Samui
7-14 March, 2010
Japan: EARCOME
18-22 August, 2010
Thailand:
12-14 September, 2010
Proposed Project
Japan: Planning meeting
18-21 Feb, 2010
Thailand: M&S Conference in Samui
7-14 March, 2010
Japan: EARCOME
18-22 August, 2010
Thailand:
12-14 September, 2010
At the
Restraint
If you
select
Omlet
on B,
How
many?
Framework of curriculum assessment test
English Translation of Curriculum Standards in Mathematics
• 2000 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1824
• 1999 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1656
Junior Secondary School Mathematics
• To deepen students’ understanding of basic concepts and principles
about such subjects as quantities and geometric figures, and to have
students acquire mathematical skills of representing and processing, and
to improve their capabilities to investigate phenomena mathematically,
and at the same time, to have students know the enjoyment of
mathematical activities, the merits of mathematical ways of observing
and thinking and to foster attitudes of applying the ideas willingly.
• Evaluation Standards on the Evaluation Format.
The interest, the will, and the attitude to mathematics: 関心・意欲・態度
Mathematical ways of looking and Mathematical Thinking: 見方・考方
Mathematical Representation and Process: 表現・処理
Knowledge and Understanding: 知識・理解
• Curriculum and Evaluation standards applies all evaluation formats.

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A branch of computer science that is concerned with the automation of intelligent behaviour ?

  • 1. Lesson Study for All Economies: Lesson Study for All Economies: Our continuing challenges for improvement of education Our continuing challenges for improvement of education Australia, Brunei, China, Chile, Hong Kong, Australia, Brunei, China, Chile, Hong Kong, Indonesia, Japan, Korea, Peru, Philippines, Indonesia, Japan, Korea, Peru, Philippines, Malaysia, Mexico, Singapore, Chinese Taipei, Malaysia, Mexico, Singapore, Chinese Taipei, Thailand, USA, Viet Nam Thailand, USA, Viet Nam (17 economies specialists) Lesson Study Lesson Study Continues Development Continues Development 2006: Good Practice (Pilot) 2006: Good Practice (Pilot) 2007:Mathematical Thinking 2007:Mathematical Thinking 2008-2009: Communication 2008-2009: Communication NSW,Au. NSW,Au. 2009 Chinese Taipei English
  • 2. Lesson Study for Implementing Curriculum: Developing Innovative Assessment Problem: 1 Jan. 2010 - 31 Dec. 2010 (Since 2006) Proposed Economy: Thailand and Japan (Self-funded) Priority Area: Math. and Science For improvement of the Quality of Education How do curriculum, lesson and assessments relate? How can we improve the relations?
  • 3. Curriculum Implementation! Plan → Do → See → Plan → Do → The Problematic on Curriculum Implementation: Several disjunctions Intended/ Planned Curriculum Implemented/ Taught Curriculum Achieved/ Attained Curriculum Teachers do not know the curriculum Examiners do not know the curriculum and what students learned. Depending on lower Achievements, curriculum developers select easier math. If we consider the backward approach, what will happen? Curriculum developers shows their intention/object through the test problems. Teachers learn the intended curriculum from Assessment Sharing the heart of the curriculum through the improvements of the assessments problems. The project focuses on Backward approach!
  • 4. Innovative Problems What is the object of this problem? Which way does this bus move? Necessary competency for living. But what Compe.? Analyzing the given situation and comparing it with our experience.
  • 5. For evaluating the attitude and mathematical thinking A Problem for 12 years old students • What is good for you to study Positive and Negative Numbers? A Problem for 15 years old students • Pose the mathematics problem with this picture?
  • 6. For Evaluating the competency for Argumentation A Format of Japanese Assessment problem Problem: Please read the following italic text and then, answer the question 1) &2). Given a Problem on Math »Approach A by Maitree »Approach B by Masami »Approach C by Akihiko 1) Which answer do you prefer? 2) Why?
  • 7. APEC APEC Community Community Project Framework; Advantages of the LS project. Project Framework; Advantages of the LS project. Self fund 100,000USD from Japan and Thailand Self fund 100,000USD from Japan and Thailand Project Meeting For Planning (Japan) For Producing (Thailand) in Each Economy Specialists Group of Teachers Group of Teachers Group of Teachers Group of Teachers Products Products Textbook Textbook Videos Videos Knowledge Knowledge Bank Bank Connecting with Connecting with other APEC other APEC Projects from the Projects from the view point of view point of lesson study lesson study
  • 8. Procedure of the Project 2010 2 3 Sharing innovative Assessment problems for lesson study Tentative: Tentative: February, 18-21 February, 18-21 2010 2010 4 Each economy shared the results of Lesson Study Tentative: Tentative: September September 12-14, 2010 12-14, 2010 Thailand as a host Japan as a host 1 Each economy challenged to engaging in Lesson Study using innovative assessments problems: Developing videos for KB. Each Economy Upload the videos and encourage to use videos in each economies Each Economy
  • 9. Lesson Study for All Economies: Our continuing challenges for improvement of education We will challenges the improvement of teaching from the innovative assessments problems. under All APEC economies.
  • 10. Proposed Project Japan: Planning meeting 18-21 Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME 18-22 August, 2010 Thailand: 12-14 September, 2010
  • 11. Proposed Project Japan: Planning meeting 18-21 Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME 18-22 August, 2010 Thailand: 12-14 September, 2010
  • 13. Framework of curriculum assessment test English Translation of Curriculum Standards in Mathematics • 2000 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1824 • 1999 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1656 Junior Secondary School Mathematics • To deepen students’ understanding of basic concepts and principles about such subjects as quantities and geometric figures, and to have students acquire mathematical skills of representing and processing, and to improve their capabilities to investigate phenomena mathematically, and at the same time, to have students know the enjoyment of mathematical activities, the merits of mathematical ways of observing and thinking and to foster attitudes of applying the ideas willingly. • Evaluation Standards on the Evaluation Format. The interest, the will, and the attitude to mathematics: 関心・意欲・態度 Mathematical ways of looking and Mathematical Thinking: 見方・考方 Mathematical Representation and Process: 表現・処理 Knowledge and Understanding: 知識・理解 • Curriculum and Evaluation standards applies all evaluation formats.