@BillGates The trouble with Japanese-style lesson study is that it takes time. Teacher-participants spend months or more on a single lesson.
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Replying to @MathPrinceps
@BillGates So lesson study only makes sense if its output can be used nationwide. Which, in Japan, actually does happen.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates And lesson study requires expertise, both from teacher-participants and from outside subject matter specialists.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates The Japanese profit from lesson study because they've invested in it comprehensively, over the long term. There's no magic in it.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates Lesson study isn't easy. It is, however, the best and most effective form of teacher professional development known to man.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates Japanese lesson study is like game design - playtesting is central to the process - and the resulting lessons are like games.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates So student responses to lessons produced by lesson study are highly predictable. Teachers know what to expect, and what to do.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates The recognition of a profound analogy between game design and pedagogy is perhaps the key insight powering Japanese lesson study.1 reply 0 retweets 0 likes -
Replying to @MathPrinceps
@BillGates But even the best-designed game/lesson is worthless unless it teaches something meaty. So lesson study needs content specialists.1 reply 0 retweets 0 likes
@BillGates The conclusion: lesson study works (and sometimes works wonders) when practiced in the right context. Untimely ripped, it fails.
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