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|Title:||Revitalizing Japanese Lesson Study through Shared Tools Embedded in Design-Based Implementation Research|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Iikubo, S., Saito, M., Shirouzu, H., & Atarashi, E. (2018). Revitalizing Japanese Lesson Study through Shared Tools Embedded in Design-Based Implementation Research. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||In order to tackle the persistent problem revealed in a Japanese learning sciences project, we attempted to identify an effective design for pre-lesson study workshops that supports teachers to focus on students’ cognitive processes. A set of tools for simulating students’ learning processes enabled participant teachers to take learner-centered perspectives, which contributed to making their images of what and how the children will learn more concrete.|
|Appears in Collections:||ICLS 2018|
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