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I think before embarking on a Lesson Study, it is important to determine what research lesson we want to conduct. It could be a topic where intervention is required due to the poor performance by most of the students in the level. It should not be just a lesson observation where teachers observe and give their feedback.

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I used to think a lesson study had to be almost or close to perfect before sharing it with the teachers. I also used to think that it has to be an original.

Now I see that the lesson can be adapted. It doesnt have to be perfect. But you need to capture your reflections and how it is situated in your context. Other teachers can then learn from your takeaways from conducting the lesson.

-Esheen

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I used to think that we should plan research lessons based on lesson goals (WALT statements) or subject area goals (semester learning outcomes) because these are the explicit and tangible goals given to us based on the STELLAR guide or the school's direction.

Now I think that we should think about the big picture and consider long-term goals for our pupils' learning and development in planning our research lessons. We should think about our pupils' holistic growth rather than what they should be learning for the specific lesson or the subject for the semester/year.

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I used to think lesson planning is a huge part of lesson study. Now I learnt that it is only a small part of lesson study that focuses on HOW to teach, not just what to teach. Critical feedback through peer observations is crucial in informing subsequent iterations of lesson planning and teaching.

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I used to think that the research lesson conducted for the lesson study MUST follow EXACTLY the ‘script’ or the exact lesson plan that has been created and discussed by the team during the meeting.

Now I know that the lesson conducted for the lesson study itself is actually something that we will be reflecting on so it is definitely not a ‘perfect’ piece of work to begin with. Hence, it is possible for the teacher conducting the lesson to move away from the ‘script’ a little bit while conducting it in order to improve according to the pupils’ needs at that point of time.

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I used to think that lesson study is writing the 'perfect' lesson to be shared with others. Teachers would share their observations and improve on the lesson plan for others to conduct. Now, I know that lesson study is not just lesson planning. We need to consider the long-term goals for pupils' learning and development.

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This is my first time encountering lesson study hence I am impressed by it. I like it because it is about creating a structure that allows teachers to actively learn from the curriculum, one another and student thinking. Hence, we can collaboratively consider long term goals for students and plan a research lessons to collect student learning and to discuss and refine the instructional strategies.

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I used to think that we would need to write an original lesson or at least a lesson that is mostly crafted by myself.

Now, I know that lesson study does not involve writing original lessons.

If good practices and lessons are available, we can refine or adapt them to our pupils' needs.

This way, we can also use Lesson Study to promote a collaborative school culture.

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I used to think lesson planning is the key component of the lesson study.

However, lesson study is in fact involving collaborative planning, teaching, observation, and reflection, where we can leverage one’s knowledge to design and refine our strategies to come up with a lesson that not only meets the diverse needs of our pupils, but also encourages us as a TEAM, to adopt a growth mindset that can unpack and enhance our teaching pedagogy and teaching practices.

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I used to think lesson study is a tool that teaches us how to plan and create a good lesson to use in our class.

Now I think lesson study helps to refine and improve the instructions in an existing lesson to make it even better through observation and critical feedback from your level teachers.

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I used to think that when implementing the lesson study, the teacher conducting the lesson needs to follow as closely to the script as possible.

Now I think understand that the script need not be followed rigidly. While the script is developed with the understanding that the content, wording, and presentation of a lesson can affect student learning, departures from it would also show insights for improving a lesson.

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Previously when we did Lesson Study in AMKP, I thought doing a Lesson Study required the teachers to:

1) write a perfect lesson for 1 teacher to conduct, with the others observing the lesson and analysing how effective it was

2) make changes to the lesson plan before conducting it with the rest of the classes

3) refine the lesson plan for future use by other teachers

I also thought that the teachers would need to strictly follow the 'script' planned without making changes to it.

After the MLU, I know that the planned lesson can be adapted according to the students' needs as I carry it out. Through the MLU, I am reminded that teacher reflections are essential in refining the lesson plan after it has been conducted.

-Adeline Low

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I used to think that Lesson Study was about coming up with a fail-proof, original lesson plan by an experienced (or expert) individual that is to be demonstrated to others, so that they could observe how well-planned it was.

Now, I know that it does not mean that the lesson plan must be original, i.e. it could be adapted or modified from available lesson plans out there.

I also now know that it is a collaborative effort by a group of teachers. While one team member conducts, he/she must focus on how to teach (not following a script), remain open to feedback from the other team members, and be reflective.

The rest of the team members should provide constructive feedback in a supportive manner on how the lesson was effective or how it can be improved.

By being receptive to supportive feedback, Lesson Study will be a more effective tool to promote a collaborative school culture.

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I used to think that lesson study was about an individual teacher (especially an experienced teacher) conducting a lesson and other teachers observing the good practices and teaching methods used during the lesson.

Now, I know that the lesson is planned as a team, and that critical feedback is an important part of lesson study. The lesson chosen should be intentional based on the long-term goals.

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I used to think that it was important to plan a perfect lesson and execute it well exactly according to what was planned and discussed before we are able to share it with others.

Now I think that lesson study is a collaborative effort between all teachers and allows us to collect data on student learning and how we can improve our future lessons to maximise the students' learning.

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I used to think that lesson study is to come up with a lesson plan and meaningful tasks in order to ensure that the students are able to achieve the desired learning outcomes.

Now, I think that lesson study is a collaborative effort and gather information on how students learn in a classroom setting. It is about how to teach and not what to teach.

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I used to think that lesson study was about creating a perfect lesson plan for others to follow. Now I think lesson study is more like conducting research, where the focus is on continuous improvement through collaborative inquiry, experimentation, and reflection with the intent to improve teaching practices and student learning outcomes.

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I used to think that in a Lesson Study, teachers have to come out with an original lesson plan to implement it in the classroom.

Now, I learnt that teachers can use the existing lesson plan to refine and adapt where is deemed suitable for our class. It is also important for us to bear in mind the true purpose of Lesson Study is to understand how the student's think and learn and how we as a teacher can value-add to their learning.

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All along, I thought lesson study was to create a perfect lesson plan and to implement it. Now I've learnt the 5 steps of lesson study and I have also learnt and understood the considerations and misconceptions of a lesson study.