NCSME 2013: A big success
The National Conference in Science and Mathematics Education held on 22-24 November 2013 at the Dolores F. Hernandez Hall, Science Teacher Training Center, UP NISMED drew 376 participants from all over the archipelago composed of elementary and high school science and mathematics teachers, faculty of teacher education institutions, graduate students, principals, supervisors, curriculum developers, and researchers.
A total of 48 papers were presented across elementary and high school science and mathematics education topics such as lesson study, curriculum, assessment, inquiry-based science teaching and learning, problem solving in mathematics teaching and learning, and ICT integration.
The theme of the conference was “Empowering Teachers for the K to 12 Curriculum through Lesson Study.” The conference objectives included: 1) promotion of lesson study as a professional development model to enhance the capability of teachers in implementing the K to 12 Curriculum for Mathematics and Science; 2) promotion of the teaching of science through inquiry and teaching of mathematics through problem solving in lesson study; 3) providing a forum for discussing and sharing of experiences and research results related to lesson study; and, 4) initiation of a local network on lesson study.
The keynote speaker of the conference was Prof. Shizumi Shimizu of Teikyo University (Japan) who focused on the importance of enhancing the capability of teachers to develop scientific and mathematical proficiency of students through activities that provide opportunities for construction of knowledge by learners and sharpen their communication skills. The other plenary speakers and the titles of their papers are shown below:
|Plenary Speaker||Title of Talk|
|Dr. Marilyn D. Dimaano
Bureau of Elementary Education of the Department of Education
|Synopsis: K to 12 Basic Education Curriculum|
|Dr. Soledad A. Ulep
|Using Lesson Study to Promote Teaching Mathematics through Problem Solving and Teaching Science through Inquiry|
|Dr. Masami Isoda
University of Tsukuba, Japan
|Developing Mathematical Thinking: How to develop it in the classroom|
|Dr. Tran Vui Hue
|Developing Experimental Environments for Students-with-Computers: Investigating School Mathematics through Dynamic Visual Representations|
|Dr. Levi E. Elipane
UP Institute of Mathematics
|Integrating the Essential Elements of Lesson Study in Pre-Service Mathematics Teacher Education|
|Dr. Hideo Ikeda
Hiroshima University, Japan
|Innovations in a Science Classroom: Teacher’s Questions and Students’ Reactions|
|Dr. Francis I. Molina
National Science Digital Library, USA
|Learning Progressions for the K to 12 Curriculum: Enhancing Teacher Professional Development|
Dr. Yutaka Saburi
|A Science Lesson and a School Reform|
UP Diliman Chancellor Dr. Caesar A. Saloma welcomed participants to the conference on the first day, 22 October 2013. He cited the K to 12 curriculum as a major educational reform with the university set to play its role to make Filipino youth competitive in the global arena. The First Secretary of the Political Section of the Embassy of Japan also delivered a congratulatory message to UP NISMED and the participants during the opening program.
A novel feature of the conference was the conduct of “open classes,” both in mathematics and science. Two “open classes” were implemented—one by Prof. Mitsuo Nobuchi a Japanese teacher from Mito Eiko Elementary School with 20 Grade IV Filipino pupils from Commonwealth Elementary School (for mathematics) and the other one by Ms. Malou Fajardo from Sta. Lucia High School, Pasig City with 4th year high school students (for science). Salient features of the lesson study process, incorporating the inquiry-based approach in teaching science and the problem-solving approach in mathematics were demonstrated to the participants.
Post-lesson discussions were held after each open class with the teacher first reflecting on the implementation of the lesson followed by comments from a panel consisting of experts from among the speakers/paper presenters and NISMED staff who served as “knowledgeable others.”
On the last day of the conference, Dr. Amelia Punzalan and Ms. Lydia Landrito initiated the network on lesson study among the participants during a brainstorming session which drew positive responses. Mr. Shinichiro Kato, Researcher and Adviser of the Japan Information and Culture Center also invited the participants to apply as scholars of the government of Japan in various types of scholarship programs.
Dr. Rosario I. Alonzo, Dean of the College of Education officially closed the conference on 24 November 2013. In her parting message, Dean Alonzo related how, as a young professional, she eagerly attended conferences and seminar-workshops, too, for her own professional development. She exhorted the participants to go forth and make use of what they learned to enhance their knowledge and skills in their noble profession as educators.
20 November 2013, 1:00 PM
The Use of Rich Media in Teaching Climate Change
Dr. Carlos Primo C. David
Dr. Carlos Primo C. David Abstract Teaching climate change has two objectives: first is to provide a scientific explanation of the phenomenon and its resulting impact; and two, to be able to incite an emotion or reaction from the students in terms of what we should be doing about it. While accurate information is crucial in teaching climate change, the mode of presenting it is what will achieve the second objective. Dr. CP David is a licensed geologist and professor of Geology and Environmental
Science in UP Diliman. Dr. David is a member of the Panel of Experts (PoE) of the Climate Change Commission and the 2013 awardee of the Oscar Lopez Professorial Chair for Climate Change Research. A project leader of DOST’s Project NOAH, Dr. David is also a science teacher in the preschool and elementary grades in The Raya School since 2005.
Beyond Student Centred Education towards Productive Pedagogy
Dr. Bill Atweh
This presentation discusses the origins and limitations of the discourse(s) of student-centred approaches. It identifies two main origins of such discourse(s): the dominant learning theories of the last century giving rise to what may be called student centred learning and the human rights arguments giving rise to what may be called student-centred education. This presentation argues that the discourse of student-centred learning is open to the concern that it fails to pay sufficient attention to the complexity of the classroom and the social purposes of education. Similarly, student-centred education is open to the concern that it fails to pay sufficient attention to the role of the teacher in educational reform. Without undermining the rights of the child or the significant knowledge we have acquired in terms of the development of learning, this presentation argues that a focus on pedagogy, in particular the Productive Pedagogy framework, re-centres the teacher at the heart of the educative process and leads to a wider understanding of what schools are for in the first place.
Dr. Bill Atweh is an international educational consultant. After completing a doctoral degree in mathematics education from the USA in the late 70s, Dr. Atweh commenced his work at a teacher training college in Brisbane, Australia in 1978. After two years of teaching mathematics in a boy’s school and then a girl’s school, he returned to higher education for preparation of teachers in computer studies for five years after which he returned to mathematics education. During the early 90s he developed his interest in the use of action research as a methodology for research and school improvement. His first international published book was on the use of action research in education.
This was followed by five other books on a variety of topics in mathematics and science education including globalisations, research and supervision, sociocultural factors in mathematics education, and more recently on equity and quality in mathematics education. He has lectured and worked in over 10 countries around the world in South America, Europe and Asia. Early this year, Dr. Atweh has taken early retirement from university lecturing in Australia and moved to live in the Philippines to work with teachers and university academics in developing teaching and research expertise locally and in other developing countries. Dr. Atweh runs a website that has several publications and teacher resources that can be downloaded free of charge.
In-house Lecture on the US Common Core Standards
David Niguidula, Ed.D., gave a lecture on the US Standards and Student Work: How the Common Core is Changing Assignments and Assessments on 27 February 2013 at the NISMED’s STTC Conference Room. Teachers from the UP Integrated School, Commonwealth Elementary School, Old Balara Elementary School, Balara High School, and TechFactors Inc. joined NISMED staff in the said lecture.
In his lecture, Dr. Niguidula gave a brief overview of the “Common Core” standards that have been adopted by 46 of the 50 states in the US since 2010. The standards are an answer to the essential question: What should a student, at each grade level, know and be able to do? Schools at the local level, in turn, need to address the question: How do we know if students have achieved those standards? Dr. Niguidula also discussed how “standards-based reform” is affecting the kinds of assignments that students are asked to do – and the way teachers assess them. He presented common rubrics that help schools provide more consistent feedback to students. Towards the end of his talk, Dr. Niguidula showed how technology tools, from websites to camera phones, help schools keep track of student progress and help students create a richer picture of their achievements.
Dr. Niguidula is the founder of Ideas Consulting – an educational technology and professional development group based in the US. He has been a researcher in the field since 1983, and led the first major research project on Digital Portfolios for the Coalition of Essential Schools at Brown University. He has also been involved in research and curriculum development at the Harvard Graduate School of Education. He likewise served as a volunteer project staff of the NISMED’s Microcomputing Workgroup, forerunner of the Information Science Workgroup. He is a contributing author to Curriculum 21: Essential Education for a Changing World (ASCD, 2010). Dr. Niguidula received two bachelor’s degrees, one in computer science and another in education, at Brown University. He earned his doctorate at the Teachers College, Columbia University.
NISMED gets DOST-SEI Silver Pillar Award
NISMED was awarded a plaque of recognition by the Department of Science and Technology- Science Education Institute (DOST-SEI) during its 25th anniversary celebration on 19 September 2012 held at the EDSA Shangrila Hotel. The Silver Pillar Award was given to NISMED in recognition of its valuable contributions in the development of science education in the country. NISMED has undertaken various programs and projects with DOST-SEI for the past 25 years.
Dr. Soledad A. Ulep, Director of NISMED, accepted the award on behalf of the Institute from DOST Undersecretary Dr. Fortunato de la Peña and DOST-SEI Director Dr. Filma G. Brawner. Dr. Aida I. Yap, Deputy Director for Administration, also attended the ceremony.
DOST and its attached agencies, the Science Education Institute (SEI) and Advanced Science and Technology Institute (ASTI) have had a history of partnership with NISMED. Some of the DOST projects undertaken with NISMED are the series of international mathematics and science studies (SISS 1984, TIMSS 1995, 1999, 2003 and 2008), the Science and Mathematics Education Manpower Development Project (SMEMDP), and Project RISE. The most recent DOST undertakings with NISMED include the following: Development of a Science Curriculum Framework, Innovative Practices in Managing Large Classes for Effective Teaching and Learning of Science and Mathematics, and Interactive Courseware for Mathematics Grades 1. SEI recently tapped NISMED as one of the participating agencies for its new projects Interactive Courseware for Grades 2-6 Mathematics and Project HOTS: Hands-On Teaching of Science Through Inquiry.
Marikina Shoe Exchange professional development program for science and mathematics teachers of Commonwealth Elementary School
The Marikina Shoe Exchange, through the leadership of Dr. Victoria B. Villa sponsored a seminar-workshop for science and mathematics teachers of Commonwealth Elementary School on “Assessment and Collaborative Lesson Lesson Planning.” The Elementary School Mathematics (ESM) and Elementary School Science (ESS) Groups of NISMED conducted this on 27-31 May 2013. Thirty teachers of each subject area of each grade level, except for Grade 2, attended the seminar-workshop. The seminar -workshop included construction of TIMSS-based assessment items in mathematics and science, collaborative development of lessons incorporating the inquiry approach in science and the problem-solving approach in mathematics, presentation and critiquing of outputs.
The seminar-workshop started with an opening program attended by Dr. Victoria Villa, President of MSE, Mr. Rodolfo Modelo, Principal of CES and the UP NISMED academic staff. During the opening program, Dr. Villa delivered a short message on the importance of professional development; Mr. Modelo primarily thanked Dr. Villa and UP NISMED for always tapping their school in such efforts; and Dr. Ulep emphasized the importance of developing inquiry skills and hands-on teaching and learning.
There were plenary and parallel sessions for the mathematics and science groups of teachers. The first two days were devoted to workshops on TIMSS-based multiple-choice and constructed response test item construction. Before the workshop, UP NISMED staff presented some TIMSS-based assessment items aligned with the appropriate behavioral skills. Each group of teachers constructed and presented their test items, critiqued by the other teachers and the UP NISMED trainers. Revisions of the test-items were done after the critiquing sessions.
On the third day of the activity, Dr. Levi Elipane, an expert on Lesson Study, delivered a plenary session on the Lesson Study method and its importance in professional development among teachers and in quality learning among students. This was followed by a modelling of an inquiry-based science and problem-solving based mathematics lesson by UP NISMED staff in parallel sessions. Each group then engaged in goal-setting where the participants set goals that are “pupil-centered, relevant to real-life situations.” This goal guided their lesson development. Each group of teachers in grade levels represented were able to come up with a research lesson. These were presented and critiqued by other groups of teachers and UP NISMED staff before revision and submission of the same as their final outputs.
The seminar-workshop promotes collaborative lesson development among teachers. The outputs are planned to be implemented by the teachers in their respective grade levels in the planned second phase of the program. The lessons are expected to be further improved based on initial implementation and pupils’ feedback in to the delivery of the lesson.
This activity ended with a closing program where certificates of participation were distributed and a couple of participants shared their impressions. Closing messages from Dr. Villa and Dr. Ulep highlighted the challenge to all teachers to help each other in improving inquiry and problem-solving skills among their pupils.
UP NISMED welcomes new staff
The opening of 2013 was a nice start for Ms. Sally B. Gutierez. Effective 9 January, she became a member of the team of science and mathematics education staff of NISMED, specifically the Elementary School Science Group as a Science Education Associate.
She earned her bachelor’s degree at UP Los Baños in 2004 and her master’s degree in Education major in Biology in UP Diliman as a UP Presidential Scholarship Grantee in 2012. As a full-time student of the scholarship program, she spent most of her time doing researches both in biology and in education-related areas of study. While still a graduate student, she attended various national and international conferences where she presented papers or posters. Even before she finished her thesis for a master’s degree, she was given the opportunity present the initial data at the Asian Bioethics Conference in Kuala Lumpur Malaysia last August 2012 and at the International Conference on Moral Education at the UP College of Education in November 2012.
Before joining NISMED, Ms. Gutierez was a volunteer teacher of the UP Ugnayan ng Pahinuńgod under the Gurong Pahinuńgod Program. According to her, this one-year volunteer teaching experience opened her eyes to the realities of the educational system especially in the remote areas of our country. Among the biggest problems she noticed in the school where she was assigned were poor classroom facilities, scarcity of books, lack of teacher expertise, insufficient number of teachers, and crowded classrooms. After a year as a Gurong Pahinuńgod, she joined a private school where she gained more expertise in the teaching profession.
“Finishing my master’s degree in two and a half years and the publishing a paper in an international journal are two of my biggest achievements to date effective 9 January 2013,” she states.
As a new member of the science academic staff, she envisions learning more and being adept at inquiry teaching techniques in science, collaborative lesson development and the difference facets of teacher training . Welcome to NISMED, Sally!
ESS Conducts Seminar-Workshop for Commonwealth ES Teachers
Twelve Science teachers from Commonwealth Elementary School attended a three-day seminar-workshop titled “Development of Inquiry-Based Science Activities” on 23-25 October 2012. Two teachers from each grade level starting from Grade I attended.
During the seminar-workshop, the teachers first shared how they conduct Science classes, then they examined sample Science activities, before discussing the features that would make an activity inquiry-based.
Subsequently, there were two modeling sessions and a demonstration conducted by Mr. Koji Hase of the Embassy of Japan showing attractive and appealing setups that engage pupils’ interest and encourage them to ask questions.
Prior to the workshop session, the teachers reviewed the literature on inquiry-based science activities through a Powerpoint presentation. For the workshop, they worked in pairs, coming up with one inquiry-based science activity per pair.
The culminating session was the presentation of outputs followed by peer critiquing. NISMED Director Dr. Soledad A. Ulep distributed the certificates.
Two for the Gold: NISMED @ 48
NISMED celebrated its 48th anniversary on 20 November 2012 with the theme: 2 for the GOLD, a countdown of the number of years till it hits the half-century mark. The special day started with a thanksgiving mass celebrated by Fr. Ronnie A. Licayan of the UP Parish of the Holy Sacrifice. This was followed by the launching of three print materials, one video, one interactive courseware, and five websites.
The print materials are Mixtures in the Kitchen (in two editions: one for pupils and the other for teachers), Assessment Items in Elementary School Science, and Lesson Study: Planning Together, Learning Together. The educational video is titled Basura: Banta sa Kalusugan.
The interactive courseware is for Grade 1 pupils and was developed by NISMED in cooperation with DOST-ASTI, DOST-SEI, and the Department of Education under the project Technology Package for Student Learning Empowerment: Pilot Testing of Courseware and Tablet PC.
The websites include the new NISMED website, the KaSaMa Teachers online community, the GeoGebra Institute of Metro Manila website, Lesson Study website, and the AgiMat site of Science and Mathematics Teaching Resources. (Please see related articles.)
A New Module for Elementary School Science
NISMED announces the publication of a new module for classroom use titled Mixtures in the Kitchen. The module comes in two editions: one consists only of Pupils’ Activities which the individual pupil may acquire for himself or herself and on whose pages he/she may write down his or her answers. It is in a format that will hone the pupils’ reading and writing skills. But more importantly, these activities start with eliciting the pupils’ prior knowledge and provide key Filipino terms for some objects, verbs, and adjectives in line with the DepED policy encouraging use of the mother tongue to facilitate learning and understanding. The activities are inquiry-based, hands- on and minds-on. This means that they develop the manipulative as well as the science processes skills of inquiry, making use of concrete materials and allowing the learner to construct the ideas that will lead towards formulation of concepts close to or in line with current scientific knowledge and scientists’ views.
The other edition contains Teacher Materials aside from the Pupils’ Activities. This is for the teacher and contains an Overview of the unit, Reference to the PELC-BEC (as well as to the K to 12 Curriculum though the latter will not be implemented for the elementary grades until 2014 for Grade 3, Teaching Strategies Highlighted, Potential Sources of Misconceptions, Vocabulary, Teaching Plan for the Unit with the Lesson Plans, and Answers to Test Yourself, the summative test, as well as to the formative questions in each activity.
P120 for the Teacher’s Edition
P 60 for the Pupils’ Edition
NISMED Comes Out with Book of Assessment Items for Elementary School Science
Assessment Items in Elementary School Science is a collection of multiple choice and constructed response items under the major content domains found in the Philippine Elementary Learning Competencies-Basic Education Curriculum (PELC-BEC) namely: People, Animals, Plants, Materials, Energy, Force and Motion, Earth, Weather, and Space. They are classified under the TIMSS cognitive domains of Factual Information and Conceptual Understanding for Grades 1 and 2 plus the third domain of Reasoning and Analysis from Grades 3 to 6.
These 20 or so items per grade level have been subjected to tryouts with students, item analyses, revision and review by NISMED subject area specialists, and scientists specialized in the life sciences, physical sciences, and earth sciences.
They may be used by teachers to serve as models for summative assessment as well as for formative assessment with modifications.
It is hoped that these kinds of items will eventually alter the way teachers teach and what students learn. It is also hoped that teachers will learn to construct items similar to these and develop the science process/inquiry skills among school children.
The book costs P150.
Lesson Study: Planning Together, Learning Together (In press)
New video package on Basura out
A 12-minute video on CD titled Basura: Banta sa Kalusugan was launched on 20 November 2012 during NISMED’s 48th anniversary. Designed to encourage proper disposal of wastes to safeguard health, it may also be used in lessons on the sense organs, materials, life cycles of insects, properties of matter, as well as physical and chemical change. The package includes a teaching guide suggesting questions to be asked while viewing, post-viewing activities, and strategies to be used for teaching the incorporated topics.
NISMED has a new website. Check it out at http://nismed.upd.edu.ph. The public will find information about NISMED there: its mandate, functions, staff, publications, services, facilities, activities and programs. The sliding panels show the functions of NISMED—to conduct research, develop curriculum materials, train teachers and perform extension activities along these areas.
Linked to this main site are other sites for specific public services:
1. AgiMατ stands for Agham, Impormasyon, at Matematika. It contains Science and Mathematics Resources for Teaching (http://curriculum.nismed.upd.edu.ph/). Teachers will find worksheets, lessons, presentations, videos and podcasts for classroom use and for teacher development in this site.
2. For lesson study experiences shared with teachers go to http://nismedlessonstudy.wordpress.com/. Teachers who want to learn more about lesson study can go to this site and read about the experiences of teachers who are doing lesson study in their schools.
3. GeoGebra (http://gip-manila.wikispaces.com/) is a free software for teaching science and mathematics. It is free and you do not have to be connected to the internet to use it. It is easy to learn and works according to the logic of mathematics. It is power is at par with commercial software. NISMED uses it and promotes it among teachers.
KaSaMa Teachers Online Community Supports the K to 12 Curriculum
NISMED’s online community for science and mathematics teachers is currently offering free webinars to support teachers in their implementation of the K to 12 science curriculum. The webinars take place every 4th Friday of the month, from 4:00 to 5:30 pm. The feature on 23 November is Earth and Space or the 4 th Quarter.
Powerpoint presentations, webinar recordings, and ongoing discussions can be accessed in KaSaMa Teachers.
Teachers are encouraged to register now. The community has 455 members as of 16 November 2012 (http://kasamateachers.ning.com/).
NISMED a Participant in Waste Management Project of OVCRD-CoEng’g
NISMED is participating as a study site in an OVCRD-College of Engineering research on “Solid and Hazardous Waste Management in UP Diliman.” OVCRD stands for Office of the Vice-Chancellor for Research and Development. It awarded a Source of Solutions (SOS) research grant to the College of Engineering to do the following:
- characterize the solid and hazardous wastes being generated by academic buildings, dormitories, offices, public and commercial spaces, and residential areas in terms of composition and volume;
- recommend improvements in the waste management system of the campus including: collection, design of storage bins, treatment and storage of electronic and hazardous wastes;
- define the necessary hard and soft infrastructure to be able to implement the solid waste management system and to estimate its cost.
Dr. Maria Antonia N. Tanchuling, Dr. Mark Daniel G. de Luna, and Dr. Augustus C. Resurreccion of the College of Engineering are leading the three(3) subcomponents on academic units and commercial and public spaces, hazardous wastes, and residential wastes, respectively.
A member of the research team, Manuel Sy, coordinated with Soledad Sagun, NISMED’s Administrative Officer, in the training of cleaners who sorted and weighed NISMED wastes.
NISMED Staff “Do” Visioning Workshop
Prof. Federico M. Macaranas of the Asian Institute of Management and a member of the Board of Trustees of the Foundation for the Promotion of Science and Mathematics Educational Research, Inc. (FPSMER), conducted a 2-day visioning workshop for NISMED staff on 28 June and 4 July 2012. In the course of the workshop, the staff reviewed the Institute’s mission, vision, and functions; identified and defined its problems; and conducted external and internal analyses of NISMED’s situation and environment. In these analyses, NISMED’s strengths and weaknesses relative to its functions were pinpointed, and opportunities and threats were identified (SWOT).
On the second day, the staff focused on building a vision of the Institute in the future taking into consideration the Institute’s mandate. They brainstormed on strategies for achieving the vision and what needs to be done to realize the vision.
The reports of the sub-groups are now being reviewed by a smaller group that will craft a 5-year strategic plan and finalize the actual wordings of the Institute’s mission-vision.
|Seminar-Workshops Short-Term Courses
The University of the Philippines National Institute for Science and Mathematics Education Development regularly offers seminar-workshops as part of its commitment to help upgrade the competencies of science and mathematics teachers and supervisors in the country. These courses provide an experiential base and motivation for further activity and learning in science and mathematics education for the teacher-participants through innovative and learner-centered teaching strategies. They aim to hone participants’ understanding of concepts, processes, and thinking skills in science and mathematics at the basic education level, as well as to increase their pedagogical content knowledge.UP NISMED can conduct specially designed seminar-workshops at other venues for a minimum of 15 trainees upon request. In such cases, the requesting party shall bear the cost of transportation and accommodation of the training staff. Arrangements, indicating the number of prospective trainees and proposed dates and venues, should be made with the Office of the Director. Time schedule of courses: 8:30 – 11:30 a.m., 1:30 – 4:30 p.m. For inquiries and reservation, please contact or write to:
UP NISMED, E. Quirino Ave., UP Campus
Diliman, Quezon City 1101Tel/fax: (02) 9283545
email: email@example.com, firstname.lastname@example.org
The preregistration form, accompanied with full payment of the fee (either in cash, postal money order or manager’s check payable to UP NISMED) must be received at least two weeks before the start of the seminar-workshop.
When registration is cancelled by the participant, only 80% of the fee may be refunded. The fee is fully refundable only if UP NISMED cancels the seminar-workshop. Preregistrants will be informed of any cancellation. Refund takes about a month to process.
All seminar-workshops will be conducted for a minimum of 15 participants. Walk-in participants cannot be admitted if the maximum of 30 participants per seminar-workshop has been met.
UP NISMED SEMINAR-WORKSHOPS 2012
UP NISMED is offering the following seminar-workshops for elementary and high school science and mathematics teachers:
No. of Hours:
|Lesson Study on Teaching Science Through Inquiry Approach
10, 17, 24 November and 1 December 2012
In this seminar-workshop, the focus is on enabling the participants to conduct Lesson Study as well as teaching science through inquiry approach. The latter elicits critical and creative thinking along with concept development and meaningful learning of students. One of the significant outputs is a science investigation to develop higher-order thinking among students.Examples of the process as well as the products of Lesson Study are drawn extensively from UP NISMED and its partner schools in the Lesson Study project.Lesson Study is a school-based model of continuing professional development where teachers collaboratively examine their teaching practices so that they can impact on student learning. In other words, teachers take responsibility for improving their teaching practices in order to improve student learning. Lesson Study is gaining international attention as a sustainable and effective context especially for science and mathematics education teaching, learning, and research.
Send Pre-registration Form to:
email@example.com or call (02) 9283545