LS Assessment Form

8/12/2019 LS Assessment Form

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Lesson Study : Penilaian prestasi kemahiran mengajar guru kimia pra perkhidmatan

Maryam Sulaiman([email protected])

Zurida Haji Ismail ([email protected])

Balakrishnan Muniandy([email protected])

Universiti Sains Malaysia

11800 Penang

Malaysia

Abstrak

Kertas kajian ini melaporkan suatu usaha menyepadukan kaedahLesson Studysecara simulasi dalam

kursus Kaedah Pengajaran Kimia yang ditawarkan kepada pelajar tahun tiga dalam program

pendidikan guru sains. Pendekatan Lesson study menjanjikan suatu kaedah peningkatanpengetahuan profesionalisme guru yang berkesan yang memfokuskan pembinaan kemahiran asas

guru dan pembelajaran murid secara berterusan melalui penghasilan pengajaran berkualiti di dalam

bilik darjah. Sejumlah 44 orang pelajar yang mengikuti kursus ini terlibat dalam kajian dan mereka

dibahagikan kepada lapan kumpulan bergantung kepada subjek sains major dan minor masing-

masing. Lesson studydilaksanakan oleh kumpulan pelajar ini sebanyak tiga kitaran bagi satu topik

kimia Tingkatan Empat dan Lima. Peningkatan prestasi kumpulan Lesson studysecara simulasi ini

diukur menggunakan instrumen Lesson Study Performance Assessment Form yang terdiri daripada

dua bahagian: prestasi guru yang mengajar dan pembelajaran murid. Pengukuran peningkatanprestasi ini dilaksanakan sebanyak tiga kali ( bagi tiga kitaran) oleh pendidik guru dan rakan

sekumpulan (peer group). Penilaian prestasi Lesson study yang dilaksanakan semasa pencerapan

pengajaran telah memberi suatu pengalaman yang berharga kepada guru dan pelajar untuk membuat

refleksi yang terperinci tentang pengajaran guru dan pembelajaran murid sepanjang proses Lesson

Study khususnya dalam pembelajaran subjek sains kimia silibus Tingkatan Empat dan Lima.

Pembentang : Maryam Bt Sulaiman

Tel : 013-5131684 e-mel : ([email protected])
mailto:([email protected]:([email protected]:([email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:([email protected]


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Lesson Study: Assessing Pre service teachersperformance of teaching Chemistry

Maryam Sulaiman([email protected])

Zurida Haji Ismail ([email protected])

Balakrishnan Muniandy([email protected])

Universiti Sains Malaysia

11800 PenangMalaysia

Abstract

This paper will report on an effort to integrate the simulated-teaching Lesson studyapproach in the

chemistry teaching methods course offered to third year students in a science teacher education

program. The integrated Lesson study has promised an effective teacher development methods

focusing on developing the appropriate skills of teaching and continual improvement of student

performance in the classroom. A total of 44 students enrolled in the course were involved in the

project. They were divided into eight groups based on their major and minor science subjects. Each

group of students conducted three cycles of Lesson study for one topic of form four or form five

chemistry syllabus. The improvement of simulated-teachingLesson studyperformance was measured

at each cycle by using the instrument Lesson Study Performance Assessment Form that consisted of

two parts: the performance of teacher candidate and participating students; gives the totalled

measurement three times (three cycle) by the teacher educator and peer group member. The

measurement conducted during the teaching observation is perceived as a beneficial experience hence

enable them to evaluate and revise the lesson in detail particularly the teaching of teacher candidate

and participating students throughout the lesson study process in chemistry subject for secondary

syllabus.

Presenter : Maryam Bt SulaimanTel : 013-5131684 e-mel : ([email protected])
mailto:([email protected]:([email protected]:([email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:([email protected]


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Introduction

The direction of teacher education in Malaysia is growing in line with changes in the

educational systems through the aspirations of the national education system that is depends upon

economic, political and social factors. Training in teacher education is to organize specific training

courses for specific levels of instruction for variety of school in Malaysia. Teacher training in

Malaysia is led by the Teacher Education Division (BPG), the Institute of Teacher Education (IPG)

and Public Higher Education Institutions (IPTA). These bodies are responsible for planning and

implementing teacher training to meet the needs of teachers in all educational institutions country.

The IPTA particularly University Science of Malaysia (USM) generally the Bachelor of

Science with Education is offered for four years. The science subject (Chemistry, Biology, Physics

and Mathematics) from the School of Science is integrated with the educational subjects aiming to

produce secondary school teachers who can teach science and mathematics and other related subjects.With this in mind the teacher education program will provide a professional, dedicated and innovative

science or mathematic teachers and educational services officers with a broad perspective on overall

research, also having a deep knowledge on teaching and learning, able to teach the relevant skills

in different circumstances and have a positive attitude towards school, education and society.

Particularly the program aims to produce teachers who can teach at least one subject or mathematics

up to form six. (Buku Panduan SMSP, 2010)

The pre service teachers are trained to teach at least two science subjects. Students of science

education will take the science of chemistry, biology, physics and mathematics as a majoror minor

subject. There are two key elements in the professional component of teacher education programs

offered: educational courses and practical training. Educational courses offered are conducted in a

formal and systematic process of learning to teach. This course provides an opportunity for pre

service teachers to be more exposed to the knowledge base needed about teaching so then can go out

and teach atschools. Students must take courses teaching science methods to meet the requirements of

this program.

Learning to teach refers to the preparation of pre service teachers to learn to be teachers

through teaching method courses and practical training in real schools. During the course of teacher

education, they learn to teach through simulated teaching and microteaching as part of the coursework

requirements. This teaching practice is hoped to help pre service teachers to 'see' the relevance of

courses to actual classroom practice. The component of teaching practice is seen as a necessary

component in teacher education program.

Learning to teach through teaching practice should be emphasized that the method can meet

the characteristics of the construction of teachers' practical knowledge according to Van Driel,

Beijaard and Verloop (2001), knowledge that is action-oriented and person bound. Practical

knowledge is constructed by teachers in the context of their work , integrates experiential knowledge,


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formal knowledge and personal belief. In reviewing the building of teachers practical knowledge in

teaching , the element of the knowledge base of teaching particularly the concept of pedagogical

content knowledge (Van Driel, Beijaard and Verloop 2001, Shulman 1986 ) is very much relevent .

The pre service teacher has to learned how to combine and integrate their content knowledge and

pedagogical content knowledge (PCK) to produce good teaching in science subjects. However ,

Hiebart et al(2002) associate the knowledge base of teaching for new teachers with the knowledge of

practitioner teachers that can be transformed into professional knowledge. Teachers' practical

knowledge is meant here is the practical knowledge of teachers resulting from their active

involvement of teachers and teacher reflection, on how to reflect on teaching practices. For example:

the concept of electrical energy through chemical reactions that can link teachers in the use of battery

life for students to turn electrical appliances. Here, teachers develop a deeper understanding of the

subject by linking scientific knowledge and life experience. Teachers practical knowledge is gaining

useful in the teaching practices as the knowledge is built up through the reaction of teachers teaching

a specific problem during their instructions.

Knowledge associated with practice will established basic knowledge of teaching (Shulman

1987) and organized practical problem solving approach to the teaching. Hiebart et al (2002)

emphasis teacher professional knowledge developed through collaboration among teachers and need

to be shared and documented. The results of this documentation can be analyzed and developed

further in the future and become a reference. Lesson Studyapproach is a method to convert this idea

of teachers' practical knowledge to professional knowledge in teacher prefesional development

process.

Lesson Study is a translation word of Jugyokenkyu. Jugyoumeans instruction or lessons and

kenkyu means research or study. The term Jugyokenkyu encompasses a large family of instructional

improvement strategies, the shared feature on which observation of live classroom lessons by a group

of teachers who collect data on teaching and learning and collaboratively analyze it (Lewis, Perry &

Murata, 2006). These data are shared during a post-lesson colloquium, where they are used to reflect

on the lesson and on learning and teaching more broadly (Lewis, 2002). It allows teachers to work

collaboratively in order to improve the quality of their teaching and enrich students learningexperience.The characteristics of Lesson Study model has contributed to a mechanism for teachers

to develop knowledge for the purposes of public discussion and evaluation collaboratively . In this

way teachers will constantly learn to improved their knowledge particularly subject content

knowledge and PCK in promoting science good teaching through many cycles consequentively. The

practices should be applied starting from the pre service teachers. Knowledge of learning to teach is

the knowledge of how to learn from the experience of teaching in the classroom (Hiebart et al, 2007).

Teaching experience can be designed simulatedly so that results can be reflected and teaching in a

way that maximum benefit from the experience (Hiebart et al, 2003, Artzt, 1999) .Teacher preparation

needs to focus on how to build professional knowledge (Korthagen et al , 2006) with attention to


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influence on students science achievement. The pre service teachers has to be motivate to confidently

exert powerful influence to promote student learning through their expectations of students.

Lesson studyframework characterize teacher to teach in the eye of students (Lewis,2000),

giving the opportunity for teachers to observe student participation in the classroom which Lewis

(2000) states You develop the vision to see the children . Sumar Hendayana et al(2007) have

shown the role of Lesson Study to develop teachers' knowledge in teaching during teacher

observations at Lesson Study events. At this stage teacher made a profound observation about the

response of the instruction provided by teachers to students collaboratively. Background knowledge

of different observers will give the different perceptions thus provide the situation which allows

reflection and assessment of interests among the teachers during the next stage of Lesson study

process, the colloquium reflection of the planned teaching.

TheLesson studyapproach benefits the pre service teachers the stage that will allow them to

be assessed consecutively for their performance of the teaching through teacher participation and

student participation. . In brief the Lesson study for pre service teachers does not involve the real

students in school. Teaching practice through simulatedLesson studywill only involves their peers

as participating teachers and participating students. The collegiality among those pre service teachers

becomes critical factor in helping the teacher to develop classroom practices (McIntyre and Hagger,

1992).

Methodology

A total of 44 students enrolled in the course were involved in the project. They were divided

into eight groups based on their major and minor science subjects. Each group of students conducted

three cycles ofLesson studyas microteaching for one lesson, each lesson for 30 minutes for a topic of

chemistry, electrochemistry form four and form five Redox reactions, syllabus of Secondary school .

The steps in the implementation process of Lesson Study are in the following order:

1. Defining the problem

2. Teaching plan

3. Teaching (simulated microteaching)

4. Analyze and evaluate teaching5. Review or revise teaching

6. Documenting the process of planning and teaching

The pre service teachers are divided into a group of five people to six people. Group of students will

collaborate to meet in order to meet the planning, teaching, analyzing, reviewing and revising the

teaching and learning re-presented. During the implementation of teaching one student will do the

teaching while others of the same groups become observer together with the teacher educator (taking

role as knowledgable other) to measure or assess the teaching using the instrument Lesson Study

Performance Assessment Form . The discussion and reflection during the post colloqium stage is


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make based on the instrument and video lesson intending to produce a discussion towards in- depth

involvement in instructional planning activities. The same process goes consecutively for three cycle .

The measurement of the Lesson study group performance is to address the overall question:

Are they any improvements in teaching skills of pre service teachers for each Lesson studycycle for

each group of students selected?

The instrument Lesson Study Performance Assessment Form are consisted of two parts:

the performance of teacher candidate and participating students; gives the totalled measurement three

times (three cycle) by the teacher educator and peer group member. The instrument contain eleven

items to assess for teacher candidate and seven items to assess the simulated participating students

(their peers) scaling points from 0-3; unacceptable =0 points; weak = 1 point; acceptable=2 point and

strong= 3point. The item for assessment of teacher candidate teaching is focusing the consideration of

skills in implementing inquiry in teaching and learning science , developing scientific skills in

teaching and learning science, developing constructivist environment in science teaching and learning,

uses of appropriate teaching and learning strategies mainly questioning skills in developing student

scientific learning experiences and consider the responds appropriately to what students contribute to

lesson. The item for assessment of participating students is focusing on the building up of science

process skill, scientific attitudes and noble values among the student through teaching and learning

strategies in the science curriculum.

Finding and discussions

The intensiveLesson studyframework is very useful for the pre service teachers to produce

a more effective teaching through in-depth involvement in instructional planning activities. Table 1

shows the result of improvements in teaching skills of pre service teachers for the three consecutive

Lesson studycycle for one group of students selected.

The total points for each cycle reflects to answer the overall research questions: Are they any

improvements in teaching skills of pre service teachers for eachLesson studycycle for each group of

students selected?

Generally the data from table 1 shows increment of scores in total points of teacher candidateand participating students (simulated students) after every lesson study cycle. For teacher candidate

the total points for lesson study cycle 1= 16, total points for lesson study cycle 2=29 and total points

for lesson study cycle 3= 31 respectively. For participating students candidate the total points for

lesson study cycle 1= 6, total points for lesson study cycle 2=14 and total points for lesson study

cycle 3= 21 respectively. The findings shows there are improvements in teaching skills of pre service

teachers for each Lesson study cycle for each group of students selected. High increment for total

points from first cycle to second cycle but not much to third for teacher candidate. The totals points

for participating students improves regularly from one to two and third cycle.


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Table 1: The results of lesson study group teacher performance

Student: ___Name of student teacher___ Assessor: __Name of student teacher assessor______

Lesson Study Group: _Group 1_ Date: _____________Lesson Study Performance Assessment Form

No The teacher

candidate:

Unacceptable:

(0 point)

Candidate

exhibits

no regard for

expected

behavior

Weak:

( 1 point)

Candidate

attempt to

exhibits

expected

behavior, but

fail.

Acceptable:

(2 points)

Candidate

implements

expected

behavior to a

limited

degree

Strong:

(3 points)

Candidate

regularly

exhibits

expected

behavior

SCORE SCORE SCORE

Lesson

study

cycle 1

Lesson

study

cycle 2

Lesson

study

cycle 3

1. focuses on

questions as

the activemode of

inquiry.

No consideration

for this activity

over course ofthree lessons.

Confuses asking

lots of questions

with trueinquiry.

Focuses on

finding the

answers to onlya very few

questions.

Great emphasis

on ways of

knowing answersto very few

questions.

2. encourages

student

thinking and

questioning.

No consideration

for this activity

over course of

three lessons.

Provides

questions for

students to

investigate.

Attempts to have

students identify

questions to

investigate, but

fails.

Encourages

students to

identify questions

worthy of

researching.

3. engenders

debate and

discussion

among

students.

No consideration

for this activity

over course of

three lessons.

Asks few follow-

up questions;

does not deal

with apparent

discrepancies.

Regularly asks

follow-up

questions; draws

attention to

apparent

discrepancies.

Actively

encourages

meaningful

debate among

students on

observations and

interpretation of

data.

4. provides avariety of

levels and

paths of

investigation

No considerationfor this activity

over course of

three lessons.

Generally takesone approach to

achieving

educational

goals.

Seeks externalverification to

answered

questions.

Seeks alternativemeans to

experimentally

verify answers to

questions.

5. is a mentor

and guide,

giving as

little direction

as possible.

No consideration

for this activity

over course of

three lessons.

A sage on the

stageproviding

lots of specific

direction.

A mix of sage

and guide,

providing

suggestions for

appropriate

action.

A guide on the

sidehelping

students to

identify

appropriate

procedures.

6. promotes an

active quest

for new

informationand ideas.

No consideration

for this activity

over course of

three lessons.

Tends to provide

students with

information

rather thanhelping them

create their own

knowledge.

Attempts to

engage student

in the

construction ofknowledge, but

fails.

Actively and

regularly

engages students

in theconstruction of

their own

knowledge.

7. avoids

appeals to

authority and

avoids acting

as an

authority

figure.

No consideration

for this activity

over course of

three lessons.

Teaches from a

didactic

perspective and

sets self up as

authority figure

or uses textbook

as authority.

At weak

moments, sets

self up as

authority figure

or uses textbook

as authority.

Strongly

encourages

empirical

approach; avoids

reference to

external

authority.

8. maintains an

atmosphere

conducive to

inquiry.

No consideration

for this activity

over course of

three lessons.

Has a difficult

time

establishing and

maintaining

inquiry oriented

classroom

atmosphere

Generally

maintains

inquiry-oriented

classroom

atmosphere

conducive to

experiential

Regularly

maintains

inquiry-oriented

classroom

atmosphere

conducive to

experiential

2

2

2

2

2

1

1

1

1

3

3

3

3

2

3

3

3

3

3

3

3

3

3

3


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conducive to

experiential

learning.

learning;

attempts to

employ learning

cycle.

learning;

successfully

employs learning

cycle.

9. places

emphasis on

How do I

known

material of

this course?

No consideration

for this activity

over course of

three lessons.

Places greater

emphasis on

what is known

rather than how

it is known.

An equal

emphasis placed

on what is

known and how

it is known.

Places greater

emphasis on how

is known rather

than what is

known.

10. Uses

appropriate

questioning

skills such as

wait time &

variety.

No consideration

for this activity

over course of

three lessons.

Poor variety of

question types;

most questions

convergent.

Good variety of

questions, but

tend not to move

from convergent

to divergent.

Wide variety of

questions that

regularly move

from divergent to

convergent.

11. responds

appropriately

to what

students

contribute to

lesson

No consideration

for this activity

over course of

three lessons.

Only a minimal

amount of

attention paid to

student

responses; few

follow-up

questions.

Periodically

responds in the

affirmative to

student

questions;

sometimes asks

follow-up

questions.

Reflects student

responses;

regularly asks

follow-up

questions.

The group total points

Total points 0 11 22 33 16 29 31

No Participating

students:

Unacceptable:

(0)

Students not

involved in

expected

behavior.

Weak:

(1point)

Students only

weakly

engaged in

expected

behavior.

Acceptable:

(2points)

Students

regularly

engaged in

expected

behavior.

Strong:

(3 points)

Students

exhibit

expected

behavior to

high degree.

SCORE SCORE SCORE

Lesson

study

cycle 1

Lesson

study

cycle 2

Lesson

study

cycle 3

12. make

observations

and collect andinterpret data.

No consideration

for this activity

over course ofthree lessons.

Observations

generally

taken frominquiry- oriented

lecture

demonstrations

Observations take

from a mix of

inquiry-orientedlecture

demonstrations

and laboratory

activities

Observations

generally

taken fromlaboratory

activities.

13. formulate

hypotheses and

create and

conduct

experiments to

test

No consideration

for this activity

over course of

three lessons.

Confuses

hypothesis with

prediction, but

follows up

with an

experiment to

test prediction.

Students

formulate simple

explanations, but

not experimental

follow-up occurs

Students

formulate

simple

explanations

and follow up

with test

activities

14. relate

independent

& dependent

variables to

establish

meaningful

relationships.

No consideration

for this activity

over course of

three lessons.

Students identify

and work with

independent and

dependent

variables, but do

not work with

them in a

meaningful way.

Students identify

and work with

independent and

dependent

variables; little

concern for

control of

extraneous

variables.

Students

identify and

work with

independent

and dependent

variables;

control of

extraneousvariables.

15. use reasoning

ability to

interpret

data draw

relationships

No consideration

for this activity

over course of

three lessons.

Students derive

principles from

data; not

concern shown

for generation of

laws.

Students perform

algebraic

calculations using

discrete data to

generate law.

Students use

graphical

methods to

generate

meaningful

relationshipsusing all

suitable data.

2

2

1

1 3

3

1

1

3

0

0

0

3

3

3

3

3

3

21 3


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The total points for the first lesson study cycle of teacher candidate shows is within the range of weak

to acceptable showing that the pre service teacher is lacking on appropriate skills on teaching

according to teacher performance assessment. In the first teaching, when planning lesson, teacher

candidate tend to impart a lot of information regarding content not in within time. Teacher takes more

than 30 minutes to deliver lesson with many learning outcomes. At this stage, teacher candidate could

not integrate the content knowledge and pedagogical knowledge coherently. The improvement of the

lesson after consecutive cycles is remarkably through their observation on other better planning of

instructions of other Lesson studygroup. The total point of first teaching on participating students is

within the range unacceptable to weak. The data may reflects the weakness of pedagogical content

knowledge of the teacher, teacher candidate fail to inquire the teaching of learning through science

experiment as activity and develop student science process skills . Conducting the experiment is only

by following the procedure without further in depth discussion. The results obtained is parallel with

the study by Fernandez (2010) on prospective teachers showing that during the first Lesson study

cycle the conversations of teachers often veered toward the idea of the teacher imparting the contentsto their students. With each cycle the lesson study performance assessment enables pre service

teachers to reflects and make adjustment of their teaching according the item and finally enable them

to produce a satisfied lesson that achieves their learning outcomes. The observers of the teaching

gathers rich evidence related to the learning goals during the lesson, capturing the complexity of

actual teaching and learning (Cerbin&Kopp, 2006). Collaborative involvement of peers and teacher

educator as knowledgeable other will fosters mutual understanding of teaching goals , teaching

practices and student learning . Not much different on score for questioning skills (item10) and

considering students idea (item 11) because the item needs teacher experience in facing real students

while the program is a stimulation and the pre service is not teaching the real classroom students.

16. make decisions

and draw

conclusions

on the basis of

data.

No consideration

for this activity

over course of

three lessons.

Students derive

their own results,

but do not

communicate

them to the

rest of the class

Students

communicate

results verbally

without the aid of

instructional

technology or

illustrations.

Students use

white board

or other

appropriate

means to

communicate

results.

17. defend

conclusions

on the basis of

data.

No consideration

for this activity

over course of

three lessons.

Students write up

lab

reports in which

they

merely present

conclusions but

do not defend

them directly.

Students answer

questions from

other students

following

presentation.

Students

answer probing

questions from

other

candidate

following

presentation.

18. interpret

collected

data or

observations.

No consideration

for this activity

over course of

three lessons

Students apply

what they

have learned to

nearly identical

situations.

Students apply

what they

have learned to a

small variety of

situations.

Students apply

what has

been learned to

a wide variety

of situations. Group total points

Total Points 0 7 14 21 6 14 21

3

0 3

3

3

3

0 30


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Conclusion

The Lesson study Performance Assessment form provided a rubric to monitor teacher candidate

performance and student participating performance in a science teaching and learning. Within three

cycles of active planning, discussion, teaching and reflectionLesson studyexplicitly motivates the pre

service teacher to investigate their teaching performance consecutively and therefore improves their

content knowledge and pedagogical content knowledge of the topic. The measurement conducted

during the teaching observation is perceived as a beneficial experience hence enable them to evaluate

and revise the lesson in detail particularly the teaching of teacher candidate and participating students

throughout the lesson study process in chemistry subject for secondary syllabus.

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