Knowledge Representation Essay

One reason the knowing-doing gap exists in education is because many professional
development (PD) initiatives do not inspire lasting changes in teacher practices. Darling-
Hammond et al (2017) reviewed 35 studies to identify the features of effective PD, defined as
“structured professional learning that results in changes in teacher practices and improvements in
student learning outcomes.” They found the seven features of effective PD include being content
focused, collaborative, reflective, using active learning, models of effective practice, and expert
support over a sustained duration (Darling-Hammond 2017).
One form of PD which appears to have elements that address each of the seven features is
lesson study, a collaborative PD process from Japan. Lesson Study has been credited with
bringing about Japan’s evolution of effective mathematics and science instruction (Lewis 2002)
but it has been used less frequently in literacy professional development. Curcio (2002) identifies
the four phases of the lesson study process as collaborative planning, lesson observation by
colleagues and guests, analytic reflection, and ongoing revision.
I have begun to use lesson study in my work as an instructional coach and educational
consultant in order to support teachers changing their practices to a greater degree than would
happen with a “one-off” workshop or in-service. In order to better understand the change process
as it applies to educational practices I have begun to research change management and it appears
lesson study has elements that fulfill several change management frameworks.
Lewin’s framework for change involves three stages of unfreezing, moving and
refreezing (Mitchell, 2013). This equates to teachers recognizing a reason to let go of their old
ways, learning and moving forward in their professional growth, then implementing the new
instructional strategies with fidelity. Alternatively, Rogers’ framework for change is broken into
five stages of awareness, interest, evaluation, trial, and adoption (Mitchell, 2013). Because lesson
study allows teachers to observe each other and observe student learning in action it is one of the
few methods of PD that addresses the “trial” stage within the context of the PD rather than
leaving it up to teachers to do independently afterwards.

To date I have not yet found research studying the relationship between lesson study and
collective efficacy but teachers with high collective efficacy are change agents who persist
through the challenges of adopting new curriculum and practices and show a willingness to
change and try new teaching approaches because they believe what they do matters (Donohoo,
2017). Research has shown collective efficacy is three times more powerful and predictive of
student learning than socio-economic status (Hattie, 2012) so when examining educational
outcomes through the lens of social equity we have a responsibility to pursue practices such as
lesson study that have been shown to change teacher practices and could lead to increased
collective efficacy thereby mitigating the effect of socio-economic status.
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 References
Darling-Hammond, L. Hyler, M. & Gardner, M. (2017) Effective teacher professional
development. Palo Alto, CA. Learning Policy Institute

Curcio, F. R. (2002). A user’s guide to Japanese lesson study: Ideas for improving mathematics
teaching. Reston, VA: NCTM.

Donohoo, J. (2016) Collective Efficacy: How Educators’ Beliefs Impact Student Learning.
Corwin Press. Thousand Oaks, CA.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. New
York, NY.

Lewis, C. (2002). Lesson study: a band-book of teacher-led instructional change. Philadelphia:

Research for Better Schools.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing
Management 20(1), p.32-37.