4. The research lesson is then analysed in the post-lesson discussion involving the teacher and all the observers. The outside expert may be expected to make a particularly significant contribution to the post-lesson discussion by providing insights informed by research and in-depth knowledge of the research issue.
5. This leads to the collaborative development of a revised version of the lesson plan. The lesson plan and outcomes are disseminated around the group. This learning is then taken account of when the cycle begins again, with a new research question.
Using this process, learning gradually accumulates through collaboration with colleagues in a spirit of mutual professional development.
The benefits of the Lesson Study approach include:
increased collegiality between teachers as a result of collaboration in planning, observing and reflecting on lessons
enhanced personal skills of the teachers and an increased capacity for critical analysis, for creative design, and for linking practice to goals
the opportunity to develop a better picture of what constitutes good teaching from close observation of teaching and learning as it takes place in the classroom
the teacher-led nature of the professional development, which keeps students at the centre in ways that have immediate practical value in teachers’ classrooms.