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Sumar Hendayana

Growing & Sustaining Lesson Study. REFLECTION FROM THE CASE OF INDONESIA. INDONESIA UNIVERSITY OF EDUCATION. Sumar Hendayana. Before LS University – Schools relationship. University. Schools. Less benefit. More benefit. University students conduct research & teaching practice at schools

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Sumar Hendayana

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  1. Growing & Sustaining Lesson Study REFLECTION FROM THE CASE OF INDONESIA INDONESIA UNIVERSITY OF EDUCATION Sumar Hendayana

  2. Before LSUniversity – Schools relationship University Schools Less benefit More benefit • University students conduct research & teaching practice at schools • Faculty members conduct research at schools

  3. Gap between regulation & reality Regulation No systematic way for teacher development Teacher-centered: Lecturing Memorizing math formulas Reality • Teacher as profession • Student centered: • interactive, • inspiring, • joyfull, • challenging, • motivate to be active & creative Challenges for Univ to fill the gap

  4. 11000 teachers/11 districts How Lesson Study is introduced in Indonesia? School-based Continuing Teacher Professional Development at Provincial Level 2010 4000 teachers/ 7 districtss FROM JICA PROJECT TO SELF INITIATIVE TPD LESSON STUDY at 3 Districts 2008 PHKI 1500 teachers/300 schools/ 3 districts TPD LESSON STUDY at District Level 2006 SF/PELITA Follow up IMSTEP LESSON STUDY at Teacher Institutes 2009 Dissemination Piloting Activity 2004 1500 teachers educators/ 33 TIs SISTTEMS IMSTEP Piloting Activity 2001 180 teachers/45 schools/ 3 districts DGHE 42 teachers/12 schools/3 districts

  5. Lesson Learnt of Piloting Activity • Teachers-teacher educators collaboration promoting student active learning • PA: hands-on, mind-on, daily life, local materials • Through experiment, students understand science without memorizing • Mutual learning between teachers & teacher educators

  6. Schools Target in Sumedang district School centers with 8-15 schools partner 556 teachers of junior secondary mathematics and science 94 school principals & 8 supervisors 80 faculty members

  7. Activities of SISTTEMS in Sumedang Inception meeting Baseline survey School principal traning (twice a year) Facilitator training (4 times a year) School based Lesson Study (twice a month) Subject based Lesson Study (twice a month) Evaluation workshop (twice a year) Dissemination Forum (twice a year) Endline survey

  8. Lesson study • One semester: • 2 Plan meetings • 3 Do-See meetings • Venues at different schools

  9. Plan Lesson plan is developed collaboratively based upon learning problems to promote student active learning through hands-on & mind-on activity, daily life, and local materials

  10. Open lesson (Do) A teacher teach a lesson while others observe the lesson. Observation is focused on student activities. Observers do not make any intervention • Are students learning & how are they learning? • Is any student not learning & why? • How did teacher help students learning? Does it work?

  11. Exploring math through experiment

  12. Class discussion presenting finding dialogue among students

  13. Another class discussion Explaining experiment results in finding mathematical formula Challenging questions and its response

  14. Post-class discussion (See) • The teacher and observers discuss to share and exchange views regarding student activities. • Observers learn each other to apply it at their class • Discuss follow-up

  15. Impact on daily teaching practices? Contextual learning in science on daily teaching practice utilizing available learning resources

  16. Lesson Study Dissemination under support of Sampoerna Foundation KARAWANG DISTRICT 30 Junior Secondary Schools 250 Math & Science teachers (LSMGMP) 250 Social & Language teachers (LSMGMP) 81 teachers of 2 JSS (LSBS) 30 Principals 8 superintendant SURABAYA CITY 30 Junior Secondary Schools 250 Math & Science teachers (LSMGMP) 250 Social & Language teachers (LSMGMP) 81 teachers of 2 JSS (LSBS) 30 Principals 8 superintendant PASURUAN DISTRICT 30 Junior Secondary Schools 250 Math & Science teachers (LSMGMP) 250 Social & Language teachers (LSMGMP) 81 teachers of 2 JSS (LSBS) 30 Principals 8 superintendant

  17. FRAME WORK OF LS at PROVINCIAL LEVEL Pendukung : Improvement in pre-service program Proces Learning resource center outcomes workshop Evaluation • School –based CTPD • LSMGMP • LSBS Training of principal & superitendant • Profesional teachers & lecturers • Kommitted • Inovative output Training of Facilitator MGMP Forum outcomes support Improvement in learning quality at school: Improvement in student creative thinking • Institution partner: • Dikti • UPI • Disdik Prov • Disdikkab/kota • Sekolah • Stakeholder: • Parent • Community

  18. Project sitesBandung city, Bandung district, West Bandung district, and Subang district • PARTICIPANT • 661 JSS: 2612 teachers (MATH, SCIENCE , INDONESIAN, ENGLISH) • 40 SSS: 2331 TEACHERS • 360Principals • 100 superitendants • 168 Lecturers KabSubang KabBandung Barat B Kota Bandung DISSEMINATION TARGET: PS, JSS, SSS KabBandung

  19. Next districts/cities target in 2011 Cimahi Depok Purwakarta Bekasi Resource persons: KabSumedang KabKarawang Kota Bandung Kab Bandung Kab Bandung Barat KabSubang Indramayu Bogor Cirebon Cianjur Tasikmalaya Sukabumi

  20. Dissemination map of Lesson Study through Teacher Institutes Malang Bandung Yogyakarta

  21. Case of Project Sustainability • SMPN 1 Lembang, school initiative from piloting stage • District of Sumedang, from 2 LSBS to 33 LSBS • West Jawa Province, targeting 26 districts applying LS HOW TO SUSTAIN?

  22. Evidence-based policy formulation on teacher professional development Head of West Java Provincial office of Education observed an open lesson

  23. Role sharing system DGHE 37,95% 26,08% UPI Prov. Edu. Office West Java 16,42% Continuing Teacher Professional Development School based CTPD (LSMGMP & LSBS) (4,4 M) 4,74% Subang district Edu office Bandung city Edu office Bandung district Edu office West Bandung district Edu office Schools 20,42%

  24. Lesson Learnt • All teachers have opprotunity to participate in the CTPD through collaborative research lesson utilized optimally available learning resources • Teachers welcome to be observed and critised • Distance & transportation problems for teachers were reduced significantly • Principals, supervisors, education district officers participated to build sense of ownership • Promoting role sharing for sustainability Teacher educators help teachers and learn from reality • Improve daily teaaching practice • video records as learning resource • Improve student teaching practice Mutual benefit Schools & university PRE-SERVCE IN-SERVICE Teacher educators obtain feedback for improvement of pre-service

  25. CHALLENGES Open lesson Open lesson Open lesson • Expected Teaching performance Unexpected Daily practice Daily practice Daily practice • TEACHERS: • It challenges for teachers to understand student’s situation • Open lesson = “SHOW” • Few teachers have not applied best practice of lesson study into daily teaching practice yet • PRINCIPALS & SUPERITENDANTS: low rate of attendants

  26. http://icls.upi.edu e-mail: icls@upi.edu THANK YOU ARIGATO GOZAIMASU TERIMA KASIH

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