Piroon Sirisakdi, Ph.D.
The purposes of this research were to integrate Lesson Study (LS) through Processional Learning Community (PLC) into the research and development process of Neoclassical Thai Lady Curriculum, and study the effects of LS through PLC on student learning, teacher competencies, and the context of School as Learning Community (SLC). The research site was Rajinibon School and the population was 164 teachers and 2,927 students in 2016. The two research phases were as follows:
Phase 1: Integrate LS through PLC into the curriculum
LS through PLC was integrated into the implementation stage of Neoclassical Thai Lady Curriculum which was student identity – based curriculum, and set as teacher task in the instructional development cycle. PLC members consisted of model teacher, buddy, school administrator as coach, supervisor as mentor, and co-learners. They did LS focusing on improving student learning through 3 steps:
- Analyse and Plan: model teacher analyzed the student identity indicators which related to the content indicators, and integrated into active learning instructional plan, then sharing ideas with buddy, PLC members, respectively.
- Observe: PLC members observed model teacher’s class in order to collect students’ learning evidences.
- Reflect and Redesign: PLC members collaboratively investigated the students’ learning by using the observed evidences, which lead the model teacher got positive feedback and suggestions necessary to redesign the instructional plan.
Phase 2: Study the effects of LS through PLC
Data were collected by using student self-development reports, learning behaviour observation forms, lesson study logs, and reflection logs. The data were analysed using descriptive statistics and content analysis. The results were as follows:
2.1 Student learning
2.1.1 Student identity: the highest average score was the 1st strand: Exquisite Thai Lady at “very good” level, followed by the 2nd strand: Thai Lady of the House at “good” level, the 4th strand: Self–Developed Thai Lady, and the 3rd strand: International Literate Thai Lady at “fair” level, respectively.
2.1.2 Active learning behaviours: the most frequently found behaviour in learning environments was searching for information and creating learning evidences at “always” level, followed by collaboration and asking questions at “very often” level, knowledge construction, and knowledge communication at “sometimes” level, respectively.
2.2 Teacher competencies: the highest average scores were curriculum competency at “very good” level, followed by instructional competency and assessment competency at “good” level, and classroom management competency at “fair” level, respectively.
2.3 The context of SLC
- Shared Values and Norms: every teacher was conscious of the value of student identity: Classical Thai Lady among the world of changes in the 21st century.
- Collective Focus on Student Learning: every teacher was conscious of the common aim to improve student identity: Neoclassical Thai Lady which leads to the use of LS focus on integrating student identity indicators into active learning instructional management.
- Collaboration: most of the teachers had changed the way of working from “single” to “PLC” which leads to both teachers and students being conscious of the values of collaborative thinking and practice on working effectiveness, self-development, and good relationships.
- Reflective Inquiry: key success factors were audiovisual data of students’ learning behaviours and questioning skills of coaches and mentors.
- Coaching and Mentoring: key success factors were the curriculum and pedagogy expertise, and respectfulness among PLC members.
