THE ROLE OF DIFFERENT AGENTS IN THE COMPLEX EDUCATION SYSTEMSOF DEVELOPING COUNTRIES FOR THE IMPLEMENTATION OF LESSON STUDY GROUPSWITH INTERNATIONAL COOPERATIONYuriko Yamamoto BALDIN
Universidade Federal de São Carlos,BRAZIL
February 11, 2022

Congratulations to 20th Anniversary of CRICED- TSUKUBAThe Lesson Study in Japan:
History of more than 150 Years:
 The establishment of the Ministry of Education, the school system Educational policy: change of teaching style, instructional materials,
curriculum.
Ministry of Education

Lesson Study
Knowledge on teaching/learningClassroom/Students
TEACHERS From the very beginning, Lesson Study is a research activity of Teachers Teachers producing knowledge for teaching, oriented towards the learningof the students.

Educational Policy
Curriculum Standards
Course of Study,
Books

Basic Principles of Japanese Lesson Study: Teachers learning to teach; Teaching lessons for the students learning by themselves

The attention on Japanese Lesson Study in Mathematics Education outside Japan:
Comparative studies in the 1990s (Stigler & Hiebert,1999; Isoda et al. 2007)
Cultural differences: teaching approaches, learning objectives, critical reflections, assessment.
Issues and Challenges in introducing Lesson Study outside Japan.
what was learned from the US (Lewis et al, 2006; Watanabe, 2018):
the need to consider the local conditions to fully
understand the process of teaching and learning in local culture;
In Japan, Lesson Study is school-based, but only a few schools in the US engage
in school-wide Lesson study, so there are misunderstandings and misconceptions about the
Lesson Study principles, especially in planning the lessons.
THE ROLE OF APEC- LESSON STUDY PROJECT IN EXPANSION OUTSIDE JAPANFOR DEVELOPING COUNTRIES:
an umbrella organization to support the improvement of theeducation system through the Lesson Study to overcome the cultural customs,
working with the main actors of the whole system.
SEAMEO; Latin American countries.
Khon Kaen Univ
CRICED

JICABrazil is not an APEC Economy, with serious gaps in its educational system

Key research question to consider in organizing sustainable Lesson Study in the educational system of Brazil:
WHAT COULD BE A KEY FEATURE OF A LESSON STUDY PROJECT IN BRAZIL THAT CAN BENEFIT FROM THE
INTERNATIONALIZATION OF LESSON STUDY PRINCIPLES?

Brazil and the World:

Collaboration beyond the frontiers: CRICED/JICA;
APEC-LESSON STUDY PROJECTTo understand the challenges and to identify the key actors to address the problems toestablish sustainable Study Groups in Brazil, carried on since 2009:
Analyze the education system under the perspective of Complexity Theory and the roles ofthe Agency actors within the system.

System Dynamics (SD) and Agent-Based-Model (ABM) ( Levin & Jacobson, 2017; Mital et al., 2014)
permitted a design of hierarchical modeling of the different layers of the education
system, in which the attributes for the intermediary agents define the strategy foractions to connect the different levels of the complexity.

The sustainability of Learning Study Groups of Lesson Study in developing countries: Caseof Brazil for Mathematics lessons. (Baldin & Silva, 2021- WALS presentation) The effective implementation of Lesson Study practices in Mathematics in the classrooms depends on the support of sustainable
Study Groups (SG) working the core substance of Lesson Study principles.
 The organization of Study Groups as Learning Communities is a crucial strategy for the Professional Development of schoolteachers
to become researchers of their own practice, learning the methodologies for the effective learning of students and changing themindset for new paradigms.
 The analysis of the efficiency and the conditions for the sustainability of Study Groups was done with the framework of theComplexity Theory of Education Systems (Levin & Jacobson, 2017), following the Agent-Based-Model (ABM).
 Findings: The ABM framework made it possible the identification of the levels in the hierarchical structure of the local education
system with the agents at each level and the precise role of the agencies that play the interface between the levels for sustainabilityof SG to develop local Learning Community.
 The partnership between education policy offices – university researchers and teacher educators - education board officers when
their roles are precisely defined in the ABM model of the education system, has been recognized as a crucial feature to develop
effective research-lessons for the learning of students, in the Study Groups in the state of São Paulo, Brazil.

South America and Brazil The Education policy of the State of São Paulo is under theresponsibility of the Department of Education of the state: SEESPThe Department is divided into 91 Regional Teaching Board in the countrysideof SP: DER centralized around one main city of each region.

 The authors (Baldin & Silva) coordinate, as collaborating University researchers,
two Study Groups in the northwestern region of SP, DER- Jose Bonifacio (since2016), and DER- Jales (since 2020).

São Paulo StateThe findings of this WALS report are results of the analysis of these still ongoingprojects, in particular of the DER – Jales, to implement effective and sustainableLesson Study Groups in Mathematics in public schools of the state education
network.

Department of Education of the State of São Paulo- SEESPAGENCYUniversity Researchersand Mentors ofTeacher EducationPrograms

Regional Teaching Board -DER

KEY ROLE AS
INTERMEDIARYAGENTCoordinators of thePedagogical Center-DER by
area of content knowledgeMathematics PCNP

Learning Study Group- GLS

School Teachers

Lesson Study on Problem Solving

Pedagogical coordinators ofthe schools

Lessons in Classrooms – Students: 6th -9thHigh-school 10th – 12th grades.

Structure of Agent-Based-Model (Levin, Jacobson, 2017) for Lesson Study Group of DER-Jales

Researchers

The principles of LS programmed in the Study Groups
Curriculum/
Topic of Study

Defining the subject of the LS

KYOZAIKENKYU!

Study of the curriculum material and the Lessonplanning
Objectives of the Lesson and the learning of thestudents

Research Lesson: observation and collecting datafor the investigation and reflection

Post research-lesson reflections and investigations

Pedagogical Coordinators/Regional Board of Education

Brazil

ChilePeru(Relme, 2017)

Guidance and support from CRICED tothe Project Lesson Study- DE Jose Bonifacio (2018)

Synchronous Cross-Border Lesson Study in STEM (2017)
APEC Lesson Study Project, BRAZIL-CHILE

Collaboration for Cooperation Development is the KEY to progress towards the Quality Education

Thank you very much for your attention!
Many thanks to all supporting the Project!
yuriko@ufscar.br