Online Workshops for Lesson Study 2.0:
Artificial Intelligence (AI) and Data Science for Education in
APEC Economies

Lesson Study: A SEAMEO Experience• Influence of APEC Lesson Study Project (2006-2018)
on SEAMEO• Keeping up with Trends• Issues and Sustainability

The Initial Lesson
Study Movement inMalaysia

The Implementation of the APEC-Tsukuba
Lesson Study Project in 2006 …

The First time introduced at USM
Research project• The late Prof Lim CS• Initiated as
exploratory study

Post graduate study
Started with 2 school

Interest among local researchers and teachers

2007-820072006
LS on mathematicalthinkingInnovative use ofGSP throughLS collaboration

LS on good practices
APEC Lesson Study Project(2006-2010)

As observerworkshopparticipant

How do other SEAMEO Centres respond towards theAPEC Lesson Study project?
QITEP in Science
International Seminar on
Lesson Study

SEAMEO RECSAM
Collaborate with QITEP on
Math Thinking workshop

SEAMEO RETRAC
Workshops on Math LessonStudy andD-book

2011
2012

QITEP in Mathematics
Lesson study workshop.

2009
2010
2012
(3x)

2012

SEAMEO INNOTEC, Philippines

2010

Japanese Lesson Studyworkshop

Status of Lesson Study in SEAMEO RECSAM②①
Sharing ofresearch papers

RECSAM-USM
2008 – A collaboration project
10 LS groups in 10 schools(Math thinking &communication)③ 2008 & 2010 Mathematics LessonStudy Project• 4 primary schools
Lee, S. M (2020). Enhancing Teachers’ Professional
Development through Lesson Study: The Case of Penang
Science Teachers

2008
a joint national LS conference- Share LS experiences

Identified 4
challenges: time,volunteering for LS,
timetabling &teaching ideas.

Suggestions:• Aim for small
improvement for
long-term gains• Administrative
support• Collegial
discussion

④Science Lesson Study Project

LS teamFacilitators

Seminar LS to start off the LS project2011- 5 primary & secondary schools- Introduce LS process to scienceteachers- a strategy for enhancing teacher
professional development

Successful outcome:- improve
pedagogical andprofessional
development

Lee, S. M (2020). Enhancing Teachers’ Professional Development through Lesson Study: The Case ofPenang Science Teachers- Include LS as an
improved pedagogy in
conducting variouscourses since thenMore Sharing Experiences …
Lesson Study: Improving
Instruction Practices inScience Classrooms

SEAMEO RECSAMSEAMEO RECSAMRegular courses
20142019

2010

Regular course PS-7112: Lesson
Study: Enhancing Instructional
PracticesCambodian
In-country Training Course.

Malaysian (SEAMEO RECSAM)

ScienceLesson Study
Project 20112013

Academy of Singapore
Teachers, Singapore

22012
02011

2012

In-country Training (Malaysianteachers/educators)

SEAMEO RECSAM
Included in Regular courseOther Lesson Study Development
2011• Teacher Education Division in MOE officially adopted the LS
programme• Involved 289 primary and secondary low-performing schools• Cascading model: 6 lesson study zone-level workshops
LS groups -MathHead of the subject
panel(one subject
only), officers of thedistrict office

LS is disseminatednationally

Teachers of the 4subjects (LS groupcoordinator)

LS groups -ScienceLS groups -History
LS groups -EnglishRECSAM
Supporting role

LS seminar held in SEAMEORECSAM in 2011 with open class• 2012-rename asPLC• More schools
were added in2013, 2014, and2015• Wide spread

RECSAM’s Continual
Participation In APEC
Lesson Study Project• Consolidated further therelated knowledge andskills in LS• Making adjustments andimprovements to course
content (FY2010 onwards)• Aligning course content to
the latest trend inmathematics/scienceeducation

Improved & new content added to courses:
 Best practices in mathematics/science teachingand learning Process of Lesson Study LS as a strategy for enhancing teacher
Professional development
 Professional Learning Community
 Mathematical thinking
 Mathematical Communication
 Assessment

How to disseminate?

Disseminated through Training Courses/Programmes Offered
Regular course (RC)• 4 math & Science courses peryear• In-service teachers from 11
SEAMEO member countries.

01

Colloquium

In-country Training• Upon request –SEAMEO countries• Develop
professional
practices• Catalyst for theadvancement ofscience and matheducation

0205

Workshop

Customised courses/short course• Upon request• TCTP (JICA/MTCP)-African teachers• MTCP (Africa, ASEAN, Eastern Europe…)• Sharing fromlocal/foreign specialists
consultants

0403• Best practices• Hands-on practice• Collaboration with local &foreign experts• Thailand,
Indonesia,
Singapore, Brunei,
Philippines• Lao PDR
• Cambodia• Vietnam• Mynmar• Timor Leste• Malaysia
TCTP (JICA & MTCP)
Kenya, Ghana,
Ethiopia, Zambia,Malawi, Uganda,
Eswatini, Nigeria

Influence of APEC LS ProjectHow
extensive?

APEC LSproject
MTCP course (2016)
Reached out to 19 countries- Azerbaijan, Tajikistan,Turkmenistan, Uzbekistan,Jordan, Brunei, Cambodia,Malaysia, Philippines, LaoKenya, Zimbabwe, Guinea,Mauritius, Cook Island,Samoa, Seychelles, Sri Lanka

How big in numbers?
An Example ofparticipation in2019/2020

Source: Extracted from Highlights of the RECSAM Annual Report for F. Y 2019/2020

①
English edition ofJapanese Math Textbookfor Elementary School(2nd edition) between
CRICED and RECSAM(2011)

Keeping up with Trends &Focus of the APEC Lesson
Study in other ProgrammesWorkshop③②Cross-border lesson studyPhilippinesSEA-BES Common Core Regional
Learning Standards forMathematics & Science (2015-2017)- Regional project-SEAMEO Secretariat
Curriculum experts of SEAMEO countries,
Science & Math specialists, local & SEAMEOProf Masami Isoda as a consultant(forMathematics)- Dr Mark Windale –Consultant for Science,
Sheffield Hallam University- APEC Math specialists & Japanese experts asreviewers,
Joint Seminar for SEAMEORECSAM-Tsukuba in 2015④

Science specialists atwork

Math Team:2016-2017

Regional workshop

Collaboration project :CRICED, SEAMEO RECSAM, Khon
Kaen University, IPST Thailand &QITEP in Mathematics

Promoting the use of theCCRLS :⑤In RECSAM• Using the framework in math/science
training courses- math process & thinking- mathematical values,
attitude and habits of the mind
- Study and compare curriculum• Develop math guidebooks forteachers and teacher educators basedon the standards

Use of CCRLS-Mathematics/Science in other Centres• QITEP in Mathematics- MaRWA
Diagnostic Assessment project(Maths)• KKU – use of the CCRLS framework(Huntula & Wongsuwan, 2022) in
Blended Learning ProjectBook 1For Year 1-3

Book 2For Years 4-6(In print)

Book 3For SecondaryYear 7-9

⑥ In-service Training Programme
From 2015-2020
More improved Training courses,
modified to include :• Structure problem solving/Teaching Mathematics
through problem solving• Workshop on Lesson Study• Mathematical thinking• Proof and Reasoning

School try-out on how to teachMathematics through Problem Solving(Students tried the problemindividually)

Review of a
exemplary lesson for
Lesson Study

Issues of LS
Plan a lesson

Lesson Study Workshop(Regular Course 2017)
for secondary school
teachers

2018
Regular Course• Prof Isoda explained the framework of SEA-BES
CCRLS-Mathematics• How to develop mathematical thinking with ProfIsoda(Participants from SEAMEO countries)CCRLS framework is included in Course Content(11th 5-year Development Plan, 2021-2025)

Argumentation

Representation

Teaching through Problem
Solving with African educators

Peer explained the solution

Tryout in class

Solving a problem individually

JICA officer

Reflection session after school tryout
Tryout in school

APEC Lesson study project

Multiplier Effect oftraining /dissemination

CRICED collaboration
project

SEAMEO School Network

Enhance and develop the quality ofin-service training

Develop lesson
Study

Structured
problem/teaching throughproblem-solving

Publication of• SEA-BES CCRLS• Three guidebooks

Mathematicalprocess and thinking

Sequencing of mathtasks forunderstanding

OthersReaching teachers
far and wide toSEAMEO, Africa andbeyond

Issues & Sustainability• Mathematics and Science specialists- short secondment tenure (2 to 3 years)- constraint in the continuity of programs• Expertise to expand and extend LS related program• Keeping abreast with trends in math and science education• Upscaling expertise of specialists• Engaging in quality teacher education research that informs andis applicable to best practices in classrooms that enhance studentlearning The APEC lesson study project triggered theinterest of RECSAM specialists to learn and dolesson studyConclusion Created awareness among specialists for making
improvements to the content of Science andMathematics training courses
 CRICED plays a vital role in supporting SEAMEO
Centres, particularly RECSAM to be at the forefrontof teacher professionalism in Science andMathematics.