Elevating Student Equity Through Effective Researchbased Lesson Study

Elevating Student Equity Through Effective Research-based Lesson Study Topic: How does collaborative planning help improve teachers' teaching skills? Presenter: Zhaniya Opanova, Center of Excellence in Petropavlovsk (Kazakhstan) Didar Kairova, Center of Excellence in Petropavlovsk (Kazakhstan)

Some facts. . . 7 schools Kazakh language schools through co-curricular teaching of Kazakh language teachers in grade 5 Surveys Lesson study involved 7 teachers of Kazakh language and 146 students in grades 5 of 7 schools in Petropavlovsk. The experiment control was performed during the planning, during the organized learning process, during the lesson plan analysis and during the after-hours discussion. Checklists for discussion, questionnaires, and questions using the google disk were compiled based on key ideas of the updated program and the Education Standard of the Republic of Kazakhstan. Lesson Study - 7 lesson study groups (including 4 -6 subject teachers) - 5 grade students (146 students) - Kazakh language subjects are planned, observed analyzed

Research methods: -Theoretical and empirical methods were used in the research process: a comprehensive review of psycho-pedagogical literature and documents on updated educational programs, a teacher-planning process and a lesson tracking process, professional conversation, problem-solving and questioning of teachers in order to assess the effects of the research, teachers, students and students participating in the study. interview with parents, analysis of teacher and student behavior, pedagogical experiment. Problems: The teaching aspects of teachers are low Objectives: To promote the improvement of the Kazakh language schools through co-curricular teaching of Kazakh language teachers in grade 5

Lesson Study process. . . TEACHING SKILLS HAVE CHANGED: the school and the JV have begun to publish, discuss and understand students, to use the tasks of the PA effectively in the classroom, to monitor learning. А. Initial control (data collection); B. Problem identification (data analysis); С. Defining a research question (analysis of the literature, grouping, identification of research objects); D. Coordination of plans (acquaintance with documents, construction and erection works, tasks of the previous and existing EMS, TES), making adjustments; Analysis of intermediate results, initial conclusions.

Results and perspectives…. Learners: Ø Began to take an active part in the learning process Ø The teacher-student relationship began to grow 7 teachers who participated in the Lesson Study process continued their work in their schools according to the following scheme TEACHER LS groups: TEACHERS Ø The culture of joint planning began to take shape Ø began to understand the process of joint planning Ø began to understand the importance of the joint planning process TEACHERS LS trainers: Ø Оrganized Ø Related to the planning process Ø Carried out the process of control and analysis future researchers

S The teachers have undergone experienced, open, professional development courses. Therefore, they can learn to plan the learning process correctly Perspectives… W There is no culture of joint planning of teachers O T There are opportunities to form a culture of joint planning School culture, time and motivation of teachers Implementation of the learning process is based on mastering certain patterns. The regularities of the educational process prove its continuity. Therefore, it is important for teachers to develop their teaching skills. If a teacher is skilled at teaching, he or she can ask profound questions, efficiently select tasks at a high level, and set up bridges to support students at each lesson.