Edev_502 response wk3_1

Thanks for your questions.

I thought about Meyer and Land’s interrelatedness containing the notion of derivation, reckoning intuitively, it must. However, their explanation does not clarify the matter; they don’t go beyond inter-relations. I surveyed a dozen articles that discuss TC and they all (except Rowbottom [2007]) quote or paraphrase from M&L. Ultimately, the writer needs to make any definition explicit. They don’t, and I don’t see any sense of computation inside the idea of seeing connections between unstated entities. So no, I don’t agree.

Your question about M&P’s methodology is fascinating. Although their 2006 article is tantalisingly sparse on the topic of “lesson study”, their 2003 piece describes the technique well (Pang & Marton, 2003). Briefly, teachers congregate and discuss conceptual issues inherent in a topic. They analyse videos of each others’ teaching and look for areas where improvements may be made.

I read Japanese and often note that, for example, Japanese manuals for new gadgets are longer than the English. They contain more warnings and subdivide steps that I feel should be taken for granted. The Japanese are masters at this detailed subdivision both in and outside education. You ask if “lesson study” could work in the language class. They apply the same methodology to English study. Unfortunately, they only focus on grammar skills. I believe that language learning does benefit from the “lesson study” approach in the normal way that any teacher peer-support group video analysis does. Whether it would work with a group of teachers who don’t share base assumptions about how to teach language (i.e. differences in approach to grammar, task-based-learning, PPP, pragmatics and so on) is an open question.

Jim

Pang, M. F. a I., & Marton, F. (2003). Beyond “lesson study”: Comparing two ways of facilitating the grasp of economic concepts. Instructional Science, 31(3), 175–194.

Rowbottom, D. P. (2007). Demystifying threshold concepts. Journal of Philosophy of Education, 41(2), 263–270. http://doi.org/10.1111/j.1467-9752.2007.00554.x

About theCaledonian

Scot living in north Japan teaching at a national university.
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