Curriculum deliberation and expansive learning through lesson study – Teaching Inference skills through an Aesop’s fable

ABSTRACT

Drawing on discourse analysis and interview data, this case study uncovers how a lesson study team, supported by a curriculum specialist and an experienced teacher, anchored anticipating of student learning in sound curriculum deliberation, which enabled novice teachers to teach effectively inferencing skills, a highly demanding domain, through an Aesop’s fable. The team entered expansive learning when their dissonance arising from RL1 contradictions drove them to question their beliefs and make improvement decisions through rigorous justification on grounds of their values and utility. The team actively rehearsed the planned episodes and expanded the deliberation discourse into multimodal forms of actionable teacher support with strategies, metaphors, story maps and concrete props. The curriculum deliberation instilled in them the passion for making well-grounded judgements for student learning and brought them expansive learning to cross the boundary of curriculum making. Besides direct implications for early literacy education, the study suggests that lesson study start with curriculum deliberation as a principled framework to anchor and mediate teacher discourse and support teacher boundary crossing and identity making. More research is needed to build curriculum deliberation into teachable thinking strategies for teachers and develop their research capacity and an inquiry stance through mutual learning in research-practice partnerships to address the persistent problems of practice and make lesson study sustainable.

KEYWORDS:

• Lesson study
• Curriculum deliberation
• Expansive learning
• Boundary crossing
• English language teaching
• Inferential skills and Aesop’s fable

Acknowledgments

The author extends appreciation to Singapore Ministry of Education (MOE) for funding this study under the Education Research Funding Programme (OER), National Institute of Education (NIE), Nanyang Technological University. Appreciation is also extended to colleagues of MOE and NIE and the school teachers and leaders in the field for their indispensable support and contributions. The findings and ideas reported in this publication are those of the author and do not represent the views of the funding agency and the administrative institution.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore [CRP 19/05 JW].

Notes on contributors

Yanping Fang

Yanping Fang is Associate Professor with National Institute of Education, Nanyang Technological University, Singapore. Her research interests include teacher learning and curriculum making through lesson study, narrative inquiry, and research on teacher resilience.