2024 №3 / Get on board with visualising students’ thinking through bansho in Lesson Study
Get on board with visualising students’ thinking through bansho in Lesson Study
Authors: Shirley Tan
DOI: 10.62670/2308-7668.2024.49.3.003
Source: Issue: vol. 49 No. 3: 30 September 2024
Publisher: PE "Center of Excellence"
Document type: Research article
Abstract
This paper explores the potential of bansho, a traditional Japanese classroom technique, to serve as a valuable tool in today’s Education 4.0 landscape. In an era characterised by rapid technological advancement and evolving learner needs, there is a growing emphasis on nurturing skills like critical thinking, problem-solving and collaboration. Visualisation of student thinking plays a crucial role in this process. Through the lens of Lesson Study, this paper explores how bansho can be integrated into the Lesson Study cycle, drawing on research findings and practical strategies.
Key words: boardwork, Lesson Study, visualisation, student thinking
References
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URL: https://doi.org/10.1007/s10857-021-09511-6.
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16. Tan, S. (2021). Bansho as part of lesson and Lesson Study: from the origins to the present. International Journal for Lesson & Learning Studies, 10(4), 378–392. [Electronic resource]. – URL: https://doi.org/10.1108/IJLLS-09-2021-0076.
17. Tan, S., Fukaya, K., & Nozaki, S. (2018). Development of bansho (board writing) analysis as a research method to improve observation and analysis of instruction in Lesson Study. International Journal for Lesson and Learning Studies, 7(3), 230–247. [Electronic resource]. –
URL:https://doi.org/10.1108/IJLLS-02-2018-0011.
18. Okazaki, Y., Katsuki, N., & Yoshikawa, A. (2014). Kaku katei no teiji ni okeru gakushuusha no shukan hyouka to shisen bunnseki (Comparison of presentation patterns between classes with slide presentations and classes with a chalkboard). Institute of Electronics, Information and Communication Engineers Technical Report. Education Technology, 114, 17–22.
19. Okazaki, Y., Noguchi, S., & Yoshikawa, A. (2014). Kaku katei no teiji ni okeru gakushuusha no shukan hyouka to shisen bunseki (Gage analysis and subjective assessment of learners in the presentation of the writing processes). Institute of Electronics, Information and Communication Engineers Technical Report. Education Technology, 114(82), 39–44.
20. Hatta, S. (1971). Shakaika bansho jikou no seisen to kouzouka(Selection and structuring of bansho of social studies). In. Tokyo: Meiji Tosho.
21. Dalsgaard, C., & Thestrup, K. (2015). Dimensions of Openness: Beyond the Course as an Open Format in Online Education. In The International Review of Research in Open and Distributed Learning (Vol. 16).
22. Tan, S. (2023). Enhancing your teaching with traditional bansho board writing. [Electronic resource]. – URL: https://www.teachermagazine.com/au_en/articles/enhancing-your-teaching-with-traditional-bansho-board-writing.
23. Tan, S., Kaskens, J., & Goei, S. L. (2024 (Submitted for publication)). Old school, nieuwe strategieën: Bordwerk (bansho) gebruiken om denken zichtbaar te maken (Old school, new strategies: Using board work (bansho) to make thinking visible). Volgens Bartjens.
24. Greiffenhagen, C. (2014). The materiality of mathematics: Presenting mathematics at the blackboard. British Journal of Sociology, 65(3), 502–528. [Electronic resource]. – URL: https://doi.org/10.1111/1468-4446.12037.
25. Ninomiya, H., & Kamoda, H. (2012). Bansho to nooto wo kaeru to kodomo ga nobiru (Change the bansho and notes and the pupils will progress). Touyou-kan.
26. Cerbin, B. (2012). Lesson Study: Using classroom inquiry to improve teaching and learning in higher education. Stylus Publishing, LLC.
2. Mourtzis, D., Vlachou, E., Dimitrakopoulos, G., & Zogopoulos, V. (2018). Cyber- Physical Systems and Education 4.0 –The Teaching Factory 4.0 Concept. Procedia Manufacturing, 23, 129–134. [Electronic resource]. – URL: https://doi.org/https://doi.org/10.1016/j.promfg.2018.04.005.
3. Mubarak, Z. K., & Selimin, M. A. (2023). Significance of innovative learning skills in the era of education 4.0. International Journal of Sustainable Construction Engineering and Technology, 14(3), 339–352.
4. Shatri, K., & Buza, K. (2017). The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students. European Journal of Social Sciences Education and Research, 9, 71. [Electronic resource]. – URL: https://doi.org/10.26417/ejser.v9i1.p71-74.
5. Ritchhart, R., & Perkins, D. (2008). Making Thinking Visible. Educational Leadership, 65(5), 57–61.
6. Dictionary of School Education. In. (2014).
7. Tan, S. (2022). Variations of Board Writing Styles in Japanese Schools: How Is It Related to the Teaching of School Subjects? The Teacher Educator, 1–21. [Electronic resource]. –
URL: https://doi.org/10.1080/08878730.2022.2140237.
8. Kusanagi, K. N. (2022). Historical Development of Lesson Study in Japan. In Lesson Study as Pedagogic Transfer: A Sociological Analysis (pp. 19–34). Springer Nature Singapore. [Electronic resource]. – URL: https://doi.org/10.1007/978-981-19-5928-8_2.
9. Nozaki, S. (2022). The study of students’ discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson. International Journal for Lesson & Learning Studies, 11(4), 305–317. [Electronic resource]. – URL: https://doi.org/10.1108/IJLLS-05-2022-0072.
10. Sarkar Arani, M. R., Fukaya, K., & Lassegard, J. P. (2010). Lesson Study as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices. In Japan Review (Vol. 22, pp. 171–200): International Research Centre for Japanese Studies, National Institute for the Humanities.
11. Ermeling, B. (2015). Lesson learned from a chalkboard: Slow and Steady Technology Integration. In Teachers College Record (Vol. 13, pp. 1–6).
12. Team, M. D. (2017). A Handbook for Lesson Study (P. D. S. f. Teachers, Ed.) [Electronic resource]. – URL: https://www.projectmaths.ie/documents/LessonStudy1718/LessonStudyHandbook.pdf.
13. Asami-Johansson, Y., Otaki, K., & Akamoto, J. (2023, 2023-07-10). Board work as a resource for Lesson Study in mathematics. In D. Paul, C. Csaba, P. Hanna, G. Katalin, & K. Eszter, [Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)]. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, Hungary.
14. Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2022). The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education. [Electronic resource]. –
URL: https://doi.org/10.1007/s10857-021-09511-6.
15. Perlee, A. E. (2022). Boardwork as a roadmap: Introducing subtraction, for Kindergarten (5-and 6-year-old) students. In A. Takahashi, T. Mcdougal, S. Friedkin, & T. Watanabe (Eds.), Educators’ Learning from Lesson Study (pp. 94–101). Routledge.
16. Tan, S. (2021). Bansho as part of lesson and Lesson Study: from the origins to the present. International Journal for Lesson & Learning Studies, 10(4), 378–392. [Electronic resource]. – URL: https://doi.org/10.1108/IJLLS-09-2021-0076.
17. Tan, S., Fukaya, K., & Nozaki, S. (2018). Development of bansho (board writing) analysis as a research method to improve observation and analysis of instruction in Lesson Study. International Journal for Lesson and Learning Studies, 7(3), 230–247. [Electronic resource]. –
URL:https://doi.org/10.1108/IJLLS-02-2018-0011.
18. Okazaki, Y., Katsuki, N., & Yoshikawa, A. (2014). Kaku katei no teiji ni okeru gakushuusha no shukan hyouka to shisen bunnseki (Comparison of presentation patterns between classes with slide presentations and classes with a chalkboard). Institute of Electronics, Information and Communication Engineers Technical Report. Education Technology, 114, 17–22.
19. Okazaki, Y., Noguchi, S., & Yoshikawa, A. (2014). Kaku katei no teiji ni okeru gakushuusha no shukan hyouka to shisen bunseki (Gage analysis and subjective assessment of learners in the presentation of the writing processes). Institute of Electronics, Information and Communication Engineers Technical Report. Education Technology, 114(82), 39–44.
20. Hatta, S. (1971). Shakaika bansho jikou no seisen to kouzouka(Selection and structuring of bansho of social studies). In. Tokyo: Meiji Tosho.
21. Dalsgaard, C., & Thestrup, K. (2015). Dimensions of Openness: Beyond the Course as an Open Format in Online Education. In The International Review of Research in Open and Distributed Learning (Vol. 16).
22. Tan, S. (2023). Enhancing your teaching with traditional bansho board writing. [Electronic resource]. – URL: https://www.teachermagazine.com/au_en/articles/enhancing-your-teaching-with-traditional-bansho-board-writing.
23. Tan, S., Kaskens, J., & Goei, S. L. (2024 (Submitted for publication)). Old school, nieuwe strategieën: Bordwerk (bansho) gebruiken om denken zichtbaar te maken (Old school, new strategies: Using board work (bansho) to make thinking visible). Volgens Bartjens.
24. Greiffenhagen, C. (2014). The materiality of mathematics: Presenting mathematics at the blackboard. British Journal of Sociology, 65(3), 502–528. [Electronic resource]. – URL: https://doi.org/10.1111/1468-4446.12037.
25. Ninomiya, H., & Kamoda, H. (2012). Bansho to nooto wo kaeru to kodomo ga nobiru (Change the bansho and notes and the pupils will progress). Touyou-kan.
26. Cerbin, B. (2012). Lesson Study: Using classroom inquiry to improve teaching and learning in higher education. Stylus Publishing, LLC.