Improving vocabulary and facilitating comprehension : the case of a Maltese lesson study in a primary school setting

Abstract

Lesson study or Jugyokenkyu is based on a Japanese model of teacher professional development (PD). This PD model fosters reflective practice and can help teachers to become more effective practitioners. It involves a collaborative process of planning, teaching, observation, evaluation and reflection. This lesson study, which involved two lesson trials, aimed to improve teaching and learning the Maltese language, targeting two classes of Year 3 students, aged 8 years. Each lesson was 70 minutes long and involved students in speaking, listening, reading and writing tasks. The focus was to improve their vocabulary and facilitate comprehension. The tasks supported reading comprehension by enabling students to learn new vocabulary through a multi-faceted approach. Discussions in pairs presented ample opportunities for collaborative learning and to use the vocabulary in context. Furthermore, posing higher order questions stimulated student thinking and promoted critical thinking skills, encouraging students to use more complex vocabulary. The results show that lesson study was beneficial for teachers to plan a well-structured lesson through ongoing collaboration and group reflection. The knowledgeable other was instrumental in lesson design, and in fostering teachers' professional growth.