Lesson Study (or kenkyū jugyō) is a teaching improvement process that has origins in Japanese elementary education, where it is a widespread professional development practice. Working in a small group, teachers collaborate with one another, meeting to discuss learning goals, to plan an actual classroom lesson (called a "research lesson"), to observe how it works in practice, and then to revise and report on the results so that other teachers can benefit from it. Despite differences between Japanese and American educational systems (see Education in Japan and Education in the United States), the practice is gaining in popularity in the United States in K-12 education and teacher training, and more recently it is finding a home in higher education as a form of faculty development.
This is a specific example of the on-going Japanese devotion to the Plan-Do-Check-Act PDCA decision-making discipline pioneered by W. Edwards Deming, which is based upon the Shewhart Cycle (named after Deming's collaborator from Bell Telephone Laboratories, Walter A. Shewhart).
- Lesson Study Group at Mills College
- Lesson Study at Michigan State University
- Chicago Lesson Study Group
- Institute for Lesson Study Research and Application
- Classroom Innovations through Lesson Study(APEC HRDWG KnowledgeBank Wiki)
- Asia-Pacific Mathematics and Science Education Collaborative
- Global Education Resources
- Lesson Study Project (higher education)
- Integrating mentoring and action research into Kounai-ken: teachers' professional development with Japanese abilities
- Does Lesson Study Have a Future in the United States?
- APEC (Asian Pacific Economic Cooperation) Lesson Study Project
- International Lesson Study Movements supported by JICA (Japan International Cooperation Agency)
- Lesson Study at Developmental Studies Center
- Support, resources and case studies from across the UK