TPD THROUGH LESSON STUDY IN VIETNAM ASSOCT. DR. NGUYEN CHI THANH VIETNAM NATIONAL UNIVERSITY, HANOI APEC-KHONKEAN SYMPOSIUM, 2014

PLAN OF PRESENTATION Vietnamese context of LS in 2014 Implementation in secondary school LS example in Mathematics teaching Challenges 2

3 3 In the year of 2012: colleges (3 years of training) with lower secondary school teacher students universities (4 to 5 years of training) with high school teacher students primary and secondary schools with students APEC KHONKAEN INTERNATIONAL SYMPOSIUM 2013 Introduction to Vietnam Education

INTRODUCTION TO VIETNAM EDUCATION APEC KHONKAEN INTERNATIONAL SYMPOSIUM First education reform: Second education reform: Third education reform: 1980 These three projects are related to political and ideological raisons accordingly to the historic and important victories of the country (1945, 1954 and 1975). - Project of the 4 th education reform: going on

PMA IN SCHOOL -PMA is organized weekly -Main activities: saying about the next schedule -Have not specific subject to discuss -No effectiveness 5 Needs of PMA innovation

TOPIC OF INTEREST IN EDUCATIONAL MEDIA IN VIETNAM 6

TOPIC OF INTEREST IN EDUCATIONAL RESEARCH INSTITUTION 7

TOPIC OF INTEREST AT MOET 8

TOPIC OF INTEREST IN TPD IN SCHOOLS 9 What is PMA according to LS

DOCUMENTATION Title: Renovation in professional meeting activities at schools (for administrator and manager) 10

DOCUMENTATION 2 parts 1.Generalities about lesson study 2.How to implement lesson study PROFESSIONAL MEETING ACTIVITIES (PMA) ACCORDING TO STUDY LESSONS A. Introduction B. Content and the specific activities Activity 1: What is the lesson study ? The purpose and significance of PMA in accordance with LS Activity 2: The difference between the traditional PMA and PMA according to LS Activity 3: Conditions ensuring PMA for LS bases Activity 4: The steps of a PMA for LS bases Activity 5: Some technics to PMA according to LS Activity 6: The stages of the implementation process PMA under LS Appendix C. 11

PLAN OF PRESENTATION Vietnamese context of LS in 2014 Implementation in schools LS example in Mathematics teaching Challenges 12

CURRENT LS IMPLEMENTATION IN VIETNAM 13

MOET TRAINING FOR SCHOOL MIDDLE LEADERS - Period : summer Public: key school persons - Venues: DOET in some provinces - Time: 2 days - Schedule: theory presentation; example video and school visit; practices; group presentation based on group product - Task to do after training - Material training: exampleaterialexample 14

NỘI DUNG CHÍNH Main content 1. Quan niệm đổi mới chuyên môn theo NCBH - New approach 2. Các bước tiến hành nghiên cứu bài học - Steps 3. Tổ chức thực hiện chuyên môn theo NCBH – LS Organisation 4. Sự khác nhau giữa SHCM truyền thống và SHCM theo NCBH – Difference compared to traditional way 5. Lợi ích từ SHCM theo NCBH: TPD utilities 6. Một số khó khăn cần khắc phục khi đổi mới SHCM theo NCBH: Difficulties to overcome 15

Some pictures 16

PLAN OF PRESENTATION Vietnamese context of LS in 2014 Implementation in schools LS example in Mathematics teaching Challenges 17

CASE STUDY: A MATH TEACHER FROM HAI PHONG CITY, THAI PHIEN SCHOOL -Her portfolioHer portfolio -Her slideHer slide -Her thoughtHer thought -Her difficulties: time consuming activity; few occasion to discuss with other teachers and to visit classes; no obligation and official evaluation 18

A MATH TEACHER ’S SHARING ABOUT HER DIFFICULTY 19 Only one lesson Only two lessons in Maths group teacher Each teacher does LS by his/her own

PLAN OF PRESENTATION Vietnamese context of LS in 2014 Implementation in schools LS example in Mathematics teaching Challenges 20

CHALLENGES TO IMPLEMENT LS IN VIETNAM -Appropriate and official training content to teachers -Appropriate curricula contents at secondary school -Teacher schedule in Vietnamese schools -Official and financial supports -Examination oriented curricula -Vietnam culture 21