1. Makoto Yoshida, Global Education Resources
Developing Effective Use of the Blackboard and Student Note Taking Skills Through Lesson Study
Makoto Yoshida, Global Education Resources

2. Percentage of Use of Chalkboard and Overhead Projector in Classrooms
Source: U.S. Department of Education, National Center for Education Statistics. Third International Mathematics and Science Study, Videotape Classroom Study,

3. Percentage of Tasks, Situations, and PPDs (Principles/properties/definitions) Written on the Chalkboard that were Erased or Remained on the Chalkboard at the End of the Lesson
Source: U.S. Department of Education, National Center for Education Statistics. Third International Mathematics and Science Study, Videotape Classroom Study,

4. Typical Use of OHP and Blackboard in US classrooms
To focus students’ attention
To display information in written or graphic form
Source: Stigler & Hiebert (1999) The Teaching Gap

5. Typical Use of OHP and Blackboard in Japanese Classrooms
Provide a record of the problems, solution methods, and principles that are discussed during the lesson
Source: Stigler & Hiebert (1999) The Teaching Gap

6. Japanese teachers rarely erase what they write on the blackboard
Japanese teachers rarely erase what they write on the blackboard. Everything they choose to record has a meaning and purpose, as it has been carefully planned in advance.
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development

7. One Japanese teacher described the importance Japanese teachers place on using the blackboard:
“My senior teachers told me ‘you should not erase what you write if you write on the blackboard and you should not write on the board if you are going to erase it.’”
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development

8. Another Japanese teacher described it like this:
“I try to organize the blackboard in such a way that my students and I can see and understand how the lesson progressed and what was talked about during the lesson and at the end of the lesson.”
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development

9. Lesson Coherence
The connectedness or relatedness of the mathematics across the lesson
Well-Formed Stories:
A sequence of events that fit together to reach the final conclusion.
Easier to comprehend
Lesson Coherence:
Helps students make sense of what is going on
Source: Stigler & Hiebert (1999) The Teaching Gap

10. Typical Lessons: Japan and U.S.
Japanese Lesson
American Lesson
• Teacher poses rich problem
• Students struggle with problem on their own
• Students present their ideas and discuss them
• Teacher concludes lesson
• Teacher instructs students about concept or skill and demonstrates how to solve example problems
• Students practice on their own while teacher helps individuals

11. The Four-Part Organization of Chinese Poetry
起承転結 (Ki-sho-ten-ketsu)
The course of an Event:
Introduction
Development
Turn
Conclusion

12. Lesson Process in a Japanese Lesson Plan
Introduction to the Problem
Understanding the Problem and Solving the Problem
Development
Presenting Solutions
Comparing and Discussing
Conclusion/Summary
Extension (Optional)

13. Using the Blackboard to Tell the Well-formed Story
The blackboard is often used to show the flow of the lesson process described in the lesson plan
The blackboard is also a tool used to connect parts of the lesson coherently together in order to build student understanding

14. Use or Organization of Blackboard
板書 (Bansho) (Board-Writing)
A technical term created by Japanese teachers
Considered an important teaching skill
Considered one of the necessary tools for child-centered discovery-oriented lessons

15. Lesson Study and Organization of Blackboard
Organization of blackboard is often discussed during Lesson Study as a part of planning lessons
Some groups of teachers actually done Lesson Study on effective use of blackboard, OHP, and other medias
There are some books available on effective use of blackboard which are developed through Lesson Study

16. How Do Japanese Teachers Use the Blackboard?
Keep a Record of the Lesson
Problem
Questions
Student voices, opinion, things noticed
Student solutions
Student discussions
Important mathematical ideas

17. 2. Help Students Remember What They Need to Do and Think
Problem
Directions
Tasks
Questions

18. 3. Help students see the connections of different parts of lesson and the progression of the lesson
Summary of the entire lesson
Coherent flow of the lesson (how we reached the conclusion)
How student ideas were discussed and evolved in order to reach the conclusion

19. 4. A Place to Contrast and Discuss ideas students presented (Collective Think-Pad #1)
Recording various ideas
Discussing similarities and differences in ideas
Discussing merits of certain methods
Discovering/developing new ideas and questions

20. 5. A Place to help organize student thinking and discover new ideas (Collective Think-Pad #2)
• Manipulating (sorting, lining up, categorizing, moving directions, etc.) objects on the board and thinking about or discovering mathematical ideas.

21. 6. Fostering students’ organized note-taking skills by modeling good organization

22. Planning Organization of the Blackboard
板書計画
(Bansho-keikaku) (Board-Writing-Planning)
Logical and coherent organization
Easy to understand the connections
Clear goal and task
Incorporate student ideas and strategies to build understanding

23. A Blackboard Plan

24. Blackboard from Actual Lesson

25. A Blackboard Plan

26. How Japanese Teachers Learn to be Better at Organizing the Board?
Observing other teachers’ lessons
Stealing good ideas
Try out what is learned and evaluate
Participating in Lesson Study
Continuously thinking about making connections and building up to the lesson conclusion during the lesson.
Source: Yoshida (1999) Lesson Study: A Case Study of A Japanese Approach to Improving Instruction Through School-Based Teacher Development

27. Progression of Blackboard

28. Influence of Organization of Blackboard on Student Organization of Note Taking

29. 5th Grade Lesson: Multiplication of Decimal Numbers