Enhancement of Learning Management by Integrating Thailand Lesson Study incorporated Open Approach

Abstract

This research article is part of a study aimed at promoting instructional practices through the Lesson Study process using the Open Approach at Ban Mae Sa School, Chiang Mai Province. The objective of the study is to examine the instructional conditions of teachers implementing the Lesson Study process using the Open Approach at Ban Mae Sa School, Chiang Mai Province. This research employed a quantitative methodology. The sample group consisted of 128 students from Ban Mae Sa School, selected through purposive sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.95. Quantitative data were analyzed using descriptive statistics.

          Research findings revealed that :

The overall instructional conditions of teachers implementing the Lesson Study process using the Open Approach at Ban Mae Sa School, Chiang Mai Province, were at   a high level. These included: collaborative learning among students, assessment for learning enhancement, student reflection and learning development, promotion of meaningful problem-solving, and opportunities for student-driven learning. Accordingly, the school should promote instructional practices through the Lesson Study process using the Open Approach in the following aspects: Opportunities for student-driven learning:Teachers organize activities or pose questions that stimulate students’ curiosity and desire to learn. Promotion of meaningful problem-solving: Teachers emphasize and value students’ thinking processes. Collaborative learning among students: Teachers organize activities that allow students to engage in dialogue and exchange ideas. Student reflection and learning development:Teachers use guiding questions to help students recognize their strengths and areas for improvement. Assessment for learning enhancement:Teachers continuously observe students’ learning behaviors.