Lesson Construction and in-school Teacher Training focused on the Children’s Cognitive Characteristics

Utilization of the PASS Rating Scale by plural teachers

Abstract

In this study, I’ll propose the means to assess the children’s cognitive characteristics and derive educational conception.  The way to understand children’s cognitive characteristics jointly and make use of those comprehensions for the lesson improvements will be discussed through this study.

Firstly, I revised the PASS Rating Scale (PRS), and by utilizing the clinical information of each teacher’s observation, which prevents immobilization of view of children and contributes to the educational conception.  Secondly, I showed the process to set courses of individual supports and lesson plan with the Discrepancy/Consistency approach through consideration of the class tendency of cognition or teachers’ awareness.  Finally, I proposed the system of in-school Teacher Training with the use of the children’s cognitive characteristics as common view point for the Lesson Studies, which teachers can consider about children’s way of learnings and how to support them more concretely and can access the accumulation of each lesson irrespective of their own subject or grade.

In the next study, the elucidation of the method to reveal teachers’ view of ability which effect their observations or evaluations is awaited.  For the development of the Lesson Construction focused on the children’s cognitive characteristics, the comprehension of children’s cognitive characteristics must be established independently from teachers’ view of the subject, teaching material, and ability.  The means to assess the children’s cognitive characteristics and comprehend results of assessment must be considered further.