The 12th International Conference of

School as Learning Community

Higher Quality Learning and More Equitable Education:

Global Perspectives on School as Learning Communities

PROGRAM

February 28th - March 2nd, 2025

Gakushuin University, Tokyo, Japan

The conference is held face to face and online.

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Contents

1. Welcome Greetings 2

2. Overview of the Conference 3

3. School Visit 5

4. Keynote Speakers 7

5. Plenary Speakers 12

6. Keynote Speeches 16

7. Plenary Symposia 17

8. Sessions 18

9. Access Information 23

10. Campus Map 24

11. Online Information 25

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Welcome Greetings

Manabu Sato
President, International Network for School as Learning Community

It is with great pleasure that we get together at the 12th International Conference of School as Learning
Community 2025. The conference is held both by face-to-face meeting and by virtual meeting with Zoom

The theme of the conference is “Higher quality learning and more equitable education : Global
perspectives on School as Learning Communities”. Despite that the worst conditions of education under
the COVID-19 for 3 years from 2020 to 2022, school as learning communities had been active and
impacted school reform and learning innovation. The innovative challenges have continued up to now.
We, people who are concerned about human right of learning for all, are keen to know what this means
to democratize schooling in this hard age. SLC has proclaimed a robust cannon that both are inter-
supportive and inter-dependent of each other through enhanced inquiry and collaboration based on
listening pedagogy. Indeed, in the last year, we held the 11th international conference with nearly 1,500
colleagues from 26 countries and areas.
In this conference, we invite the leading professors from The United Kingdom, China, Korea, Singapore,
Indonesia, Vietnam, Thailand, Mexico and Japan as keynote and plenary speakers.You are cordially
welcome to take part in this exciting international event, and to share your innovations, experiences,
cutting-edge theories, distinguished practice and visions for further education reforms.

Chair: The Organizing Committee of the 11th International Conference of School as Learning
Community

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Overview of the Conference

February 28th: School Visit
Kamine Junior Secondary School and Kita Junior Secondary School, Kawaguchi-City, Saitama
Prefecture: 9:30 am – 5:00 pm (Two busses depart at 8:30 am from Main Gate of Gakushuin
University.)
March 1st: Opening Remarks and Keynote Speeches
West 2 Building Room 201, Gakushuin University:
9:00am- 5:30pm

9:00am- 9:30am Opening Remarks

9:30am-10:00am Keynote 1 Manabu Sato

The University of Tokyo, Japan
10:00am-10:30am Keynote 2 Peter Dudley
University of Cambridge, U.K.
10:30am-11:00am Keynote 3 Christine Kim-Eng Lee
National Institute of Education, Singapore
11:00am-11:30am Break

11:30am-12:00am Keynote 4 Kiyomi Akita

Gakushuin University, Japan
12:00am-12:30am Keynote 5 Zhu Xudong, China
Beijing Normal University, China
12:30am- 2:00pm Lunch

2:00pm- 2:30pm Keynote 6 Sumar Hendayana

Indonesia University of Education, Indonesia
2:30pm- 3:00pm Keynote 7 Anunthavorasakul Athapol
Chulalongkorn University, Thailand
3:00pm- 3:30pm Keynote 8 Woojung, Son, South Korea
Korean Institute of Learning Community, South Korea
3:30pm- 4:00pm Keynote 9 Luz Maria Stella Moreno Medrano
Ibero-American University, Mexico
4:00pm- 4:30pm Break

4:30pm- 5:30pm Discussion

6:00pm- Reception Party (6,000 JPY)

8:00pm Mac’s Carott (3 minute walk from the university and the Mejiro Station)

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March 2nd: Plenary Symposia, Sessions and Closing Remarks

Plenary Symposia and Closing Remarks: West 2 Building Room 201, Gakushuin University
Sessions: West 2 Building Room 203, 204, 205, 304. 305, 306
9:00am-10:30 Plenary Symposium A

Yoshiko Kitada
Saitama University, Japan

Sachiko Asai & Yu Lili

The University of Tokyo Beijing Normal University, China

Faikhamta Chatree
Kasetsart University, Thailand

Yuta, Suzuki
Institute of Science Tokyo, Japan

10:30am-10:40am Break
10:40am-12:10am Plenary Symposium B

Tomoyuki Morita
Yamagata University, Japan

Khong Thi Diem Hang

Monash University, Vietnam

Chun-Yi Lin
National Taiwan Normal University, Chinese Taipei

Asep Supriatna (On-line)

Indonesia University of Education, Indonesia

12:10am-1:10pm Lunch
1:10pm- 2:50pm Sessions
Sessions Face to Face
Session1, 2: Practical Case and Its Interpretation
Session 3,4: Collaborative Learning of SLC
Session 5, 6, : Professional Development and School Reform
Sessions Online
Session 7
Session 8
Session 9
3:00pm-4:00pm

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School Visit

February 28th Observation of Lessons and Lesson Study

Location
Kamine Junior Secondary School and Kita Junior Secondary School in Kawaguchi City
Kamine Junior Secondary School: 1515-1 Ishigami Kawaguchi-City, Saitama Prefecture
Kita Junior Secondary School: 364-2 Michiai, Kawaguchi-City, Saitama Prefecture

Brief Introduction
Nine schools in Kawaguchi's Kamine district, including Kamine Junior Secondary School and Kita Junior
Secondary School, were known as some of the most severely troubled schools in Japan. These nine
schools introduced the SLC reforms two and a half years ago, and since then have achieved miraculous
success in school reform, with learning innovation and lesson studies as the main focus.

Time Table
09:10 Arrival to the Kamine Junior Secondary School
09:35 - 10:25 Observation of All the Classrooms of the Kamine Junior Secondary School
10:30 - 10:50 Transit to the Kita Junior Secondary School (by busses)
11:15 - 11:40 Interview and Dialogue with 4 Principals of the Kamine District
11:50 - 12:40 Observation of All the Classrooms of the Kita Junior Secondary School
12:40 - 1:40 (Lunch Break)
1:40 - 2:30 Focused lesson (Science Lesson, 8th Grade)
2:40 - 3:00 (Short Break)
3:00 - 3:30 Lesson study by all the teachers of the Kita Junior Secondary School
3:30 - 4:00 Commentaries by Tomoyuki Morita and Yuta Suzuki
4:00 - 5:00 Exchange of commentaries by SLC global colleagues
5:00 Closing

Transport

At 8:15 AM Two busses pick up the foreign visitors at the main gate of Gakushuin University
At 6:00 PM The busses come back to the main gate of Gakushuin University

Attentions
(1) Japanese – English impromptu translation is supported. You are provided with a translation
receiver for listening the translation at the school.
(2) Lunch is served at the Kita Junior Secondary School.
(3) The fee for the school visit is 4,000 JPN including transportation, translation receiver and lunch.
Please pay the fee during the lunch break.

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Kamine Junior Secondary School in Kawaguchi City

Kita Junior Secondary School in Kawaguchi City

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Keynote Speakers

MANABU SATO: The University of Tokyo

Gakushuin University, Japan
Professor Manabu Sato – Professor Emeritus of The University of Tokyo and a Visiting Professor of
Beijing Normal University and a Research Associate of Gakushuin University, He was the past Director
of the Humanities and Social Sciences Division of Japan Council of Sciences (Japanese Academy of
Sciences). He served as dean of the Graduate School of Education of The University of Tokyo from
2004 to 2006. He was also visiting professors to the Harvard University and New York University, and
invited professors of El Colegio de Mexico, Berlin Free University and the past president of the Japanese
Educational Research Association. Professor Sato has published more than 20 books, about 100
editorial books and nearly 200 academic papers. Many of his books have been translated into English,
French, German, Spanish, Chinese, Taiwanese, Korean, Indonesian, Vietnamese and Thai. Professor
Sato's multiple contributions have been recognized in the world. For instance, he was elected to be a
member of National Academy of Education in the United States in 2001, and he was appointed the
Inaugural Fellow of American Educational Research Association in 2009. In addition, he was a runners-
up winner of Asian Publishing Award 2012 and got Mingyuan Education Award (China) in 2019.

Peter Dudley: Cambridge University, UK

Peter Dudley is an education leader, writer and researcher, Pete taught primary and secondary in
London and abroad and has held education leadership posts locally, nationally and internationally. He
directed the UK Government’s Primary National strategy from 2006-11 and has pioneered the
development of local, self-improving ‘networked learning community’ school systems - most recently
leading the creation of London’s schools-led, not-for-profit ‘Camden Learning’ where he was Director of
Education from 2013-19.
Pete introduced Lesson Study into the UK and has led its development through Research Lesson Study
(RLS). His research on teacher learning in RLS was shortlisted for BERA’s 2013 Doctoral Research
award. His RLS Handbook, first published in 2005, (now in its fifth edition), is freely downloadable in
seven languages from www.lessonstudy.co.uk. ‘Lesson Study: professional learning for our time,’ was
published by Routledge in 2015. Other publications are listed at:
https://www.educ.cam.ac.uk/people/staff/dudley/ . Pete was President of the World Association of Lesson
Studies from 2016-21 and is now immediate past president.
Pete is now Associate Professor in educational leadership and learning at the University of Cambridge
Faculty of Education. He develops and researches collaborative educational improvement in schools and
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works to bring about reform in school systems. He is a Hughes Hall Fellow, a member of ‘Oracy
Cambridge’ and CEO of Camtree, a global platform that supports and publishes teacher research。
https://www.deficambridge.org/cambridge-teacher-research-exchange .

CHRISTINE KIM- ENG LEE: National Institute of Education,

Singapore

Christine Kim-Eng Lee is currently Emeritus Associate Professor in Policy, Curriculum and Leadership
Academic Group at the National Institute of Education, Nanyang Technological University, Singapore.
Prior to this appointment, Christine was Head of Curriculum, Teaching & Learning (2006-2015), Head of
Humanities and Social Studies Education (2000-2006) Academic Groups and Vice-Dean of the School of
Arts (1997-2000). Her contributions to education have been recognized through various awards notably
the Distinguished Alumni Award from Teachers College, Columbia University, New York; Nanyang
Technological University’s Award for Distinguished Service and the Government of Singapore’s Public
Administration Medal and Long Service Award. Christine’s research interests are in the areas of teacher
development and learning, lesson study, listening pedagogy, cooperative and collaborative learning,
curriculum development, implementation and change, curriculum and teacher leadership, and curriculum
and school reforms. Christine plays an active role in the international Lesson Study community as
President of the World Association of Lesson Studies (WALS) (2011-2016) and Immediate Past
President (2017-2021) and continues to serve as an Executive Member of WALS Council. She is lead
editor of the WALS-Routledge Lesson Study Series. She is a well sought after keynote speaker and has
been invited to give keynotes and seminars at international conferences and academic symposiums in
various countries.

Kiyomi Akita: Gakushuin University, Japan

Professor Kiyomi Akita is Professor of Gakushuin University and Emeritus Professor of University of
Tokyo. Her majors is teacher education and educational psychology, especially focusing on teacher’s
professional learning and on discourse analysis in the classroom. she has engaged in lesson studies at
many schools as a supervisor for 30 years of experience in lesson study in Japan, ranging from early
childhood education to elementary, junior high, and high school. She had been the 9th president of
Japanese Association of Early Childhood Education and care and she had also been the 9th president of
Japanese Association of Developmental Psychology. She has been the chair of the teacher education
division, and vice-chair of the national curriculum division, the Central Education Council of Ministry of
Education in Japan. She has also been the president of National Children and Families Agency.

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ZHU XUDONG: Beijing Normal University, China

Professor Zhuxudong ,as the doctoral advisor, is the director of the Faculty of Education of Beijing
Normal University. He also serves as the director of Center for Teacher Education Research of Beijing
Normal University(Key Research Base of Humanities and Social Sciences for Universities, Ministry of
Education) and a distinguished professor of the Yangtze River Scholar Program by the Ministry of
Education. As a member and secretary-general of the National Advisory Expert Committee on Teacher
Education, Ministry of Education, Professor Zhu is also the secretary-general of Teacher Education
Branch of China Association of Higher Education, and a guest researcher of the Central Committee of
the China Association for Promoting Democracy.

SUMAR HENDAYANA: Indonesian University of Education.

Indonesia

Sumar Hendayana has been actively leading Lesson Study activities in various schools and universities
in Indonesia since 2006. He was Dean of Faculty of Mathematics and Science Education, Indonesia
University of Education from 2005 to 2009. He was Visiting Research Scholar for CICE (Center for the
study of International Cooperation in Education), Hiroshima University, Japan (December 2009 to March
2010). He was Visiting Professor, Nagoya University, Japan (10th June – 13th July 2019). He was on the
lesson study committee of Ministry of Education and Culture for School-University Partnership through
lesson study across the country from 2008 to 2022. He collaborated with JICA in lesson study training for
Asian and Ethiopian fellows. He chaired 2014 WALS conference in Bandung, Indonesia. He has been
working closely with Sumedang Regency Office of Education for promoting school as learning
community. In 2015, he received JICA Award. He was President of Indonesia Association of Lesson
Study from 2015 to 2023. Currently, he is member of advisory board of Indonesia Association of Lesson
Study.

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ATHAPOL ANUNTHAVORASAKUL:
Chulalongkorn University, Thailand

Assistant Professor Athapol Anunthavorasakul is a Head of Teaching Social Studies Division and a
Director for Research and Development Center on Education for Sustainable Development (ESD
Center), Faculty of Education, Chulalongkorn University in Thailand. His ESD Center has been selected
by Asia-Pacific Center of Education for International Understanding (APCEIU) to be Global Citizenship
Education Co-operation Center (GCC Center) since 2021. In Thailand, he has played significant roles to
promote policies and innovations in education such as Global Citizenship Education, Democratic
Citizenship Education, Equitable Education, and Teacher Education. He has involved in School as
Learning Community (SLC) movement for eight years. Until now, he and his colleagues support many
schools’ transformation with SLC philosophies via the concept of teacher learning together to escalate
quality learning for all students.

Woojung Son: Korean Institute of School as Learning

Community, South Korea

Dr. Son majored in pedagogy and wrote a thesis on the start of Korean colonial education in the context
of curriculum history under the theme of exemplary education in the Korean Empire era.
She gave lectures on curriculum, teaching and learning, and learning theory at universities in Busan, and
Korea Teachers' University.
Currently, instructional consulting and teacher education-related lectures are mainly conducted at school
sites across the country.
Since 2010, she has been the President of the Korean Institute of School as Learning Community, a
clinical research group for teachers.
The Korean Institute of School as Learning Community is a research group of former and current
teachers who agree with Professor Manabu Sato's philosophy of a learning community and is organized
into 60 research groups nationwide. Sixty research groups conduct lesson studies once a month, and
she also supports them.

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LUZ MARIA STELLA MORENO MEDRANO:

Ibero-American University, Mexico

Dr. Moreno is the Director of the Research Institute for the Development of Education (INIDE) at the
Universidad Iberoamericana in Mexico City. Her line of research is intercultural and gender education.
She holds a Master’s degree in Educational Policy from Harvard University and a PhD in Education from
the University of Cambridge. She teaches in the Doctorate in Critical Gender Studies, the
Interinstitutional Doctorate in Education and the Masters in Research for the Development of Education.
Her most recent research is related to the search for educational alternatives from the movements for the
rights of indigenous peoples in urban contexts. She has extensive experience in professional
development of teachers from collaborative perspectives and communities of learning rooted in the
diversity of educational needs. She is part of the international association of Schools as Learning
Communities led by Dr. Manabu Sato of the University of Tokyo and a network of teachers in various
countries in Southeast Asia who seek to create reflective communities that focus on the learning of their
students.

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Plenary Speakers

YOSHIKO KITADA: Saitama University, Japan

Yoshiko Kitada is a professor of the Faculty of Education at Saitama University, Japan. Kitada has been
actively involved in a number of school reforms based on the philosophy of School as Learning
Community. Her research focuses on the following issues: how students learn in collaborative group
work, how teachers develop their professional expertise in school-based lesson study, and how
principal’s leadership affects school reform as Learning Community.

SACHIKO ASAI: The University of Tokyo, Japan

Professor Asai studies pedagogical practice through a variety of approaches. (1) She has been studying
history of primary school education and early childhood education in modern Japan. Through the
examination of teachers’ narrative descriptions, She asks how the relationship between teachers and
children in the classroom was structured and how their experiences were made sense of. (2) I participate
in in-school training in primary schools, junior high schools and early childhood institutions, learning with
teachers about lesson and school reform. With that, she explores the theories to support reform. (3) In
recent years, she has been working on studying the Reggio inspired early childhood education, with a
focus on pedagogical documentation.

YU LILI: Beijing Normal University, China

Yu Lili is a visiting researcher of The University of Tokyo and a research fellow in at Center for Teacher
Education Research in Beijing Normal (Key Research Base of Humanities and Social Sciences for
Universities, Ministry of Education), executive director of International research center of CTER in BNU.
Her current research interests include teacher professional development and school as learning
community project.

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Chatree Faikhamata, Kasersart University, Thailand

Dr. Chatree Faikhamta is an Associate Professor in Science Education at Kasetsart University, Thailand,
specializing in pedagogical content knowledge (PCK) development and teacher professional learning.
His research explores how science teachers develop their PCK through innovative approaches like
lesson study, contributing significantly to both pre-service and in-service teacher education in Southeast
Asia. His work, published in leading journals such as Research in Science Education and the
International Journal for Lesson & Learning Studies, bridges theoretical understanding of PCK with
practical classroom applications. His recent research project on enhancing pre-service teachers' PCK for
STEM through lesson study exemplifies his commitment to improving teacher education practices.
Through international collaborations in Canada, Japan, and New Zealand, Dr. Faikhamta has developed
a rich understanding of global perspectives in science teacher education while maintaining a strong focus
on the Southeast Asian context.

Yuta Suzuki: Institute of Science Tokyo, Japan

Yuta Suzuki is an associate professor in the Institute for Liberal Arts (ILA) at Institute of Science
Tokyo (formerly Tokyo Institute of Technology). He holds a bachelor’s degree in Education from the
University of Tokyo and a master’s degree in Education from the University of Tokyo. He received
his PhD in Education from the University of Tokyo. He was a Research Fellow of Japan Society for
the Promotion of Science (JSPS), a project lecturer at the University of Tokyo and Visiting Scholar at
the University of California, Berkeley. His previous books include Formation and Development of
Teachers’ Professional Community: A Genealogy of Research on School Reform in the United
States (in Japanese) (Keiso Shobo, 2018) (Japanese Association of School Education Award 2019),
School Reform Theory: A Challenge of American Educational Research (in Japanese) (Keiso
Shobo, 2022) (Japan Association of American Educational Studies Award 2022), Reforming Lesson
Study in Japan: Theories of Action for Schools as Learning Communities, (Routledge, 2022) (Japan
School Improvement Research Association Award 2022 and Seiichi Tejima Research Awards for FY
2023), and Reggio Children’s Wonder of Learning: Early Childhood Education at Reggio Emilia,
(Japanese joint translation) (Access Publishing, 2011). His research interests include lesson study,
school reform, action research, teachers’ professionalism, professional learning, and professional
community.

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TOMOYUKI MORITA: Yamagata University. Japan

Tomoyuki Morita is an associate professor of Yamagata University, Japan. He has been involved in a
number of school reforms based on the philosophy of “learning community”in Tohoku district, especially
in Yamagata. His research interests cover the history of education in a local community in Japan and
action research on building “learning community”; how children and teachers build listening relations,
how principals and teachers realize professional autonomy in the process of school reform. Recently his
research focuses on the making of a local network of teachers and the growth of early career teachers.

KHONG THI DIEM HANG: Victoria University (Australia),

Vietnam

Khong Thi Diem Hang is currently working at Victoria University. She earned her Ph.D in teacher
professional development at the University of Queensland in 2020. She served as a co-investigator for a
teacher capacity building project in Indonesia funded by the Head Foundation from 2017 to 2018 and as
a coordinator and local participant analyst for a 2-year Toyota research project on school reform in
Vietnamese schools from 2012 to 2014. She has supported the promotion of Lesson Study for Learning
Community (LSLC) in Vietnam since 2006 by connecting leading Japanese scholars and practitioners
with Vietnamese teachers, local educational authorities at all levels and non-governmental organizations
and is the co-founder of Vietnam Lesson Study for Learning Community Network. Her research interests
include teacher learning and professional development, initial teacher education, doctoral education,
classroom talk, school reform, LSLC, education policy, and education in Vietnam. She has jointly
published 14 papers in internationally renowned education journals such as Higher Education,
Educational Review, Cambridge Journal of Education, Professional Development in Education,
Education and Information Technologies, and three book chapters under Routledge, Springer and ABC-
CLIO. One of the papers was awarded Educational Review’s Most Read Article in ‘Literacy, Languages
and Performing Arts’ stream in 2014.

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CHUN-YI-LIN: National Taiwan Normal University, Chinese

Taipei

Chun-Yi Lin is an Associate Professor in the Department of Education and Graduate Institute of
Curriculum and Instruction at the National Taiwan Normal University, Taiwan. She earned her Ph.D. in
Instructional Systems Technology and M.S. in Educational Psychology at Indiana University
Bloomington, USA. She has engaged in School as Learning Community (SLC) efforts in conducting
observations and studying lessons with teachers since 2013. By working closely with elementary and
junior high school teachers, her recent research focuses on the design and practice to support student
agency and co-agency in collaborative learning settings.

Asep Supriatna: Indonesia University of Education,

Indonesia
Asep Supriatna is a lecturer at the Faculty of Mathematics and Natural Sciences Education, Indonesia
University of Education. Asep Supriatna has joined Lesson Study activities since 2002 in the JICA
education cooperation program. Asep Supriatna is active in Lesson Study activities in Indonesia. His
research interests are education for sustainable development to improve the professionalism of
Mathematics and Natural Sciences teachers as well as the development of research with students.
Asep Supriatna is a member of the supervisory board of the Indonesian Lesson Study Association
(ALSI) and is one of the founders of the Lesson and Learning Study University’s Center of Excellence
(CELLS). Currently, he is director directorate education at Indonesia University of Education.

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Keynote Speeches
March 1st
Keynote 1 Manabu Sato
Higher quality learning and more equitable education: Global perspectives on School as
Learning Communities

Keynote 2 Peter Dudley

Unpacking Oracy education

Keynote 3 Christine Kim-Eng Lee

Sustaining school reforms in Schools as Learning Communities (SLCs): Lessons from the past
for the future

Keynote 4 Kiyomi Akita

Lessons for inquiry learning that values children’s commitments and perspectives

Keynote 5 Zhu Xudong (On-line)

Teachers as learning experts: Connotation, values and approaches

Keynote 6 Sumar Hendayana

Promoting higher quality learning through School as Learning Community: A case study of
junior secondary school in Sumedang

Keynote 7 Athapol Anunthavorasakul

Embedding, upscaling and sustaining ‘School as Learning Community’ into Thailand’s schools
towards equitable education

Keynote 8 Woojung Son

Can digital education innovation ensure higher quality learning and equitable education? :
Focusing on Korea’s education policy and cases

Keynote 9 Luz María Moreno Medrano

Key concepts in the first steps of the implementation of SLC in Mexico

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Plenary Symposia
March 2nd

Plenary A
Yoshiko Kitada
School reform as learning community through collaboration between the boards of education
and schools

Sachiko Asai and Yu Lili

School Reform of SLC in China

Chatree Fakhamta, Anupong Praisri, Akarat Tanak and Samai Khan

In what way does Lesson Study enhance science teachers' epistemology of models and
teaching modeling practice?

Yuta Suzuki
Practical Epistemology for Sustainability of School as Learning Community:
Formation of Narrative Records of Lesson Study

Plenary B
Tomoyuki Morita
How students help help seeking.

Khong Thi Diem Hang

It takes a village to grow a pre-service teacher

Chun-Yi Lin
Embracing uncertainty and surprise in the classroom: To encounter and engage in
mathematics through dialogues on a task

Asep Supriatna (Online)

Learning Quality of Math Lesson: A Case Study in Post-JICA Project

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SESSIONS
March 2rd: 1:10pm-2:50pm
Sessions Face to Face
West 2 Building

Session １, Room 203

Chair: Sumar Hendayana, Indonesian University of Education, Indonesia

Rajasegaran Arumugam, Malaysia

A Technology-Enhanced Lesson Study Approach to Improve Reading and Writing Skills in
Remedial Education

Kornkanok Lertdechapat, Picha Baipho, Thiendanai Sermboonpaisarn, Chalermwoot

Soopasook and Chanat Intakanok, Thailand
Challenges of Science Teachers to Promote Students’ Collaborative Problem Solving Skills

Yung Ching Yeh. Chinese Taipei

Designing math jumping tasks in Session: Practical Case and Its Shuang Xi Elementary School

Pathomphong Boonpratham, Kanyarat Cojorn, Thailand

Assessment of Science Process Skills in Physics Education: A Case Study on Electrostatics
Among Grade 11 Students

Session ２, Room 204

Chair: Christine Lee, National Institute of Education, Singapore

Yuchen Shi, China

Equitable participation and emergent leadership in whole-class discussion

Loh Bi Yi, Malaysia

Innovative Literacy Instruction: Using Poetry Recitation through Lesson Study in a Rural Chinese School

Chanawat Sirichat, Saharat Panjan,Suphatsara Tuekkrathok,Kanyarat Cojorn,and Prasart

Nuangchalerm, Thailand
Understanding of Nature of Technology (NOT) for Science Students in Thailand: A case study

Lưu Thế Bảo Anh, Vietnam

The Impact of Culture and Society on Education in Vietnam

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z
Session ３, Room 205
Chair: Yuta Suzuki, Institute of Science Tokyo, Japan

Wong Joan Meah, Malaysia

Adapting Digital Tools for Effective English Language Teaching: A Study of Lesson Study and
the School as a Learning Community

Thetipat Phajan, and Kanyarat Cojorn, Thailand

Enhancing Representational Competence in Eleventh-Grade Students through Model-Based
Learning

Ratchanee Yoopetch, Thailand

The Development of Reading Skills for Higher Order Thinking Through Short Articles of
Students Who Choose to Study Communication Arts 2

Taku Murayama, Japan

Academic Help-Seeking of Students in Diverse Settings

Session ４, Room 304

Chair: Peter Dudley, Cambridge University, UK

Azneezal Ar-Rashid Bin Mohd Ramli, Malaysia

Exploring the Impact of Virtual Communities of Practice on Teacher Development Through
Lesson Study: Strengthening the School as a Learning Community Across Schools

Xiaolei Zhang, China

Does Teachers’ Learning Together Lead to School Change? A Study of Knowledge
Development through School-Based Learning Communities in China

Chorphaka Kromkhan, Nattapon Intarata, Kanyarat Cojorn, and Prasart Nuangchalerm,

Thailand
Exploring the Professional Competence of Pre-Service Teachers: A Case Study

Hyun Byungsoon, Korea

The Potential of Innovative Schools

Session 5 ： Room 305

Chair: Athapol Anunthavorasakul. Chulalongkorn University, Thailand

Satsayamon Sangway,Thachinee Siwasilchai and Nuttaka Naluan, Thailand

Lesson Study as a Model for Enhancing Pedagogical Knowledge and Improving Teaching for
Student teacher in Elementary Education

Gamaliel Septian Airlanda, Indonesia

The Collaboration of Home Science Process Skills and Deep Learning on Student’s End Year
Project
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Nattapon Intarata, Chorphaka Kromkhan, Kanyarat Cojorn and Kanyarat Sonsupap,

Thailand
Exploring the Scientific Explanation of 10th Grade Students on the Force and Motion
Experiments

Session 6: Room 306

Chair: Tomoyuki Morita, Yamagata University, Japan

Eisuke Saito, Vorachet Saejea, Sun Yee Yip, and Athapol Anunthavorasakul, Australia
Reforming schools for secure space in highly multicultural primary schools based on school as learning
community (SLC): Cases from Bangkok, Thailand

Paskaran Krishnan, Malaysia

Enhancing Thirukkural teaching using an automated feature for school learning community – A
Lesson Study Approach

Wanwisa Suebnusorn Klaijumlang, and Prompilai Buasuwan, Thailand

Positioning Schools as Learning Communities: A Hybrid Ecosystem Approach for Competency-
Based Education

Thiendanai Sermboonpaisarn, Kornkanok Lertdechapat, Picha Baipho, Chalermwoot

Soopasook and Chanat Intakanok, Thailand
Strategies for Designing Science Classroom Lessons to Promote Students’ Collaboration

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Sessions Online
Session 7
Chair: Atsushi Tsukui, International Development Center of Japan, Japan

Karol Aída López Valero, Mexico

Promoting transdisciplinary teaching and learning at the National Preparatory School in Mexico

Mark John Moises Escalante and Wutthiporn Wongthongthew, Thailand

The Development of Future Problem- Solving Project (FPSP) as a Catalyst for Enhancing
Students’ Critical and Creative Thinking in the Context of BCG and Innovation

Lalita Kashyap, India

Gender Dynamics in Culture-Aware Collaborative Learning: A Theoretical Perspective on
Equitable Education in Schools

Yuswa Istikomayanti, Indonesia

Development of prospective teacher skills through collaborative and reflective skills

Session 8
Chair; Takayo Ogisu, The University of Tokyo, Japan

Ariatnna Bautista Cortés, Mexico

SLC in Tlaxcala: our first-year journey

Eneng Rahmayanti, Indonesia

The "Jawara" Learning Community: An Effort to Improve Learning Quality
at SD Negeri Jatinangor

Mei Shen, USA

Building Inclusive Schools as Learning Communities: Evidence-Based Strategies to Enhance
Literacy Outcomes for Struggling Learners

Piroon Sirisakdi, Thailand

Developing Self - Discovery Program for Lower Secondary Students through Rajinibon School
as Learning Community.

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Session 9
Chair: Kanako Kusanagi, Nagoya University, Japan

Yoothapichai Khathippatee, Thailand

Exploring the Role of Open Class in TLSOA Model for Professional Development and School
Reform: A Case Study of Bansoktae School

Indira Subramanian, India

Transforming Teacher Learning in India: A Comparison of Cascade Models and Lesson Study

Antonio Moscoso, Andrés Moreno, Carlos Hernández, Carlos Tun, Marleni Muñoz, Rosa
Aurora Avalos, Zuhey Trujillo, Moisés Rojas and Carolina Guadalupe, Margarita, Mexico
SLC in Tabasco: our first-year journey

Amalbekova Bakhyt, Zhamelov Baglan, Suleimenova

Gulzhamila, Baubekova Nursaule, Kazakhstan
Developing argumentation skills through differentiated instruction in world history
lessons using Lesson Study

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Access from the airport

Gakuhuin University is located very close to the Mejiro Station. Just 1 minute walk.

Venue of the conference: West 2 Building: Room 201

Gakushuin University

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Campus Map of Gakushuin Uniersity

Main Gate West Gate Mejiro Station

③ is the venue of the conference on March 1 and 2,

West 2 Building.

February 28. 8:15am to 8:30am

The busses will wait for you, foreign visitors only, at the
main gate, near ⑰ building, to depart for school visit.
The main gate is located about 5 minutes walk from the Mejiro Station.

On the day, the busses will be back to the main gate of Gakushuin University at 6 pm.

Online Information
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February 28: School Visit

https://us02web.zoom.us/j/82495559900?pwd=QS7JW11kL9XaMyHgd1ebAIWvJdabSq.1

March 1: Opening Remarks and Keynote Speeches

https://us02web.zoom.us/j/87523150900?pwd=2bhQoIbhc3Eo6i9lQ5O2dJ4MEI0eKL.1

March 2: Plenary Symposia and Closing Remarks

https://us02web.zoom.us/j/82913130439?pwd=y6HzncbMcKoP8Jf9lB6KuDb4ahGrc6.1

March 2: Sessions：Face to face

Session1; https://us02web.zoom.us/j/81916906292?pwd=CzA33XDX4qyBmf2rKYKzik6BFqkO7S.1

Session 2: https://us02web.zoom.us/j/85867795847?pwd=RgnvRCEniHgW2UVD4deozwLWFnOMR9.1

Session 3: https://us02web.zoom.us/j/89641189150?pwd=28LyhH2283Xw56CDxeLj6ak4WmBZ4I.1

Session 4: https://us02web.zoom.us/j/83019320871?pwd=oig6bp25daGLbU3GdOtt6qhXyV0t2B.1

Session 5: https://us02web.zoom.us/j/87186986020?pwd=za4TcPUfOy24nfaFlOC1h0QcdMtaAC.1

Session 6: https://us02web.zoom.us/j/85950011187?pwd=VY13tSF3Xv8IZkBuWNxwgLicdLy7pE.1

Sessions: Online

Session:7: https://us02web.zoom.us/j/86754928740?pwd=QrqVqz4r0j8RcoHgPb78QAOkxjC7yr.1

Session 8: https://us02web.zoom.us/j/83113499169?pwd=EFoICptpFiGybFUVqRFiOqY39dCAnq.1

Session 9: https://us02web.zoom.us/j/86421204604?pwd=FXIvamOAghD1VTGn0uDwU27G5TmUCD.1

日本語・日本語同時通訳

2 月 28 日 学校訪問
https://us02web.zoom.us/j/84570733548?pwd=1WaJRzoPnnsOcCuRlpc6bgTKuJJiII.1

3 月 1 日 開幕式と基調講演
https://us02web.zoom.us/j/81189974379?pwd=QZ2fIPPQ4wofL9asdoWGnk3GUv2qqM.1

3 月 2 日 全体シンポ
https://us02web.zoom.us/j/85994869982?pwd=LGehGcEK07ynp5q4YDjVItXgMciCpy.1

（3 月 2 日午後の分科会と閉会式は日本語同時通訳はありません。）

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