This was a great webinar organised by WALS. Such an important and relevant topic too. If you have not watched the presentations, please do so and watch out also for the recording of the Webinar Q&A. Thank you WALS!

Look forward to share this work with a group of Economics teachers next week.

Pleased to see this paper published. tandfonline.com/eprint/NYVDK…

Congratulations on your ordination to the priesthood Fr Alex Chow, my schoolmate, fellow altar server and youth group member. #CatholicChurch #Melbourne

Agree with the researchers from the Uni of Groningen the pivotal role of facilitators. If the facilitator were to focus on student thinking in the post lesson discussion, would this shift teacher talk from superficial to a deeper level of talk? #WALS2021

A very interesting presentation @Melissoto. What I like about this is how you made this virtual lesson study to focus on student thinking using Nearpod as the technological tool. As you pointed out this led to rich discussions on children's mathematical thinking. #WALS2021

First time I've heard of the Jishobiki model. One finding is that the JB model motivated British children who have problems of first language acquisition to learn vocabulary. #WALS2021

Harriet and Jannie from Hong Kong shared how the 5-week PD programme worked. Fascinating to listen to Harriet explaining how they obtained the critical features of the object of learning and applying pattern of variation. It's a very thorough study. I recommend this. #WALS2021

Interesting Q&A. Principals in Kazakhstan attend up to 9 months of lesson study training. Principals in Malaysia may not fully understand what LS is. In Japan, principals support middle level teachers. Sustaining PLCs requires systemic efforts. #WALS2021

Researchers from Universiti Brunei Darussalam reported the existence of a cultural script that hinders the development of teachers' PCK. #WALS2021

An interesting slide. In her keynote, Prof Yuhu Bu talked about the role of the 'backbone teachers'. I see this as distributed leadership that can enhance sustainability of LS in schools. #WALS2021

In her role as a symposium commentator, Prof Christine Lee raised the point that it is perhaps time to change the label 'knowledgeable other' to final commentator or critical friend. #WALS2021

In her keynote #WALS2021 Prof Ko Po Yuk said doing a learning study is a marathon. She highlighted the important role of building trust between Uni and the teachers they work with. She said Lesson and Learning Study has potential to complement each other.

Teaching calculus maximum and minimum. The presenter from Brazil said "we can see the different ways students think, to solve and to find the answer to the problem". This is undoubtedly the power of LS - to see how learners understand the object. #WALS2021.

What struck me about this presentation from Sweden is the participation of 20 teachers in a research project consisting of literature studies for 6 months. They had previously completed 4 LS. I like how the seminars are structured for prof learning. #WALS2021.

Listening to Michael Buhagiar, there are more similarities than differences between Malta and Brunei. We are also a small country that aims to make LS sustainable as an approach to develop teacher professional learning. A lot of excellent points in this presentation. #WALS2021.

"Collaboration is by no means simple." Lesson Study is sometimes seen "to be done to participants rather than with participants". A thoughtful piece from @jpmynott #WALS2021.

Davrajoo from Malaysia said 'two teachers demoralised', a part of them 'reluctant in contributing time for LS sessions after school'. Real issues and challenges. How do fellow LS practitioners deal with these issues? #WALS2021

A group of Singaporean teachers presented how they taught solving word problems more effectively. They started with a task students are familiar with followed by an unfamiliar task before checking for their mastery. I like the structure of the lesson. #WALS2021