ABSTRACT
In response to the demands of the 21st century, China has recently implemented a curriculum reform that emphasises the development of students’ self-regulated learning and learning-to-learn skills. Metacognitive teaching, which nurtures students’ self-regulated abilities, has been identified as a potential approach to address this reform. Lesson Study, an effective platform for teachers to improve their pedagogy, has been examined in this chapter to support teachers’ metacognitive teaching in Chinese language learning and develop students’ self-regulated learning skills. A case study was conducted involving four groups of Chinese language teachers from four junior secondary schools in Shanghai, China. Interviews and lesson observations were used to collect data, which were then transcribed and analysed using NVivo. Results showed that Lesson Study served as a platform for teachers to design frameworks and craft pedagogies for metacognitive teaching. A metacognitive teaching framework that could develop students’ self-regulation in planning, implementing, reviewing, and evaluating their learning in the Chinese language was identified. The framework includes four sequential instructional events – Introduction (I), Learning by Doing (L), Extended Learning (E), and Summary (S). This ILES framework was effective in accommodating metacognitive teaching strategies such as learning guide, think-pair-share, think-aloud, and peer or self-evaluation to enhance students’ reading comprehension and self-directed skills. The findings suggest that Lesson Study can support teachers in developing metacognitive teaching, which in turn can help students develop self-regulated learning skills.
