The IMPULS immersion program was such an incredible experience. I appreciate that I had the opportunity to engage in professional learning around mathematics and teaching pedagogy with colleagues from other schools and individual researchers from around the world, professors from Tokyo Gakugei University, and IMPULS facilitators. It was interesting to be a part of discussions with everyone from the program and hear different perspectives and experiences on teaching mathematics. I’ve gained a new perspective on what teaching math can look like through the lens of Japanese Lesson Study.

With the benefit of hindsight, it is clear to me that I had a very narrow ‘understanding’ of what Lesson Study is and how it is practiced in Japan prior to my time in Tokyo on the IMPULS training programme. I think it is beneficial to see how my ability to observe improved as my understanding of Japanese classrooms and Lesson Study grew. Generally, my observations grew in depth, and allowed me to explore various facets of the Lesson Study process as and when I was ready. This was made easy by the excellent structure of the programme, and being in the presence of other attendees who could off their perspectives on the salient issues of the day.

In the research lesson, what impressed me is the idea of once in a lifetime, that is, teachers should prepare and implement at their utmost best, and not waste student time to be “experimented” with. Rather, each research lesson is in as much a genuine learning experience as you would facilitate in an actual class. As an observer of research implementation, the immersion program also reminded me to note the conversation built in the classroom, the expressions of the students, and most especially to evidence observations concretely against the intended goals: the research theme and the learning goals.