Nevertheless, Perry and Lewis (2009), in their “existence proof” case of a USA
school district with a four-year successful history of Lesson Study, found
significant changes that resulted in the “evolution of a more balanced, coherent
model of lesson study that emphasized practitioner learning as well as lesson
planning” (p. 372). Among these was teachers’ increased use of reflection, which
enabled them to “capture their own learning” (p. 374).