n a Lesson Study (LS), the LS-cycle research question should guide all the phases. Nevertheless, in the LS I have been facilitating, I noticed that the research question is sometimes lost in the process, particularly during the planning phase, when the group is focused on the detailed planning of the lesson.
Another frustration we have been encountering is the absence of time for the whole-class discussion part (neriage in Japanese) of a problem-solving lesson.
Based on these two difficulties, some LS-groups have started the planning phase by planning the neriage of the research lesson and, more precisely, by planning what the (black-, white-, interactive-) board would look like at the end of the lesson. This board was then used as a map for the whole lesson, and also as a map for the post-lesson discussion. Moreover, since the board planning was built in a dialectic manner with the research question, the board as a map ensured the link between the research question and the LS-cycle.
Additionally, how to plan the board is progressively becoming an overarching research theme for several cycles or several LS-groups.
The presentation will tell the story of these collaborative journeys and show examples, illustrating them as travels with some Swiss trains… and their maps!