INTRODUCING LESSON STUDY (SCITT)

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Introduction to Lesson Study • An approach to improving learning and teaching • Focused on the gradual building of ‘teaching’ (Stigler and

Hiebert, 1999)

• Has been used in Japan and China for over 100 years

• A collaborative process – sharing, discussing and building

• Focuses on quality of discussion and the generation of insights – a ‘slow’ process

• Centres on the process of learning (not performative)

Iterative cyclical process by a group of teachers who:

1. Identify a learning challenge

2. Collaboratively plan a ‘research lesson’

3. Teach the research lesson (one teacher)

4. Observe with a focus on case students

5. Collaboratively evaluate (inc. artefacts, etc)

6. Re-teach improved lesson

Lesson Study: basic model

• Collaborative in nature

• Centred on a learning challenge

• Focuses more on learning than teaching

• A ‘slow’ process

Lesson Study: Dudley’s advice including interviews

Small teams of teachers

1. analyse data and identify focus/learning challenge for a group of learners

2. identify the ‘lesson study’ group

3. connect with, and draw on, what is already known about the focus before starting work

4. identify 3 case pupils (or multiples of 3)

5. iointly plan a ‘research lesson’ based on needs of case pupils

6. teach (one person) and jointly observe the ‘research lesson’

7. interview the case pupils

8. hold a post lesson discussion, refine and re-teach

9. find ways of helping others to learn from your lesson study

Lesson study variation for ITE

• Interviews?

Lesson Study

What research data could be collected within this cycle to help you understand student learning?

What questions would you ask to develop learning in the:

• Planning meetings• The observation• Evaluation meetings

A Questioning Framework for Planning Meetings

• The following questions may structure initial discussions in planning meetings:

1. What is the learning challenge?

2. Which two/three students do we wish to focus on and why?

3. What are the approaches to learning emerging from the planning discussion in relation to the case students?

4. Why does the planning group think these approaches the most appropriate?

5. How does this emergent view of students’ learning relate to teaching tasks, the curriculum and assessment (may include students with G & T, SEN, EAL)?

6. What will the case students experience in the lesson as a result of the plan (can the team rehearse this and predict it on the plan)?

7. What will the observed students be intended to do at any point?

Lesson planning and preparing for observation

Adobe Acrobat Document

Adobe Acrobat Document

Microsoft Office Word Document

Microsoft Office Word Document

Recording the lesson study project

Lesson Study – thinking about observation

• When using Lesson Study for the first time, perhaps observe two students each

• Sit facing the group or to the side, rather than sitting behind them

• Create notes next to the lesson plan so that learning is related directly to what was planned (see pdf examples embedded in previous slide)

• Perhaps note down any answers to questions which strike you as particularly interesting or important

• What is the evidence for student learning? Observable characteristics such as discussion, reading, etc Thought, often hidden. Perhaps ask a student at some point what they

are doing, why they are doing it and what they have learned from it Post-lesson interviews with case students to explore with them their

learning (with permission)

Working with Lesson Study in ITE - Some thoughts

• The dialogue between mentor and trainee is the focus – opening the ‘pedagogic black-box’

• Planning together, including the development of the plan

• Rehearsal of learning for the lesson

• Use of interviewing (with case students after lesson) and collection of artefacts (products from the lesson including written work, activities etc)