lesson study: an action research approach to improving teaching and learning lesson study: an action...
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Lesson Study: An Lesson Study: An Action Research Action Research
Approach To Improving Approach To Improving Teaching And LearningTeaching And Learning
Debbie WeibleOldway Primary School
Oldway Primary SchoolOldway Primary School
Context: Context:
• Large Primary School/ Year group Planning TeamsLarge Primary School/ Year group Planning Teams
• National Support SchoolNational Support School
• Maths attainment historically behind LiteracyMaths attainment historically behind Literacy
• Ethos of ‘a thinking school’Ethos of ‘a thinking school’
• Action Research projectsAction Research projects
The SW Collaborative Professional Development
Project
6 schools – cross phase6 schools – cross phase
Research models for Research models for successful Professional successful Professional Development Development
Effective CPDEffective CPD
What is the best piece of CPD you have ever
experienced?
Effective CPDEffective CPD
Collaborative Practice
Japan, USA and many European countries have found collaborative practice improves teaching and learning.
Teachers’ Activities to Improve Instruction
Choose curriculum,write curriculum, align curriculum, write local standards
U.S. JAPAN
Plan lessons individually
Plan lessons collaboratively
Watch and discuss each other’s classroom lessons
The Teaching GapThe Teaching Gap
“If teachers learned to teach by studying books and memorizing techniques, written recommendations might have their intended effect. But everything we have learned indicates that teaching is a cultural activity, and consequently the writing and dissemination of reform documents is an unrealistic way to improve education.”
“If you start with lessons , the problem of how to apply research findings in the classroom disappears.”
“The focus is on the lesson, not on the teacher who taught the lesson; the lesson, after all is a group product, and all members of the group feel responsible for the outcome of their plan.”
Lesson StudyLesson Study
Step 1: reflecting on pupils current skillsStep 1: reflecting on pupils current skills
identifying a lesson study themeidentifying a lesson study theme
- long and short term objective - long and short term objective
Step 2: PLANNINGStep 2: PLANNING- collaborative planning- collaborative planning- shared ownership- shared ownership- use of current academic research- use of current academic research- taking risks- taking risks- shared with SL (facilitator)- shared with SL (facilitator)
Lesson StudyLesson Study
Step 3: the RESEARCH lessonStep 3: the RESEARCH lesson
planned lesson taught by one member of planned lesson taught by one member of
team and learning observed by othersteam and learning observed by others
Step 4: reflecting on learningStep 4: reflecting on learning
- - what did you see?what did you see?
- what can be learnt about teaching this - what can be learnt about teaching this particular particular topic/ teaching/ learning more topic/ teaching/ learning more broadly? broadly?
- SL draw out learning- SL draw out learning
Lesson StudyLesson Study
Step 5: re-plan lessonStep 5: re-plan lessonHow will planning be adapted in light How will planning be adapted in light of what was learnt from first research of what was learnt from first research lessonlesson
Step 6: re-teach research lessonStep 6: re-teach research lesson- - how do changes to planning change how do changes to planning change
learning?learning?
Step 7: final reflectionStep 7: final reflection- report on learning- report on learning
Y5 Lesson Study - OldwayY5 Lesson Study - Oldway
REFLECTING ON CURRENT SKILLS: REFLECTING ON CURRENT SKILLS: Theme – helping pupils engage with Theme – helping pupils engage with
mathematicalmathematicalproblems (worded).problems (worded).PLAN: PLAN: 3 x Y5 teachers.3 x Y5 teachers.RESEARCH LESSON:RESEARCH LESSON: Observing/ recording pupils thinking etc.Observing/ recording pupils thinking etc.REFLECT:REFLECT:Supported by SL. Focus on pupil thinking. Supported by SL. Focus on pupil thinking.
ReasonsReasonsfor difficulties, successes etc.for difficulties, successes etc.Re-plan + re-teach + final reflection Re-plan + re-teach + final reflection
Z
Key learningKey learning
- Early years – a sense of numberEarly years – a sense of number
- VisualisationVisualisation
- Using known tables facts and place valueUsing known tables facts and place value
- DivisionDivision
- Subtraction/questioningSubtraction/questioning
Key Learning/ImpactKey Learning/Impact
D
y3
C
Key learningKey learning
- not about observing teaching/ about - not about observing teaching/ about researching learning – importance of researching learning – importance of shared ownership of planning/ teachers’ shared ownership of planning/ teachers’ ownership of their learningownership of their learning
- Value of a group of teachers reflecting - Value of a group of teachers reflecting together on learning – breakthrough together on learning – breakthrough momentsmoments
- Behaving mathematically v ‘doing’ maths- Behaving mathematically v ‘doing’ maths
KEY LEARNINGKEY LEARNING
Lesson StudyLesson Study
• Recycling learning – new knowledge
• Structure to think with v algorithm
• Concentration on end product – implementation or innovation
Lesson Study: An Lesson Study: An Action Research Action Research
Approach To Improving Approach To Improving Teaching And LearningTeaching And Learning
Debbie WeibleOldway Primary School