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