Building a Lesson Study Community Exeter University Lesson Study Project 26th November 2010 Corina Seal
Jan 05, 2016
Building a Lesson Study Community
Exeter University Lesson Study Project
26th November 2010
Corina Seal
Lesson StudyLesson Study at Sweyne Park School at Sweyne Park School
• Overview of the growth of Lesson Study at SPS
• Starting small – the first Maths research project
• Growing the Lesson Study Community
• Incorporating Lesson Study into personalised CPD
• Recognising Lesson Study through the TLA
Maths Project - NeedsMaths Project - Needs
Pupils need to:
• Communicate and justify their thinking clearly
• Understand and use Mathematical proof
OverviewOverviewJuly 2003
Sweyne Park delegates attended launch conference of Research Lesson Study group NCSL
Autumn 2003 – Summer 2005First research lessons in Maths, MFL and D&T. Staff share research across network schools
Autumn 2005 – Spring 2007RLS incorporated into personalised CPD and performance management process. RLS used in ITT
Spring 2007 – nowTLA used to formally recognise and accredit Lesson Study and other practitioner research.
Maths Project - AimMaths Project - Aim
How can we encourage pupil dialogue in collaborative group work?
After exploring existing research we wanted to answer the question:
Maths Research Lesson 1 - Set 4/4Maths Research Lesson 1 - Set 4/4Mixture of groupings
No structured pupil guidelines
Collecting and sharing the dataCollecting and sharing the data
During the research lesson we:• Observed three case pupils• Recorded pupils talking in groups• Made video recordings
After the research lesson we:• Shared our audio recordings with pupils• Asked pupils to complete questionnaires• Shared questionnaire findings with pupils
Analysing the dataAnalysing the data
After the lesson the audio recordings were transcribed and analysed to identify incidences of:
Disputational talkCumulative talkExploratory talk
(see Neil Mercer ‘the Guided Construction of Knowledge’)
Maths Research Lesson 1 - findingsMaths Research Lesson 1 - findings
In mixed ability groups, some pupils were excluded or were unable to contribute to discussions.
Much of the talk was cumulative.
Maths Research Lesson 1 - findingsMaths Research Lesson 1 - findings
Mixed grouping led to negative pupil responses which were mostly about other pupils not ‘pulling their weight’ or about feeling excluded
Target pupil B:
“They wouldn’t let me talk”
Referring to target pupil B
“P didn’t do any work”
Pupil Questionnaire responses:
Analysing pupil talkAnalysing pupil talkTranscription proved very time consuming and so we switched to using observation sheets
Assessing Group work
Pupil A Pupil B Pupil C Disagrees with a suggestion based on a reason or discussion EXPLORATORY
Agrees with a suggestion based on a reason or discussion EXPLORATORY
Agrees with a suggestion without a reason or discussion CUMULATIVE
Disagrees with a suggestion without a reason or discussion DISPUTATIONAL
Maths ResearchMaths Research Lesson 2 - Set 4/4Lesson 2 - Set 4/4Same sex, similar ability friendship groupings & ground rules for working in groups
Maths Research Lesson 2 - Set 4/4Maths Research Lesson 2 - Set 4/4
Ground Rules for working in Groups
1. Share all relevant information and suggestions
2. Give reasons to back up anything you say3. Ask others for reasons if they don’t give
them4. Reach agreement in your group whenever
possible5. Accept that the group is responsible for
decisions and for any successes or failures
Maths Research Lesson 2 - findingsMaths Research Lesson 2 - findings
Some pupils were more involved in discussion than in the previous lesson.
There was a higher incidence of exploratory talk in groups of pupils of similar abilities.
Growing the Lesson Study CommunityGrowing the Lesson Study Community
How did we begin the growth?
We celebrated and shared the research through
Short and snappy Multimedia presentationsShowing impactShowing relevanceIn the context of our own school
More ways of sharing findingsMore ways of sharing findings
• Department meetings
• School staff bulletin
• Whole-school research-sharing workshops
• Local network bulletins and conferences
• NTRP publications and conferences.
• DCSF practitioner research conference
• Internet and/or intranet
Growing the Research CommunityGrowing the Research Community• Getting the Leadership
Team on board
• Building a group of ‘ambassadors’
• ‘Selling’ Lesson Study to busy teachers
• Working across departments
• Finding time by ‘piggy backing’
• Embedding Lesson study in the ITT and NQT programmes
• Providing opportunities for sharing findings
Incorporating Lesson Study into Personalised CPD Incorporating Lesson Study into Personalised CPD
What is ResearchWhat is Research Lesson Study?Lesson Study?x Research Lesson Study (RLS) is a useful tool,
NOT an additional burden or initiative.
x RLS is not a form of appraisal or inspection (though a development target could be ‘to take part in RLS’).
RLS provides a possible structure or protocol for collaborative practitioner research
RLS can be used as a vehicle for personalised CPD linked to performance management.
Incorporating Lesson Study into Personalised CPD Incorporating Lesson Study into Personalised CPD
Why do we need formal protocols?Why do we need formal protocols?
• purpose• focus• role of the observer• what will be observed and
recorded• how findings will be used• who else will be involved in
the process
In order to develop mutual TRUST and maximise developmental gains, all parties involved in classroom observation need a shared understanding of ……
Peer ObservationPeer Observation
One teacher observes another colleague’s practice.
Research Lesson StudyResearch Lesson Study
Colleagues jointly plan a lesson with case pupils in mind.
Outcomes are used to plan personal developments.
Observations are fed back in a reflective way.
Outcomes are shared with the wider community.
The observations and data are jointly analysed.
Observations focus on the case pupils.
The observed teacher may want to move into a more evaluative mode.
The lesson activity is evaluated with reference to case pupils.
Knowledge base
Incorporating Lesson Study into Incorporating Lesson Study into Personalised CPDPersonalised CPD
• Peer Observation/Research Lesson Study
• Lesson video capture
• Consultants
• Coaching for TLA projects and other external recognition
• Leadership Coaching Days
PERSONAL TARGETS AND PROGRESS- Personal Development -
PLAN
Target:Success Criteria:
Actions/Development activities I can carry out: (e.g. Research Lesson)
Development opportunities provided by the school:
Resources required: Signed: ………………………………. (Reviewer)
DO
Progress towards target Autumn Term: Spring Term: Summer Term:
REVIEW
Training/development activities that have been most useful relating to this target.
Have you met this target? Would you like to develop this work further next year?
Review of progress towards target (to be completed by Reviewer)
Signed(Reviewee): …………………… Date: ………… Signed(Reviewer) ……….…………Date:………….
Recognising Lesson Study throughRecognising Lesson Study throughthe Teacher Learning Academythe Teacher Learning Academy
TLA – the Six Core Dimensions:
• Planning your learning
• Engaging with the knowledge base
• Coaching and mentoring
• Carrying out your plan
• Evaluating learning and impact
• Sharing and influencing
Contact DetailsContact Details
Corina Seal
The TLA:
www.teacherlearningacademy.org.uk