Lesson Study Monday 24 th February. In teaching….. …how do you learn best?

Lesson StudyMonday 24th February

In teaching…..

…how do you learn best?

How do teachers learn best?

‘When teachers are asked this they mainly mention:

* opportunities to learn from and with other teachers, in their own and other schools* high-quality focussed training on specific skill areas, underpinned by excellent training materials and direct support to apply their learning back in the classroom.’

A significant proportion of this learning happens in the classroom

Classrooms are busy places. Teachers make up to 30% more decisions in their lives than other professionals.

Most teaching is invisible to teachers

•In order to deal with the complexity and speed of the classroom, new teachers filter-out seemingly non-’vital’ information about what happens in their lessons – what students do and what they do. Those who learn to do this quickly survive.•Therefore, most teacher practice knowledge exists in tacit form, and is invisible to the teacher.•Most teachers teach alone and so get little professional feedback.•When another professional is with them watching a lesson, it usually means inspection not learning.

Developing professional learning

Research suggest that effective CPD includes:

•peer professionals working together and taking risks•creating and transferring knowledge within a supportive structure•sharing practice in a way that builds capacity•the use of external expertise•observation and feedback•ownership•professional dialogue•time to embed practices in their own classroom settings

Hargreaves (2004) EPPI (2003,4,5) TLRP (2006)

‘Taking part in collaborative enquiries into improving

teaching and learning is the single most impactful action a school leader can take to

improve educational outcomes’

Robinson et al 2009

What does Lesson Study look like at

Holly Park?

Lesson Study

• 3 teachers• Identify 3 case children to observe –

top, middle & lower ability• Plan together - Maths• Teach / observe 3 lessons• Interview case children• Analyse lessons• Presentation

TimetableDate Theme Led by

24th FebruaryIntroduction to Lesson Study

Ann, Maria & Sally

3rd MarchPlan Lesson 1 Class teachers

10th MarchReview lesson 1 and plan lesson 2

Class teachers

17th MarchReview lesson 2 and plan lesson 3

Class teachers

24th MarchReview lesson 3 and prepare presentation

Class teachers

31st MarchPresentations Class teachers

Rules

Be non-judgemental

All members of the LS Group are equal whatever their age, experience or seniority in the school. Ensure everyone feels able to share their views and ideas.

Rules

Be non-judgemental

Focus on the learners and less on the teachers.

“What’s very powerful is that people felt because they’d planned together, it made it ok if it went wrong.”

Rules

• Decide where the observers should sit / stand

• Decide who will observe which child/ren

• Have a reserve case pupil in case of absence

• Ensure everyone knows the routines of the classroom that the LS is taking place in.

What you should be looking for...

• The learning that is taking place.

• The impact of the lesson on the three case children (top, middle and lower ability).

Lesson Study Objective:

Case study pupil attainmentWhat are you looking for from the pupils at the end of the lesson?

Case pupil A:NC LevelSuccess criteria:

Case pupil B:NC LevelSuccess criteria:

Case pupil C:NC LevelSuccess criteria:

Patterns?Issues?Points to note?

Stage one of the lesson

Stage two of the lesson

Stage three of the lesson

What were the case study children able to do?What progress have they made and how do you know?

Initial thoughts

Lesson Study Observation Sheet Teacher / Observer: Year Group:

Post lesson interview

What did you most enjoy about that lesson?

What did you learn? (What can you do now that you could not do? What can you do better? How is it better?)

What aspect of the teaching worked best for you?

What part of the lesson would you want to change?

Presentations

• They will take place once all three lessons have been taught / observed.

• 5 – 10 minutes long.• Share what has been learnt – so the

learning doesn’t stay just with you!• Use photographs / video clips.• Use quotes from the case children.

Good Luck!

And enjoy