Gowerton School/ UWTSD

ERW PGCE ITE Project

Implementation of collaborative planning and reflection based on the principles of ‘Lesson Study’

Students work in pairs to develop planning, teaching and evaluation skills collaboratively

Focus is on improving the plan through discussion and enquiry between themselves and with the mentor/link tutor – not judgement

Analysis of how and why pupils learn in/effectively in lessons (pedagogical content knowledge)

Emphasis on revealing and sharing effective practices between students and staff

Intended outcomes/ potential success criteria Better student understanding of the process of lesson planning

More purposeful ‘cycles’ of planning, reflection and evaluation

More structured student exposure to models of teaching linked to general patterns of student-teacher development or more specific student needs

Students more open to developing second/third subject teaching experiences

Mentor and colleague CPD through involvement in lesson study approaches

What is ‘lesson study’?Based strongly upon Shulman’s notion of ‘pedagogical content knowledge’

Deep knowledge of subject Understanding of curriculum and assessment arrangements Understanding of how pupils learn/misconceive aspects of subject

“Lesson study is a breathtakingly simple and common sense way of developing teachers’ practice knowledge i.e. how best to teach x to pupils like y.”

“In a lesson study, a group of teachers work together to plan, deliver and analyse a series of ‘research lessons’ or ‘study lessons’ devised to improve the way they teach something or to understand better the way particular learners learn something. They record what they discover or develop and pass this knowledge on to others by demonstration, presentation or written record.”

Professor Peter Dudley (2013), Teacher Development Trust

Pre-ITE considerationsUWTSD will need to prepare PGCE students in:

Principles of lesson study

Working and reflection as pairs

Observation skills relating to teaching

Initially acting in the role of a teaching assistant

Principles of assessment for learning

School considerations Up to 8 students per ITE. Paired across subjects.

Close collaboration with Curriculum Manager to coordinate timetables

Senior Mentor (SM) might need to incorporate more SM slots to manage student preparation and reflection cycles. Link tutor to meet with students every fortnight to reflect and evaluate on each cycle of training

SM to control allocation of students’ classes

Students have more opportunities to observe teachers – school’s own ‘triad’ system helps here

Possibility of incorporating video assisted reflection. School/parent permissions needed; equipment; students as editors.

Considerations/costings Senior mentor covered for any additional sessions

Increased reprographics

Hosting link tutor for one day per fortnight

Improved space and furniture for up to 8 students

Involvement of more staff as examples of good practice; SMT & SM to oversee

What Term 1 will look likeOctober 12th – 23rd Induction – delivery of Professional Studies sessions; lesson

observations; SM provides 1st planning session; link tutor to prepare students for reflection; paired students’ timetable to include 1 shared class

November 2nd-13th Pairs plan & deliver 2 lesson starters each; non-teaching student observes/assists within paired lesson; reflect/evaluate with link tutor; SM provides 2nd planning session

November 16th – 27th Pairs plan & deliver 2 plenaries each; non-teaching student observes/assists; reflect/evaluate with link tutor; SM provides 3rd planning session

November 30th – December 11th

Pairs plan & deliver 2 lesson activities each; non-teaching student observes/assists; reflect/evaluate with link tutor; SM provides final planning session

December 14th – 17th Pairs plan template for ‘perfect’ lesson

Evaluation

Lesson Assessment Forms show that planning is good or better for most students

Improved consistency of mentoring

Students develop a shared understanding of principles of effective teaching and learning

Scrutiny of student written evaluations shows consistent engagement with targets

Improved planning and teaching to focus on identified pupil needs

Possible use of video assisted reflection to enhance planning and teaching