A Critical Reflection on Learning and Observation in Lesson Study

Phil Wood

University of Leicester

Lesson Study – a quick review of the basics

• A collaborative, iterative process

• In keeping with the structure of professional capital:

• Based on incremental, emergent change

Humancapital

Socialcapital

Decisionalcapital++

Lesson Study – some unanswered questions?

• What is learning?

• How do you capture it?

• Much of the lesson study literature is implicit/under-theorised in these areas

• Observation often not described in any detail

• Much of the literature considers the learning of the teachers rather than focusing on the students. Tendency towards socio-cultural theories (communities of practice, activity theory)

• There is a growing evidence base that lesson study has a positive impact on teachers and school cultures. Less on ‘quantitative measures’ relating to outcomes

Lesson Study – taking a different perspective

• Classrooms as complex adaptive systems

• Can only ever gain a partial view, and leads to complexity reduction (Biesta, 2010)

Reflecting on Learning 1 Learning is change – this is inherent in learning, but has a number of possible characteristics, so can occur at group or social level as well as individual, and can be from the obvious to the imperceptible and can occur over a number of different time scales.2 Learning is inevitable, essential and ubiquitous – to be alive is to learn as it is an inevitable process, and is also essential if we are to survive as individuals. We learn wherever we are, ‘the processes of learning are in operation whenever and wherever humans are situated.’ (178)3 Learning can be resisted – Humans can resist learning, perhaps due to a lack of effort/interest, or from a fear of failure. If learning might lead to cognitive, social or cultural dissonance there can be also be a resistance to learning.4 Learning may be disadvantageous – Learning can be a negative process, for example, learning how to disrupt the efforts of others, or how to cheat. 5 Learning can be tacit and incidental – Much of our learning falls into the category, particularly outside of formal educational settings. This can include much of first language learning, especially in the early stages, and contextual learning.6 Learning is framed by our humanness – learning is framed by our neurobiology, but varied between individuals leading to variation in our learning capabilities.7 Learning is both process and product – As a process, learning is something which happens over time, whilst product is the durable change which occurs as a result of the process. Formal assessment and much research tends to focus on the product. However, the same bias can occur if we only focus on the process.8 Learning is different at different points in time – Change occurs over time, and learning is affected by where the learner is in the process. 9 Learning is interactional – Learning is shaped by biological, social and cultural factors which interact in a dynamic environment.

Alexander et al, 2009

One cannot begin to understand the true nature of human learning without embracing its interactional complexity.’ (Alexander et al, 2009: 176)

Illeris (2007) How We Learn

‘…if a model of a complex system were to be constructed that captured all the possible behaviours exhibited (both current and subsequent) by the system being represented, then that model must be at least as complex of the system of interest. The reason for this is that there will always be something outside of the boundary (i.e., the boundary inferred by the model) that would affect the system’s behaviour in some way at some time.’

Richardson et al (2007, 27),

Incompressibility

• As soon as we try to create an observation framework, or focus on certain aspects of the classroom environment, we collapse the incompressibility of the system

• Leads to potential bias and a ‘partial’ view

‘this much is certain: the quest for comprehensiveness… is not realisable. If we assume that it is realisable, the critical idea underlying the quest will be perverted into its opposite, i.e., into a false pretension to superior knowledge and understanding.’ Ulrich (1993)

Observation and Beyond

• Allows some insight into the learning process

• Inherently problematic if used by itself

• Other sources of evidence needed

• Interviewing• Artefacts• Periodic reflection

• Tells you about the process rather than the product – learning as ‘emergence’.

Contextualising Lesson Study - Emergence and Pedagogic Literacy

• Not a sliver bullet / universal solution

• A useful approach alongside others. Not always appropriate – depends on the nature of the issue

• Process as much as solution-based

• Evidence that the process can help gain new insights and approaches to pedagogy as well as altering cultures

• A useful tool in helping develop pedagogic literacy

In the classroom• educational wisdom

• using attentional skills• applying wise judgement

• reading the learners/classroom• dialoguing with learners

• learner-responding• reflecting-in-action• observing learning

• PCK: application• scaffolding

• assessing, AfL, feedback

Foundations in Personal Growth• personal experience of learning

and teaching• professional skills e.g,

planning; questioning etc.• understanding through PCK

• experience & reflection• ethics

Organisational foundations • curriculum

• assessment frameworks• disciplinary cultures

• preparation • induction

• understanding/undertaking research

Socio-cultural foundations

• learning in action• professional learning

• collaborative development & learning• seeking advice about

teaching

Interpersonal foundations• interpersonal skills

• empathy• leadership skills

• firmness of purpose• ethics

• inspiration/motivation skills• managing behaviour for

learning

Affective foundations• values

• attitudes• philosophies

• ethics• passion/care

Societal foundations• policy awareness• socio-economic

patterns • cultural frameworks• change orientations

•accountabilities

Pedagogic literacy – an emergent process?

Cajkler and Wood, 2016