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School Led Teacher Learning & Research that improves pupil

learningPete Dudley

University of Cambridge12 April 2016

@DrDudley13 @LessonstudyUK www.lessonstudy.co.uk www.lessonstudy.camden.gov.uk

camden.gov.uk

Professional Learning that MOST changes practice happens when…..

• It takes place over months (not days)• The classroom is the central location of the professional learning

activity• There is collaboration with one or more professional(s) as part of that

process

• Experimentation or enquiry on improving pupil learning feature in the teacher learning process

• Leaders understand this•(Dudley 2011)

Dudley, 2

Co-evolution of new practice knowledge

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• Time• Cost

• Disruption• Effort

• Writing it down• Making it public

• Passing it on

Pros & Cons of professional enquiry based learning designed to meet these principles

• New diagnoses of learner needs and misconceptions

• Improved outcomes for pupils• New professional knowledge to

pass on• Teachers with a framework for

further reflective improvement• Leaders who can lead

improvement (Robinson et. al.)

V

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• Being motivated – intrinsically by helping pupils & extrinsically - through accreditation or reward

• Joining in with others – teacher learning groups• Building on their existing knowledge-base• Accessing & manipulating their invisible stores

of ‘tacit knowledge’ – the dark energy of the profession – as well as their conscious knowledge

• Being accountable for what they have learned & for passing it on to others

How do teachers learn? … By

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© Peter Dudley, 2011

Lesson Study processFirst Cycle of Lesson Study

Write up/present what you have discovered.

Conduct a public research

lesson.

Initial meeting of LS group to determine what it is that you

want to improve and I.D. case pupils.

Joint planning of

first research lesson

Teach / observe first

research lesson

RL1

Interview pupils

Post RL1 discussion and initial

plans for RL2

Joint planning of

second research lesson

Teach / observe

RL2Interview

pupils

Post RL2 discussion and initial plans for

RL3

Second Cycle of Lesson Study

Joint planning of

3rd research lesson

Teach / observe

RL3

Interview pupils

Post RL3 discussion

and agree overall findings

Third Cycle of Lesson Study

N.B. You can have more than 3 cycles

Teachers research methods proven to work or seek out additional content knowledge

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3 Special Powers of LS

New eyes – X-ray

specs!?

Shared endeavour & joint will to succeed

Organisable energisable to

mobilise practice

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Teach Primary

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This requires • Organisations that enable JPD to take place, but also..• Organisations that are wired to enable the new practice

knowledge developed, to be transferred and ‘mobilised’• System leadership of professional knowledge and enquiry that

harnesses, reflects, builds and connects these small scale classroom professional enquiries at school and system level

• Provision of time, resource, and opportunity to practice, communicate and extend CCT learning across the system

• Performance management / regulatory systems that learn from (rather than crush) such professional learning

How can school based enquiry develop to become ‘business as usual’?

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Bottom up knowledge creation for top down knowledge mobilisation

Classroom level

School/Dept Level

Cluster level

System Level

Lesson studies / action research

Action enquiries, LWs, themed LS

Networked enquiry, public LS, Online LS

System-wide research into enquiry data

Open house lessons, Case Reports, peer coaching,

Expert coachingHandbooks, Policies

Video exemplars,Expert coach / LS facilitator development

Policy and curricula (informed by bottom up evidence)

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Open house in Camden

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Terms 1 & 4 Lesson Study Cycle

Terms 2 & 5 Lesson Study Cycle

Terms 3 & 6 Lesson Study Cycle

Formative analysis

Formative

analysis

Formative

analysis

Feed

Forw

ard

Feed Forward

Feed Forward

Master class open house research lessons and web resources

Specialist

mathematics

consultancy and

materials

development

MathematicsLeadingPractitioners

School leaders and system leaders re-

engineering the System

Extra energy HERE

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• Past – centralised system (NS) from which successful schools could win ‘earned autonomy’ – stifled innovation + diminishing returns on capacity to improve

• Present – school led system – working best where schools have formed structural arrangements to develop, share and mobilise knowledge

• Future – Multi Academy Trusts (MATs) share knowledge across the Trust & may occasionall need help from outside providers who all meet the new national CPD standard

• BUT MATs will need to be in systemic collaborations with other MATs in order to draw from and deepen the pool of local expertise available – e.g. CSLP.

• Regions / Countries will need to engage in trans-national classroom & system collaborations as well – via IRISCONNECT??

Supported Autonomy (White Paper) narrative

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EXETER 201610th Annual Conference. 3-6 Sept 2016

Transforming Learning and Teaching in Professional Learning Communities

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www.lessonstudy.co.ukwww.lessonstudy.camden.gov.ukwww.walsnet.org/

@LessonStudyUK @drdudley13@WALessonStudy

Thank you

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Positive impact of Lesson Study – 2nd largest increase in pupil Lit and Ma scores overall. S

ource: Closing the gaps: Test and Learn. N

CTL. January 2016, P

age 48.