"Lesson study is a tool that will allow us to see pupil’s learning in much sharper focus by seeing the gaps between what we assumed was happening and what is actually happening. This will lead us to plan learning that is better matched to pupils’ needs. We will do this as a supportive teaching and learning community who support children and professionals to learn."P. Dudley (2011)
Get into Lesson Study with Affinity TSA 2015-16
This year Affinity TSA are delivering a 3 day 'Get into Lesson Study' course for anyone who wants to be more actively involved in Lesson Study but is not quite sure how. These 3 days will fill your confidence in order to actively partake in your own Lesson Study ventures. To book please download, complete and return our booking form via the link provided below.
Lesson Study within Affinity TSA 2014-15
This year we have a number of schools across the TSA who have been actively engaged in Lesson Studies. In June 2015 our group came together to share the findings, learning and impact of their work and we are delighted to share thier reporting posters with you here. Please click on the links below to find out more about their work.
Why Lesson Study?
Classrooms are busy places. Teachers make up to 30% more decisions in their lives than other professionals. Alone in their classroom, a teacher may see only five per cent of pupil interactions. Lesson study helps slow lessons down. You can see much more. You can improve, innovate and transfer practice more effectively.
Explore the key components of Lesson Study by clicking on the links in the left hand menu below.
ResearchResearch is at the heart of what we do. What are other people saying/doing?
Evidence BasedThe collection of evidence from before, during and after the lessons. Pupil voice, statistical data, video… not just ‘gut feel’.
Developing New PracticeRefining and adjusting what we discover to shape our own future practice.
CollaborativeWorking together to improve everyone’s learning. Researching, planning and reviewing together.
OpennessDuring observations and discussions avoid ‘You’ or ‘Alan’ when talking about the teacher. Use “we’, ‘They’, ‘The teacher’… The person doing the teaching will feel less like it is a judgment of them.
Child CentredWe are doing this to improve the learning experience of the children so keep them at the centre of your thoughts.
Intent vs PerceptionWe tend to focus on the intention of the teacher, ‘Did they say/do the right things?’ However it is more powerful to focus on the perception of the children. Use this and reflect.
Sharing In/OutLet them read all about it!!!! We will have worked hard and learnt so much so we must share it in school and to others.
CyclicFollow the cycle of identification, research, planning, observing, reflecting, identification, research…
Shaping Local LearningAll about our children and their needs and how we can develop our practice. Not a national “one size fits all’.
Focused and ResponsiveKeep the area focused, the meetings focused and your observations focused. However if a non-focus child says something, don’t ignore because they are not your focused child. Make conclusions specific e.g. ‘Numicon was not effective as a teaching tool beyond KS1 and numbers to 30’ rather than Numicon doesn’t work.
Getting Lesson Study Going
"There is no "one way" of doing Lesson Study. But there are elements that if missed out or watered down mean you are no longer doing Lesson Study."P. Dudley (2011)
A Lesson Study consists of a cycle of at least three "research lessons" that are jointly planned, taught/observed and analysed by a Lesson Study group. (See Fig. 1 below)
Our Focus 2013-14 – Feedback and Marking
We want to develop our practice, not a complex list of symbols and squiggles that form a ‘marking policy’.
How Can We Improve Children’s Learning by Feedback & Marking?
"Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the student’s management of their learning or self-regulation or (the least effective) about them as individuals."Sutton Trust – Teaching and Learning Toolkit (2012)
Thanks go to Meadowdale Primary School and the Harborough Collaborative Trust for their input with this page.