collaborative professional learning ~ impact of lesson study on professional development of...

Collaborative Professional Learning ~ Impact of Lesson Study on Professional

Development of Preschool EducatorsPresenter: Peggy Foo

Content

• Origin and Role of Lesson Study in CPD Framework for Early Childhood Educators

• Lesson Study @ Sparkletots (Braddell Heights)• Impact on pedagogical knowledge and skills for 

effective teaching & observing children’s learning • Issues in Implementation• Alignment to SPARK

Background

“Regardless of the duration and quality of pre-school education a teacher receives, it is not sufficient to prepare them for the challenges they face throughout their careers. As such quality continuing professional development is necessary to ensure that teachers are able to meet the demands of diverse children needs, engage parents, as well as become active agents of their own professional growth.”

Foreword in CPD Framework for Early Childhood EducatorsDr Chan Lin Ho

• One type of CPD activities (Peer-related activity)• Collaborative Research• Can be incorporated in the professional development 

planning cycle outlined in the framework

Lesson Study in CPD Framework

• Originated from Japan in the Meiji era (1880’s)• Since Jim Stigler’s “The Teaching Gap” was published 

in 1999, Lesson study has been made known  to world educators outside Japan.

Origin of Lesson Study

• Watch a video on Japanese Lesson Study• How is Lesson Study different from conventional 

professional development activities?

Origin of Lesson Study

Conventional Professional Development

Lesson Study

Task

• Professional development activity that teachers engage in to systematically examine their practices.

• Lesson Study cycle• Align with recent PD trends

 Job embedded Collaborative learning vs. individual  Teacher-driven/ initiated

Lesson Study

Lesson Study Cycle

Identify Research Theme

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

Lesson Study @ Sparkletots (Braddell Heights)

Research project funded by the Early Childhood Development Agency (ECDA) ~ Early Childhood Research Fund (ECRF) Research Question:“What is the impact of Lesson Study on the professional development of preschool educators?” 

Profile of Pre-School EducatorsAcademic Qualification 

"O" Level  "A" Level  "O" Level  "O" Level  Degree

Professional Qualification 

Degree  Degree  DPT  DPT  Specialist Dip in ECE

Years of Experience 

27  24  12  22 14

Identify Research Theme

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

• Study centre’s vision and mission • Study curriculum goals • Identify Ideal students’ behaviours• Identify students’ behaviours• Identify the gap(s)• Identify professional learning goal/ research theme 

to close the gap(s) 

Identify Research Theme/ Professional Development Goal

Identify Research Theme

Lesson Planning

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

• Think of 4 Critical Questions: What do we want the children to learn? How do we know they have learnt it? What if they have not learnt it? What if they have already learnt it?

• Anticipate children’s responses to learning task(s)

Lesson Planning

Lesson Planning

Subject Interdisciplinary Lesson (with focus on Mathematics)

Level Kindergarten 1 (5 years old)

Topic/Concepts

Whole Numbers1) More than/ less than

Research Theme

How can we engage children in learning of Mathematics? 

Strategy Use of manipulative (toy counters), hands-on activity to engage children in the learning of Mathematics

Lesson Planning

Subject Interdisciplinary Lesson (with focus on Mathematics)

Tuning in activity

• Engage children in movementsE.g. Give me more than 3 claps (counting)

Body(Learning Tasks)

• Predict the number of toy counters (guess)• Count the number of toy counters (actual)• Compare actual number of counters in pair• Which number is more/ less than the other?

Consolidation/ conclusion

Assessment • Which number is more/ less than the other?

Identify Research Theme

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

• One of the team members (research teacher) conducts the lesson

• Other team members becomes observers• Can include non team members like teachers 

from other centres and/or knowledgeable other• Observers take detailed notes and collect data 

related to the research theme 

Research Lesson

Watch a segment

Predict the number of toy counters in the bag

Individual work: Guess and count the actual number of toy counters

Identify Research Theme

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

Post-Lesson Discussion

•  Facilitator transforms data collected during the   research lesson into professional learning•  Reflect on observations•  Study children’s work samples•  Knowledgeable other provides theoretical underpinnings and insights to enrich professional learning

Identify Research Theme

Plan Lesson

Research Lesson

Post-Lesson Discussion

Lesson Plan Revision

Lesson Plan Revision

• Reflect what went well and what did not• Consider conjectures:   What if thee same lesson is taught to a group of struggling learners?  What if the same lesson is taught to a group of              advanced learners?  What if the same lesson is taught using learning 

centres?

Data Collection

Stage of data collection

Data Collection Tools

Source of data Type of data

Research Lesson 5 Observers Qualitative(Observation notes)

Qualitative

Post-lesson Discussion

5 Observers Minutes of post-lesson discussion

Data Analysis of video (research lesson and post-lesson discussion

Researchers Video 

Impact on Professional Learning 

• Content (amount)• Use of language• Children’s thinking and learning• Differentiation (for advanced learners and 

struggling learners)

Issues in Implementation

• Time constraint• Manpower shortage• Teachers’ mindset change  

Singapore Pre-school Accreditation Framework (SPARK)

Criterion 1: Leadership

1.1 Strategic Leadership

Translating vision, mission and core values into a strategic plan

(translated into specific goals)

Unpacking of the vision and desirable outcomes into observable behaviours of the pupils

Identify a gap and explore ways to bridge the gap (through enhancing staff capacity)

Alignment to SPARK

Criterion 1: Leadership

1.2 Curriculum Leadership 

Involvement of teachers

-Involve teachers in the planning, teaching and learning practices

-Centre leaders nurture a culture of professional learning and collaborations among teachers

Planning a lesson collaboratively and conducting post lesson discussion  

-Sharing of teaching ideas during lesson planning

-Sharing of diverse perspectives and learning points (collation of lesson plans and learning points within and across centres)

SPARK – Criterion 1

Criterion 3: Staff Management

3.2  Professional Development and Performance Appraisal 

-Individual professional development map

-Attend training according to individual map

-Use a total professional map to improve the competencies of the staff

Total Learning Plan

-Training direction

-Key competencies (Key Learning Programmes at centre’s level)

-Individualised learning programmes according to the years of experience, areas of improvement and interest

SPARK – Criterion 3

• Paper presentations at local/ overseas conferences• Article in Digest• Article in Straits Times • Publications • Open lessons • Videos on Lesson Study journeys• Partnership with primary schools to facilitate smooth bridging from K2 to Primary 1  

Reaching out to the Community

Thank You!

peggyfoo@hotmail.com