Building a Lesson Study Community

Exeter University Lesson Study Project

26th November 2010

Corina Seal

Lesson StudyLesson Study at Sweyne Park School at Sweyne Park School

• Overview of the growth of Lesson Study at SPS

• Starting small – the first Maths research project

• Growing the Lesson Study Community

• Incorporating Lesson Study into personalised CPD

• Recognising Lesson Study through the TLA

Maths Project - NeedsMaths Project - Needs

Pupils need to:

• Communicate and justify their thinking clearly

• Understand and use Mathematical proof

OverviewOverviewJuly 2003

Sweyne Park delegates attended launch conference of Research Lesson Study group NCSL

Autumn 2003 – Summer 2005First research lessons in Maths, MFL and D&T. Staff share research across network schools

Autumn 2005 – Spring 2007RLS incorporated into personalised CPD and performance management process. RLS used in ITT

Spring 2007 – nowTLA used to formally recognise and accredit Lesson Study and other practitioner research.

Maths Project - AimMaths Project - Aim

How can we encourage pupil dialogue in collaborative group work?

After exploring existing research we wanted to answer the question:

Maths Research Lesson 1 - Set 4/4Maths Research Lesson 1 - Set 4/4Mixture of groupings

No structured pupil guidelines

Collecting and sharing the dataCollecting and sharing the data

During the research lesson we:• Observed three case pupils• Recorded pupils talking in groups• Made video recordings

After the research lesson we:• Shared our audio recordings with pupils• Asked pupils to complete questionnaires• Shared questionnaire findings with pupils

Analysing the dataAnalysing the data

After the lesson the audio recordings were transcribed and analysed to identify incidences of:

Disputational talkCumulative talkExploratory talk

(see Neil Mercer ‘the Guided Construction of Knowledge’)

Maths Research Lesson 1 - findingsMaths Research Lesson 1 - findings

In mixed ability groups, some pupils were excluded or were unable to contribute to discussions.

Much of the talk was cumulative.

Maths Research Lesson 1 - findingsMaths Research Lesson 1 - findings

Mixed grouping led to negative pupil responses which were mostly about other pupils not ‘pulling their weight’ or about feeling excluded

Target pupil B:

“They wouldn’t let me talk”

Referring to target pupil B

“P didn’t do any work”

Pupil Questionnaire responses:

Analysing pupil talkAnalysing pupil talkTranscription proved very time consuming and so we switched to using observation sheets

Assessing Group work

Pupil A Pupil B Pupil C Disagrees with a suggestion based on a reason or discussion EXPLORATORY

Agrees with a suggestion based on a reason or discussion EXPLORATORY

Agrees with a suggestion without a reason or discussion CUMULATIVE

Disagrees with a suggestion without a reason or discussion DISPUTATIONAL

Maths ResearchMaths Research Lesson 2 - Set 4/4Lesson 2 - Set 4/4Same sex, similar ability friendship groupings & ground rules for working in groups

Maths Research Lesson 2 - Set 4/4Maths Research Lesson 2 - Set 4/4

Ground Rules for working in Groups

1. Share all relevant information and suggestions

2. Give reasons to back up anything you say3. Ask others for reasons if they don’t give

them4. Reach agreement in your group whenever

possible5. Accept that the group is responsible for

decisions and for any successes or failures

Maths Research Lesson 2 - findingsMaths Research Lesson 2 - findings

Some pupils were more involved in discussion than in the previous lesson.

There was a higher incidence of exploratory talk in groups of pupils of similar abilities.

Growing the Lesson Study CommunityGrowing the Lesson Study Community

How did we begin the growth?

We celebrated and shared the research through

Short and snappy Multimedia presentationsShowing impactShowing relevanceIn the context of our own school

More ways of sharing findingsMore ways of sharing findings

• Department meetings

• School staff bulletin

• Whole-school research-sharing workshops

• Local network bulletins and conferences

• NTRP publications and conferences.

• DCSF practitioner research conference

• Internet and/or intranet

Growing the Research CommunityGrowing the Research Community• Getting the Leadership

Team on board

• Building a group of ‘ambassadors’

• ‘Selling’ Lesson Study to busy teachers

• Working across departments

• Finding time by ‘piggy backing’

• Embedding Lesson study in the ITT and NQT programmes

• Providing opportunities for sharing findings

Incorporating Lesson Study into Personalised CPD Incorporating Lesson Study into Personalised CPD

What is ResearchWhat is Research Lesson Study?Lesson Study?x Research Lesson Study (RLS) is a useful tool,

NOT an additional burden or initiative.

x RLS is not a form of appraisal or inspection (though a development target could be ‘to take part in RLS’).

RLS provides a possible structure or protocol for collaborative practitioner research

RLS can be used as a vehicle for personalised CPD linked to performance management.

Incorporating Lesson Study into Personalised CPD Incorporating Lesson Study into Personalised CPD

Why do we need formal protocols?Why do we need formal protocols?

• purpose• focus• role of the observer• what will be observed and

recorded• how findings will be used• who else will be involved in

the process

In order to develop mutual TRUST and maximise developmental gains, all parties involved in classroom observation need a shared understanding of ……

Peer ObservationPeer Observation

One teacher observes another colleague’s practice.

Research Lesson StudyResearch Lesson Study

Colleagues jointly plan a lesson with case pupils in mind.

Outcomes are used to plan personal developments.

Observations are fed back in a reflective way.

Outcomes are shared with the wider community.

The observations and data are jointly analysed.

Observations focus on the case pupils.

The observed teacher may want to move into a more evaluative mode.

The lesson activity is evaluated with reference to case pupils.

Knowledge base

Incorporating Lesson Study into Incorporating Lesson Study into Personalised CPDPersonalised CPD

• Peer Observation/Research Lesson Study

• Lesson video capture

• Consultants

• Coaching for TLA projects and other external recognition

• Leadership Coaching Days

PERSONAL TARGETS AND PROGRESS- Personal Development -

PLAN

Target:Success Criteria:

Actions/Development activities I can carry out: (e.g. Research Lesson)

Development opportunities provided by the school:

Resources required: Signed: ………………………………. (Reviewer)

DO

Progress towards target Autumn Term: Spring Term: Summer Term:

REVIEW

Training/development activities that have been most useful relating to this target.

Have you met this target? Would you like to develop this work further next year?

Review of progress towards target (to be completed by Reviewer)

Signed(Reviewee): …………………… Date: ………… Signed(Reviewer) ……….…………Date:………….

Recognising Lesson Study throughRecognising Lesson Study throughthe Teacher Learning Academythe Teacher Learning Academy

TLA – the Six Core Dimensions:

• Planning your learning

• Engaging with the knowledge base

• Coaching and mentoring

• Carrying out your plan

• Evaluating learning and impact

• Sharing and influencing

Contact DetailsContact Details

Corina Seal

corinas@sweynepark.com

The TLA:

www.teacherlearningacademy.org.uk

pamraven@gtc.org.uk