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Lesson Study

Lesson Study. What is lesson study?. It is a method for improving teaching Based on careful observation of lessons Concentrates on the learner and the learning. What is lesson study?. The  process produces at least two tangible results A detailed usable lesson

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Lesson Study

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  1. Lesson Study

  2. What is lesson study? • It is a method for improving teaching • Based on careful observation of lessons • Concentrates on the learner and the learning

  3. What is lesson study? The  process produces at least two tangible results A detailed usable lesson An in-depth study of a lesson that investigates teaching and learning interactions, explaining how students responded to  the lesson, and how the lesson might be further modified based on the evidence collected.

  4. Where did lesson study come from? • Japan • Master Classes • As a route to innovation

  5. How does Lesson Study work? • Identifying goals • Planning the research lesson • Teaching the research lesson • Observing the research lesson • Analysing the research lesson

  6. What are the benefits 1? • Teachers become better observers • Teachers start to see lessons from the students’ perspective • Links between goals and strategies are strengthened • Planning skills are enhanced • Teachers become more reflective

  7. What are the benefits 2? • Changes are based on research rather than hunches • Data is gathered about what works well • A bank of planned research lessons is started • Promotes collaboration between teachers • Evidence from Japan is that teaching becomes much more student centred

  8. A Goal… At Bishop Luffa, the overall aim of our lesson study programme is to ensure that pupils enjoy learning mathematics. But you will need to think about your own goals that are right for you, your students and your school or college

  9. Goal Setting 1 Task 1 On your own Think about the aspirations that you have for your students. What kind of students do you want to foster and help develop at your school or college? What qualities do you want your students to have by the end of the course?

  10. Goal Setting 2 Task 2 In your groups In your group discuss your aspirations for your students and agree on a short list of, say three or four aspirations that everyone in the group feels are important, worthwhile and challenging but achievable.

  11. Goal Setting 3 Task 3 In your groups What gaps are there between these aspirations and how students actually develop at your school or college? Discuss these gaps with your group.

  12. Goal Setting 4 Task 4 In your groups As a group select a “gap” that you would like to focus on with your lesson study. What “gap” have you selected? Use this space to describe the aspiration, the gap that you hope to address and a short note about where your students are now on this continuum.

  13. Goal Setting 5 Task 5 In your groups Now comes the first formal step. We need to write a clear measurable statement of your team’s goal in your lesson study. Write down the group goal that states the quality that you would like to develop in your students, in order to address the gap that you have chosen.

  14. Choosing a topic Now we need to choose the topic for the lesson Task 6 In your groups Make a list of some likely topics or concepts that your students find difficult. You might like to choose a topic that you find tough to teach. Task 7 In your groups Discuss the list and agree on ONE topic. This will be the subject of your research lesson.

  15. The research lesson plan • The research lesson plan is usually written out in a series of parallel columns that contain: • The questions, problems, and activities posed by the teacher • How each of these activities contribute to particular goals that have been set • The anticipated student responses • The teacher’s planned responses to the students • The points to notice during the lesson or evaluation of what the students know at that point of the lesson

  16. Prompts to guide lesson planning 1 • What do students currently understand about this topic? • What do you want them to understand at the end of the lesson? • What is the sequence of questions and experiences that will propel students from their natural understanding to the desired understanding?

  17. Prompts to guide lesson planning 2 • 4. How will students respond to the questions and activities in the lesson? What problems and misconceptions will arise? How will the teacher use these ideas and misconceptions to advance the lesson? • What will make this lesson motivating and meaningful to the students? • What evidence about student learning, motivation and behaviour should be gathered in order to discuss the lesson and the larger research theme? What data collection forms are needed to do this?

  18. Next Steps Plan the lesson carefully Arrange time / dates / class / room Complete the lesson Planning Sheet Film or ‘live’ observation?

  19. Observing the lesson • Make a list of the observers • Each will need to be assigned a particular task. • Setting constructive tasks takes time and experience - so the next slide contains a few suggestions to get you started. • In any event all the observers will, of course, be concentrating on the lesson plan and assessing how well each of the activities and stages addresses the particular goals that have been set – and most importantly – thinking about the learners and the learning.

  20. Observing the lesson: some suggested tasks for observers • To focus on the work of one particular student or group of students • To concentrate on what student-student discussion is taking place • To focus on the teacher’s questions and how they are directed and answered • To focus on how students use calculators in the lesson • To take a student’s perspective and view lesson accordingly • To focus on student questions and how they are answered

  21. The review • Some suggested ground rules 1 • Set aside a sensible period of time for this – it should not be rushed. • The review should be fairly soon after the lesson – it is easy to forget detail if the review if a week later. • Allow the teacher who taught the lesson to start the review • Feedback on the lesson, the learning but never the teacher • Try to focus questions and comments on points relating to the original goals

  22. The review • Some suggested ground rules 2 • Try asking questions rather than making judgments…..eg: • What were you hoping for when you asked that question? • Can you talk through your thoughts when X happened? • I observed Y happening, can you say a little more about how the strategy was working here? • You planned for A to happen but B happened instead, what were the positive outcomes? How could you have planned the lesson to take account of this? • What answers were you hoping for when you asked that question? • You directed 12 out of the 13 questions you asked at the boys. Did you know this?...would you plan to do it differently next time?

  23. To what extent was our overall goal met? What have we learnt through this process? - about ourselves - about our teaching - about our students - about learning What went well? What particular challenges did we face? Would we do things differently next time? What are our next steps? When are we planning our next lesson study? What might we want to focus on next time? Reflections

  24. www.ncetm.org.uk

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