Joint Professional Developme

nt Lesson Study

‘If we always do what

we’ve always done,

we’ll only get what

we’ve already got’

Henry Ford

We know re-form has

to be profession led…

our job is to create

the architecture to

achieve that.

What is Lesson Study?

Jugyoukenkuu (lesson study) is the Japanese art of teacher development,Involves the identification of an area of teaching that needs to be developed by a group of teachers (usually 3 or triads),The group research and plan a lesson to address that area of need.

Step 1 Identify an area of focus (linked to SIP - writing),How much can re-drafting writing impact on the outcomes of Y6 higher/middle ability children? 6 students identified to focus on (middle/higher ability boys)

Step 2 Group Planning and

ResearchCarry out any related reading to support the research question, making use of current educational journals or other sources,Identify a teaching approach to develop or improve the need,Group to plan the lesson in detail with a particular focus on addressing the research question.

Step 3 Delivery and Observation

Lesson to be delivered by a member of the group and observed by the other two members (particular attention given to the focus children),Detailed notes to be taken relating to question and progress of the focus children (video evidence could be used),Focus children should be interviewed, using questions agreed previously.

Step 4 ReviewGroup meets to discuss and review the research lesson. Key questions could include:

1. To what extent was the research question addressed? How do we know?

2.What were the successes of the lesson? Why?

3.What areas need to be developed further?

Step 5 Next Cycle Having reviewed the initial

research lesson and identified areas of teaching that need to be developed further, the next cycle of research lessons is planned; delivered by a different member of the group (step 2 - 4 repeated).

Step 6 DisseminationOnce the lesson study process has been completed, the group will be given the opportunity to share their findings with their colleagues.

Why Lesson Study?It encourage teacher collaboration and reflection,It allows teachers to take ownership of their own CPD,It is evidence based - as teacher evaluate the teaching methods they are trying to develop.

DiscussionY6 attainment of reading and

maths was outstanding in 2014. What can now be done

to narrow the gap with writing across the school?

‘If we always do what we’ve always done, we’ll only get what

we’ve already got’

‘If we always do what

we’ve always done,

we’ll only get what

we’ve already got’

Henry Ford

Narrowing the FocusYou will now need to decide which particular aspect of the area you want to explore.You may decide to ask other colleagues, review school data, read around the area etc. At this stage you need to consider, what it is that you want to achieve from your research (think impact),You may need to define some key words e.g. engagement, It may be helpful to write a paragraph describing what your research is about (Tuesday 14th Oct).

Choosing the Research Question

A good research question should be clear, explicit and define the parameters of the research,Make them open, to allow room for you to explore all possibilitiesAn open question usually starts with ‘how’; ‘why’; ‘where’ or ‘what’ e.g. How do Y6 boys makes choices about which reading books they will take home to read?

Task Choose an area of focus and generate an open

ended research question. Try make it clear, explicit

whilst defining the parameters.

Measuring Impact (DEAR Time)

• Quantitative Data• Qualitative Data

Planning Time

SourcesWebsitesGoogle Scholar BlogsitesTwitterBooks (CPD shelf)Journals

FeedbackFeedback on Tuesday 14th October (plan and aims)Update on Tuesday 18th November (research and data collection)Dissemination 9th December (10 minute presentation from each group)Completed Research Write Up by 27th January Present to Governors on Monday 9th March and publish on Blogsite