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lesson study steps

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Lesson Study  Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students’ learning.  Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

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• How are individual pupils learning and behaving in their lessons? • How are they each experiencing the lesson in a different way? • What obstacles or issues are standing in their way? • How do teacher preconceptions of these issues compare to the reality for this group of pupils? Step 1: Switch to a pupil lens The purpose of this lesson is to help teachers improve their practice for the specific benefit of a specific group of students in a predefined area of study. This requires careful analysis of student needs, which can often play into the hands of elementary school design, where teachers tend to be much more familiar with their students and their potential barriers to learning. All staff involved should put themselves in the shoes of the students and ask themselves a number of key questions:

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Step 2: Use your support staff Primary schools have an advantage when it comes to planning lesson curriculum as they usually employ more support staff. This not only helps to use the models in terms of greater flexibility. One of the surest ways to ensure that your training has a positive impact is to make it the driving force behind all continuing professional education and to involve the director in your role so that this must be done in a comprehensive manner. group culture.

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Step 3: Clever collaboration Carrying out Lesson Study in a primary school offers a unique opportunity for teachers to cross- collaborate between key stages and subject areas. Grouping teachers of different year groups can be an invaluable way to enhance their understanding of pupil trajectories and to prepare children across the school for the progression from one key stage to another. Equally, teachers with particular specialisms, for instance, forest learning or a particular knowledge of speech and language needs, might unexpectedly be able to transfer this expertise to support pupil engagement in other disciplines or subject areas.

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• Scheduling teacher non-contact periods so that groups can work together. • Timetabling similar classes together so that teachers can more easily swap classes or see each other’s lessons. • Introducing disaggregated INSET days or asking a few classes to come in for a small part of an INSET day to be peer-observed. • Using assembly times with fewer staff. • If there are common tests/assessments, sitting pupils together in larger groups and freeing up other teachers. • Being creative at certain times of the year.Step 4: Provide enough time One way to reinforce this is by dedicating one or more whole-staff meetings to Lesson Study, which will also enhance understanding and staff buy-in to the model. In particular, as a school leader it is fundamental that sufficient time is set aside for teachers to meet regularly to observe, reflect on observations and collaboratively plan future lessons. Other aspects of their workload are also carefully reduced and Some further ideas used by TDT Network schools include:

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● To ensure that Lesson Study is as effective as possible, participants should choose an enquiry project that is underpinned by research. Engaging with evidence and academic reading is something that many teachers have not done since university and can seem like a daunting process to many, so ensure that there is structured support for staff while still challenging their thinking. ● There are various ways to facilitate research engagement in your school, including sharing recommendations from colleagues and online, investing in teachers’ access to educational databases, or arranging visits to other schools and/or training sessions to share best practice. Step 5: Get expert support

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