Lesson Study: теория и практика применения Пит Дадли
жүктеу/скачать 0.9 Mb. Pdf көрінісі
|
- Бұл бет үшін навигация:
- Suggested questions for a post lesson interview with the case pupils
| Notes
Table 2: Suggested questions for a post lesson interview with the case pupils …they [pupils] begin to take ownership of the whole learning process, they take responsibility for it and also they’re helped. It’s amazing because … they’re engaging with us, in helping us to help them to learn. Incredible stuff really, incredible stuff!’ Suggested questions for a post lesson interview with the case pupils What did you enjoy most about that lesson? What did you learn? (What can you do now that you could not do. What can you do better? How is it better?) What aspect of the teaching worked best for you? If the same lesson is being taught to another group what would you change. Why would you change that aspect? 59 7. The post research lesson discussion What works Come together as soon as you can after the Research Lesson (and certainly not later than 24 hours afterwards). You may wish to review the following qualities of a successful post Research Lesson discussion. (a) Openness to critical viewpoints and suggestions (b) Fidelity to observed data and no excusing failure (c) Viewing the post lesson discussion as a joint learning opportunity (d) Clear goals and questions from the plan/observation sheet (e) A designated ‘moderator’ for the discussion (a chair who can lead the discussion positively,) a role that can be combined with that of (f) ‘Adviser,’ (final commentator) whose role it is to capture the learning distilled from the discussion, in order that it can be acted upon by the group and others beyond the group. This person may be external to the school (Takahashi, 2005). The most important thing to remember though is that the flow of analysis needs to start with the observations made of the case pupils’ (and other pupils’) learning before it addresses the teaching (See Fig 3 below). This preserves the focus on student learning and on teacher learning from this and reduces the tendency for lesson observation discussions to become feedback on teaching (which teachers can feel is judgmental in nature and not conducive to teacher learning (See Fig 3 below). Notes ‘….it’s amazing how much you learn by explicating your ideas, so in challenging me, I have to justify why I think we should do this in this particular way and through that it really strengthens your own knowledge and gets you to a place you could not get on your own’ |