Lesson Study: теория и практика применения Пит Дадли
Lesson Study: a handbook
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Lesson Study: a handbook This booklet is a guide on how to use Lesson Study to develop and refine teaching, learning and teacher practice knowledge. The booklet will help you in: • getting lesson study going in school, • planning, teaching and analysing the research lesson • involving pupils in the process • passing on to others the new practice knowledge you have gained in your lesson study. Lesson Study (LS) is a highly specified form of classroom action research focusing on the development of teacher practice knowledge. It has been in use in Japan since the 1870s. LS therefore pre-dates action research as we know it in the West, by some 70 years. LS involves groups of teachers collaboratively planning, teaching, observing and analysing learning and teaching in ‘research lessons’. They record their findings. Over a cycle of research lessons they may innovate or refine a pedagogical approach which will be shared with others both through public research lessons, and through the publication of a paper outlining their work. LS only started to become popular in the west this century, following the success attributed to it by US researchers in developing deep teacher knowledge of both pedagogy and of subject amongst Japanese teachers which leads to high standards of educational attainment by Japanese pupils when compared with those of comparable groups of pupils in the US (Stigler and Hiebert, 1999; TIMSS., 1999). In East Asia LS is now in use beyond Japan in countries such as Singapore, Hong Kong, and China. In the West it is in use in countries including the US, the UK, Sweden and Canada. Lesson Study has been used successfully in this country to improve teaching techniques and pupil progress in core subjects in primary and secondary universities and to develop broader pedagogic approaches such as assessment for learning (AfL). During a Lesson Study cycle a small group of teachers (or even a pair) will: • Use the data they have gathered from day to day and periodic assessment to agree a focus for the pupil learning and progress. • Jointly identify a teaching technique to develop or improve which addresses that need (See Fig. 1 Page 4) • Identify around three ‘case pupils’. Each should typify a group of learners in the class – for example high, middle or lower attaining in the strand being taught and developed. • Jointly plan a ‘research lesson’ which both uses develops and closely studies theeffects of this new approach –.and keeps in mind the three case pupils.. • Teach and jointly observe the research lesson focusing on the case pupils’ learning and progress. They may repeat and refine this over several lessons. Not all these need to be observed research lessons. • Interview the case pupils to gain their insights into the research lesson. • Hold a post research lesson discussion analysing how the case pupils responded to the technique, what progress they made, what evidence of learning or of difficulties with learning they displayed and what can be learned about the way the teaching or learning approach is further developed – next time. • Formally share the outcomes with a wider audience of other teachers – in a presentation, 49 by demonstration or by coaching. Guidance for each of these stages is unpacked in the sections of this booklet. This draws on what we know about how lesson study has worked in schools and colleges in England and overseas. The final two sections provide ideas on how school leaders can a. Create time for lesson study and building it into school systems b. Use leading teachers to support and develop the professional learning from Lesson Study and using the lesson study model as a platform for in-school coaching жүктеу/скачать 0.9 Mb. Достарыңызбен бөлісу:
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