Can a “Lesson Study” adaptation have a positive impact on the development of trainee Teach First Mathematics teachers?. Jennifer Shearman, Canterbury Christ Church University [email protected] Abstract.
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Jennifer Shearman, Canterbury Christ Church University
ITE, since 2008
“Microteaching” Lesson Study
Development in the teachers’ plans
Reduced ‘teacher led instruction’
Increased ‘class discussion’ and ‘student exploration’ (Fernandez, 2010).
Is learning ‘tutor-student’, ‘mentor-student’ or ‘student-student’? (Carroll, 2013)
Self-assessment scale of 0-10 used on at least 3 occasions; after the first draft (created by participant), after the second draft (following mentor, tutor and peer comments), after a third draft (if necessary) and after evaluating the lesson
BLACK: AllGREEN: Initial plan onlyRED: Additions after 1st and second iterationsBLUE: Additions after post-lesson feedback and evaluation