NCETM CPD Conference 23 rd March 2011

1. NCETM CPD Conference 23rd March 2011 • Introductions • Lesson study outline • Next steps

2. INTRODUCTIONS • David Burghes david.burghes@plymouth.ac.uk • Liz Holland liz.holland@plymouth.ac.uk • Andrew Russell russell_andrew3@sky.com • Rosaleen.Welsh@gosforthcent.newcastle.sch.uk website: http://www.cimt.plymouth.ac.uk

3. Effective CPD If schools are to deliver effective CPD then first they need to understand what is meant by “great instruction” and then put systems in place that enable teachers to develop their ability to deliver “great instruction” lesson by lesson. Barber and Mourshead, 2007

4. Effective CPD The key to long-term improvement is figure out how to generate, accumulate, and share professional knowledge. James Stigler (2000) Japanese Lesson Study has proved to be one such means. Isoda (2007)

5. Underlying principles of Japanese Lesson Study • Teachers learn best from and improve their practice by seeing other teachers teach. • Teachers who have developed deep understanding of and skill in subject matter pedagogy should share their knowledge and experience with colleagues

6. Underlying principles of Japanese Lesson Study • Lesson Study differs from other forms of professional development because it takes place in the moment of teaching and learning. • Its focusis teaching not teachers, children working not children’s work. The success of a lesson study is measured in teachers’ learning not in the perfection of a lesson. • That better lessons are created is a secondary by-product of the process but not its primary goal.

7. What do teachers actually do when they engage in the practice of lesson study? • Agree overarching aims • Developing specific objectives to meet those aims • Designing and planning research lessons (as a group) • Teaching and observing the lessons • Debriefing, reflecting and revising the lessons (with the group) • Sharing what you have learned

8. Sample Overarching Aim “Our pupils will become independent thinkers (learners) who enjoy working together to produce creative solutions in unfamiliar situations.”

9. Specific Objectives You need to interpret the overarching aims into specific objectives for lesson planning for your research lessons

10. Specific Objectives: Example Enjoy doing mathematics – to help pupils learn to enjoy and sense personal reward in the process of thinking, searching for patterns and solving problems Gain confidence and belief in abilities - to develop pupils’ confidence in their ability to do mathematics and to confront unfamiliar tasks Be willing to take risks and to persevere – to improve pupils’ willingness to attempt unfamiliar problems and to develop the perseverance in solving problems without being discouraged by initial setbacks Interact with others to develop new ideas – to encourage pupils to share ideas and results, compare and evaluate strategies, challenge results, determine the validity of answers and negotiate ideas on which they all can agree

11. Knowledgeable Others In Japan lesson study groups are linked to Universities who provide: • Expert subject advice • Expert pedagogical advice • Expert research advice • Encourage teachers to reflect and write about their own practice

13. UNDERLYING STATEGIES for GOOD PRACTICE • fast pace and varied activities related to the concept being taught • students demonstrating and articulating their solutions to class • time limits set for individual/paired work • nobody is ever left with nothing to do • challenges or extension work set for able students or they help others • high expectations of what students can achieve • homework set after every lesson and reviewed by students at the start of the next lesson

15. Effects of Lesson Study When teachers observe, examine, question, and reflect on their ideas and develop new practices that lead towards their ideals, students are alive. When teachers stop growing, so do their students. Roland Barth (2003)

16. Named Awards