Professional Documents
Culture Documents
Concept
As
teacher-scholars, we investigate teaching strategies, pose hypotheses
about learning that can be tested, and assess outcomes in the context of
various disciplines and various learning paradigms. The result is a
reflective, on-going process and a "meta-pedagogy" that is dynamic.
Professional Development
Why?
There are two main approaches that people use to organize and make sense of their
experiences: logical thinking and narrative thinking. Both of these approaches have a
long history of providing useful structures for organizing experiences. Narrative and story
telling has a long history of use in structuring, organising and communicating human
experience. This paper describes a narrative based interactive intelligent learning
environment which aims to elucidate practical reasoning using interactive emergent
narratives that can be used in training novices in decision making. Its design is based on
an approach to generating narrative from knowledge that has been
modelled in specific decision/reasoning domains. The approach uses a narrative model
that is guided partially by inference and contextual information contained in the particular
knowledge representation used, the Generic/Actual argument model of structured
reasoning. The approach is described with examples in the area of critical care nursing
training and positive learning outcomes are reported.
It is also a way of exploring impact of the innovations on both teaching and learning.
With its origins in Japan, the Research Lesson Study is a process by which groups of two,
three, or more teachers improve teaching by identifying aspects of teaching and learning
that could be improved or where a new practice is necessary. They identify potential
strategies and jointly plan a research lesson that one person will teach while the others
observe in a focused and structured way - this observation may be recorded on video. The
lesson is then analysed by the group to consider the impact of teaching a particular
strategy, to refine and hone the lesson in preparation for it being re-taught. The dominant
pedagogic focus for this work has been around putting the assessment for learning and
thinking skills knowledge base into practice in classrooms.
Case pupils
Specific to this interpretation of lesson study is that the lesson study team always look at
three (or multiples of three) ' case pupils ' , who they bear in mind when planning the
lesson. They may represent groups of learners within the class who will have different
issue with the learning - typically higher, middle and lower attaining. The research lesson
team plans with the ' case pupils ' in mind and specifically for the part of the lesson that is
really under the microscope. They predict what they want these pupils get from, and do,
during this section of the lesson. The analysis starts from a discussion - for each pupil -
around what was supposed to happen for them, what actually happened and how the
difference can be accounted for.
Did the innovation work for them and, if not, what might work in the future? The lesson
will then be redesigned and re-conducted again, either with the same member of staff as '
teacher ' or delivered by a different teacher working in a different context. Most research
lesson groups are involving pupils in the process of designing or analysing the learning.
When the teachers are definitely ' onto ' something - there is some new practice that
works, in that it improves behaviour, motivation and enthusiasm - and to some degree at
least learning and progress, they will share the practice with colleagues. This ' principled
explanation ' (Resnick, 2001) is an important feature of research lesson study. The
teachers on the project have become adept at creating PowerPoint-embedded videos of
their practice - but many do demonstration lessons or lead a staff meeting in order to
disseminate what is working differently in their classrooms.
A review of the literature and an initial analysis of data collected to date (over 100
research lessons, a number of video presentations of practice and development over a
sequence of research lessons, interview transcripts and focus group data) have led to the
identification of the following as essential components of research lesson study.
Ten components of research lesson study (from ' Getting Started with Research Lessons
' : A sourcebook for practitioners ' , NCSL, 2004) include:
• Ground rules for working in joint research mode ;
• Use of ' case pupils ' who typify a subgroup of learners within the class (three or
multiples of three);
• Identification of what you want to learn (innovate or transfer) and why - your
research or enquiry focus, underpinned by a quality enquiry question;
• Connecting with, and drawing upon, what is already known about your focus;
• Joint planning;
• Joint observation (and data capture);
• Deconstruction, analysis and recording of what has been learned by case pupils,
other pupils and by researchers for subsequent honing, tweaking or sharing;
• Capturing and distilling practice/data (e.g. using video, stills or audio);
• Finding ways of helping others to learn from what you have learned - innovated,
refined or modified; and,
• Creating an artefact to convey this (a staff meeting, a PowerPoint, a video, a
coaching guide) and using it for real.
•
The following points have also emerged from the data so far in terms of apparent efficacy
of research lesson study.
• Research Lesson Study (this mode, Dudley 2003) is proving (to project members)
to be a powerful and replicable process for innovating, transferring and improving
teaching and learning practices. The RLS process has been found to be a useful
tool for innovating and transferring ' learning how to learn ' pedagogical practices
- notably Assessment for Learning and Thinking Skills in primary and secondary
schools.
• The process has been developed and used successfully in the core subjects in Key
Stage 3, in schools ranging from those in challenging circumstances to others in
more affluent areas. Some schools consider they are addressing under-
achievement, whilst others have amongst the highest value-added scores in the
country in Key Stage 3 and Key Stage 4.
• The RLS process encourages risk-taking in a culture of professional learning both
from what does not work as well as what does - “failing forwards towards
success― (Edison, T. in Hargreaves, D., 2004, p.68).
• ' The process is being found to be useful for transferring practices across subject
areas in ways previously not encountered or envisaged by participants ' . It may,
thus, have potential significance in reducing within-school variation.
• The process has been found to help teachers - experienced and less experienced -
to ' see things differently ' (project member), to be able to critically view their
own practices without being blinded by familiarity or ' blinkered by assumptions
about [their] immediate settings ' (Desforges, C.W., 2004).
• The process is viewed positively as a mechanism which lends itself to cross-
school and cross-phase working particularly as a result of the fact that the unit of
study and delivery is a ' lesson ' .
• Teachers in their first three years of teaching have found the process has given
them an opportunity to engage in ' deep ' professional learning, experienced
through existing models such as the standard diet of the induction year. RLS
provides a structure which enables NQTs to a lead role in teaching, planning and
gathering data in a series of research lessons - developing in their formative years
a common language for exploring teaching and learning
• The process is providing a useful means of addressing common questions and
problems encountered by teachers in pedagogic fields of metacognition found
within Assessment for Learning and Thinking Skills. Schools are putting these
into practice across the curriculum as a result of the Key Stage 3 and Primary
National Strategies.
• In all cases, teachers are finding that the value of the research lesson study is
significantly increased if pupils are involved in the process.
• There is evidence of some significant impact on pupil progress and outcomes -
but this is early and partial data.
• Schools have begun to develop cross-school or networked approaches to RLS,
where they are implementing a network-wide pedagogy. This has occurred in
Northumberland and Essex. All networks plan to develop this aspect in the
autumn term.
• Schools and networks of schools involved in the project are now building RLS
into their performance management policies, school improvement strategies,
network development plans and their CPD models.
• The process has not merely focused on pedagogy but teachers have also engaged
in learning about research processes - the gathering, analysing and coding of data
and moving into the realms of data capture and use of learning logs. There is a
growing sense of engagement both in, and with, research.
(The Research Lesson Study Toolkit, ' Getting Started with Research Lessons ' , can be
downloaded from: www.nlcexchange.org.uk - first register as a user and then choose the
Research Lessons community (left-hand side of screen). Once the details appear on the
right-hand side of the screen, click the link to the download).
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