2. Introduction to Lesson Study
• An approach to improving learning and teaching
• Focused on the gradual building of ‘teaching’ (Stigler and
Hiebert, 1999)
• Has been used in Japan and China for over 100 years
• A collaborative process – sharing, discussing and building
• Focuses on quality of discussion and the generation of insights
– a ‘slow’ process
• Centres on the process of learning (not performative)
3. Iterative cyclical process by a group of teachers who:
1. Identify a learning challenge
2. Collaboratively plan a ‘research lesson’
3. Teach the research lesson (one teacher)
4. Observe with a focus on case students
5. Collaboratively evaluate (inc. artefacts, etc)
6. Re-teach improved lesson
4. Lesson Study: basic model
• Collaborative in
nature
• Centred on a
learning challenge
• Focuses more on
learning than
teaching
• A ‘slow’ process
5. Lesson Study: Dudley’s advice including interviews
Small teams of teachers
1. analyse data and identify focus/learning challenge for a group of
learners
2. identify the ‘lesson study’ group
3. connect with, and draw on, what is already known about the focus
before starting work
4. identify 3 case pupils (or multiples of 3)
5. iointly plan a ‘research lesson’ based on needs of case pupils
6. teach (one person) and jointly observe the ‘research lesson’
7. interview the case pupils
8. hold a post lesson discussion, refine and re-teach
9. find ways of helping others to learn from your lesson study
7. Lesson Study
What questions would
you ask to develop
learning in the:
• Planning meetings
• The observation
• Evaluation meetings
What research data
could be collected
within this cycle to
help you understand
student learning?
8. A Questioning Framework for Planning Meetings
• The following questions may structure initial discussions in planning
meetings:
1. What is the learning challenge?
2. Which two/three students do we wish to focus on and why?
3. What are the approaches to learning emerging from the planning
discussion in relation to the case students?
4. Why does the planning group think these approaches the most
appropriate?
5. How does this emergent view of students’ learning relate to teaching
tasks, the curriculum and assessment (may include students with G & T,
SEN, EAL)?
6. What will the case students experience in the lesson as a result of the
plan (can the team rehearse this and predict it on the plan)?
7. What will the observed students be intended to do at any point?
9. Lesson planning and preparing for observation
Recording the lesson study project
10. Lesson Study – thinking about observation
• When using Lesson Study for the first time, perhaps observe two students
each
• Sit facing the group or to the side, rather than sitting behind them
• Create notes next to the lesson plan so that learning is related directly to
what was planned (see pdf examples embedded in previous slide)
• Perhaps note down any answers to questions which strike you as particularly
interesting or important
• What is the evidence for student learning?
Observable characteristics such as discussion, reading, etc
Thought, often hidden. Perhaps ask a student at some point what they
are doing, why they are doing it and what they have learned from it
Post-lesson interviews with case students to explore with them their
learning (with permission)
11. Working with Lesson Study in ITE - Some thoughts
• The dialogue between mentor and trainee is the focus
– opening the ‘pedagogic black-box’
• Planning together, including the development of the
plan
• Rehearsal of learning for the lesson
• Use of interviewing (with case students after lesson)
and collection of artefacts (products from the lesson
including written work, activities etc)
