Guidance booklet Phase 2
Using a lesson study CPD approach
Raising attainment of students with MLD
Communication If you have any queries about the lesson study please email:
A.J.Paterson@exeter.ac.uk or A.P.Ylonen@exeter.ac.uk or your assigned consultant. Discuss your
experiences of the lesson study by logging onto The Exeter Research Network (TERN).
www.elac.ex.ac.uk/TERN Here you can ask questions to phase 1 teachers, the project team or share
your progress with phase 2 teachers.
Project resources
All project resources and blank templates will be posted on the project website at:
www.lessonstudymld.org.uk
Look under the resources section to locate what you need.
Key Project Language
Phrase
Lesson Study
Research Lesson
Phase 1
Phase 2
Phase 3
Moderate Learning
Difficulties*
Description
A sequence of 3 research lessons usually taking place over one academic
term.
A single research lesson forms part of the lesson study sequence and has a
particular focus the teacher is working on and evaluating.
This is the first phase which starts in Sep 2010 and runs until July 2011. This
phase will work on teaching innovation by core group of teachers.
The second phase begins in Sep 2011 and runs until Marsch 2012. In this
phase the new outer core of teachers’ trial materials and outcomes from
phase one with a new group of students.
This key objective of this phase is to refine and design materials and
dissemination activities. This phases timeline is likely to commence in July
2011 and run until Aug 2012.
For the purposes of the project MLD refers to students which are listed as
such in the SEN school census data.
* Definition of Moderate Learning Difficulties (MLD), there is contention over the education definition
of MLD, the terms used, its range and causation. This is partly about whether the category refers to
general low attainment per se or whether it involves both general low attainment and low general
intellectual functioning as indicated by low general cognitive abilities, as measured by cognitive ability or
IQ tests in the 50/55-70 range (Norwich and Kelly (2005). (DfES (2003) Data Collection by Type of
SpecialEducational Needs)
Lesson study steps
Step
Activity
Notes
Resources
1
Analyse and
review current
practice
Decide who you
can work with
to carry out the
lesson study.
Look at timeline
Reflect on your current approaches
to assessment and planning. (To
be collected in and photocopied)
Identify colleagues to work on the
lesson study.
Assessment, planning and pedagogic surveys.
Review the guidance and
expectations on timeline and
choose which teacher will lead the
Lesson Study
We need to build on best practice.
What information is required?
What research evidence is
available?
What aspect of learning behaviour
do you expect will change in the
MLD students by the end of the
lesson study?
Review an exemplar plan and then
plan the first research lesson.
Lesson study Timeline & schedule of activities.
Review and exemplar.
Use the observation sheet to take
notes against indicated
expectations of case pupils
Example observation sheet and pupil interview questions
(Blank planning sheet & observation sheet available on
the website)
Look over the evidence, discuss
and plan the next research lesson
in light of findings.
Review the progress of case pupils
and record their achieved goals.
Evidence from lesson - pictures, film, audio, copies of
work and observation notes
2
3
4
Decide on the
pedagogic
focus
5
Decide on the
goals for the
focus students.
6
7
8
9
10
Together plan a
study lesson
with the focus
group in mind
Teach, and
together
observe and
assess the
learning of
focus group
Review and
planning
meeting,
Review the
achieved
outcomes.
Decide how to
share the
learning and
disseminate the
approach to
others
Create case report and poster.
Plan how to share the findings in
school.
Planning sheet
(Copies available on website)
Research papers on project website
Goal monitoring evaluation (GME) booklet
(Blank GME templates available on website)
Example lesson plan
(Blank lesson planning sheet available on the website)
Goal monitoring evaluation (GME) booklet
(Blank GME templates available on website)
(Case study exemplar on website)
(Blank case report template on website)
The Lesson Study Process
Step 1 : Analyse and review current practice
Survey : MLD assessment, planning and pedagogic approaches
Consider the possible approaches that you currently use when assessing, planning for, and teaching
pupils identified as having MLD in your class. Please read the broad kinds of approaches and specific
approaches under these headings and then tick the relevant boxes about the extent to which you have
recently used this approach (not at all; slightly; fairly often; or, a lot). If you have used approaches that
are not listed, you can add these on the empty lines after each broad approach. There is space to add
further comments at the end. Please also give your name and the name of your school at the end of the
survey. Thank you!
Current approach
1. Assessment for learning / assessment of
learning
i. pupils aware of learning objectives/ targets
ii. pupils use success criteria checklists
iii. checking understanding during lesson
iv. checking outcomes at end of lessons
v. specific observations of pupils carried out
vi. discussions with pupils – oral feedback provided
vii. written feedback, including next steps provided
iv. use of Assessing Pupil Progress (APP) and NC
levels
Other (please specify below and tick one of options):
v.
vi.
2. Planning
i. planning with colleagues (including TAs)
ii. planning for the whole-class
iii. planning for groups
iv. planning for individual pupils
v. Task level : planning the same task enabling different
learning outcomes
vi.Task level : planning the same broad task; refined for
different levels (using different materials e.g.
worksheets)
vii. Task level: planning different tasks and providing
supporting resources
Other (please specify below and tick one of options):
viii. .
ix.
3a. . Broad pedagogic approach : pedagogic
methods and assumptions
i. scaffolding
ii. one to one coaching
iii. independent learning
Other (please specify below and tick one of options):
iv.
v.
3b. Broad pedagogic approach : activity based
learning
i. Role play
ii. active starters
Other : please specify below and tick one of the options
iii.
Not at
all
Slightly
Fairly
often
A lot
iv.
3c..Broad pedagogic approach: Input modes (multi-
modal/sensory approaches)
i. ICT/powerpoints/interactive whiteboard
ii. instructions in various modes (e.g. verbal and written)
iii. using tactile resources
iv. use of video/audio
v. use of pictures/visual materials
Other (please specify below and tick one of options):
Vi
vii.
4. Cognitive demand: memory/consolidation
i. use visuals to enhance memory (e.g. pictures)
ii. repetition to support memory
iii. build on previous lesson/learning
Other (please specify below and tick one of options):
iv.
v.
5. Motivational approaches
i. making tasks achievable
ii. positive encouragement/praise
iii. challenge-based tasks
iv. using concrete stickers/certificates
v. sanctions/rules
Other (please specify below and tick one of options):
vi.
vii.
6a. Learning relationships:
grouping and peer support
i. use of group activities
ii. use of paired work
iii. use grouping of similar attainments / abilities /
characteristics
iv. use grouping of mixed attainments/ abilities /
characteristics
v. allocation of group roles
vi. teaching group interaction/discussion
vii. peer assessment
Other (please specify below and tick one of options):
viii.
ix.
6b. Learning relationships:
adult-pupil communication
i. different kinds of questioning (e.g. open or targeted)
ii. developing interpersonal relationships (e.g. focus on
building positive relationships)
Other (please specify below and tick one of options):
iii.
iv.
7.. Working with additional adults
Teaching Assistants (TAs/ LSAs)
i. before lesson guidance (e.g. being aware of lesson
objectives, involved in planning)
ii. during lesson guidance (e.g. supervising selected
pupils, working with groups)
Other (please specify below and tick one of options):
iii.
iv.
8. Further comments:
Your name:
Your school:
Any information you have given in this survey will be strictly confidential. Any subsequent reporting of the data will be in
anonymised form.
Step 2 Plan who will be in your lesson study group?
When thinking about who will be in your lesson study group it is important to consider what adults are
available and who would be useful. Are there teaching assistants assigned to the class? Is there a
technician available to help you film aspects of the lesson? Are there any student teachers who would
like to participate and help with observing pupils and collaborating in the review/ planning meetings?
Step 2: Plan who is in the lesson study group – which colleagues can and will work with me on the
lesson study.
Name
School Role
Lesson Study Role
Step 3 – Timeline Guidance (Phase 2 expectations)
Timeline
Role of Teacher 1
Others in LS team
Role of Teacher 2
(SLT, TA’s, LSAs, ITT
students, technicians,
governors)
Observation role support
in planning and review
October
November
Lead teacher in lesson
study
Observation role support in
planning and review
December
Observation role support
in planning and review
January
February
March
Observation role support
in planning and review
Lead teacher in lesson study
Step 3 Timeline - Lesson Study 1 - Autumn term schedule of activities
The following timelines are given to you as a guide and we suggest you try and follow this to ensure you
complete all the required activities. However we appreciate that there may be some slippage or change
required due to timetables and school based activities.
Week 1
17th October
Week 2
31st October
Week 3
7th November
Plan the lesson study team, the teacher who
will lead the first lesson study and pick the
appropriate lessons.
Drawing on research and teacher knowledge
plan the overarching lesson study focus and
the first research lesson. Complete goal
expectations for focus pupils.
Deliver the first research lesson, with
colleagues observing. Interview pupils,
review progress and evidence, plan the
second research lesson.
Week 4
Deliver the second research lesson, with
th
14 November colleagues observing. Interview pupils,
review progress and evidence, plan the
third research lesson.
Week 5
Deliver the third research lesson, with
st
21 November colleagues observing. Interview pupils,
review progress and evidence.
Fill out the achieved goals for focus pupils in
Week 6
th
28 November goal attainment expectations template.
Week 7
5th December
Reflect on all you have learnt and create a
poster and case report about your lesson
study. (Poster instructions and case report
template are on the website)
January 3rd
Ensure case report is complete
Send the filled out goal expectations
template back to Annamari.
a.p.ylonen@exeter.ac.uk
Log onto research network and share your
first research lesson experience with others
what went well, what did not?
www.elac.ex.ac.uk/TERN
Send Annamari your achieved
attainment scaling report.
a.p.ylonen@exeter.ac.uk
goal
Log onto the research network Did the
pupils achieve what you expected what
have you learnt?
www.elac.ex.ac.uk/TERN
Send Annamari your case report.
a.p.ylonen@exeter.ac.uk
Step 3 Timeline -Lesson study 2 – Spring term
Timeline
Week 1
2nd January
Week 2
9th January
Activity
Plan the lesson study team, the teacher
who will lead the first lesson study and pick
the appropriate lessons.
Drawing on research and teacher
knowledge plan the overarching lesson
study focus and the first research lesson.
Complete goal expectations for focus
pupils.
Week 3
16th January
Deliver the first research lesson, with
colleagues observing. Interview pupils,
review progress and evidence, plan the
second research lesson.
Week 4
23rd January
Deliver the second research lesson,
with colleagues observing. Interview
pupils, review progress and evidence,
plan the third research lesson.
Deliver the third research lesson, with
colleagues observing. Interview pupils,
review progress and evidence.
Week 5
30th January
Data required by research team
Send the filled out goal expectations
template back to Annamari.
a.p.ylonen@exeter.ac.uk
Log onto research network and share
your first research lesson experience with
others what went well, what did not?
www.elac.ex.ac.uk/TERN
Week 6
6th February
Fill out the achieved goals for focus pupils
in goal attainment expectations template.
Send Annamari your achieved goal
attainment scaling report.
a.p.ylonen@exeter.ac.uk
Week 7
20th February
Reflect on all you have learnt and create a
poster and case report about your lesson
study. (Poster instructions and case report
Log onto the research network Did the
pupils achieve what you expected what
have you learnt?
template are on the website)
www.elac.ex.ac.uk/TERN
Week commencing 27th February
Send Annamari your completed case report. a.p.ylonen@exeter.ac.uk
Final conference Wednesday 29th February
Step 4 Research sheet – what has worked for other teachers and students?
We need to build on best practice.
What teaching approaches did teachers from phase 1 of this project find useful for students with MLD?
•
•
•
•
•
•
•
•
•
•
Differentiation e.g. extension tasks if finish early or to stretch; specific learning objectives;
smaller chunks - tasks broken down
Multi-modal/sensory approaches e.g. regular use of film, music; recording and watching pupils
at work
Grouping and peer relationships/support e.g. layout of classroom and groupings in attempts to
maximise learning
Assessment of learning e.g. repeating a diagram in reverse to check understanding
Motivational approaches e.g. use of lots of praise and encouragement, including developing
peers to recognise positive aspects of one another's work
Working with additional adults e.g. TAs deployed to support pupils in order to encourage
independence
Adult-pupil communication e.g. structured questions to help pupils access key information and
concepts
Memory and consolidation e.g. verbal, visual, practical reminders throughout lesson: repeating
the learning to mastery before moving on, retrieving information for themselves instead of being
teacher-lead
Activity based learning e.g. role play
Pedagogic methods/assumptions e.g. scaffolding and one-to-one coaching
What information can our colleagues in school contribute?
Are there any teachers with specialist SEN knowledge or research awareness?
What research evidence is available about supporting pupils with MLD?
(The project website has links to these texts)
1) Raising levels of achievement for pupils with MLD, reported pedagogic strategies. Norwich, B and
Ylonen A (2011)
2) Special teaching for special needs children? Pedagogies for inclusion. Lewis, A and Norwich, B.
(2004). Open University Press
3) Cognition and learning: Moderate learning difficulties, Self-study task 6, TDA.
4) Special teaching for special needs children? Pedagogies for inclusion. Lewis, a and Norwich, B. (2004).
Open University Press
5) Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. Alloway,
T.P. (2009). European Journal of Psychological Assessment, 25, 92-98. http://tracyalloway.com
Following some investigation of the literature and discussions with your team begin to consider what
your lesson study focus may be.
Step 5 – Planning the overarching lesson study focus and expectations for the case
pupils.
In this step you should simply fill out the lesson study template and details of case pupils’ individual
goals and expected attainment. You will complete their actual achieved attainment in step 9 once the
lesson study is complete.
You will need the GME guidance booklet and guidance and blank templates which are all available from
the website. Complete the three goals per pupil and list the baseline and expected outcomes for each
pupil. Save a copy for your own record and send a copy to Annamari. A.P.Ylonen@exeter.ac.uk
In the example below you can see how a school from phase 1 has planned their lesson study topic and
overarching aims and listed the criteria of case pupils the baseline, expected and achieved goals.
The Lesson Study team at this special school involved two SEN Specialist teachers in MLD and EBSD. The Lesson Study cycle
was carried out in an English class with 9 pupils and 2 TLAs (Key Stage 3) over a period of 8 months from November 2010 to
July 2011. There were two case pupils identified as having MLD in this class - both pupils had statements of SEN.
GME template for Lesson Study
1.
Lesson Study overview
Lesson Study title:
Using Lesson Study to develop teaching approaches that help students with SEN
through speaking and listening tasks:
(subject, topic, theme)
English KS3
LS general aims
To use speaking and listening, role play and source analysis that would
demonstrate pupils’ knowledge and understanding of different types of text
Class details
Mixed ability or set
Mixed
If set, what level
n/a
No pupils in class
15
Case pupil with MLD 1:
Any other SENs in
addition to MLD
No
SA, SA plus or
Statement
Statement
Particular focus/
concerns
Significant difficulties in verbal and written language, lack of confidence
especially when under pressure, needs information repeated, unable and/or
unwilling to work independently
Details of latest APP
level(s) in LS subject
APP English December 2010: 3a
Case pupil with MLD 2:
Any other SENs in
addition to MLD
No
SA, SA plus or
Statement
Statement
Particular focus/
concerns
Inappropriate social behaviours (e.g. aggression towards other pupils and staff),
needs information re-worded or simplified, difficulties in understanding abstract
concepts and in socialisation with peers
Details of latest APP
level(s) in LS subject
APP English December 2010: 2a
LS research questions
(2-3)
Pupil 1:
How can Pupil A be more frequently engaged in group activities when emphasis
is on using key vocabulary?
How can Pupil A’s language and communication skills be developed in order for
her to attend to and complete designated tasks?
Pupil 2:
How can Pupil B be more frequently engaged in group activities when emphasis is
on fostering co-operative and appropriate social behaviour?
How can Pupil B work more independently without getting so easily distracted?
2.
Case pupil 1: details
GOAL 1
Be more frequently engaged in group activities when emphasis is on using key vocabulary
Rating scale:
Low
Baseline
High
X
Expected
X
Achieved
X
Baseline
Is often disengaged in group activities when she needs to use vocabulary
descriptor
Specific
evidence for
Because of problems in written and verbal language tends to be disengaged and not
participate
descriptor
Expected
More frequent engagement in group activities
descriptor
Specific
evidence for
descriptor
Achieved
descriptor
Specific
evidence for
descriptor
Increased participation, improved speech, increased confidence
Step 6: Together plan a research lesson with the case pupils in mind
We need to plan the first study lesson: what do the students need to learn next and how will this be
taught? We have included an example of a filled out lesson plan from a lesson study in phase 1.
Blank Planning and observation templates are available on the project website under the resources
section. www.lessonstudymld.org.uk
Phase 1 Case Study
Context : Two teachers from two different departments ( Art and English) planned a series of lessons for the same Year 7
class as part of a Lesson Study project ( see Unit 18). The information outlined below relates to the third lesson in the series.
The subject and key stage area
Art class – Key Stage 3 – Year 7
The curriculum topic
Intended learning outcomes
Evaluative writing in art
To improve pupils’ abilities to use talk to shape their writing in order
to compare and contrast paintings showing an understanding of the
imagery
This is a mixed ability year 7 class with 2 pupils with MLD (Amy and
Declan)
Context of cohort
Lesson Plan
Learning:
 Pupils need to be able to learn to discuss works of art to look for deeper meaning.
 Pupils need to work collaboratively with other students.
 Pupils need to look for evidence in the paintings to support their ideas.
Teaching:
 The teacher provides each pupil with ‘talk tokens’ to encourage students to make contributions to group
talk.
 The teacher provides active sorting activities with an element of challenge to engage pupils.
 The teacher provides activities that require pupils to work as a team to solve a problem.
 The teacher provides sentence openers, keywords and connective maps to support pupils to record their
ideas about the meaning of paintings.
 All the resources are themed around ‘Art detectives’ to engage pupils.
Planning and resources:
 Talk tokens
 Find the square – gridded image.
 Connective Maps
 Sentence sorting game in the shape of Detective (trilby) hats.
 Sentence openers
 Keyword Maps
 Posters (continued from the previous lesson)
Class name and key
stage
Curriculum / teaching
area
Intended learning
outcomes
Lesson study focus
Plan for evidence
collection
Resources required
Time
11:2011:30am
Key Stage 3: Year 7 (7C/at10)
Art
To improve students’ ability to use talk to shape their writing in order to compare and
contrast painting s showing understanding of the imagery.
To improve the quality of students responses to visual imagery by using group talk to
deepen understanding and shape writing.
1 or 2 observers, film of students’ discussion, capturing the learning through talk. The
quality of the spoken and written responses.
 Talk tokens
 Find the square – gridded image.
 Connective Maps
 Sentence sorting game in the shape of Detective (trilby) hats.
 Sentence openers
 Keyword Maps
 Posters (continued from the previous lesson)
 Success criteria.
Teaching Activity
Starter activity
Introductory activity
11.3011.40
Development activity
11.4012.10
Plenary
12.1012.20
Student Activity
Students are given a group task to
identify a square of the gridded
painting by sharing clues.
Students will use ‘talk tokens in this
task to ensure that all students
contribute.
Students are given a set of sentence
puzzles In the shape of detective hats
that they need to fit together to make
coherent sentences. Students will use
‘talk tokens’ in this task to ensure
that all students contribute.
Students work in pairs to create their
own sentences in response to the two
paintings
They will write their sentences onto
footprint shaped cards
Students work as a group to discuss
which sentence footprints they will
select to stick on the class poster;
they will assess these against the
success criteria they were given
One will be read out and the class will
asses if it meets the criteria, signaling
by holding up either one or 2
magnifying glasses.
Evidence / observation focus
Record students’ discussion
Film students’ responses and how
they contribute to the group work
during this activity
Photograph outcomes.
Photograph outcomes
Focus students will be closely
observed to gage whether or not
they are using their talk tokens.
Step 7: Teach, and together observe and assess the learning of case group
We need to gather and review evidence that will help us find out what and how the case children learn
during the study lesson, what progress they make and what barriers to learning they encounter. Use the
observation and discussion template to note down your lesson expectations for case pupils.
Observation & discussion sheets
The case pupils
Case pupil 1
Amy
Success criteria
Amy will attempt to use her ‘Talk tokens’ during the group task.
Amy will share ideas during discussions
Amy will respond showing a developing depth of understanding of the works of art that they are looking at.
Amy will discuss her ideas with her partner in the paired task to produce sentences in response to the work.
Amy will demonstrate a developing understanding of the similarities and differences of the 2 paintings that
they are looking at.
Case pupil 2
Declan
Success criteria
Declan will attempt to use his ‘Talk tokens’ during the group task.
Declan will remain on task during the group discussion tasks.
Declan will share ideas during discussions.
Declan will respond showing a developing depth of understanding of the works of art that they are looking at.
Declan will discuss his ideas with his partner in the paired task to produce sentences in response to the work.
Declan will demonstrate a developing understanding of the similarities and differences of the 2 paintings that they
are looking at.
Stage of lesson
sequence
Starter
Students are given a
group task to identify a
square of the gridded
painting by sharing clues.
Students will use ‘talk
tokens in this task to
ensure that all students
contribute.
Introduction
Students are given a set of
sentence puzzles In the
shape of detective hats
that they need to fit
together to make
coherent sentences.
Students will use ‘talk
How you hope Case
pupil A will respond
Amy will read out her clue to
the group. She be forced to
make contributions by having
to use up her talk tokens.
Amy will follow the activity so
that she is able to add her
parts of the puzzle when they
fit in the sentence. Amy will
use up her talk tokens.
Observation
notes
How you hope Case
pupil B will respond
Declan will read out his
clue to the group. He will
make appropriate
contributions to task by
contributing his talk
tokens.
Declan will be engaged in
the activity and will
effectively use his talk
tokens to contribute his
ideas to the group.
Observation
notes
tokens in this task to
ensure that all students
contribute.
Development
Students work in pairs to
create their own
sentences in response to
the two paintings
They will write their
sentences onto footprint
shaped cards
Plenary
Students work as a group
to discuss which sentence
footprints that they will
put forward to stick on
the class poster, they will
assess these against the
success criteria that they
are given
One will be read out and
the class will asses if they
meet the criteria by
holding up either one or 2
magnifying glass.
What were the case
pupils able to do? (What
progress have they made,
and how do you know?)
Amy will effectively
communicate with her
partner to produce effective
sentences.
Declan will remain on task
during the activity.
Declan will have the
confidence to record his
ideas in writing when
working with his partner.
Amy will demonstrate her
understanding of the
similarities and differences in
the painting in her written
responses.
Amy will use her talk tokens
when evaluating effectiveness
of the groups sentences,
referring to the success
criteria that have been set
out.
Declan will use his talk
tokens when evaluating
effectiveness of the
groups sentences,
referring to the success
criteria that have been set
out.
Declan will remain on task
during the activities.
Case Pupil A
How you hope Case pupil A
will respond
I hope that Amy with add
depth and understanding to
her responses. I hope that
the Talk tokens will provide
Amy with a structure that will
force her to offer
contributions to the group
talk. I hope that Amy will be
able to improve the quality of
her written responses as a
result of the group talk.
Pupil B
How you hope Case pupil
B will respond
I hope that Declan will be
engaged and remain on
task during the activities. I
hope that Declan will
demonstrate a deeper
understanding of the
paintings that we have
been looking at during the
discussion.
I hope that Declan will
have more confidence to
commit his ideas to
writing.
DURING THE LESSON – take observation notes on the lesson plan against the expectations made
about the case pupils. Use video to capture the learning
Get the lesson study team
to make hand written
notes about the pupils.
AFTER THE LESSON CONDUCT A SHORT PUPIL INTERVIEW
What did you enjoy most about that lesson?
What did you learn? (What can you do now that you could not do before?)
What can you do to improve?
What aspect of the teaching worked best for you?
If the same lesson is being taught to another group, what would you change? Why would you change
that aspect?
Take notes of the answers to inform your next review and planning meeting.
Step 8: Review learning in light of planned learning outcome
The Lesson Study Group needs to analyse information gathered during the study lesson as well as
additional information from the pupil interview , to evaluate how successfully the students learnt. This
will mean meeting to discuss the lesson observations in detail, as soon after the lesson as possible and
making plans for the next research lesson.
What did we find out?
What progress are we making towards answering our initial questions about pupil progress ?
Together, plan, teach and observe 2 further research lessons. (Repeating steps 6 – 8)
Step 9: Record the case pupil achieved outcomes
Use the GSE template and now fill in the achieved outcomes for the three goals you set for each of the
case pupils. On completion send this electronic version back to Annamari.
Refer to the GSE guidance for help.
1. Case pupil 1: details
GOAL 1
Be more frequently engaged in group activities when emphasis is on using key vocabulary
Rating scale:
Low
Baseline
High
X
Expected
X
Achieved
X
Baseline
Is often disengaged in group activities when she needs to use vocabulary
descriptor
Specific evidence for
Because of problems in written and verbal language tends to be disengaged and not
participate
descriptor
Expected
More frequent engagement in group activities
descriptor
Specific evidence for
Increased participation, improved speech, increased confidence
descriptor
Achieved
More frequent engagement in group activities
descriptor
Specific evidence for
descriptor
Participated more during question and answer sessions; vocabulary still limited but
conversations contains more basic structure; more willing to write and less anxious
about her work
Step 10: Decide how to share learning and disseminate the approach to
others
We need to review our own learning. You will find a lesson study case report template on the project
website. Use this to write up your experiences.
Also on the website are some example reports from phase 1 which you may find useful.
Also on the website are instructions for creating a poster- use these to develop a story which can be
shown at the final conference. You could also use this to display in your school.
But lesson study is not just about sharing the progress with the project team, think about how you will
disseminate the findings in your school?
Create a poster and put it on the wall in the staff room
Present your lesson study experience to teachers in a CPD session
Conduct your final research lesson again, this time invite other colleagues into watch