Lesson Study
A different type of observation……
……..and beyond
Lesson
Study
Complexity
and
observation
Developing
a complexity
ready model
What is 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
Lesson Study – thinking about observation
• When using Lesson Study for the first time observation of two students
each
• Sit facing the group rather than sitting behind them
• Create notes next to the lesson plan so that learning is related directly
to what was planned
• 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
The Problem with observing learning
Knud Illeris, How We Learn (2007)
Complexity - A Different Perspective
• Assumption that classroom environments are a
form of complex adaptive system
‘A complex (adaptive) system can be simply described
as a system comprised of a large number of entities
that display a high level of interactivity. The nature of
this interactivity is mostly non-linear, containing
manifest feedback loops.’
Richardson et al (2007, 26)
• Non-linear system where simple ‘cause-andeffect’ interactions don’t exist. They are instead
multiple and non-proportional.
• Difficult to define ‘boundaries’ to the system.
What should we research?
The Issue of Incompressibility
‘…if a model of a complex system were to be constructed that captured all the
possible behaviours exhibited (both current and subsequent) by the system being
represented, then that model must be at least as complex of the system of interest.
The reason for this is that there will always be something outside of the boundary
(i.e., the boundary inferred by the model) that would affect the system’s behaviour
in some way at some time.’
Richardson et al (2007, 27),
• As soon as we try to create an observation framework, or
focus on certain aspects of the classroom environment, we
collapse the incompressibility of the system
‘this much is certain: the quest for comprehensiveness… is not realisable. If we
assume that it is realisable, the critical idea underlying the quest will be
perverted into its opposite, i.e., into a false pretension to superior knowledge and
understanding.’
Ulrich (1993)
• Leads to potential bias and a ‘partial’ view
Problems with generalisability
Complex adaptive systems are a
mixture of:
• Non-local knowledge - that which has
value over a broad range of different
contexts and gives us the foundation
for generalisable statements.
• Local knowledge - that which is highly
contextualised and cannot be
generalised to create universal
statements concerning the system and
its elements.
• Difficult to delimit where the boundary
between these is located.
But…
• Richardson et al (2007) suggest that if complexity thinking
is used as an epistemology then any analysis of complex
adaptive systems requires consideration from a number of
perspectives.
• Therefore, by using a number of methods for analysis,
triangulation and ‘thick description’ can serve as a very
useful platform for building understanding.
Methods • Audio
•
•
•
record
Save
outputs
Plans
Resources
Lesson
•
•
•
Observation
notes
Student work
PowerPoints
Evaluation
Meeting
•
•
•
Audio record
Amendments
New plan (if
applicable)
Individual interviews
Focus groups
Planning
activity
Individual
stimulated recall
interviews
Activity
Final Thoughts
• Observation is an important tool for….
……. diagnostic and professional dialogue
……. capturing an element of classroom activity
……. sharing practice and countering pedagogic solitude (Shulman, 1993)
• But…..
……. is partial
……. shouldn’t become a number
……. should be part of an ongoing/slow process used by teachers to
enhance their professional capital (Hargreaves and Fullan, 2012)