We have just completed our first cycle of Lesson Study and the response has been extremely positive. A more explicit focus on pupil learning and a deeper understanding of how they learn has been a prominant feature of this first round of research. The shift from teacher at the centre of an observation to learner at the centre of the research is significant. Where traditional observations tend to warrant a quick post lesson chat before the handing over of a judgemental, evaluative A4 sheet, Lesson Study has encouraged us to look in fine detail at the process, to develop practice and collectively reflect on findings. The high level of professional dialogue, both in the joint planning stage and during the post lesson discussions has reflected the interest and enthusiasm of those involved. I am sure not all were completely sold on the idea of four adults and a video camera invading their classroom, followed by a thorough dissection of what had occurred, but once through the process all recognised the power of such an approach and believe it is worth developing across the school.
As with any new initiative in school, the Lesson Study model still needs work for it to be successfully embedded. There are potential issues around cover and creating the time and space needed to run Lesson Study properly. We are probably still too kind to each other when it comes to professional discussion and I am sure the gloves will come off given time. We placed great importance on the protocol and everyone signed up to this but we will revisit it in the next round and ensure everyone really does feel safe to disagree, to challenge assumptions and beliefs and to share ideas and approaches, however outlandish they may sound. The level of dialogue generated following each research lesson has been staggering and I believe that will only grow over time. The protocol is important in clarifying to all involved that there is no hierarchy rather equal research partners co creating lessons and reflecting on the findings. This takes away the notion of one teacher and their work being the focus and encourages a sense of collaboration and joint professional development.
In the next cycle we are keen to involve support staff more as they have such a crucial role to play when it comes to learner response. We have not yet settled on the right way to collate and share the research findings. For this first round it will be disseminated through staff meetings and electronically via the school server but in the future this could take the form of teacher demonstrations, presentations, handouts, booklets or videos. As our overarching focus for this first round has been questioning, we have begun to run a series of staff meetings to share the research and open up ways to move practice forward as a result. The use of praise, learning partners and resourcing also featured significantly in this cycle and sharing the findings of these areas is planned over the next term. For us to develop teaching and learning it is important that we move away from simply evaluating lessons and their effectiveness to a system that promotes professional development by allowing staff to experiment with new ideas and strategies in a safe and supportive environment. I believe Lesson Study gives us that opportunity.