In recent weeks we have been looking closely at the purpose of Lesson Observations. When it comes to developing classroom practice it seems to be a fairly redundant model. Experience suggests that most teachers will default to something they already know they can teach, stalling improvement. It would be very risky and indeed, very rare to find staff trying out new approaches when being observed. Our profession, in the UK at least, is a top down, judgemental one so it’s hard to operate outside of that remit. The move from grading lessons has done little to advance classroom practice and it’s a sad indictment of our education system that a fear factor and nervousness still accompany any ‘visits’ to class.
I talked recently at #TMBpool about the benefit of a Lesson Study approach in moving practice forward. While the logistics of running an authentic LS in primary schools is difficult due to poor funding and the number of staff required, such an approach is not impossible. I have blogged before about a school to school approach and the possibility of involving support staff as researchers. We are also looking at the use of other adults in school (as a Confucius Classroom School we have additional staff) and are in conversation with local universities and supply agencies about the possibility of utilising their students and teachers as research assistants. This model not only enables the school to run with a form of LS it also provides insights in what does and doesn’t work in the classroom and professional development opportunities to all involved.
With the class teacher taking the role of host researcher and additional adults acting as research assistants, the LS model outlined in previous posts can be adapted to suit this approach. With Lesson Observations, observers spend the majority of time watching the teacher teach (as Dr Neil Hopkin said ‘the only thing we can be sure of as teachers when we leave the classroom is that we have taught something‘). A Lesson Study approach with it’s emphasis on the learner’s response allows us to assess whether that teaching is having the desired impact.