Tag Archives: Continuing professional development

School to school lesson study 2

I recently blogged about our changing approach to Lesson Study.   Having operated in a number of different ways, we have moved to a school to school model that we hope will be sustainable in the face of cuts to school budgets.   Our existing model requires a lot of release time for staff, and although every cycle of lesson study has proved to be extremely valuable, such as model is operationally challenging as we move forward.  The school to school model requires less release time and has other benefits that we are beginning to see from our early forays into this CPD research field.

As blogged previously, we have tried out different approaches and engaged in some school to school research but are now planning more strategically to build on our previous work.  We recently completed a first round of school to school lesson study with three Y4 classes.   One class acted as host and the research lessons took place in this class over a two week period.  The three teachers involved followed the same approach as we had successfully employed in our own setting with joint planning time and post lesson pupil interviews and review built in to the process.   As is often the case with such things, staff gave their own time over and above the release each school allocated, simply because the research findings and conversations enthused them.

The research in this round focussed on the language used in maths.   The findings suggested that children in the class were put off tougher problems if they didn’t understand the words being used in the problems. Some children didn’t have a clear understanding of the word ‘explain’ and therefore avoided any problems using this word, even though they could solve the actual calculations.   In response to this the teachers decided to create a bank of words often used in maths, and find simple explanations and meanings to display in classes next to them.   From the post lesson pupil interviews it was felt this would help the children access the questions.   The research shows that we may assume children’s understanding of some of the words we regularly use in maths and that it is worth spending time unpicking meanings carefully with children in order to give them the best chance of answering the word problems.

The staff involved in this latest round of research have now planned a presentation to deliver in staff meetings in the schools after the Easter break.   This opportunity to share their findings in more than one school is also a great CPD opportunity and I am sure, it will open up further rich dialogue around this area.   Following this successful trial, we plan to extend the model to other year groups during the summer term.

 

 


Kaizen Network and Collaboration

Tomorrow it’s our annual Kaizen Inset Day. Each year we agree one common training day for all our staff. We pool our resources to bring in the best people to lead a day in one of our schools. This work can then be further developed in our own settings with collaborative approaches informed by a shared message.

Kaizen means small steps to continuous improvement. The name of this Japanese business model suits our aims perfectly. We set up this informal network as a group of new (ish) head teachers around ten years ago. Our initial aim was to support each other in our burgeoning leadership roles. We shared a common set of values and beliefs and we were all keen to work closely, to develop a school to school support model that would help our schools grow, and help us grow as school leaders.

Initially our network was a leadership support mechanism but it quickly grew to a body which included pupil teaching and learning groups, digital leaders, debating societies and subject leader clusters.   Recently children from each school visited Houses of Parliament.   This followed a joint pupil teaching and learning day looking at school values.   Before half term the teaching and learning groups shared presentations based on findings amongst pupils in their own schools on ‘what makes the ideal teacher, the ideal learner?’  Debating societies at the same pupil conference debated whether the government should pay for homes for the homeless (this topic was chosen by the pupils from a number of options).   The work the pupils are engaged in is shared back in their own schools via assemblies and school council meetings.   A focus on speaking and listening is developing the confidence and understanding of those involved, and the more we can involve, the better!

Staff work together on key aspects of their roles and this is something we will be developing further this year with our focus on collaborative improvement and lesson study.  Subject leaders find it useful to moderate beyond their school and local clusters (Kaizen involves schools from across the region and internationally) and in this new age without levels, such sessions are more important than ever.  Last year our Kaizen Inset Day was led by Professor Barry Hymer, we looked carefully at the research into Growth Mindset and how such work could impact on our schools’ approaches.  This year the day is being led by Dr Pete Dudley, to build on our approaches to Lesson Study.   Plans are already afoot for inter school research using the Lesson Study model.   The afternoon will be given over to a Teaching and Learning Exchange, where staff from Kaizen partner schools share a range of pedagogical approaches that they are having successes with in the classroom.   These practitioner led workshops provide a ‘warts and all’ view that is refreshingly honest and helpful to colleagues in developing their own practices.

The Kaizen network grew organically.  There was no top down initiative, no external funding and no outside agenda.   The strength of the partnership is the shared belief that by working together, supporting each other and collaborating, we can improve the teaching and learning in our schools and provide a better all round education for our children.


The Lesson Study Cycle

Following our first year of lesson study, we have changed the format in school for this academic year.   As a staff we spent time at the end of the summer term discussing the impact of LS to date and deciding on the best way forward.   We were all convinced that this was the right way to develop teaching and learning but felt it worth tweaking our approach to get more out of it.

As a three from entry primary we are well suited for the model we’ve developed.  Each term a different class in each year group becomes the research class.   The ‘host’ teacher works with their two year group colleagues to plan the lesson study and the three teachers (along with any support staff involved) write up their research.   This research is then shared by the host teacher at a lesson study staff meeting the following term.  Over the year each class in each year group will be the research class once, all teachers will take on the role of researcher/research teacher, and each will present research findings to staff.   All staff will have taken part in at least three lesson studies.   As in the past, we are restricted to two ‘formal’ research lessons during the cycle, due to timetabling and class cover required however, the impact of the research goes beyond the formal process and is instrumental in driving developments in teaching and learning. .

The cycle below outlines our current approach to lesson study

Planning Meeting 1
Agree and sign Lesson Study protocol
Agree on lesson to be taught, who is to teach it and area of focus from AfL work
Plan lesson in detail together as a research team with area of AfL focus in mind, considering any resources necessary and any pre lesson preparation.
Research lesson teacher to identify three pupils, broadly representative of the differing learning groups in the class. Teacher to identify how they think the pupils will respond at different points in the lesson, researchers complete proforma (planning, observation and discussion sheet)
Research Lesson 1
Camera set up prior to lesson to enable inconspicuous filming for class teacher’s reference. Researchers complete proforma whilst observing identified pupils (emphasis is on the learner response)
Researchers also record thoughts regarding AfL focus for feedback in post lesson discussion.
Post Lesson Pupil Interviews
Each researcher interviews identified pupil following the lesson using profroma (suggested questions for post lesson interview) encouraging pupils to answer fully and share any thoughts on the lesson and the learning
Post Lesson Discussion
Following the first research lesson (RL1) and pupil interviews, research team come back together. Session follows format below:
a) Teacher shares thoughts on the lesson/learning
b) Researchers take turn to share findings (notes) on pupil’s response to learning (how teacher thought they would respond/how they were observed to respond)
c) Researchers take turns to share post lesson pupil interview findings
d) Film footage shared (if necessary) to support findings. Footage then provided for teacher to view later
e) AfL focus discussed in general terms and researchers share any notes made during research lesson.
f) Next lesson discussed in light of findings from RL1, changes/amendments made as appropriate, children for observation agreed.
Research Lesson 2
Cycle begins again

Research is then written up by year group team and saved on the school server.   The host teacher then uses the research notes to inform presentation to staff.


Lesson Study – school research findings to date

As the end of the spring term approaches we have set aside time as a school to reflect on the first cycle of lesson study.   The research within school can be broadly divided into four key areas: learning partners, resources, use of praise/feedback and questioning.  We have chosen to present the findings as a booklet for staff to take away and consider.

We have kept the findings deliberately brief and hope that further dialogue will be generated after the Easter holidays. The four areas are outlined below in terms of findings, questions arising from the findings, actions and resources.

1. Learning partners

Findings– very much established as part of the school culture.  Clearly embedded and used throughout the school at different stages of development. Not all children clear about the role of a learning partner.  When best used the length of time was appropriate for the outcome and made clear to children e.g. 20 seconds to generate answer, 1 minute for discussion etc…  Some children were very passive when working with a learning partner, while others dominated.  Roles were not always equally shared.  Learning partners were seen to give lower ability children more confidence. “When you have ideas and your friend has ideas you can mix them up and get a better idea.” Y5 pupil.  Learning partners clarify learning and understanding for children. “I didn’t know what they meant (AFs) until my partner told me.” Y5 pupil.

Questions arising – how are learning partners chosen? How often are they changed?

Actions – clear guidance and clear success for learning partners needed.  Agreed protocols around successful learners and how to be an effective learning partner to be shared and displayed in classes.  Reward systems to include recognition of good learning partners.

Resources– AfL inset and staff meetings.  Bill Thompson’s work with staff and pupils, materials on server.  Ideas for turn taking shared.

2. Resourcing

Findings – resources available but not always used to maximise learning.  Resources generally out but children not always clear how to use them and what to use them for e.g. number squares, multi link.  Evidence of gap between stages of a child’s learning and resources given to support them causing confusion e.g. children still trying to understand cardinal numbers had been given number squares.  Evidence of pre learning being an effective resource to support lower ability children in accessing learning during lesson. This was most effective where the strategy to be employed in the lesson was made clear and addressed gaps in the children’s learning. AfL cups were used to good effect in one class.  Working walls, where used, were seen to have a positive impact and children were able to access this to support learning.

Questions arising – are tangible resources taken away from the children too soon?  Is training needed for teaching and support staff in effective use of appropriate resources and developmental stages of resources e.g. subitising

Actions – staff training on use of key resources

Resources – spelling booklet to support working memory.  AfL cups for each class

3. Use of praise/feedback

Findings – positive climate in all classes involved in research to date. All children displayed positive attitudes towards learning. Very little use of empty praise (orally).  Children understood why they were being praised due to teacher/adult’s clear explanation of the reason.  Clarification of praise was a strong feature of the research.  Quality learning and discussion with peers sometimes limited by constraints of the lesson which could hinder learning.

Questions – do all adults have a clear understanding of the purpose of praise and the impact this can have? How do we incorporate response time into children’s lessons and learning? How does this impact on lesson planning and timetabling?

Actions – develop further the language of praise (minimise ‘well done’, ‘good work’ comments and replace with comments related to effort and specifics). Further training based on growth mindset.  Amend marking and feedback policy.

Resources – Barry Hymer materials from Inset on server.  Feedback and marking policy (to be amended following work with Bill Thompson and Barry Hymer)

4. Questioning

Findings – questioning was seen to be most effective;

  • When children were given clear wait/thinking time either on their own or with a learning partner.
  • When children were given a leading role during discussions (e.g. basketball not ping pong)
  • When differentiated questioning was targeted towards individuals. (Differentiation to aid understanding through use of appropriate language and blank level questioning)
  • Where strategies were actively employed to promote whole class engagement rather than limiting questions to a number of enthusiastic respondents (e.g. lolly sticks, name generator rather than hands up).
  • Where pre prepared questions gave children time to think before responding (e.g. asking questions before a video clip)

A good range of open and closed questions were evidenced to reinforce, clarify, challenge misconceptions and to lead discussions.

Questions – is there any purpose to a ‘hands up’ approach? Do we need a whole school approach to effective use of questioning, e.g. lolly sticks, wait time?  Are all staff clear about children’s understanding of language?

Actions – school to further explore a ‘no hands up’ approach to encourage full participation and sustained engagement.  Training for support staff.

Resources– blank level questions posters, lolly sticks, Barry Hymer and Bill Thompson’s materials on Growth Mindset and AfL and information on server, question stems.

As stated previously, the above information will hopefully provoke further discussion as we move forward with lesson study.   Next term we will follow up the actions and fine tune our approach to LS in light of our findings.   It would be great to hear from anyone who is using LS or wrestling with the development of these key areas.


Lesson Study

It’s early days but already LS has gripped the school!   Staff who are involved in our initial work are finding it to be the most rewarding professional learning they have been involved in at school. Before Christmas I began looking at Lesson Study as a new way of supporting staff in the classroom.   We have used coaching models previously, we have used peer observations, staff have filmed their lessons and reflected back on the findings (usually watching the video with a glass of wine, late at night, well away from their colleagues!) and we have used the traditional model of classroom observation that serves little purpose beyond monitoring and supporting self evaluation.   What we were looking for was an approach that changed our approach to collaborative working, that enabled staff to take risks, to experiment and to ‘unpick’ their practice before reshaping it and putting it back together in a more effective, supportive and sustainable way.

Our approach in school owes a great deal to the detailed and hugely informative research undertaken by Pete Dudley (@DrDudley13).   Pete’s work and his recent book ‘Lesson Study – Professional learning for our time’ give a really clear account not only of the benefits of LS but also how to get started in school.  Earlier this month we devoted a staff meeting to introducing LS to the school.   Some had heard a little about it but the majority were unaware of such an approach.   For many, lesson observations, however you dressed them up were something that was done to them rather than with them.   The biggest selling point for LS is that it really is, as Hargreaves refers to it, ‘joint professional development’.   There is no hierarchical structure, it is an approach that encourages and promotes a shared working arrangement where all contributions are equally valued and positively received.  This is easier said than done so to help encourage such an approach we agreed a protocol based on that found in Pete’s Lesson Study handbook (www.lessonstudy.co.uk) which helped build the right climate from the outset.

As we have an AfL working party in school we were not short of volunteers to get up and running with LS.   Indeed, all staff saw it as much more appealing than the usual observations so we could have realistically started it with any class.  Cover for staff is something that we had to build into the budget for this term so we had to be clear about costs and committed to making it happen.  We began with four members of staff working with two Y3 classes.   The AfL working party had already begun looking at questioning and pupil response so we took this as our lead.  We spent our first LS session agreeing a lesson plan (importantly this became a shared plan with equal contribution) we spent a good couple of hours really picking the lesson apart, questioning why certain things were being done, why this or that approach was being taken, the purpose of activities etc.   When we were all happy we moved onto discuss the three case pupils and what the class teacher would expect each of them to be doing at each stage of the lesson – this would be a key part of the case study lesson.   We finally looked at the questioning and response time and discussed the different approaches we have been developing and how they could best support and stretch the learning.

The next day the case study lesson was taught by the class teacher with three colleagues watching carefully to see how the case study pupils responded to the learning.   Did they respond as the teacher thought they would? What did we learn from their responses?   Did anything unexpected/unplanned for happen?   The lesson was filmed for us to use in our reflection and post lesson discussion and despite the class teacher’s mild concern(!) she ultimately saw great benefit in using this to support group and self reflection.  After the lesson we interviewed the three case study pupils. Their responses were enlightening and not always what we (or the class teacher) anticipated.   We then met to unpick the lesson, share the pupil responses and our observations of them as recorded on an agreed pro forma.   We also shared our annotated (joint) lesson plan and discussed the use of questioning and how we could improve on things for the next lesson the following day.

By this time we were all getting quite excited about Lesson Study and any of us could have delivered the revised lesson the following day so great was our enthusiasm and desire to move learning on.   Our reflections and discussion after the first case study lesson could have gone on for hours beyond our agreed time and we were oblivious to the passing of the school.  It is amazing how much professional dialogue was generated by the experience – so much more than would normally take place after traditional lesson observations.  The revised lesson gave us all a chance to see our input, changes and improvements move the learning forward.   Again we observed three case study pupils representing different learner groups, again we interviewed them after the revised lesson for their contributions to the research.  Our animated post lesson discussions made it clear that Lesson Study has a clear place in  our school practice and is key in our approach to joint professional development.   As we prepare for this week’s round, word has spread and we can’t wait to get started!


Speed Learning

There are a range of different ways of sharing good practice.   One of the most interesting approaches I have seen recently is Speed Learning. 


I attended my first speed learning event a couple of years ago.   It was  organised by Claire Lowe (@clairelowe2) and Kirstie Andrew-Power from the SSAT.   They had gathered a group of practitioners together to share their learning experiences in short presentations at a local high school one evening.  The twilight session began with an introductory key note by a guest Headteacher and quickly moved into the speed learning presentations.   Each presentation took place at a table and delegates moved round the room every 10 minutes hearing up to six different presentations.   The opportunity to hear from a range of practitioners close up and personal was well received.   Those presenting were able to share ideas from their ipads, laptops and other devices rather than relying on large screens to project their work.   This gave the short presentations a more intimate feel and an energetic buzz filled the hall as attendees heard from the likes 0f @ianaddison and other teachers in the area talking about a range of tech and non tech initiatives that were proving successful in their own schools.  Some gave out information and shared examples of learning using the table top presentation idea to good effect.  Following the presentations a closing keynote rounded off the event and looked to the future of such continuing professional development opportunities.

The speed learning model is a great way for practitioners to share ideas and innovations.   It requires careful organisation and timing, a number of willing presenters and an audience.   Such an event can reap dividends as staff return to school armed with a number of tried and tested approaches, peer support and new contacts helping to foster a sustainable and vibrant form of sharing and staff development.  The model is particularly successful where a numeber of schools in close proximity agree to sacrificing a staff meeting or two for the common cause with one hosting the event.

SSAT are supporting a series of Speed Learning events up and down the UK over the summer term, if you haven’t managed to get to one yet you might like to check where your closest one is by following the link below.   http://www.ssatuk.co.uk/ssat/speed-learning-2/

St Silas in Liverpool and Hawes Side in Blackpool are hosting two North West speed learning events on 12th and 13th June respectively. Contact @mrsdonaldson82 and @smichael920 on twitter for further information.  


School level models of CPD – a changing landscape

The way schools approach professional developed has changed dramatically over the last few years. The rise of teachmeets and similar models has seen a shift away from the content driven courses run by consultants and advisors of the past. Many now prefer the engagement and active involvement of peer led training as opposed to the passive learning model that is the diet of many traditional courses. The kind of course that generally takes staff away from their day to day practice to tell them how they can do their job better. The problem for many with such delivery is that it can lack credibility, practitioners like to hear from those who are walking the talk, who understand the day to day pressures and recognise the difficulties that can be encountered. Practitioner led training is popular as it not only gives its audience a ‘warts and all’ account of tried and tested approaches, but it also gives those presenting it an opportunity to develop professionally themselves.

A number of practitioner led approaches at cluster and network level can be replicated to good effect in individual schools.   Below are a few approaches that work well both with groups of schools and within single organisations:

Staffroom teachmeet – this sharing good practice model is a great way to get staff up and talking about what they are doing in class that is proving successful.   It promotes conversation around teaching and learning and a quick five minutes in front of peers doesn’t necessarily worry people in the way a longer slot in front of a larger audience might.

Learning walks – many staff rarely get into their peers classrooms and giving a couple of staff meetings over to learning walks means they will be able to spend time learning from each other, getting ideas, discussing how the learning environment can support learners and informally planning future developments.   We spend an awful lot of time moving around school to meetings, classes, assemblies etc… so it is nice to actually slow down and make the walk around school purposeful in itself.   A meeting on the move!

Moving the meetings -asking staff to host a staff meeting in their classroom is a good way of encouraging them to talk about learning and the learning environment in more detail.   It is also a way of sharing the leading role and developing leadership skills in others. Having staff meetings in different classrooms can effortlessly put teaching and learning high on the agenda.   It is amazing how much dialogue around practice can grow out of a simple question about a classroom display.

Staff Surgery – I have posted about this approach on this blog before but simply put, we make use of this model to support staff in developing their use of technology.   Each term we have a staff meeting where everyone brings along a device (or we use the IT suite) and we share what is working well, what people are doing with their blogs, what they are struggling with or have heard about. It is a real collegiate environment and has become a recognised opportunity in school to develop collective and individual use of technology to support learning.   Recently phase meetings have also introduced an ‘app of the week’ where staff will share an app they have been using in class on their iPads.

With a range of external directives and initiatives competing for space and time on an already crowded staff meeting agenda, taking a step away to develop such sharing is hugely valued and seen by many as the best way to approach school level cpd.