Slides for a short presentation on the potential for using lesson study in HE

1. INTRODUCING LESSON STUDY
http://scittls.weebly.com
http://leicls.weebly.com

2. Lesson Study: basic model
• Collaborative;
iterative cyclical
process
• Centred on a
learning challenge
• Focuses on learning
+ than teaching
• A ‘slow’ process,
flexible

3. Iterative cyclical process by a group of colleagues who:
1. Identify a learning challenge
2. Collaboratively plan a ‘research lesson’
3. Teach the research lesson (one teacher)
4. Observe with a focus on selected case students
5. Collaboratively evaluate (inc. artefacts, products)
6. Re-teach improved lesson or subsequent
lesson/seminar

4. Projects, reports and publications
• In-service teacher development (Cajkler, Wood et al.
2014)
• Initial teacher education (2013, 2015, 2016)
• Society for Educational Studies (2013; under review)
• Higher Education Academy (2014): research on
teaching Masters in IE
• Participative lesson study (2016): Phil to discuss
• Collaboration with ELTU (forthcoming?)
• RM teaching and LS (Wood and Smith, forthcoming)

5. Links
• Stavanger University, Norway
• Gediz University, Izmir, Turkey
• University of Valencia (from Feb 2016)
• University of Malaga
• Multiple schools/teaching alliances regionally and
nationally

6. Using Lesson Study in an HE context
Use of LS to develop masters level pedagogy for three years
Year 1 – Development of the method, and introduction of a ‘participatory’ model
Year 2 – Use of LS to develop dialogues about learning in partnership beyond the
department (ELTU)
Year 3 – Embedding LS in a wider research approach

7. Year 1 – Development of the method, and introduction of a
‘participatory’ model
Context of study
• MA International Education
• 26/24 students in the group
• with only one student being a native English speaker, with other
students from South East Asia, the Middle East, Africa and Europe
• Three academic members of staff who teach on the course decided to
use lesson study as a tool for understanding and extending student
learning

8. Aims of the Research
1. evaluate the quality of students’ learning
opportunities in ‘research lesson seminars’
2. explore student perspectives on their learning
experiences

9. Research session foci
Session 1 - Learning theories
Session 2 - Effective teaching
Session 3 - Study skills
Session 4 - Globalisation of education
Session 5 - Curriculum studies
Session 6 - Neuroscience and learning
Cycle 1
Cycle 2
Cycle 3

10. Activity
Planning Activity Research lessons
Studentstimulated-recall
interviews
Evaluation
Meeting
IndividualInterviews
FocusGroups
Methods
 Audio record
 Save outputs
 Plans
 Resources
 Video
 Observation
notes
 Student work
 PowerPoints
 Audio record
 Amendments
 New plan (if
applicable)
Basic Data collection techniques

11. Some initial insights
• LS only partially breaks down ‘pedagogic solitude’
• Particular utility with international students
• Issues of literacy and technology
• Role of learning ecologies
• How can we see learning? Observations a poor
proxy

12. • MAIE Study Skills (November) – session supporting first assignment writing,
focused on analysing papers (empirical and position papers)– Wasyl
• ELTU (December) - In-sessional support class for MAIE students – academic
Poster presentations - Sue
• MAIE Study Skills (March) - Dissertation Development- creating a coherent
plan –Phil
Research with ELTU - Outline of the sessions we focused on
Year 2 – Use of LS to develop dialogues about learning in
partnership beyond the department (ELTU)

13. Study skills project - Initial Implications
• Importance of working with ELTU in designing student support
• Integration of study skills into research methods
• ‘Study skills’ – composed of critical reading, writing, speaking, listening and
the development of an academic/research community
• Developing the language of research methods, so should it be ‘research
literacy’ rather than ‘study skills’?
• Need for a greater level of team working. Need to tackle pedagogic solitude –
need for a cultural change
• Utility of lesson study as a way of gaining new perspectives and insights

14. Developing Research Literacy through a Methodology of Glimpses
Year 3 – Embedding LS in a wider research approach

16. Some final thoughts
• LS is a useful method for developing discussion and gaining insights into the complexity
of pedagogy
• Not a panacea – not perfect, but a very useful tool
• Great opportunity for lessening ‘pedagogic solitude’
• Large potential for research and publication (esp. in HE)
• In its participatory form, very positive opportunities to engage students in developing
practice
• Starting point for pedagogic literacy

17. Pedagogic Literacy

18. Websites/blogs
http://leicls.weebly.com
http://scittls.weebly.com
http://hereflections.wordpress.com