Lots has been written recently about Lesson Study. Staff who been involved in our work to date find it to be the most rewarding professional learning they have been involved in. 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 a method 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 owes a great deal to the detailed and hugely informative research undertaken by Pete Dudley (@DrDudley13). Pete's work and his 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. We devoted staff meetings 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 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.