Analysing the evidence

Following the lesson, the debriefing phase allow's the team to review findings. There are no standard procedures for analysis but participants generally share observations and examine the evidence collected during the data collection phase. For example, a lesson to demonstrate how to determine assistive technology for a student will include baseline performance assessments and task analyses in establishing baselines of task needs and how' the use of assistive technology can improve student performance.

Exploring incorporating other assessment tools could be an outcome following teachers regrouping to brainstorm and having completed research on possible solutions.

Repeating the process

Once data is analysed, the team meets again to discuss if re-teaching should occur or notes should be catalogued for future revisits. From here, the team explores possible changes to the lesson and/or the study. Drawing from the evidence, the approach is modified for the next lesson. Accompanying the revision is also a review of the learning goals for the revised lesson. The previous steps of observation, collection of data, debriefing and analysing continues. This iterative process allows for evidenced-based improvements to be made along the way. The interaction between team members provides a routine and framework to bring together learning, expertise and experience within the network of school, organisation, institution and beyond. “It not only breaks the isolation of individual teachers, but it also makes sure that the learning taking place in these groups is connected and magnified through widespread and diverse links across lesson study groups” (Chokshi & Fernandez, 2005, p. 675).

In working to introduce or enhance the use of assistive technology with students, the process to debrief with colleagues is an excellent opportunity for teachers to have direct observation of the teacher-lead who taught with the assistive technology. This step offers the team to review and ask “how-to’s”, and is especially helpful when specific devices or technologies may not be familiar to teachers. Further, if the teacher-lead takes on a longer-term role, opportunities for mentorship arise which is strongly reported to yield positive results with teachers adopting technology in their teaching (Lowther, Inan, Strahl, & Ross, 2008).

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