Stage 4: teach and observe the first research lesson

How do you make sure that the team reflects on the predictions of case pupil learning and behaviour at the significant points identified in the research lesson rather than focuses on teaching?

It is really important that the group refers to what they predicted each pupil would be doing at each stage of the lesson in their planning and what supporting evidence they will be looking for to reveal whether this is indeed happening. The focus of the observers should be on pupils’ learning and not on the teacher (who is, after all, teaching something they have all planned and agreed). A good idea is that they alternate their focus in the research lesson between zooming in on the case pupil(s) and then panning back out to look across the whole class to observe what is happening more widely.

Observers should tiy to capture the case pupils’ responses at predicted points in the lesson and note how they match or differ from the predictions. They should also note any critical incidents observed or whether there are any common patterns (for example, all case pupils misunderstand something in the same way) (see Figure 3.12).

Example 4

Figure 3.12 Example 4

Stage 5: conducting pupil interviews

How to conduct post research lesson pupil interviews that can enhance your insight into pupil learning in research lessons.

Pupil interviews were introduced as a result of compelling research by Ruddock (1996), McIntyre, Pedder and Ruddock (2005) and others, revealing the benefits for students, teachers and schools of giving students greater voice and agency in their learning and schooling. The “ground rules for talk” in these interview discussions suggest that interviewers ask the students to imagine the teachers are to conduct the RL again the following day with a similar class of students and to advise their teachers what might be changed in the lesson and why (Dudley, 2014). A discussion usually ensues which is both revealing to the LS group about aspects of their RL and which is also formative and of practical use.

While these interviews provide lesson study group members with insights into the perceptions students have about what helped them leam as well as what hindered them (Warwick et al., 2019), a common opportunity that is missed by lesson study groups is that of tailoiing their interview questions closely to the research lesson itself. There is little time between the end of the RL and the student interview which usually immediately follows (prior to the post lesson discussion).

The group of pupils selected for interview may or may not include case pupils. Often (as can be seen in the previous snippets), one or two case pupils are amongst the group interviewed.

The interview should be short (no more than five minutes) and can be done with all the pupils in a group or individually.

Tty to conduct the interview as soon as possible, ideally at the end of the lesson, and tiy to capture some of the pupils ’ exact words in your notes (see Figures 3.13 and 3.14).

Thinking point 4

Figure 3.13 Thinking point 4

Example 5

Figure 3.14 Example 5

Example 6 Stage 6

Figure 3.15 Example 6

 
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