The uses of lesson study relevant to EPs: recent research and developments Brahm Norwich University of Exeter, Graduate School of Education, UK  Lesson study is a collaborative professional development approach with its history in Japan and Far East going back to the 1880s. It also has a strong affinity to historic and current Deweyan ideas about reflective practice coming to international prominence in last decade. This session will present ideas and practices about how lesson study has been adapted in two ways relevant to EP practice. This is first, about its use as a mode of collaboration between EPs and teachers over the specific review and planning of lessons relevant to children with additional needs (inter-professional lesson study) and second, as a means of dynamic or response to teaching approach to assessing learning needs (lesson study for assessment).

Aims: To present ideas and practices about how lesson study has been adapted in two ways relevant to EP practice. 1. as a mode of collaboration between EPs and teachers for the specific review and planning of lessons relevant to children with additional needs (inter-professional lesson study) 2. As a means of dynamic or response to teaching approach to assessing learning needs (lesson study for assessment).

How organised? Introduction: background principles and practices (10) Activity 1: what you do that resembles LS (7) More details of series of trials (13) Activity 2: what is involved in and how to start planning a LS? (10) How to follow up approach (5)

Lesson Study (LS), originally developed in Japan over a century ago, a collaborative form of professional development involving a plan-do-review model of practice used internationally in different variations including the UK and other European countries. despite variations in LS practice, the basic principle involves: teacher collaboration to develop a series of research lessons in which different approaches to teaching are tried to improve specific forms of pupil learning.

Typical Lesson Study in the UK (LS) is a highly specified form of classroom action research focusing on the development of teacher practice knowledge (Dudley, 2014). 1 cycle consists of 3 research lessons that are jointly planned and directly observed and reviewed Lesson planning is informed: by evaluation of the previous lesson and ideas and strategies that can derive from professional and research-informed knowledge The LS team typically consists of teachers only 1 or 2 case pupils are identified as the focus for the planning and evaluation (of the pupil and lesson goals) case pupils’ views on the lessons and their learning is an important part of the process (in the form of reflective interviews)

WHOLE SCHOOL CONDITIONS SUPPORTING LESSON STUDY PLAN TEACH REVIEW KNOWLEDGE BASE: professional and research informed to study learning and teaching in LS 1st research lesson Observe learning; pupil interview 1st research lesson (2) Observe learning; pupil interview 1st research lesson (3) Observe learning; pupil interview Review and planning meeting (1) Review & planning meeting (2) Review & planning meeting (3) Review & planning meeting (4) Share learning WHOLE SCHOOL CONDITIONS SUPPORTING LESSON STUDY (time for meetings, senior leader support)

ACTIVITY 1: how LS relates to other EP professional activities With the person next to you discuss whether you have undertaken in your EP role anything that is similar to lesson study as just presented. Take one and compare with LS Identify for this one activity how similar and how different? If time, select another and complete analysis again. similar different Purposes (to improve T. knowledge, skills and/or attitudes) Planning focus (teaching, pupil learning, both) Group (size, prof role membership, relationships etc) Number of review/action cycles How formative assessment done (direct observation, use of video, pupil interview etc.)

LS in relation to EP practices Lesson study resembles various problem solving approaches used by educational psychologists to support teachers. Bennett and Monsen (EPIP 2011) review Circles of Adults; Teacher Coaching; Collaborative Problem-solving Groups and the Staff Sharing Scheme. Teacher Support Teams collaborative problem solving (education) All involve a problem-solving sequence but differ according to their person-centredness, the role of an external coach / facilitator, the number of meetings and who is involved.

Differences from LS LS approach: for teachers run by teachers and does not have an external facilitator or coach, though it may have some knowledgeable other and perhaps an external LS team member, LS primarily focused on improving teaching academic curriculum - not primarily focussed on dealing with challenging behaviour, as some of the above scheme are. But, LS can have goals that combine academic and social-behavioural goals.  LS involves lesson planning sequence rather than a problem-solving sequence adds a study stage to the typical plan-do-review sequence professional knowledge, knowledge of various curricula and research- informed concepts and approaches to understand what is going on and to develop the plans for the next research lesson  

Outside professional led Video Interactive Guidance Teacher coaching Design Based Research Collaborative problem solving Lesson Study Circle of adults Research approaches Action Research Teacher support teams Co-teaching Teacher support

LS trials (GSE, UoE) Trial 1: Teaching pupils with moderate learning difficulties Trial 2: Assessing learning needs of pupils with learning difficulties Trial 3: Inter-professional collaboration with University specialists Trial 4: Inter-professional collaboration with local practitioner educational psychologists

DEVELOPMENTS OF LESSON STUDY FOR SEN LS TEAM MEMBERS LS PURPOSES TEACHERS TEACHERS AND OUTSIDE SPECIALIST LS TO ENHANCE TEACHING Trial 1: MLD project Trial 3 & 4: Inter-professional LS DYNAMIC ASSESSMENT Trial 2: LS for assessment

Trial 1: Teaching pupils with moderate learning difficulties in secondary school What pedagogic / teaching strategies do teachers report as having developed for pupils with MLD from using Lesson Study? How specialised are these pedagogic strategies: is there an MLD specialist pedagogy? 30 schools over 2 phase with about 100 subject teachers and SENCos Method Design based methodology Questionnaire about the teaching strategies used/developed & analysis of LS case reports for reported strategies used Realist evaluation of L programme theory: through observations and interview.

Model of pedagogic strategies Broad pedagogic approach: Pedagogic methods/assumptions Activity based learning Assessment for learning Input (multi-modal/sensory approaches) Cognitive demand: Level/style (differentiation) Memory/consolidation Motivational approaches Learning relationships Grouping and peer support Adult-pupil communication Working with additional adults

Summary of theory of LS arising from project Context: School interest in professional learning communities Advance timetabling/ cover available, senior teacher support Processes: Team work, no blame climate, consult case pupils as part research lesson review, team observation focus on learning, risk taking about lesson planning Outcomes: Enhanced lesson planning; tailored pedagogic strategies, with wider benefits, broaden focus onto wider learning, not just external criteria; challenge conceptions about what pupils can do; wide range of pupils gains (cognitive, affective and learning approaches)

Trial 2: Assessing learning needs of pupils with learning difficulties Typical lesson study Trial 2: Assessing learning needs of pupils with learning difficulties Lesson study for assessment

Context of assessment static Assessment method dynamic Individual withdrawal Classroom teaching Assessment method static Assessment of individual attainments Assessment of attainments in class context dynamic Response to teaching assessment – non-curriculum tasks e.g. Feuerstein’s LPAD Response to teaching in classroom context Lesson Study for Assessment strategy

Lesson Study for Assessment : Aim: to use the trial to refine assessment strategy and extend to larger funded project 3 primary and 3 secondary schools; LS teams primary – KS1 and KS2 teachers and SENCo secondary – KS3 English and Maths teacher and SENCo Focus on LS assessment for 2 pupils with difficulties in learning: with identified SEN or in lowest quartile of achievement e.g. CIC

Bar chart showing change in mean frequency of child and learning environment pre to post-LSfA (11 assessment summaries)

Trial 3: Inter-professional collaboration with University specialists Previous LS model modified in two key ways: by extending LS teams to include cognitive psychologists and mathematics tutors to bridge between psychological knowledge and mathematics education by using video-conferencing between the school-based teachers in the LS teams review/planning meetings Research questions:  What knowledge base was used by the psychologist and mathematics educator in the LS review and planning meetings? How was this knowledge used in the LS team’ s review of the case pupils’  characteristics and their responses to the research lesson and to the goals and methods used in planning the three research lessons?

Primary and secondary LS teams: 2 maths teachers, maths educator, psychologist Adaptations: Videoed RLs – transmitted by Vimeo to maths educators/psychologists Use for skype/ adobe connect for R&P meetings Evaluation data collection: audio recordings of R&P meetings Thematic analysis

KNOWLEDGE FROM PSYCHOLOGIST Learning processes and strategies   Learning processes and strategies Analysing learning process Balancing concrete and abstract representations Kinds of psychological knowledge Cognitive and developmental psychology is relevant Sharing paper with key points with the team Psychology and education Psychological knowledge not always relevant to teaching Links between education research and psychology THEORY AND PRACTICE Building connections both ways (interactively) The different language of theory and practice KINDS OF KNOWLEDGE Knowledge from the maths lecturer Contributing maths knowledge Suggesting maths strategies  Research-based knowledge Drawing on research based knowledge and papers Using research-based knowledge to justify teaching decisions   Teachers’ practical knowledge Having expert knowledge of their pupils Offering a practical perspective Other knowledge sources Knowledge from the training day Teachers employ web knowledge

Trial 4: Inter-professional collaboration with local practitioner educational psychologists. LS purpose was to develop adapted teaching approaches informed by working memory theory and practices. LS team members were class teachers and the schools’ practitioner educational psychologists. Some of the evaluation questions: What processes and contexts were identified by team members as influencing LS outcomes? To what extent and how was working memory knowledge translated into teaching practice? How did the LS team interact with each other?

Participants: primary, secondary and special schools 2 maths teachers, SENCo and school’s EP Working memory: Participants introduced to working memory, theory research and associated teaching practices Automated Working Memory Assessment system (AWMA; Alloway, 2007): used to provide each LS team with a functional WM assessment of their case pupils short term and working memory for verbal and visuo-spatial areas

Communication between EP and school based teachers in LS team EP and teacher meet face to face R&P meeting 1 RL 1 EP observes RL2 in person and attends R&P meeting 3 R&P meeting 2 RL1 videoed / photographed for EP: EP uses skype for R&P meeting 2 RL 2 R&P meeting 3 RL 3 Communication between EP and school based teachers in LS team RL3 videoed / photographed for EP: EP uses skype for R&P meeting 4 R&P meeting 4

Secondary school LS cycle: case students, teaching focus & outcomes 14-15 year old; in lower maths attainment class with negative maths attitude Male: difficulties retaining maths concepts/ procedures (ASD diagnosis) Female: fear of failure, poor self concept LS aim: to enable to add/subtract positive / negative numbers (for male to solve problems without support; for female raise maths self concept) visual concrete methods: blue/red counters for +/-ve numbers), group work and concrete rewards Learned from LS: pupils gained confidence and more understanding initial negative attitude to materials, by students kept using them Materials useful for other classes Teacher felt more confident to be creative in teaching & take risks

Timetable inflexibility secondary primary special CONTEXT factors Negative . lowest Timetable inflexibility School little experience of teacher-centred CPD none Most positive Participants committed to LS & prepared and supported for trial PROCESS factors LOWEST WM ideas used constructively HIGHEST Constructive and supportive team relationships LS engaged team in meetings Contributions by LS team members of equal value

Clarke and Hollingworth: INTERCONNECTED MODEL OF TEACHER GROWTH

ACTIVITY 2: what is involved in and how to start planning a LS? With the person next to you Discuss how you would envisage how to start planning a LS Here are some questions to consider Type of LS: LS purpose? To enhance teaching / learning – to develop a dynamic TRI assessment of case pupils How introduce? A response to referral – as INSET or other Select school? Phase; ordinary – special school, How identify case pupils? Type of difficulties in learning Scale of LS? 2 or 3 research lessons (RL)) Direct involvement – distance technology? Attend al R&P meetings or some by skype; observe all RLs or some by video/pictures Psychological knowledge to use? Emergent – identify area in advance.

TEACHERS AND OUTSIDE SPECIALIST DEVELOPMENTS OF LESSON STUDY RELEVANT TO SEN / ADDITIONAL EDUCATIONAL NEEDS LS TEAM MEMBERS LS PURPOSES TEACHERS TEACHERS AND OUTSIDE SPECIALIST TO ENHANCE TEACHING Trial 1: MLD project Trials 3 & 4: Inter-professional LS DYNAMIC ASSESSMENT Trial 2: LS for assessment Trainee EPs use LSfA

REFERENCES: Trial1: Norwich, B and Jones J. (2013/4) Lesson Study: making a difference to teaching pupils with learning difficulties. London: Continuum Publishers. Trial 2: Norwich, B. & Ylonen, A. (2015): A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach, European Journal of Special Needs Education, DOI: 10.1080/08856257.2015.1009702 Trial 3: Norwich,B., Koutsouris, G., Fujita, T., Ralph, T., Adlam, A. and Milton, F. (2016) Exploring knowledge bridging and translation in lesson study using an inter-professional team International Journal for Lesson and Learning Studies Vol. 5 No. 3, 2016 pp. 180-195 Trial 4: Norwich, B. Fujita,T., Adlam, A., Milton, F. and Edwards-Jones, A. (2017) Using lesson study as an innovative form of inter-professional collaboration for EPs: how to contribute to the improvement of teaching pupils with learning difficulties. (submitted to Educational Psychology In Practice). RESOURCES LS for Assessment: (Guidance document) http://elac.ex.ac.uk/lessonstudymld/page.php?id=171 Department for Education, Advanced training materials for SEN, Lesson Study, available at: http://www.education.gov.uk/lamb/module2/M02U09.html#