Collaborative Professional Learning ~ Impact of Lesson Study on Professional Development of Preschool Educators Presenter: Peggy Foo

Content Origin and Role of Lesson Study in CPD Framework for Early Childhood Educators Lesson Sparkletots (Braddell Heights) Impact on pedagogical knowledge and skills for effective teaching & observing children’s learning Issues in Implementation Alignment to SPARK

Background “Regardless of the duration and quality of pre-school education a teacher receives, it is not sufficient to prepare them for the challenges they face throughout their careers. As such quality continuing professional development is necessary to ensure that teachers are able to meet the demands of diverse children needs, engage parents, as well as become active agents of their own professional growth.” Foreword in CPD Framework for Early Childhood Educators Dr Chan Lin Ho

One type of CPD activities (Peer-related activity) Collaborative Research Can be incorporated in the professional development planning cycle outlined in the framework Lesson Study in CPD Framework

Originated from Japan in the Meiji era (1880’s) Since Jim Stigler’s “The Teaching Gap” was published in 1999, Lesson study has been made known to world educators outside Japan. Origin of Lesson Study

Watch a video on Japanese Lesson Study How is Lesson Study different from conventional professional development activities? Origin of Lesson Study

Conventional Professional Development Lesson Study Task

Professional development activity that teachers engage in to systematically examine their practices. Lesson Study cycle Align with recent PD trends  Job embedded  Collaborative learning vs. individual  Teacher-driven/ initiated Lesson Study

Lesson Study Cycle Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion Lesson Plan Revision

Lesson Sparkletots (Braddell Heights) Research project funded by the Early Childhood Development Agency (ECDA) ~ Early Childhood Research Fund (ECRF) Research Question: “What is the impact of Lesson Study on the professional development of preschool educators?”

Profile of Pre-School Educators Academic Qualification "O" Level"A" Level"O" Level Degree Professional Qualification Degree DPT Specialist Dip in ECE Years of Experience

Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion Lesson Plan Revision

Study centre’s vision and mission Study curriculum goals Identify Ideal students’ behaviours Identify students’ behaviours Identify the gap(s) Identify professional learning goal/ research theme to close the gap(s) Identify Research Theme/ Professional Development Goal

Identify Research Theme Lesson Planning Research Lesson Post-Lesson Discussion Lesson Plan Revision

Think of 4 Critical Questions:  What do we want the children to learn?  How do we know they have learnt it?  What if they have not learnt it?  What if they have already learnt it? Anticipate children’s responses to learning task(s) Lesson Planning

SubjectInterdisciplinary Lesson (with focus on Mathematics) LevelKindergarten 1 (5 years old) Topic/ Concepts Whole Numbers 1) More than/ less than Research Theme How can we engage children in learning of Mathematics? StrategyUse of manipulative (toy counters), hands-on activity to engage children in the learning of Mathematics

Lesson Planning SubjectInterdisciplinary Lesson (with focus on Mathematics) Tuning in activity Engage children in movements E.g. Give me more than 3 claps (counting) Body (Learning Tasks) Predict the number of toy counters (guess) Count the number of toy counters (actual) Compare actual number of counters in pair Which number is more/ less than the other? Consolidation/ conclusion Assessment Which number is more/ less than the other?

Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion Lesson Plan Revision

One of the team members (research teacher) conducts the lesson Other team members becomes observers Can include non team members like teachers from other centres and/or knowledgeable other Observers take detailed notes and collect data related to the research theme Research Lesson

Watch a segment Predict the number of toy counters in the bag Individual work: Guess and count the actual number of toy counters

Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion Lesson Plan Revision

Post-Lesson Discussion Facilitator transforms data collected during the research lesson into professional learning Reflect on observations Study children’s work samples Knowledgeable other provides theoretical underpinnings and insights to enrich professional learning

Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion Lesson Plan Revision

Reflect what went well and what did not Consider conjectures:  What if thee same lesson is taught to a group of struggling learners?  What if the same lesson is taught to a group of advanced learners?  What if the same lesson is taught using learning centres?

Data Collection Stage of data collection Data Collection Tools Source of dataType of data Research Lesson5 ObserversQualitative (Observation notes) Qualitative Post-lesson Discussion 5 ObserversMinutes of post- lesson discussion Data Analysis of video (research lesson and post- lesson discussion ResearchersVideo

Impact on Professional Learning Content (amount) Use of language Children’s thinking and learning Differentiation (for advanced learners and struggling learners)

Issues in Implementation Time constraint Manpower shortage Teachers’ mindset change

Singapore Pre-school Accreditation Framework (SPARK) Criterion 1: Leadership 1.1 Strategic Leadership Translating vision, mission and core values into a strategic plan (translated into specific goals) Unpacking of the vision and desirable outcomes into observable behaviours of the pupils Identify a gap and explore ways to bridge the gap (through enhancing staff capacity) Alignment to SPARK

Criterion 1: Leadership 1.2 Curriculum Leadership Involvement of teachers -Involve teachers in the planning, teaching and learning practices -Centre leaders nurture a culture of professional learning and collaborations among teachers Planning a lesson collaboratively and conducting post lesson discussion -Sharing of teaching ideas during lesson planning -Sharing of diverse perspectives and learning points (collation of lesson plans and learning points within and across centres) SPARK – Criterion 1

Criterion 3: Staff Management 3.2 Professional Development and Performance Appraisal -Individual professional development map -Attend training according to individual map -Use a total professional map to improve the competencies of the staff Total Learning Plan -Training direction -Key competencies (Key Learning Programmes at centre’s level) -Individualised learning programmes according to the years of experience, areas of improvement and interest SPARK – Criterion 3

Paper presentations at local/ overseas conferences Article in Digest Article in Straits Times Publications Open lessons Videos on Lesson Study journeys Partnership with primary schools to facilitate smooth bridging from K2 to Primary 1 Reaching out to the Community

Thank You!