Research Lesson Study

1

• Research Lesson Study
• Practical research for education conference 2007
• Corina Seal

2
Sweyne Park School

• Our involvement in Research Lesson Study
• What is Research Lesson Study?
• RLS in Mathematics a case study

3
Background to the RLS project

• July 2003
• Sweyne Park delegates attended launch conference
  of Research Lesson Study group NCSL
• Autumn 2003 Spring 2005
• Series of five research lessons in Maths
  department (alongside others in MFL, DT,
  Science). Findings and methodology shared within
  network. Contributed to RLS toolbox.
• Autumn 2005
• RLS incorporated into the personalised CPD
  programme at Sweyne Park School
• Autumn 2006
• RLS incorporated into the NQT programme. RLS
  adopted as major tool in developing problem
  solving skills in Primary Mathematics network.

4
What is Research Lesson Study?

• Research Lesson Study (RLS) is a useful tool NOT
  an additional burden or initiative.
• RLS is not a form of appraisal or inspection.
  (Though a performance management target could be
  to take part in RLS).
• RLS provides a possible structure or protocol for
  collaborative practitioner research.
• RLS also provides a possible structure or
  protocol for co-coaching.

5
Peer Observation and Research Lesson Study

• These are two protocols which can be used as part
  of personalised CPD
• There are many common factors but some
  differences.

• Peer Observation GTC CUREE
• Research Lesson Study NCSL

6
Peer Observation
Research Lesson Study
Research knowledge base is accessed
Colleagues jointly plan a lesson with case
pupils in mind.

• One teacher observes another colleagues
  practice.

Observations focus on the case pupils.
Observations are fed back in a reflective way.
The observations and data are jointly analysed.
The observed teacher may want to move into a more
evaluative mode.
The lesson activity is evaluated with reference
to case pupils.
Outcomes are used to plan personal developments.
Outcomes are shared with the wider community.
7
Maths RLS Identified Needs

• Pupils need to
• Communicate and justify their thinking clearly
• Understand and use Mathematical proof

8
Maths RLS - Aim
After exploring existing research we wanted to
answer the question

• How can we encourage pupil dialogue in
  collaborative group work?

9
Planning the Research Lesson

• The Research Lessons were jointly planned with
  the needs of selected case pupils in mind.

After the planning session, one teacher taught
the lesson while the others observed the case
pupils.
10
Collecting the data

• In each of the research lessons we
• Observed three case pupils
• Recorded pupils talking in groups
• Made video recordings

11
Collecting and sharing the data (pupil voice)

• After each research lesson we
• Shared our recordings with pupils
• Asked pupils to complete questionnaires
• Shared questionnaire findings with pupils

12
Maths Research Lesson 1 - Set 4/4

• Mixture of groupings
• No structured pupil guidelines

13
Analysing the data

• After the first research lesson (Maths 8r4)
• The audio recordings were transcribed and
  analysed to identify incidences of
• Disputational talk
• Cumulative talk
• Exploratory talk
• (see Neil Mercer the Guided Construction of
  Knowledge)

14
Analysing pupil talk
Transcription proved very time consuming and so
we switched to using observation sheets

15
Maths Research Lesson 1 - findings

• In mixed ability groups, some pupils were
  excluded or were unable to contribute to
  discussions.
• Much of the talk was cumulative.

16
Maths Research Lesson 1 - findings
Pupil Questionnaire responses

• Mixed grouping led to negative pupil responses
  which were mostly about other pupils not pulling
  their weight or about feeling excluded

Target pupil B They wouldnt let me talk
Referring to target pupil B P didnt do any
work
17
Maths Research Lesson 2 - Set 4/4

• Same sex, similar ability friendship groupings
• Ground Rules for working in Groups

18
Maths Research Lesson 2 - Set 4/4

• Ground Rules for working in Groups
• Share all relevant information and suggestions
• Give reasons to back up anything you say
• Ask others for reasons if they dont give them
• Reach agreement in your group whenever possible
• Accept that the group is responsible for
  decisions and for any successes or failures

19
Maths Research Lesson 2 - findings

• Some pupils were more involved in discussion
  than in the previous lesson.

There was a higher incidence of exploratory talk
in groups of pupils of similar abilities.
20
What we learned from the first two research
lessons

• How to assess the quality of pupil dialogue by
• using Neil Mercers classification
• How to encourage pupil dialogue by
• forming similar ability friendship groups
• involving pupils in developing ground rules for
  working in groups

21
Subsequent developments

• Research lessons with other KS3 and KS4 Maths
  groups revealed further successful strategies for
  supporting pupil dialogue
• Sharing Open ended assessment criteria
• Use of self and peer assessment
• Use of blip-blop type materials
• Tokens or points for purchasing information

22
Sharing our findings

• Findings have been shared in many ways
• Department meetings
• School staff bulletin
• Whole school staff development sessions
• SENLC bulletin and conferences
• National Teacher Research Panel publications
• National Strategy Launch Conferences
• DfES practitioner research conference

23
Current/Future developments in Maths
Adapting National Strategy materials to the
individual pupil. Developing numeracy materials
in collaboration with the Science
Department. Developing paired numeracy peer
support.
24
Impact on staff development

• Group work materials have been developed, tested
  and incorporated into the Maths Department
  schemes of work.
• Staff have jointly developed guidelines on
  setting up and supporting collaborative group
  work.
• Increased staff willingness to be involved in
  joint planning and peer observation.
• Increased staff confidence in accessing and using
  research to inform their own teaching.
• Increased involvement in research (2 Maths staff
  completing MAs, 1 has a Gatsby Fellowship, one
  involved with NTRP)

25
Planning exercise

• Select a research question and activity (choose
  from one of those listed or come up with your
  own).
• Choose three case pupils (from the class list or
  from your own classes).
• Identify the needs of the case pupils.
• Record how you hope the pupils will respond to
  the activity.

26
Thank you
Thank you for listening and taking
part corinaseal_at_sweynepark.com