Session 1
1700 - 1815
Central European Time
Symposia
Parallel A
Harnessing the power of dialogic learning to support sustained student and professional learning in classrooms, schools and systems.
This symposium draws upon the presenters’ recent studies, a legacy of past development and research and their current organisational leadership and practice to illustrate the powerful interrelationship between lesson study, dialogic learning and improved outcomes for students and professionals at classroom, school and system levels.
231
Dr Peter Dudley
United Kingdom
Effective lesson study practice
DEEP DIVE - Symposia
Parallel B
Teaching and learning addition and subtraction bridging through ten in grade 1
This symposium focuses on teaching and learning of addition and subtraction bridging through ten in grade 1 in a two semester long learning study. A team of researchers worked in collaboration with eight primary teachers in order to identify what pupils need to discern in order to be able to add and subtract items, like 8+5 and 15-7, and how to teach the topic so it enhanced pupils’ learning. Video recorded interviews with 131 pupils were conducted before and after the intervention in order to gain insights on pupils’ learning (also in a comparison group). The knowledge gained from the interviews and previous research formed the basis for the design of teaching activities that were enacted in four classes. The lessons were video recorded, analyzed, revised and enacted again using variation theory as a theoretical tool. In this symposium teachers and researchers share results and insights from the project.
217
angelikakullberg
Sweden
Role of research
DEEP DIVE - Symposia
Q and A
Live
1745 - 1815
Central European Time
Parallel A
Parallel B
1815 - 1830
Central European Time
Break
Session 2
1830 - 1910
Central European Time
WALS Talks and Posters
Drawing as a tool to assess the efficacy of Lesson Study
Measuring the efficiency of a Lesson Study cycle is never easy. Usually it is done via questionnaires or interviews. We’ve been developing a tool that allows us to measure the change in teachers and pre-service teachers who take part in a lesson study cycle in another way. The tool is based on drawing, a self-assessment table of teaching style, a teaching scenario multiple choice and a questionnaire (open questions). The whole set is administered at the very beginning of the cycle and after the last debriefing. The focus of this presentation will be on the drawing and how it allows to show the participants’ progress throughout the cycle, via what rubric items we chose to put forward to assess each drawing. Our results show that this tool is reliable and gives valid feedback on what the lesson study could change in the participants’ view of teaching.
129
Pia-Ingrid HOZNOUR
Switzerland
Effective lesson study practice
BURST - WALS Talks
‘Let’s talk about it’: Examining how teachers learn through reflective group discussions in the Lesson Study process
This work-in-progress investigates how teachers reach new insights in the context of Lesson Study’s (LS) post-lesson discussion. Evidence suggests that LS increases several types of teacher knowledge, as well as teachers’ awareness of student learning. Yet, the precise impact LS has on teachers’ practices and how teachers develop new knowledge through the LS process remains largely undetermined. Four post-lesson discussions at primary schools in Germany were audio-recorded and analysed with the use of a coding tool based on Korthagen’s (2010) model of reflection and Bae et al.’s (2016) coding tool for examining the substance of teacher learning. The aim is to make visible (1) what insights teachers reach, (2) at what depth teachers communicate, and (3) how these insights develop throughout the conversation. We expect this study to help us better understand how teachers learn and thus, how we can maximise the opportunity of learning in the context of LS.
139
Klara Kager
Germany
Effective lesson study practice
BURST - Poster Presentations
EVOLUTION OF TEACHING DISPOSITIONS AMONG A LESSON STUDY TEAM IN FREE LEARNING CONTEXTS. SPANISH CASE STUDY IN INITIAL TRAINING.
This paper presents the results of R&D carried out in Spain. It will focus on qualitative analysis carried out on teaching dispositions by observing and recording participants' espoused theories (present during dialogue and group exchange) and theories-in-use (present during action with the children) in each Lesson Study phase. The results show how the dynamic of reflective habits, commitment, cooperation and self-criticism, as facilitated by the Lesson Study experience, have helped the group's teaching dispositions to evolve: from the need to control and obtain tangible learning from pupils, through to a desire to listen to children and adjust the educational action in line with their actual interests.
174
Noemi Peña Trapero
Spain
Role of research
BURST - Poster Presentations
LESSON STUDY AT THE UNIVERSITY: STRENGTHS AND WEAKNESSES OF AN INTERDISCIPLINARY ACADEMIC EXPERIENCE FOR INITIAL TRAINING. A CASE STUDY
Modern society demands thoughtful, committed professionals, capable of working in an ever-changing, unpredictable environment. It was with this premise in mind that a coordinated, interdisciplinary, tutored Lesson Study experience was developed with students from year one of the Infant Education Degree at University of Málaga, which was subsequently studied and qualitatively analysed in the context of an R&D project . The main results show the strengths and weaknesses of this methodology in the university context. Its potentialities include, most notably, the authenticity of the proposal, cooperative work, and mutual learning among university teachers. The most significant constraints were contextual (student-teacher ratios, lack of space, availability of time), cultural (difficulty stepping out of one's comfort zone) and pedagogical (lack of balance between content and principles, along with beliefs that limit and condition the methodology used).
175
Noemi Trapero
Spain
Role of research
BURST - Poster Presentations
Q and A
Live
1910 - 1925
Central European Time
Session 3
1925 - 1955
Central European Time
Parallel A
Sharecases
Examining a lesson study from a zones of enactment theory perspective
Lesson study generally engages the collaborative work of a group of teachers. However, in our presentation we focus on lesson study as enacted by one primary school teacher who was the only Art teacher at her school. In her Art lesson study, the teacher worked closely with a lesson study facilitator and an Art education expert to plan and teach her research lesson.
In examining the teacher’s lesson study, we use the zones of enactment theory (Spillane, 1999) to explore the interplay between the teacher’s personal resources (prior knowledge, beliefs and practices), and the influences of external factors (pupils, policy, public, private and professional sectors). Our findings indicate that the lesson study process promoted social enactment zones. Social enactment zones enhance ongoing negotiation, feedback and support from external factors which, in turn, helped the teacher transformation to become better informed about the changes that she made to her professional practices.
137
James Calleja
Malta
Role of research
HUDDLE - Lesson Study Sharecase
Improving Lesson Study Practice and Sustainability through Self-Study
Lesson study in Malta, which is still in its initial stages, is promoted and supported through the ‘Collaborative Lesson Study Malta’ (CLeStuM) programme. CleStuM aims to help schools do lesson study, organize lesson study events and conduct lesson study research. The presenters, who run the CleStuM programme at the University of Malta, adopt a self-study approach to look back and reflect critically on the introduction of different lesson study practices in Malta. The data include online professional conversations among the presenters, reflective writings produced by the individual presenters, and the documentation of six lesson study experiences that is available on the CleStuM website (see www.clestum.eu). This data is analyzed thematically to shed light on how things have worked out so far. The identification of the ‘achievements’ and ‘challenges’ helps to plan ahead towards improved lesson study practice within a forward-looking framework that promotes sustainability and growth.
163
James Calleja
Malta
Role of research
HUDDLE - Lesson Study Sharecase
Utilising lesson study to support teachers sustained teacher professional development and learning for the inclusion of SEN learners in mainstream
The inclusion of Special Educational Needs (SEN) learners is accepted mainly as customary practice in the Republic of Ireland. Yet, it appears that there is a gap between the knowledge and theory of SEN and the actual practice in primary mathematics. Facilitators of teacher professional development (PD) play a pivotal role in supporting schools in the inclusion of SEN learners in the mainstream setting. This presentation will explore the methodology used to investigate teachers’ perceptions, understandings and actions relating to inclusive practice with regards to SEN in mainstream primary mathematics using Lesson Study as a form of sustained teacher PD and learning. This study took place during an academic year that was interrupted with the Covid-19 lockdown, and so there were additional unplanned and unforeseen methodological challenges as a result. This double case study follows two primary schools as they develop a Professional Learning Community (PLC) and engage in the Lesson Study process to support their PD regarding the inclusion of SEN learners in primary mathematics. Underpinned by the Teaching for Robust Understanding (TRU) framework in mathematics (Schoenfeld, 2018) and Dudley’s (2013) case study pupils, the Lesson Study cycle is framed by experiencing mathematics through the eyes of the child, and in this case the SEN learner. A range of qualitative research methods was used to gather data including semi-structured interviews (pre and post) with teacher participants, focus groups, researcher and teacher reflections and lesson observation schedules.
215
Dennis Mulligan
Ireland
Effective lesson study practice
HUDDLE - Lesson Study Sharecase
Parallel B
Meet Up
Competence development of teachers by using lesson studies and learning studies
Teachers, who participate in lesson or learning studies, invest considerable time and knowledge over a period of time (mostly for a whole school year). There they work together as professional learning communities in order to develop teaching and instruction cooperatively. This is a form of informal learning which is documented by the participants with the help of a guideline, but the skills development is not obvious. So the presenters developed a catalogue of competences focusing different aspects of professional development, which addresses different interdisciplinary competences. It will be used at the beginning and at the end of lesson or learning study cycles in order to make the participants aware of their competence development. In the meeting this catalogue will be discussed in order to find out, if the catalogue focuses the right aspects or if it should be supplemented, so that it can also be used for research.
185
Elisabeth Stipsits
Germany
Role of research
HUDDLE - Meet Ups
Live Meet Up at 1925
Parallel C
Meet Up
Collecting, discussing, and analysing student observations in Lesson Study: Does it matter how we do it?
There is a consensus that LS is an evidence-based approach to teaching improvement and that systematic observation and data-driven discussion are integral to its effectiveness (Cerbin & Kopp, 2006; Fernandez, Cannon & Chokshi, 2003; Lewis, Perry, Hurd & O’Connell, 2006; Perry & Lewis, 2009). Yet, there are no standardized methods for data collection and analysis in the context of LS (Cerbin & Kopp, 2006). Several methods and protocols aiming to scaffold the observation and post-lesson discussion have been published. Given that LS is often adapted to vastly different school systems and diverging norms, we can expect an additional large number of analytical instruments, tools, protocols, and discussion frameworks within the Lesson Study community, that often remain underdescribed in publications. The question arises: does the method of data collection and analysis matter for the effectiveness of LS?
157
Anne Jurczok
Germany
Effective lesson study practice
HUDDLE - Meet Ups
Live Meet Up at 1925
Session 4
2000 - 2030
Central European Time
Parallel A
Sharecases
Live Q and A from Zone 2 session 3 Parallel A
Parallel B
Meet Up
Success factors in implementing Lesson Study in non-math/science higher education disciplines
I am engaged in a research project which has explored the impact of using Lesson Study (LS) to develop and deliver glocalised (global+local) higher education (HE) marketing lessons at a Western cross-border college operating in the Middle East. The benefits of implementing Lesson Study (LS) at HE Technical and Vocational Education Training (TVET) Institutions includes providing an opportunity for instructors to engage in reflective teaching practice resulting in improved student learning. Many instructors who find themselves teaching at TVET HE institutions often do not have a background in education and are hired specifically because of their industry experience. Introducing LS as a supported ongoing professional development program in such institutions has the ability to provide support for instructors new to teaching. I am interested in exploring and mitigating the obstacles and challenges in introducing LS in such environments.
216
Mary Lynn Renton
United Kingdom
Effective lesson study practice
HUDDLE - Meet Ups
Live Meet Up at 2010
2030 - 2045
Central European Time
Break
Session 5
2045 - 2105
Central European Time
WALS Talks
What kinds of school and system leadership practices successfully promote and sustain Lesson Study within schools and across a network.
This talk introduces participants to practical aspects of doctoral research investigating the kinds of school and system leadership practices which successfully promote and sustain Lesson Study within and across a network of ten UK primary schools. The hosts will present the background to the inquiry and explain how it is influencing leadership of Lesson Study at scale in their organisation. It will outline key routines and procedures, providing a rationale underpinned by emerging themes from research data. They share emerging trends in the outcomes for all children and those who in this context are deemed disadvantaged. They explain the role of the RIPPLE (Research-Informed Practice, Professional Learning and use of Evidence) Leader in creating conditions conducive to effective Lesson Study. They share how the group of schools are trialling ‘remote’ methods to ensure Lesson Study continues to be used with the COVID-19 restrictions in place.
168
Alan Eathorne
United Kingdom
Effective lesson study practice
BURST - WALS Talks
Q and A
Live
2055 - 2105
Central European Time
Session 6
2105 - 2145
Central European Time
Single Papers
Lesson Study and the long-term impact of developing, strengthening and sustaining teacher community
Lesson study (LS) has been shown to foster the development of teacher communities which, in turn, can serve as a valuable context for school-based professional growth. In this research, we examine the long-term impact of engaging in LS on the development of teacher community in order to investigate the potential sustainability of the communities which emerge. Qualitative data was generated through semi-structured interviews with six mathematics teachers from two secondary schools, who had participated in school-based LS in 2012/13. Utilising a framework for teacher community formation (Grossman et al., 2001), we find that both schools had developed mature teacher communities during their participation in LS and that six years later, in the absence of any other intervention, the communities were sustained in one school and further developed in the other. This research suggests that LS could serve as a model to develop, strengthen and sustain teacher community in the long-term.
84
Emily Lewanowski-Breen
Ireland
Role of research
DEEP DIVE - Single Paper Roundtable
The role of lesson study in the implementation of portfolio-based education in higher education (case study)
The talk focuses on portfolio-based education at Budapest Metropolitan University, where iMyBrand program was implemented in 2018. MyBrand is based on the portfolio-based education closing the gap between higher education and labour market. Portfolio-based education means methods, tools, structures, which can help students construct their rich and relevant portfolios from the aspect of market and lifelong learning using the activities at the universities and outside in order to apply their knowledge, skills and attitudes (competences) in more efficient way. Lesson study plays effective role on these levels, especially organizing the teacher development networks and thematic workshops on renewing teaching and assessment methodologies in order to implement portfolio-based education at Budapest Metropolitan University. Lecture focuses on the main results of impact on lesson study in the implementation process emphasizing some research data (focused group interviews, participated observation, questionnaire) and drawing conclusion (dilemmas, challenges and next steps).
114
Vilmos Vass
Hungary
Effective lesson study practice
BURST - WALS Talks
Leisure-time teachers’ experiences of teaching in relation to inclusion and equality in leisure-time centre
This study is based on the major gap of research models, theoretical inputs and systematical collaborative work to enhance inclusive education in relation to the curriculum for teaching in leisure-time center [school-age educare] in a Swedish context. The aim of this pilot study is to contribute with new knowledge about leisure-time teachers’ collaborative experiences of teaching in relation to inclusion and equality supporting by a Learning Study approach. Eleven leisure-time teachers, one principal and two researchers lead a pilot study developing knowledge about the importance of theoretical instructed teaching for contribute pupils’ learning abilities in different soft knowledge values. The results indicate: a) that Learning study contribute develop the teaching practice and increased the teachers understanding of pupils’ learning capability, b) highlighted the importance of the revised process of three lessons that provide understanding of what teaching can be and how teaching can be created in a leisure-time context.
116
Christina Elisabet Svensson
Sweden
Issues of equity
DEEP DIVE - Single Paper Roundtable
Keep the play alive in child-initiated situations by using theoretical assumptions in the teaching design
This study identifies the importance of a common learning object based on a subject to develop teaching. Furthermore, how the learning object increase teachers' understanding of children's possible learning in dynamic learning situations in preschool. Based on collaborative learning-Learning study-three critical aspects have been distinguished related to the learning object distance assessment: length (vertical and horizontal), time aspects and the teaching language. These critical aspects have led the research team, six preschool teacher and a researcher, in the iterative process consist three analysed and revised research lessons in five different preschool groups. Results indicate the importance of using theoretical assumptions according to a learning object for both understanding as develop children’s learning of rules in child-initiated situations. This is important to be able to follow the Children's Convention's guidelines for the rights of all children to be a participated child in free play situation.
118
Christina Elisabet Svensson
Sweden
Issues of equity
DEEP DIVE - Single Paper Roundtable
Q and A
Live
2145 - 2200
Central European Time
Closing
2200
Central European Time