A Lesson Study project in 2012, partly funded by Every Child a Chance Trust, focused on the role of expert teachers in supporting guided group work within their schools. A total of eight primary schools selected a literacy theme and ten schools selected a mathematics theme.
The schools were asked to identify a member of the leadership team to take overall responsibility for the initiative and to ensure completion of all required reporting and dissemination work. In addition, the schools identified two class teachers to undertake the Lesson Study cycles alonh with the schools' ECaR ('Every Child a Reader') or the ECC ('Every Child Counts') teacher.
These expert ECaR and ECC teachers had high levels of training and skills in literacy and mathematics, and became part of the Lesson Study group, introducing new ideas and supporting their colleagues. Teachers' reflective comments in these reports discuss both the substantive outcomes of the lesson studies and their experience of working as a member of the Lesson Study group.
About these reports
These studies were originally published on the Lesson Study UK website and have subsequently been reformatted by Camtree. Structured abstracts and subject keywords have been added; the structured abstracts were generated using the OpenAI GPT-3.5-Turbo Large Language Model.
(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Brougham, Helen; Lockley, Rachel; Welbourne, Clare
Background: The study aimed to improve the learning of a group of quiet girls in a Year 4 mixed ability maths class who were struggling with word problems, by using models, images, and equipment to support their explanations and build their confidence.
Aims: The aim of the study was to improve the ability of a group of quieter girls in a Year 4 mixed ability maths class to solve and explain word problems, using models and images to support their understanding and confidence.
Methods: The lesson study group consisted of three teachers. The teachers used models, images, and equipment to support the girls' understanding and confidence in explaining their work. Regular access to these tools and opportunities to draw annotations were given to all students. Staff CPD was also provided to involve quiet children and develop collaborative learning skills.
Findings: The use of models, images, and equipment helped to increase confidence and understanding, particularly for EAL learners. The study also highlighted the importance of involving quiet children and providing opportunities for collaborative learning.
Implications: Quiet pupils lacking confidence in maths lessons benefit from regular access to models and images, and opportunities to explain their work using them. Staff should have high expectations for correct use of vocabulary and provide specific interventions for EAL learners.
(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Hannant, L; Madden, P; Forshaw, C
Background: The children at the school, in North Liverpool, come from a mix of socio economic backgrounds with the majority entering our nursery well below age related expectations. We focus on developing literacy skills across the school. Several intervention programmes run throughout the school and teachers have support from two Reading Recovery teachers.
Aims: Many children were totally reliant on phonics and were reluctant to use any other strategy to decipher unknown words. Our aim was to make them confident with a variety of strategies when tackling new texts and ensure they were always reading for meaning. We also wanted to develop teachers' knowledge of how to teach these strategies based on the reading recovery model.
Methods: The lesson study group aimed to improve guided reading for children in Year 2 by drawing on reading recovery approaches. One of the group was an experienced reading recovery teacher. Two Year 2 boys reading in a guided group of four boys were selected as case studies, and taught to use a variety of strategies to decipher new words.
Findings: The study found that both children became more independent, enjoyed reading more, and were accessing different reading materials. They were also reading for meaning, using a variety of strategies, and could discuss what they had read. Lesson Study has the potential to inform teachers as they develop their classroom practice to support reading.
Implications: The school plans to carry out more peer observations for guided reading and guided writing, and to incorporate multisensory and varied activities in guided reading sessions.
(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Lewis, Helen; Harrop, David; O'Connor, Rachel
Background: Ofsted identified that the school, which is in an area of deprivation, needs consistency with assessment to inform planning and set challenge in the last report and guided reading has been a focus of our school improvement plan for the last couple of years.
Aims: Our focus for Lesson Study was guided reading as reading is part of our school improvement plan. The team is also in charge of monitoring Literacy throughout the school and Lesson Study was a chance to make sure there was consistency in its delivery, improve the way sessions are delivered, and see differentiation across the key stages to ensure children's learning experience is maximized.
Methods: Two focus children were identified and their experience, reading strategies and progress were tracked over three research lessons. Aids, such as strategy cards, were used to encourage independent learning, and the recognition that one child was very dependent on visual cues led to a change in approach to encourage her to focus on reading text.
Findings: Lesson study on guided reading improved consistency and differentiation across key stages, with visual aids and individual attention and interventions enhancing progress. Use of strategy prompt cards was particularly effective. The close attention to the focus children provided the teachers with new insights into their reading strategies.
Implications: Lesson study has the potential to improve consistency and effectiveness of guided reading sessions, leading to progress in pupils' reading skills and confidence. It also has potential as a CPD model more widely.
(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) O'Connor, Rachel; Lewis, Helen; Harrop, Dave
Background: The purpose of the study was to improve the consistency and effectiveness of guided reading sessions across key stages in a school with a high percentage of free school meals and children with learning difficulties. The study aimed to identify areas for improvement and measure the impact on pupil learning and progress.
Aims: The main aim of the Lesson Study was to improve the consistency and delivery of guided reading sessions across key stages, with a focus on assessing and challenging pupils, and to make sure that pupils reach their full potential..
Methods: The Lesson Study team focussed on improving guided reading consistency and delivery. Reading was modelled using big books and a pointer and this impacted children’s own reading. Three teachers worked together to plan and deliver lessons, focusing on specific case pupils. Targets were set and progress was measured through observation and pupil interviews. Impact on learning and practice was evaluated.
Findings: Lesson study on guided reading provided valuable insights and enabled changes with with measurable impact on pupil learning and progress. Small changes, such as modelling reading in page order, made a big difference. Children were able to assess their own progress (identifying books as ‘too easy’) and were also eager to learn more letter sounds.
Implications: Lesson study improved consistency in guided reading sessions, increased pupil confidence and progress, and highlighted the need for continued focus on independent reading skills. It could be a beneficial and supportive CPD model if used more widely, especially for supporting newly qualified teachers.
(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Harrop, David; O'Connor, Rachel; Lewis, Helen
The purpose of the study was to use Lesson Study to identify effective teaching strategies for improving reading outcomes for Year 6 students, particularly those working below the national average, and to assess the impact on student learning and progress.
Aims: The aim of the Lesson Study was to identify effective teaching strategies for improving reading outcomes for Year 6 students, particularly those working below the national average, through a series of research lessons and observations.
Methods: Participants are teachers and students at St. Christopher's, a school in a deprived area with a high percentage of free school meals and children with learning difficulties. The Lesson Study program focuses on guided reading for Year 6 students working below national average. Lesson Study was used to improve guided reading in Year 6, focusing on teaching strategies for children working below national average. Three research lessons were conducted, with observations and feedback leading to improvements in pupil confidence and progress. Suggestions made by pupils in post-lesson interviews were implemented in subsequent lessons to good effect.
Findings: The strategies introduced as part of the lesson Study resulted in progress for both case pupils, and increased their confidence in and enjoyment of reading.
Implications: Lesson Study has had a positive impact on pupil learning and progress in reading, particularly for those working below national average. It has also led to changes in teaching practice and a refocus on planning and delivery.