Lesson Study Kazakhstan, 2024
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Lesson Study at the NIS Centre of Excellence
The greatest demand of the Centre’s services is for programs to develop teachers’ research skills (Action Research and Lesson study), meta-subject competencies (learning how to learn), functional literacy development, as well as the development of leadership skills of school leaders.
The Centre was and still is the only organization in Kazakhstan which has been introducing Lesson Study in schools through professional development (PD) courses since 2012. Since 2015, CoE has been an official member of the WALS Council (World Association for Lesson Studies).
This collection of lesson studies were carried out in schools across Kazakhstan and published in 2024. Studies have been peer-reviewed prior to publication in accordance with Camtree's Quality Criteria.
This collection is under development with items being added during the summer of 2024.
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Item How to Develop Grade 7 Learners’ Research Skills by Using a Story-based Learning Approach in English Lessons?(2024) Baitokayeva, LauraBackground and purpose: Nazarbayev Intellectual Schools in Kazakhstan strive to develop life skills of youngsters so that they become well-prepared for the challenges they may face when being an adult. A special attention is paid to research skills, as they comprise several crucial abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7. Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems. Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners. Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills.Item Development of academic English language skills among 11th grade students in written biology assignments through the use of the CLIL methodology: a Research Lesson Study(2024) Shakhmetova, Zhanar; Nusipzhanova, GulzhanBackground and purpose: This research aimed to explore the effectiveness of Content and Language Integrated Learning (CLIL) methodology in enhancing academic English language skills among 11th grade students, specifically in written biology assignments. The study aimed to identify effective language instruction strategies that support students' content learning and language development simultaneously. Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts. Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language. Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development. Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement.Item Developing students’ argumentative skills in ESL lessons(2024) Alikulova, Xeniya; Abisheva, KulshatBackground: The rationale of the study is due to the challenge we faced in ESL classes with 8th grade. The problem was that students demonstrated poor-developed skills of reasoning struggling to develop arguments that would prove their viewpoint in speaking and writing. Further, there was little rapport between students as some of them were quite dominant compared to their shyer classmates. Aims: We aimed to investigate how we could improve students’ argumentative skills in speaking and writing activities in the context of ESL lessons. Further, we wanted to encourage more active collaboration among our students. Study design or methodology: The research was conducted among 8th grade students over three consecutive English lessons during the academic year. A focus group, which consisted of a group of language teachers, observed these research lessons. We used observation, interview, and survey to collect the data. As research instruments we used questionnaires, scales, check lists, and observation forms. Findings: The results show that encouraging collaboration and active discussion among students improved their reasoning skills. Further, the class rapport became more friendly and helpful. The teachers’ observation revealed that students’ justification of their opinions became more confident and fluent, currently they analyse information faster and use stronger arguments in speaking and writing. Conclusions and implications: Collaborative activities proved to be effective methods to improve students’ argumentative skills. Putting students with similar English levels in groups had a positive impact on their learning gains. This lesson study project helped teachers to reconsider how they work on students’ skills development and provided some useful insights on how to organise their collaboration effectively. Further study will focus on the teacher's role in promoting an active collaboration among students in the ESL context.Item Developing students’ communication in the context of online ESL lessons(2024) Alikulova, Xeniya; Saparbayeva, ZamiraBackground: The global pandemic introduced considerable challenges to both teachers and students. In the context of online learning students tend to be less enthusiastic and communicate mostly with a teacher only compared to a traditional classroom. Trying to support students’ communication, we decided to organise a lesson study project which would shed light on how teachers can encourage students’ communication and interaction during online ESL lessons. Aims: We aimed to improve students’ communication in online ESL lessons and explore what approaches can support students’ communication in their in-class and out-of-class learning. Study design or methodology: We developed a sequence of three research lessons aimed to develop students’ communication. A lesson study group planned, observed, and analysed these lessons. The research participants were 9th grade students who learned ESL online. The data were collected through observation, interview, and survey. Findings: The use of group chats, role plays, and project work helped boost students’ confidence to communicate more with each other in their in-class and out-of-class learning. Group chats and role plays provided students with the opportunity to practise the target language authentically. Project work sparked students’ motivation and promoted active discussions. Conclusions and implications: The current lesson study project made our online ESL lessons more engaging and enjoyable for students, supporting them in overcoming barriers in communicating online. Shy and quiet students claimed that the activities introduced in the lessons helped them to become more confident in their language abilities. Lesson study approach gave us useful insights into the ways we can analyse the effectiveness of our approaches to planning and teaching.