The Brent and Barnet Lesson Study Collection
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John Lyon’s Charity gives grants to benefit children and young people up to the age of 25 who live in nine boroughs in North and West London: Barnet, Brent, Camden, Ealing, Hammersmith & Fulham, Harrow, Kensington & Chelsea and the Cities of London and Westminster. In 2012, The charity funded a programme of Lesson Study in the London Boroughs of Brent and Barnet with a focus on teaching and learning in primary mathematics.
At this time, the 'Every Child Counts' initiative, designed to improve the mathematical performance of the lowest achieving children was taking place (you can read more about this in the Department for Education evaluation of ECC). Trained 'ECC' teachers played an important role in identifying the focus of inquiries and supporting colleagues to develop their practice.
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.
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Item Using lesson study to develop teaching approaches that help pupils understand division and place value(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Solanki, SandraBackground: Pupils across year 3 showed inconsistency in their understanding of subtraction, place value and data handling. Therefore, a focus on these areas and their misconceptions determined the content of their lessons. Teachers wanted to provide a variety of practical resources and strategies to enhance learning and to find out which the most effective. In Year 4 we decided to focus on developing understanding of multiplication and division as inverse operations and then place value. Aims: The aim of the study was to develop teaching approaches that help pupils understand subtraction, place value and data handling (Y3) and inverse operations and place value(Y4). The study also aimed to extend teachers' practice and have an impact on whole class teaching, while promoting positive working relationships and recognition of support. Methods: The participants in the lesson study group were two new teachers to the year group and school, and an 'Every Child Counts'(ECC) teacher. They focused on developing teaching approaches to improve lower attaining pupils' understanding of subtraction, place value, multiplication, and division. The goal was to have an impact on whole class teaching and to benefit the ECC teacher's observation of learners in their class environment. Teachers planned together, used a range of teaching approaches and strategies, and employed various resources. The ECC teacher gave careful consideration to resources, models, and images provided to pupils and teachers. Findings: Lesson study was used to improve teaching approaches for division and place value, using resources such as Numicon and dienes cubes. The approach increased pupil confidence and understanding, and was recommended for implementation in all year groups. The study also had a positive impact on working relationships and recognition of support. Implications: The findings suggest that lesson study and observation of learners in their class environment can have a positive impact on teaching and learning of mathematics, as well as improving working relationships and support networks among teachers.Item Using lesson study to develop teaching approaches that help pupils understand division including tenths and hundredths(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Reynolds, StephenBackground: The purpose of the study was to develop teaching approaches to help pupils understand division, including tenths and hundredths, by using lesson study to observe and evaluate the learning of two lower middle attainers. Aims: The main aim of the lesson study was to develop teaching approaches that help pupils understand the division of numbers including tenths and hundredths. This was done by providing a range of division strategies to suit the range of learners and using a range of resources and equipment to enhance pupil learning. Methods: The lesson study group consisted of two teachers new to the school, one with experience of teaching at year 6 and one NQT, and the school ECC teacher. They observed two lower middle attainers from two different classes. The methods used included whole class teaching, group teaching, post lesson discussion, use of resources and equipment, and post lesson interviews. The focus was on relationships between multiplication and division facts, and checking answers using inverse operations. A character, 'Zero the Hero', was used to help with understanding the 0 exception. Findings: The main findings of the lesson study research report are that providing a range of division strategies to suit the range of learners in the classroom, and using a range of resources and equipment to enhance learning, can help pupils understand the division including tenths and hundredths. Implications: The findings of the lesson study suggest that providing a range of resources and equipment can help pupils understand division, including tenths and hundredths. This has led to an accumulation of resources being ordered for classes across the school, and has increased awareness of the benefits of using a range of resources to assist with learning strategies.Item Using Lesson Study to develop teaching approaches that help pupils understand division including tenths and hundredths(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Purdue, EleanorBackground: It was identified that pupils across year 3 showed inconsistency in their understanding of subtraction, place value and data handling. Therefore, a focus on these areas and their misconceptions determined the content of our lessons. Aims: The aim of the study was to use lesson study to develop teaching approaches that help pupils understand division including tenths and hundredths, with a focus on areas of inconsistency in understanding such as subtraction, place value, and data handling. Methods: The lesson study group consisted of two teachers new to the year group, one new to the Key Stage, and the school ECC teacher. They focused on developing teaching approaches to help pupils understand division including tenths and hundredths. Lesson study was used to develop teaching approaches for understanding division including tenths and hundredths. Teachers planned together, used a range of teaching approaches and resources, and evaluated lessons daily. Case study pupils were observed and progress was made through differentiated activities and the use of practical resources. Impact was seen on pupil learning, practice, and future teaching. Findings: A range of resources and strategies were employed, and differentiation was important. The approaches used improved pupil learning and informed future teaching methods. Implications: The lesson study approach improved teachers' focus on individual student learning needs and the use of a range of resources and equipment, leading to increased student confidence and progress in understanding mathematical concepts. This approach could be beneficial for all year groups in the school.Item Using Lesson Study to develop teaching approaches that help pupils understand division including tenths and hundredths(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) O'Shaughnessy, AnnetteBackground: Assessments, completed in Autumn 2012, identified that pupils across year 4 showed inconsistency in their understanding of division and decimals. Therefore, a focus on these areas, including any common misconceptions, was the main focus for our lesson study. The study involved three research lessons focused on decimals and involved case study pupils in a year 4 class. Aims: The main aim of the study was to improve pupils' understanding of division and decimals, using a range of teaching approaches and resources, and to identify and address common misconceptions. Methods: The study involved three research lessons focused on decimals and involved case study pupils in the low end of the middle ability group. The lesson study group consisted of two teachers new to the school and an ECC teacher. Case pupils included four low-end middle ability pupils with inconsistent knowledge of times tables and occasional careless mistakes. Findings: Pupils' understanding of division and decimals had developed, but while pupils had a good understanding of tenths, they still occasionally were placing their digits in the wrong column when writing decimal notation for hundredths. The decision was made to continue teaching decimals once every week. Implications: The lesson study on division and decimals led to the identification of common misconceptions and the need for pupils to have access to a variety of resources. Lesson study should be implemented in all year groups.Item Using lesson study to develop teaching approaches that help pupils understand division including tenths and hundredths(Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange, 2013) Dardenne, CatherineBackground: The purpose of the study was to use lesson study to develop teaching approaches that help pupils understand division including tenths and hundreds, with a focus on subtraction, place value, and data handling. Aims: The aim of the study was to use lesson study to develop teaching approaches that help pupils understand division including tenths and hundredths, with a focus on subtraction, place value, and data handling. Methods: The participants are two teachers new to year 3 and one new to the Key Stage and the school ECC teacher. The case students are four pupils from the low and high end of the middle attaining group. Lesson study was used to develop teaching approaches for year 3 pupils to improve their understanding of subtraction, place value, and data handling. Teachers planned together, used a range of teaching approaches and resources, and evaluated lessons daily to inform future planning. Case study pupils were observed and progress was made through the use of practical resources and extended exploration time. Lesson study improved teaching methods and resources and could be implemented in other year groups. Findings: Lesson study was used to develop teaching approaches for year 3 pupils to improve their understanding of subtraction, place value, and data handling. The use of practical resources and a variety of teaching approaches led to progress and increased confidence in pupils' learning. Lesson study was found to be a valuable approach for improving teaching and learning. Implications: Lesson study approach helped teachers identify and address students' misconceptions in subtraction, place value, and data handling. The use of practical resources and a variety of teaching approaches improved student learning and informed future teaching methods. Lesson study should be implemented in all year groups.