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Videoing Lessons: Noticing and building on micro-progress
Bates, A Heighton, N Dean, R
Bates, A
Heighton, N
Dean, R
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Authors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education.ISCED Level 3 Upper Secondary Education.ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study was conducted in a secondary school setting focused on the inclusion of students with Special Educational Needs and Disabilities (SEN), particularly examining the micro-progress of two case study pupils during a Lesson Study framework. The researchers aimed to leverage video recordings of lessons to enhance understanding of the learning process and document subtle changes in student behaviour and engagement.
Aims: The primary aim was to identify and analyse the micro-progress made by two students, James and Leo, as a result of employing dual coding and explicit instructional methods during the lessons. Additionally, the research sought to explore how these methods contributed to the students' metacognitive development and engagement in learning activities.
Methods: Researchers implemented a Lesson Study approach, which included creating detailed observations of each lesson recorded on video. They focused on the students' interactions, responses, and engagement levels throughout the sessions. The methodological framework encouraged collaborative reflection among the research team, allowing for an in-depth analysis of student behaviours and progress across multiple lessons.
Findings: The analysis revealed that the students demonstrated increased fluency and confidence when engaging with dual coding resources throughout the study. Notably, they developed stronger interpersonal interactions, with improved tolerance towards each other. James exhibited a decrease in self-harm behaviours, while Leo took more initiative in his learning. Consequently, by the end of the study, both students showed progress in metacognition, independence, and confidence as they worked towards life skills, such as milkshake making.
Implications: This study presents valuable insights for teachers working with students with severe learning disabilities regarding the efficacy of dual coding and explicit instruction in fostering engagement and learning progression. Moreover, the collaborative nature of Lesson Study is highlighted as a beneficial framework for professional development, potentially leading to enhanced instructional strategies across the school setting. The findings suggest the importance of meticulous observation and documentation of micro-progress to inform future teaching practices.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), severe learning difficulties, video observation, life skills, collaborative teaching/observation