Using lesson study as a whole-school approach to improving guided writing

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Ashley, Kelly
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Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to use the lesson study model to improve pedagogy in relation to guided writing and measure the impact on children's learning.

Aims: The main aim of this development work was to improve pedagogy in relation to guided writing and to measure the impact of this on pupils' learning.

Methods: The participants in this lesson study model of CPD included the English consultant, headteacher, middle leaders, members of staff, and pupils. They all worked together to improve pedagogy and outcomes in writing. The lesson study model of CPD was used to improve pedagogy in guided writing, with coaching facilitated through lesson observations, learning conversations, and targeted teaching. Data analysis was used to measure progress and impact on pupil learning.

Findings: The main findings of this development work are that the lesson study model of CPD has improved pedagogy in guided writing, resulting in improved outcomes for pupils. Middle leaders have been empowered to foster professional discussion and a greater clarity of Assessment for Learning has been achieved.

Implications: The findings of this study suggest that the lesson study model of CPD can be used to improve pedagogy and pupil learning. Through collaborative planning and observation, teachers have been able to identify areas for improvement and measure the impact of guided writing on pupils' learning.
Keywords (free text)
Primary education , Assessment and target setting , Self evaluation and review , English - writing
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