Using lesson study to support underachieving white British boys with telling the time and solving time problems

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Brougham, Helen
Lockley, Rachel
Welbourne, Clare
Issue Date
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: White British boys at Belfield Community School were not making as much progress as their peers, including in mathematics. A lesson study approach was adopted to explore why this was and what strategies could be used to support their learning.
Aims: The aim of the lesson study was to improve the learning of white British boys in a Year 4 mixed ability class who were struggling with telling the time, by using and applying maths through elapsed time word problems.
Methods: The lesson study group conducted a lesson study in a Year 4 mixed ability class. Two case pupils, CB and DB, were observed and interviewed during the study. The lessons focused on using and applying Maths through elapsed time word problems, using visual cues, equipment, and images to support learning. Personalized time problems were used to engage learners, and shorter challenges were given to keep pupils engaged. The teaching emphasized practical ways of telling time, and pupils were encouraged to record workings and use models and images to support their learning.
Findings: The impact on pupil learning and progress was positive, and the experience reinforced the idea of practical lessons whenever possible. Shorter, practical tasks with visual cues and equipment were effective. Personalised problems and jottings were encouraged.
Implications: The study led to changes in teaching approaches and departmental/school policies. The findings will inform teaching approaches and CPD.
Keywords (free text)
lesson study , primary education , mathematics , telling the time , white boys' underachievement
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