Improving independent writing and creative thinking through Lesson Study
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Authors
Haste, Rebecca
Issue Date
2012
Type
Research Report
Language
en
Keywords (free text)
lesson study , creative curriculum , writing , learner independence , primary education
Alternative Title
Abstract
Background: The purpose of the study was to improve teaching and learning through collaborative lesson planning and observation, sharing of ideas and strategies, and implementation of new initiatives such as "Big Write" and "Talk for Writing."
Aims: The aim of the Lesson Study was to improve the quality of written work and level of independence of lower ability pupils in Creative Curriculum lessons through promoting independent thinking and learning, while also providing teachers with opportunities to learn from each other and implement new strategies in their own classrooms.
Methods: Methods used included giving pupils roles in the lesson, breaking down tasks, using visual aids, allowing time to think, group work, and listening to pupils' opinions. Case pupils were observed by other teachers involved in the Lesson Study Network.
Findings: The main findings of the Lesson Study were that pupils who found it difficult to work independently were able to become more independent when given roles in the group, and when given time to think and discuss their ideas. They also benefited from visual aids and success criteria, and the use of the internet for research.
Implications: The findings of the Lesson Study have implications for teaching, learning, and CPD. It has highlighted the need to break down tasks, use visual aids, and allow more time for independent thinking. It has also shown the importance of group work and listening to the opinions of pupils. The insights gained from using Lesson study suggest that it should be more widely adopted.
Description
Citation
Publisher
Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange