Халықаралық Ғылыми-тәжірибелік конференция международная научно-практическая конференция
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- HOW TO DEVELOP PROFESSIONAL LEARNING COMMUNITY IN YOUR SCHOOL bY LESSON STUDY Chichibu T.
- Lesson Study in Japan
- The effectiveness and types of Lesson Study 12 Lesson Study for improving teachers
- Lesson Study for developing school culture
- How you change your open lesson to Lesson Study
- The third type of Lesson Study for recommendation to Kazakh schools
- УЧЁТ ТРЕБОВАНИЙ НОВОГО КУРРИКУЛУМА В ПОДГОТОВКЕ УЧИТЕЛЯ Абдуллаева Г.А.
Level one The level one programme incorporates ideas about the ‘new’ approaches to pedagogy introduced at level three as well as approaches to coaching and mentoring introduced at level two. In addition, level one teachers consider how to identify need, bring about change and evaluate changes across whole schools or areas within schools. Practitioner research skills are developed in the context of school development planning and evaluation. Level one teachers plan, and begin to implement, a school-wide ‘action research’ project. This involves identifying need for change in relation to ‘new’ pedagogical approaches, developing a programme for the implementation of these changes throughout the school, including programmes of mentoring and coaching, and developing a plan for the evaluation of the effect on pupils’ learning of the changes made. The research skills developed at level one therefore involve collecting and analysing evidence on a larger scale than at levels two and three. The impact of ‘action research’ carried out by level one teachers is likely to be more far reaching, therefore greater emphasis is given to understanding the research process and to the development of research skills. Face to face one introduces teachers to school development planning and the research processes and skills necessary to support the school development process. Level one teachers survey the condition of their school and evaluate the readiness of colleagues to change. In addition to using evidence from their own school, level one teachers are helped to understand findings of OECD reports so that they may analyse the implications for their own contexts. Developing skills of classroom observation, surveying and consulting pupils and evaluating lesson planning sequences that were introduced at level three are all addressed in the level one programme. However, at level one these are introduced in the context of working with colleagues 10 to bring about change across the school. At level one there is an emphasis on developing skills involved in professional conversations or interviews that will facilitate professional development of colleagues. The school development plans produced by level one teachers involve programmes of coaching and mentoring. Level one therefore also addresses conducting professional conversations with colleagues in order to evaluate the effectiveness of coaching and mentoring programmes. The development of a plan to evaluate change resulting from the school development process is a key element in the level one training. This involves detailed consideration of methods for collecting evidence of change across a school. Level one teachers carry out action research involving whole schools and developing an understanding of effective action research is therefore a key focus of the level one programme. Teachers are also introduced to lesson study as a tool for professional development that may be incorporated into a whole-school action research project. During the school-based phase, level one teachers collect evidence from their school of the need for change. They work with colleagues to produce a school development plan involving coaching and mentoring programmes to bring about this change. During this time, level one teachers initiate the coaching and mentoring programme and begin to evaluate the outcomes and impacts of the change process. Level one teachers retain an overview of the whole school development process by monitoring the coaching and mentoring carried out by colleagues as well as carrying out coaching and mentoring themselves. In F2F2, level one teachers are helped to understand the process of action research through detailed consideration of each stage in the process that they conducted during the school-based period or have planned for when returning to school. This action research involves producing a school development plan which sets out the issues to be addressed, action to be taken (including programmes of coaching and mentoring), who is involved and success criteria for the outcomes of the action. This represents the preliminary stages in the first cycle of a whole school action research project. During the school-based period and in F2F2, level one teachers are supported in reviewing and improving their school development plans in order to bring about the desired changes. Teachers’ understanding and skills of data collection and analysis are developed through scrutiny of their evidence of change bought about through the coaching and mentoring programmes. Level one teachers are also required to produce an ‘evaluation plan’ explaining how they will gather evidence for the effectiveness of their school development actions. This evaluation completes the first cycle of action research and leads to consideration of amendments needed to the school development plans based on evidence collected. This begins the second cycle of action research. In summary, at level one teachers are helped to understand the importance of whole school development informed by international as well as school-based research. Level one teachers develop their understanding and skills of practice-based research through planning for school development, instigating programmes of coaching and mentoring and developing plans to evaluate the impact of these programmes. They are taught skills of data collection and analysis involving data from across the school. There is an emphasis on working with colleagues to bring about change as well as on evaluating the impact of development work done by colleagues. In reflecting on evidence of the impact of coaching and mentoring, level one teachers develop deep understanding of how to ensure rigour, reliability and validity when leading research and development work.
Anderson, G.L. Herr, K. Nihlen, A.S. (2007) Anderson et al. Studying Your Own School: An Educator’s Guide to Practitioner Action Research. Thousand Oaks, California: Corwin Press. Bassey, M. (1998) “Action research for improving educational practice” in Halsall, R. Teacher research and school improvement. Buckingham. Philadelphia, Open University Press. Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge University Press. Carr,W., Kemmis, S. (1986) Becoming critical. London. The Falmer Press. Campbell, A., McNamara O. and Gilroy P. (2004) Practitioner research and Professional Development in Education. London, SAGE Publications Ltd. Kemmis, S. and McTaggart, R. (1988). (Eds). The Action Research Planner (second edition) Geelong, Victoria: Deakin University Press. Stenhouse, L. (1975). An introduction to curriculum research and development, London: Heinemann. Wallace, M. J. (1998) Action Research for Language Teachers. Cambridge University Press. Zeichner, K.M. (1993). Action research: Personal renewal and social reconstruction. Educational Action Research, Vol. 1, No2, pp. 199-220. Schön, D.A. (1983) The reflective Practitioner. How professionals think in action. London. Arena. In-Service training programme for the pedagogic staff of the Republic of Kazakhstan, Third (basic) level, issue 3, 2012.
In-Service training programme for the pedagogic staff of the Republic of Kazakhstan, Second (Intermediate) level, issue 3, 2012. In-Service training programme for the pedagogic staff of the Republic of Kazakhstan, First (Advanced) level, issue 2, 2012. 11 HOW TO DEVELOP PROFESSIONAL LEARNING COMMUNITY IN YOUR SCHOOL bY LESSON STUDY Chichibu T. Senior Researcher, National Institute for Educational Policy Research JAPAN
Lesson Study occurred at school, district and national levels when Japan established its new educational system in 19th century. Some teachers started to discuss new teaching methods voluntarily, and started to reinforce them with actual lessons. These processes were called Lesson Study and were conveyed to all schools in Japan after that. The focus of Lesson Study is the research lesson that is similar to the open lesson in Kazakhstan. One teacher volunteers to be in charge of a research lesson and to write a lesson plan about one month before the research lesson. Then, he/she introduces his/her lesson plan in a meeting with teachers of the faculty. The teacher then rewrites the lesson plan based on the discussion with other teachers. In some cases, the cycle of meeting and rewriting is repeated several times. In other cases, the teacher asks for feedback from the principal or a supervisor of the administration office for improving the lesson plan. At the research lesson, the teacher conducts the lesson in his/her class following the lesson plan. All teachers in the faculty observe the research lesson. After the research lesson, the instructor and observers discuss the research lesson. Sometimes external advisors such as supervisors of the administration office or university professors are asked to join the discussion, and asked to give some advice to the teachers who participated in the meeting. This Lesson Study process is held once in a month.
12 Lesson Study for improving teachers Catherine Lewis is a popular researcher for Lesson Study in U.S.A. Lewis (2002) summarizes the effectiveness of Lesson Study as below: • Brings educational goals and standards to life in the classroom • Promotes data-based improvement • Targets the many student qualities that influence learning • Creates a demand for improvement • Values teachers The first point means Lesson Study provides a collaborative process for teachers to make sense of educational goals. The second point means that teachers can get much data by observing the classroom and not only from tests and homework. This data contains the following kind of information: – in what ways students’ knowledge and understanding of the topic change over the lesson – students’ basic personal qualities needed for learning. For example, well-organized, responsible, and able to listen and respond to one another’s ideas In U.K., Pete Dudley opens the internet website for Lesson Study. Dudley (2011) summarizes the effectiveness of Lesson Study as below: • pupil learning appears in much sharper detail than usual • gaps become apparent between what they had assumed was happening when pupils learned and what it actually happening • learning is planned that is better matched to the pupil’s needs • this is all done in the context of a supportive teaching and learning community And he describes the process of Lesson Study as an improving process for the teacher. He emphasizes the process of collecting data from case pupils who reflect different groups of learner in the class. By observing and interviewing case pupils, observers can understand how students learn during the lesson and how effective the lesson plan is. According to Lewis and Dudley, a volunteer teacher conducts Lesson Study independently. This teacher sets his/her own research theme, and tries to develop his/her teaching method independently. He/she writes a lesson plan according to the research theme and opens the research lesson which is observed by a group of teachers. The lesson is discussed with the observers, and then he/she rewrites the lesson plan and opens a second research lesson. In this type of Lesson Study, the teacher who opens the research lesson gets feedback from the Lesson Study cycle and can improve his/her teaching skills. This type of Lesson Study can promote a teacher's teaching skill. Both researchers describe the Lesson Study process with a volunteer group of teachers in the school.
Lesson Study in Japan is conducted by all teachers in the school whereas Lesson Study in UK or USA is conducted by a group of volunteer teachers. The National Institute for Educational Policy Research of Japan (NIER) surveyed 2,000 schools (1,000 elementary schools and 1,000 middle schools) in 2010. The school survey reveals many aspects of Lesson Study in Japan. According to the school survey, almost all elementary and middle schools implement Lesson Study once or more per year. On average, elementary schools conduct Lesson Study 10 times per a year, and middle schools implement Lesson Study 5 times per year. 70% of elementary schools and 66% of middle schools have meetings to discuss a lesson plan for a research lesson. The school survey reveals not only actual conditions of Lesson Study, but also of the effectiveness of Lesson Study. In order to measure the effects of Lesson Study in schools, we developed survey items on “close communication between teachers”, “high quality instruction by teachers”, and “test scores of students of the school”. We found that these items are significantly associated with one another, and with items on “organizations or schedules” or” methods of Lesson Studies”. Furthermore, the school survey reveals the effectiveness of principal and supervisor coaching. Items such as “the principal observes each class daily”, “supervisors of the educational office visit the school every year” are associated with items on Lesson Study processes.
13 Chichibu & Kihara (2013) which uses data of NIER school survey shows the effectiveness of Lesson Study. According to my paper, Lesson Study can promote excellent school culture. “Excellent school culture” means close communication between teachers. Close communication between teachers can promote high quality instruction and high test scores of students. USA research papers call excellent school culture “Professional Learning Community”. So, we can see that Lesson Study is effective, and that coaching by principals or supervisors promotes Lesson Study. NIER school survey shows that Japanese school teachers conduct Lesson Studies as parts of a school-wide Lesson Study with a unified research theme. That is all teachers collaborate with one another, set a unified research theme, conduct Lesson Study according to the research theme and collect data or information through each Lesson Study. Finally, at the end of the school year, they publish a research report. In this type of Lesson Study, each teacher conducts Lesson Study not for themself, but for the unified research theme. Each Lesson Study during the year consists of parts of the school-wide Lesson Study process. In this case, discussion of the lesson plan becomes more important. Each lesson plan has to relate to the research theme for the school. With each Lesson Study cycle, teachers try to attain research outcomes for the unified theme.
The theme of Lesson Study may be: • developing discussion between students • developing critical thinking in students • using group/pair work • using ICT tools • developing reading skill • developing skills of self expression • deepening the meaning of number or quantity using concrete objects In Japan, many schools conduct this type of Lesson Study, and my research paper shows the effectiveness of this type of Lesson Study. But this requires a lot of experience in Lesson Study and so I do not want to recommend this type of Lesson Study yet for Kazakh teachers
Kazakh teachers have a history of open lesson. Opens lesson is similar to Lesson Study. But there exist some differences between open lesson and Lesson Study. In Kazakhstan, teachers are obliged to open their lessons for observation once or twice a year. Teachers in the same school or other schools who don’t have a lesson at the time will observe the open lesson. After the lesson the observers give their feedback to the teacher who conducted the lesson. In Lesson Study, not volunteer teacher but all teachers have an obligation to observe the research lesson and to join the meeting following the research lesson. The committee of Lesson Study will decide the theme for Lesson Study and the schedule. In the Lesson Study schedule, when they have research lessons, only students of the research lesson stay in school and other students will go home early. This means that all teachers in the school can join observation of research lesson and post-lesson discussion. During the open lesson in Kazakhstan, observers try to assess the lesson, and give feedback to the teacher who opened the lesson. In Japanese Lesson Study, observers can give feedback to teachers, but rather use the opportunity to improve their observation skills or their teaching skills. In Japanese post-lesson discussion, participant teachers try to understand the ideas of other teachers. Kazakhstan Japan Open lesson once per year obligation obligation Observe the open lesson or research lesson voluntary obligation Schedule
For open lesson For research lesson, meeting for lesson plan, post-lesson discussion
14 Committee for Lesson Study None
Decide a schedule or theme for Lesson Study When open lesson or research lesson held Observed by teachers who don’t have a lesson Other lessons are closed and all students except those in the research lesson go home, so all teachers can observe the research lesson Objective of observation Give feedback to the teacher Improve observation skill of observers Give feedback to the teacher Post-lesson discussion Only discussion with the teacher Discussion within groups of 4-6 teachers, sharing the outcome of group discussion Viewpoints of observation and discussion Give feedback or assess the teacher Observe how each student learns during the lesson Consider how to develop the lesson External advisor None
Sometimes external advisors such as supervisors of the administration office or university professors are asked to join the discussion, and asked to give some advice to the teachers who participated in the meeting The third type of Lesson Study for recommendation to Kazakh schools There exist differeces between Lesson Study in Japan and U.K. or U.S.A. and exist similaritis and differences between Lesson Study and Kazakh open lesson. I want to recommend to Kazakh teachers the third type of Lesson Study. That is, all teachers in the faculty open research lessons, at the same time observing research lessons of their colleagues. While observing lessons, teachers can share good practice and develop their own teaching skills and observation skills. In this type of Lesson Study, teachers can set their own research theme like second type, but it is more useful for them to set unified research theme. In this type of Lesson Study, each teacher will open a research lesson once a year, but the focus this time is on the process of observation. With well developed observation skills, a teacher is able to adequately observe each student. Normally when teachers observe lessons, they tend to focus only on the teacher and not on the students. Teachers should develop their observation skills in order to focus on students.
In a classroom there are various kinds of students, talented or gifted students and weak students and a teacher should be able to teach all of these students. In order to do this, the teacher needs to understand how they are learning, and how they understand the lesson. Lesson Study encourages teachers to test their assumptions and beliefs, promotes rich dialogue amongst teachers, fosters a culture of collegiality and professional development, fosters a culture of collegiality and professional development, focuses teachers on students’ learning needs and promotes a deeper understanding of the curriculum. References 1. Chichibu, Toshiya; Kihara, Toshiyuki, (2013), “How Japanese Schools build a professional learning community by lesson study” International Journal for Lesson and Learning Studies, Vol. 2 Iss: 1 pp. 12 – 25. 2. Dadley, Pete, (2011), “Handbook of Lesson Study” http://lessonstudy.co.uk/ 3. Lewis, Catherine, (2002), “Lesson Study: A Handbook of Teacher-Led Instructional Change”, Research for Better School
15 УЧЁТ ТРЕБОВАНИЙ НОВОГО КУРРИКУЛУМА В ПОДГОТОВКЕ УЧИТЕЛЯ Абдуллаева Г.А. Aзербайджанский государственный педагогический университет АЗЕРБАЙДЖАН
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