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3, 4. Planning the first Research lesson and
identifying the ‘case pupils’
What has worked
Agree which class you will conduct the first
research lesson in and then identify three pupils who
reflect different groups of learner in the class – pupils
who
aremaking good, average or below average
progress either in a cross curricular skill such as
academic writing, or in a
subject specific aspect of
learning.
Agree the level each pupil is working at in the focus
area of this session.Write out in full exactly what you
want each pupil to be able
to do by the end of the
research lesson. (You can use the planner on page 6).
Plan each stage of the lesson with particular
attention to the sequence where you use the teaching
technique you are refining or planning. Note down
what you hopethe response of each case pupil will be.
What will each pupil will do
at this point to evidence
their progress?
Identify as carefully as you can: what resources will
be used and how, what you
will write on the board and
indicate timings for the lesson stages.
Agree who will focus their observations on which
case pupil(s). It helps to have some rules to ensure you
don’t all gather data about
two pupils and miss the
third.
A lesson study planner is provided on page 52. It
should be enlarged to A3 for use.Each lesson study
group member should have a copy at the start of
the lesson because it also serves as an observation
annotation sheet and the
basis for the post lesson
discussion.
Notes
‘Focusing down on the case pupils has
enabled a number of really important
things to be revealed’
Case pupil A Name …………..
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