Lesson Study: теория и практика применения Пит Дадли



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57
Table 1: Resear
ch lesson planning, observation and discussion sheet
Subject
Learning Focus
T
eacher/observer

What this research lesson is aiming to teach (it may be a secti
on of a longer teaching sequence)
What teaching technique is the research lesson aiming to develop? 
W
e are improving…
Current attainment and success criteria Describe what you are
looking for from them
by 
end 
of 
lesson 
in 
the
identified aspect
Case pupil 
A
…………………….
Success criterion for this focus
Case pupil B ……………………. Success criterion for this focus
Case pupil C ……………………. Success criterion for this focus
Stage of lesson sequence
How you hope case pupil(s) 
A
will respond
How they are observed to respond
How you hope case pupil(s) B will respond
How they are observed to respond
How you hope case pupil(s) C will respond
How they are observed to respond
Patterns / issues
Stage … (approximate time)
Stage … (approximate time)
Final stage … (approximate time)
What were they able to do? (What progress have they made and how do you know?)
Initial thoughts


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6. Interviewing case pupils after the lesson
What works
In the UK lesson study groups often interview the 
focuspupils after the research lesson to gain their perspectives 
on what worked for them, what they felt they learned and 
how they think lesson could be changed if it were taught 
again to another class in order to make it work even better.
The interview should be short (no more than 5 minutes) 
and can be done with all the case pupils in a group or 
individually.
Try to conduct the post lesson pupil interview at the first 
opportunity – ideally at the end of the lesson.
Try to capture some of their exact words in your notes.
Some people conduct the post research lesson pupil
interview with other pupils but who are in the same three
learner groups as the case pupils. This can help triangulate
findings – but it can also complicate the data set.


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