Lesson Study: теория и практика применения Пит Дадли
9. Creating time for lesson study and building
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9. Creating time for lesson study and building it into school systems What works Lesson study is very good value for money if you genuinely create opportunities for its outcomes to feed into the practices of those involved in the study and others in the school. Some heads have created dedicated professional learning time when lesson study groups plan and analyse their lessons from time normally allocated to professional development and management. Judicious use of PPA time, specialist teaching time, staggered timetables or break times and any other means which allow some teachers to be free to talk together, can create opportunities for planning or post lesson discussion which do not always demand supply cover. Heads of department can build Lesson Study into their school teaching and learning policy by creating a staff professional learning policy. These gives teachers and others entitlement to professional learning and CPD opportunities which include the models now recognised as having most impact on classroom practice. (See page 1). One example of linking Lesson Study with performance management productively was achieved by treating participation in lesson study and sharing of the outcomes with colleagues - as a component of performance management. Staff involved felt that with lesson study they improved areas where they felt less confident rather than playing safe in an area of relative teaching strength. It is important to keep lesson study separate from performance monitoring. Some lesson study groups demonstrate the techniques they develop to other teachers in a public research lesson. Here pupils stay behind after school and the lesson is taught in the hall in front of an invited audience from neighbouring universities. A lively discussion follows. This is popular in Japan. Notes ‘…what I’ve been surprised and really pleased about I think is that people who normally close the door and get on with what they do in a lesson, have suddenly thought ‘Oh hang on, this is good for me, within my lesson. It’s good for the kids within my lesson, it’s practical, I’m doing something. And they’ve really got on board. And that’s been remarkable in our place..’ |