63
10. Using LS coaches to support and develop the professional learning
from Lesson Study and using the lesson study model as a platform for
cross departmental or school to school coaching
What works
Leading teachers or consultants
can support the lesson
study process if they:
• Demonstrate a technique in the school immediately to
other teachers prior to alesson study cycle beginning.
• Join a lesson study group as they plan a research lesson
and contribute ideas andsuggestions.
• Sit with a lesson study group and discuss theresearch
lesson they have prepared – contributing to suggestions
about how thepedagogic technique could be developed
• Join a research lesson as an observer (with equal status)
and participate in the post lesson pupil interview and
discussion.
Subject leaders can play a similar role – especially if they
have participated in a lesson study cycle themselves and
become a champion in school.
Additional interest and value can be created around
lesson study if it is used by teachers to develop a portfolio
to evidence
particular teaching standards, or to contribute
towards professional or academic qualification or recognition.
When your teachers have developed some practice which
has had a clear impact on learning and progress of pupils
and which you think others would be interested in – log the
practice
as a caseled study at
www. lessonstudy. co. uk
This is a website designed to help practitioners
search for and share practice in classrooms and
school improvement which have worked in one
place and could work elsewhere.
Notes
64
References
Department
for Children, Schools and Families. (2008). Improving practice and
progression throughlesson study: a handbook for headteachers, leading teachers and
subject leaders. London: DCSF.
Dudley, P. (2008). Lesson study in England: from school networks to national policy.
Presented at theWorld Association of Lesson
Studies Annual Conference, Hong
Kong Institute of Education.
Dudley, P. (2011). How Lesson Study orchestrates key features of teacher knowledge and
teacherlearning to create profound changes in professional practice. Presented at the
World Associationof Lesson Studies Annual Conference, Tokyo.
Trends in International Mathematics and Science Study. (1999). TIMSS 1999 assessment
results. Retrieved June 4, 2010, from http://nces.ed.gov/timss/
Takahashi, A. (2005). An essential component of lesson study: post-lesson discussion.
Presented at the The Northwest Regional Educational Laboratory’s Lesson Study
Symposium, Olympia, Washington: DePaul University, Chicago.
Wragg, E.C., Wikely, F., Wragg, E., & Haynes, G. (1996). Teacher appraisal observed.
London: Routledge.
Lesson Study: теориясы мен қолдану тәсілдері
Lesson Study: теория и практика применения
Lesson Study: a handbook
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