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World Association of Lesson
Study
3 September, 2016
@DrGaryJones
Jones.gary@gmail.com
http://evidencebasededucationalleadership.blogspot.com
2. +
My argument is ….
Education is plagued by both fads and zombie ideas
When introducing new or old ideas and practices to schools and
classrooms, school leaders and teachers should use some form of
disciplined inquiry, for example, evidence-based practice (EBP)
EBP involves making a decision through a conscientious, explicit and
judicious use of the best available evidence from a multiple of sources
– so as to increase the likelihood of a favourable outcome
If such a process is applied to Lesson Study (LS) within a school,
although the adoption of LS has the potential to provide benefits – a
small-scale pilot might be appropriate.
Nevertheless, – it is a judgment call – which depends upon on the
phronesis of school leaders and the particular needs of the school.
3. +
…. educational
innovation is famous for
its cycle of early
enthusiasm,
widespread
dissemination,
subsequent
disappointment, and
eventual decline - the
classic swing of the
pendulum. (p752)
SLAVIN, R. E. 1989. PET and the pendulum: Faddism in education and how to
stop it. Phi Delta Kappan, 70, 752-58.
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Zombie ideas
Graded lesson observations can be
used for the purpose of high-stakes
teacher accountability
A 0.4 effect size represents a
year’s worth of progress for pupils
of any age
One-day workshops will bring
about changes in teachers’
behaviours and attitudes
Grammar schools will increase
social mobility
6. +
Evidence-based medicine : a
definition
… the conscientious, explicit, and judicious use of current
best evidence in making decisions about the care of individual
patients. The practice of evidence based medicine means
integrating individual clinical expertise with the best
available external clinical evidence from systematic
research. By individual clinical expertise we mean the
proficiency and judgment that individual clinicians acquire
through clinical experience and clinical practice. Increased
expertise is reflected in many ways, but especially in more
effective and efficient diagnosis and in the more thoughtful
identification and compassionate use of individual patients'
predicaments, rights, and preferences in making clinical
decisions about their care
DAVID L SACKETT, W. M. C. R., J A MUIR GRAY, R BRIAN HAYNES, W
SCOTT & RICHARDSON 1996. Evidence based medicine: what it is and what it
isn't. British Medical Journal, 312, 71-72.
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Misconceptions associated with
evidence-based practice
Evidence-based practice ignores the expertise and
knowledge of teachers and head-teachers.
Evidence-based practice is the same as research-
informed practice.
Evidence-based practice involves teachers undertaking
research
Evidence-based practice is all about numbers and
statistics.
11. +
Misconceptions associated with
evidence-based practice
School Leaders need to make decisions quickly and
don’t have time for evidence-based practice.
Each school is unique, so the usefulness of scientific
evidence is limited.
If you do not have high-quality evidence, you cannot do
anything
Good-quality evidence gives you the answer to the
problem.
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Scientific Research Findings
Duration
Rhythm
Designed for participants’ needs
Alignment
Sense of purpose
Content
External facilitators
Specialists
Collaboration and peer learning
Leadership around professional
learning
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Scientific research findings
Potential benefits of LS
Teacher collaboration and
development of a
professional learning
community
Development of professional
knowledge, practice and
professionalism
More explicit focus on pupil
learning
Improved quality of
classroom teaching and
learning
XU, H. & PEDDER, D. 2014. Lesson Study. Lesson Study, 29.
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Causal evidence
There is some evidence that Lesson
Study could have a positive impact in
English schools, but not yet enough to
justify scaling it up.
An evaluation of the UK’s National
Strategies’ Leading Teachers
Programme, which involved Lesson
Study, showed that those schools using
this approach (among others) out-
performed a comparison group in both
English and Mathematics.
Lesson Study also shares many of the
key characteristics of effective CPD that
were identified in a systematic review
produced by the Evidence for Policy and
Practice Information and Co-ordinating
Centre.
17. +
The lesson study approach had broad appeal with headteachers
and staff but was adapted widely by leading teachers and, in some
instances, was not well understood as a process by supported
teachers.
This raises issues as to the quality of the lesson study approach
that is developing in some schools. The preference for mainly
in‐house approaches to lesson study is also likely considerably to
reduce its effectiveness as a professional development tool.
As lesson study is based on combining a broad approach to
improving children’s learning with a specific focus on a group of
children in a particular curriculum area, there is a danger that
adapting the approach in schools could become reductionist and
technicist, merely offering teaching tips and strategies.
HADFIELD, M., JOPLING, M. & EMIRA, M. 2011. Evaluation of the
National Strategies’ Primary Leading Teachers Programme. London,
Department for Education.
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Expert opinion
Lesson study is an extremely
time-consuming exercise
There is little agreement about
what lesson study actually is
May not be viable given teacher
workloads
There is insufficient evidence
for its utility for it to be a priority
for schools
19.
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School data, facts and figures
What are the current challenges facing the school ?
What is the existing approach to professional learning
Lesson observations
Teachers as researchers/inquirers
Professional learning community
How strong is pupil voice within the school?
How is the school located within networks – internal and external
What curriculum and qualifications changes are being implemented?
How stable is the senior team
What resources are available?
Financial
Time
Expertise
21. +
Views of stakeholders
How do staff feel about the use of Lesson Study or other
approaches?
Do they see downsides or unintended negative consequences?
How do senior leaders and HODs feel about Lesson Study?
How practical or workable do those responsible for implementing
the interventions feel?
What do pupils feel about involvement in Lesson Study
What alternative explanations and proposed solutions do others
have? Eg micro-teaching, peer-coaching, instructional rounds,
strategic inquiry
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Personal experience
Have I seen Lesson Study in use before?
What happened?
What are my beliefs about the successful teacher learning ?
What’s worked in the past and why?
What are my hunches?
How relevant and applicable is my experience?
Who do I know in similar circumstances who has used Lesson
Study or similar alternatives – did it work?
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Making a decision to proceed
Justified by research
No Yes
Pragmatic
Yes
No
26.
27. Framework for analysis of context
Participants’ will
Sizing up a context
No
Commitment
Some
Commitment
Strong
Commitment
Extant know-
how limited
Limited
capacity
Very small-
scale test
Very small-
scale test
Very small-
scale test
Good
capacity
Very small-
scale test
Very small-
scale test
Small-scale
test
Substantial
know-how
exists
Limited
capacity
Very small-
scale test
Small-scale
test
Large-scale
test
Good
capacity
Small-scale
test
Large-scale
test
Implement
BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015.
Learning to improve: How America's schools can get better at getting better.
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XU, H. & PEDDER, D. 2014.
Lesson Study. Lesson Study, 29.
Majority of studies neglected to
address the processes through
which the impact of LS on
teacher learning and students
outcomes is achieved
The majority of studies relied on
teachers’ accounts – need to
focus on different kinds of talk
and language
Lack of attention to: micro-
politics, building trust, norms of
collegiality
29. Framework for analysis of context
Participants’ will
Sizing up a context
No
Commitment
Some
Commitment
Strong
Commitment
Extant know-
how limited
Limited
capacity
Very small-
scale test
Very small-
scale test
Very small-
scale test
Good
capacity
Very small-
scale test
Very small-
scale test
Small-scale
test
Substantial
know-how
exists
Limited
capacity
Very small-
scale test
Small-scale
test
Large-scale
test
Good
capacity
Small-scale
test
Large-scale
test
Implement
BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015.
Learning to improve: How America's schools can get better at getting better.
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What are the net, net consequences of all my options?
What are my core obligations?
What will work in the world as it is?
Who are we?
What can I live with?
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To recap – my argument is …..
Education is plagued by both fads and zombie ideas
When introducing new ideas and practices to schools and classrooms,
school leaders and teachers should some form disciplined inquiry to
investigate its feasibility
EBP involves making a decision through a conscientious, explicit and
judicious use of the best available evidence from a multiple of sources
– so as to increase the likelihood of a favourable outcome
If such a process is applied within a school to the adoption of Lesson
Study (LS), although LS has the potential to provide benefits - at best
only a small-scale pilot could be justified.
Nevertheless, – it is a judgement call – which depends upon on the
phronesis of school leaders and the particular needs of the school
The upswing
The programme is proposed
The programme is piloted
The programme is introduced into innovative schools or MATs
The programme becomes a hot-topic amongst staff-developers
The programme expands rapidly
Controlled evaluations begin
The downswing
Innovative schools move to other programmes
Complaints surface in professional publications
Preliminary evaluations are disappointing
Developer claims that disappointing results are due to poor implementation.
Interest in the programme flags
Controlled evaluation studies are published - invariably with disappointing results
The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually the slaves of some defunct economist. JM Keynes
Let’s look at this in more details
Practitioner expertise – have I seen this before, what happened, what worked in the past, what are my hunches, has this happened elsewhere
Local context – what data do you have available, what do local leaders and managers think what is going on, what are the costs and benefits
Research evidence – what research is available, how good is the research, is it applicable, what actions/interventions could be taken
Perspectives – what students think about the issues at hand, what do staff think, are the interventions workable, what alternative explanations are there
What it’s not
Cannot use judgment – expertise is relevant
Evidence can prove things – provides indications of what might work and informs decisions
Doing what the research evidence tells us – no one of 4 sources of evidence
Drucker – repetition of familiar problems disguised in uniquenss
Apply different to school –
Very-small – volunteers – small scale – department – large-scale – year group or key stage – implement – whole school
Apply different to school –
Very-small – volunteers – small scale – department – large-scale – year group or key stage – implement – whole school
Let’s look at this in more details
Practitioner expertise – have I seen this before, what happened, what worked in the past, what are my hunches, has this happened elsewhere
Local context – what data do you have available, what do local leaders and managers think what is going on, what are the costs and benefits
Research evidence – what research is available, how good is the research, is it applicable, what actions/interventions could be taken
Perspectives – what students think about the issues at hand, what do staff think, are the interventions workable, what alternative explanations are there
What it’s not
Cannot use judgment – expertise is relevant
Evidence can prove things – provides indications of what might work and informs decisions
Doing what the research evidence tells us – no one of 4 sources of evidence