What is Lesson Study?
Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students’ learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.
The Japanese Lesson Study model has been advocated in the UK for some time both by the National College for Teaching and Leadership and its predecessor organisations.
The outline of the approach is as follows:
Evidence from the use of Lesson Study by hundreds of leading teachers working with ‘coasting schools’ who used Lesson Study as a coaching approach to improve pupil progress in writing and mathematics at age 11 showed considerable impact year on year (Dudley, 2012). Evidence was also found in the independent evaluation of this National Strategy Programme (Hadfield et al., 2011). A large scale study under review at the time of writing in the US suggests LS has a significant impact on pupil learning as a result of teacher learning. Professor Pete Dudley’s pilot project demonstrated a positive impact on pupil learning and this was directly linked with related teacher learning in a later study (Dudley, 2013).
Improving Teaching Through Collaborative Research
We are delighted to be hosting this conference in partnership with Sheffield Hallam University on Friday 9th February 2018 to explore Improving Teaching through Collaborative Research in greater depth. The day is open to all leaders and teachers that have an interest in this area, or have perhaps already established a Lesson Study programme or similar model in their context. Learn more here