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Notes
Table 2
:
 Suggested questions for a post lesson interview with the case pupils
…they [pupils] begin to take ownership of the whole learning
process, they take responsibility for it and also they’re helped. It’s
amazing because … they’re engaging with us, in helping us to
help them to learn. Incredible stuff really, incredible stuff!’
Suggested questions for a post lesson interview with the case pupils
What did you enjoy most
about that lesson?
What did you learn?
(What can you do now
that you could not do.
What can you do better?
How is it better?)
What aspect of the
teaching worked best for
you?
If the same lesson is
being taught to another
group what would you
change. Why would you
change that aspect?


59
7. The post research lesson discussion
 What works
Come together as soon as you can after the Research 
Lesson (and certainly not later than 24 hours afterwards). 
You may wish to review the following qualities of a 
successful post Research Lesson discussion.
(a) Openness to critical viewpoints and
suggestions
(b) Fidelity to observed data and no excusing
failure
(c) Viewing the post lesson discussion as a joint
learning opportunity
(d) Clear goals and questions from the
plan/observation sheet
(e) A designated ‘moderator’ for the discussion
(a chair who can lead the discussion positively,) a 
role that can be combined with that of
(f) ‘Adviser,’ (final commentator) whose role it
is to capture the learning distilled from the
discussion, in order that it can be acted upon 
by the group and others beyond the group. This 
person may be external to the school (Takahashi, 
2005).
The most important thing to remember though is that 
the flow of analysis needs to start with the observations 
made of the case pupils’ (and other pupils’) learning 
before it addresses the teaching (See Fig 3 below). This 
preserves the focus on student learning and on teacher 
learning from this and reduces the tendency for lesson 
observation discussions to become feedback on teaching
(which teachers can feel is judgmental in nature and not 
conducive to teacher learning (See Fig 3 below).
Notes
‘….it’s amazing how much you learn by explicating
your ideas, so in challenging me, I have to justify 
why I think we should do this in this particular way
and through that it really strengthens your own knowledge 
and gets you to a place you could not get on your own’




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