Transcript Impact of Lesson Study on Professional Development (PD)
Collaborative Professional Learning ~ Impact of Lesson Study on Professional Development of Preschool Educators Presenter: Peggy Foo
Content
• • • • • Origin and Role of Lesson Study in CPD Framework for Early Childhood Educators Lesson Study @ Sparkletots (Braddell Heights) Impact on pedagogical knowledge and skills for effective teaching & observing children’s learning Issues in Implementation Alignment to SPARK
Background
“Regardless of the duration and quality of pre-school education a teacher receives, it is not sufficient to prepare them for the challenges they face throughout their careers. As such quality continuing professional
development is necessary to ensure that teachers are able to meet the demands of diverse children needs, engage parents, as well as become active agents of
their own professional growth.”
Foreword in CPD Framework for Early Childhood Educators Dr Chan Lin Ho
Lesson Study in CPD Framework
• • • One type of CPD activities (Peer-related activity) Collaborative Research Can be incorporated in the professional development planning cycle outlined in the framework
Origin of Lesson Study
• • Originated from Japan in the Meiji era (1880’s) Since Jim Stigler’s “The Teaching Gap” was published in 1999, Lesson study has been made known to world educators outside Japan.
Origin of Lesson Study
• • Watch a video on Japanese Lesson Study How is Lesson Study different from conventional professional development activities?
Conventional Professional Development
Task
Lesson Study
Lesson Study
• • • Professional development activity that teachers engage in to systematically examine their practices.
Lesson Study cycle Align with recent PD trends Job embedded Collaborative learning vs. individual Teacher-driven/ initiated
Lesson Plan Revision
Lesson Study Cycle
Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion
Lesson Study @ Sparkletots (Braddell Heights)
Research project funded by the Early Childhood Development Agency (ECDA) ~ Early Childhood Research Fund (ECRF) Research Question: “What is the impact of Lesson Study on the professional development of preschool educators?”
Profile of Pre-School Educators
Academic Qualification "O" Level "A" Level "O" Level "O" Level Degree Professional Qualification Degree Degree DPT Years of Experience 27 24 12 DPT 22 Specialist Dip in ECE 14
Lesson Plan Revision Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion
Identify Research Theme/ Professional Development Goal
• • • • • • Study centre’s vision and mission Study curriculum goals Identify Ideal students’ behaviours Identify students’ behaviours Identify the gap(s) Identify professional learning goal/ research theme to close the gap(s)
Lesson Plan Revision Identify Research Theme Lesson Planning Research Lesson Post-Lesson Discussion
Lesson Planning
• Think of 4 Critical Questions: What do we want the children to learn?
How do we know they have learnt it?
What if they have not learnt it?
What if they have already learnt it?
• Anticipate children’s responses to learning task(s)
Subject
Level Topic/ Concepts Research Theme Strategy
Lesson Planning
Interdisciplinary Lesson (with focus on Mathematics)
Kindergarten 1 (5 years old) Whole Numbers 1) More than/ less than How can we engage children in learning of Mathematics? Use of manipulative (toy counters), hands-on activity to engage children in the learning of Mathematics
Lesson Planning
Interdisciplinary Lesson (with focus on Mathematics) Subject
Tuning in activity • Engage children in movements E.g. Give me more than 3 claps (counting) Body (Learning Tasks) • • • • Predict the number of toy counters (guess) Count the number of toy counters (actual) Compare actual number of counters in pair Which number is more/ less than the other?
Consolidation/ conclusion • Assessment Which number is more/ less than the other?
Lesson Plan Revision Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion
Research Lesson
• • • • One of the team members (research teacher) conducts the lesson Other team members becomes observers Can include non team members like teachers from other centres and/or knowledgeable other Observers take detailed notes and collect data related to the research theme
Watch a segment
Individual work: Guess and count the actual number of toy counters Predict the number of toy counters in the bag
Lesson Plan Revision Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion
Post-Lesson Discussion
• • Facilitator transforms data collected during the research lesson into professional learning Reflect on observations • Study children’s work samples • Knowledgeable other provides theoretical underpinnings and insights to enrich professional learning
Lesson Plan Revision Identify Research Theme Plan Lesson Research Lesson Post-Lesson Discussion
Lesson Plan Revision
• Reflect what went well and what did not • Consider conjectures: What if thee same lesson is taught to a group of struggling learners?
What if the same lesson is taught to a group of advanced learners?
What if the same lesson is taught using learning centres?
Data Collection
Stage of data collection
Research Lesson
Data Collection Tools
5 Observers Post-lesson Discussion Data Analysis of video (research lesson and post lesson discussion 5 Observers Researchers
Source of data
Qualitative (Observation notes) Minutes of post lesson discussion Video
Type of data
Qualitative
Impact on Professional Learning
• • • • Content (amount) Use of language Children’s thinking and learning Differentiation (for advanced learners and struggling learners)
Issues in Implementation
• • • Time constraint Manpower shortage Teachers’ mindset change
Alignment to SPARK
Singapore Pre-school Accreditation Framework (SPARK) Criterion 1: Leadership 1.1 Strategic Leadership Translating vision, mission and core values into a strategic plan Unpacking of the vision and desirable outcomes into observable behaviours of the pupils (translated into specific goals) Identify a gap and explore ways to bridge the gap (through enhancing staff capacity)
SPARK – Criterion 1
Criterion 1: Leadership 1.2 Curriculum Leadership Involvement of teachers -Involve teachers in the planning, teaching and learning practices Planning a lesson collaboratively and conducting post lesson discussion -Centre leaders nurture a culture of professional learning and collaborations among teachers -Sharing of teaching ideas during lesson planning -Sharing of diverse perspectives and learning points (collation of lesson plans and learning points within and across centres)
SPARK – Criterion 3
Criterion 3: Staff Management 3.2 Professional Development and Performance Appraisal Total Learning Plan -Training direction -Individual professional development map -Attend training according to individual map -Key competencies (Key Learning Programmes at centre’s level) -Use a total professional map to improve the competencies of the staff -Individualised learning programmes according to the years of experience, areas of improvement and interest
Reaching out to the Community
• • • • • • • Paper presentations at local/ overseas conferences Article in Digest Article in Straits Times Publications Open lessons Videos on Lesson Study journeys Partnership with primary schools to facilitate smooth bridging from K2 to Primary 1