Transcript Brahm Norwich - TEAN managing change in SEN

Lesson study in initial and continuing
professional development: an
approach for special needs and
inclusive education
Brahm Norwich
Graduate School of Education,
University of Exeter
Lesson Study logic
LS distinctiveness
• study of lesson (pedagogic focus)
– For and by teachers
• focus on learning / learners
– Case pupils (UK version)
• research oriented (how improve learning of ?)
– Research lesson
• collaborative
– team involved at each stage (lesson observation by team)
– enables inter-disciplinary collaboration
• reflective practitioner
– use of craft and research informed knowledge
plan
Lesson 1
plan
Team
meeting 1
review
3 research lessons
in LS cycle
Team
meeting 2
plan
Lesson 2
review
Team
meeting 3
4 lesson
study team
meetings
plan
Lesson 3
review
Team
meeting 4
conclusions
Quote:
‘The clear difference between peers just
planning lessons together (as in the case in
many schools) and peers planning, observing
and discussing their observations with a view to
improving was highlighted to us during these
three lessons. LS method has distinct
advantages – more developmental and
reflective!’
Supporting teacher problem solving
approaches
Teacher Support Teams (Creese, Norwich,
Daniels)
Collaborative groups (Hanko)
Circles of Adults;
Teacher Coaching;
Collaborative Problem-Solving Groups
Staff Sharing Scheme.
Bennet and Monsen (2011) review EPIP
Development and evaluation project
Phase 1
Developmen
t
Sept
2010
Prepare
Jan
– July
2011
1st group
of Lesson
Study
schools
Oct 2011
to
March
2012
Phase 2
Evaluatio
n
Developmen
t
Evaluatio
n
Phase 3
Phase 4
Dissemination
Development
TDA materials
about MLD
2nd group
of Lesson
study
schools
Journal
papers
Book
conferences
March –
Dec 2012
Jane-July
2013
LS for assessment
Rationale for study (1)
• pupils with moderate learning difficulties (MLD)
largest proportion identified as having special
educational needs in the school system.
• neglected as a focus for educational initiatives
– no advocacy groups, from disadvantaged
families, between severe and non-SEN groups
• 25% of all pupils identified with SEN at School
Action plus or with Statements in ordinary and
special schools
Definition of MLD
Pupils with MLD have attainments significantly below
expected levels in most areas of the curriculum, despite
appropriate interventions. Their needs will not be able to
be met by normal differentiation and the flexibilities of the
National Curriculum.
Pupils with MLD have much greater difficulty than their
peers in acquiring basic literacy and numeracy skills and
in understanding concepts. They may also have
associated speech and language delay, low self-esteem,
low levels of concentration and under-developed social
skills.
(DfES, 2005)
Rationale for study (2)
Inclusive practices
• First UK LS use in ordinary classes with regular
teachers
• a few special schools
• Boundary between MLD and non-SEN low
attainment unclear
• Government plans to reduce number identified as SEN
• project significance – relevance of LS to spectrum
from general learning difficulties to non-SEN low
attainment.
• Phase 1: 14 sec. schools (29 teachers): more
training /support: 2 terms 2-3 LS per school; 38
Lesson Studies
• Phase 2: 15 sec. schools (30 teachers) : less
training and support: 1 term 2 LS per school; 28
Lesson Studies
 Each pair recruited and brief 1-2 other teachers
(including SENCos to form LS teams)
 About 90 teachers involved overall
 Phase 3: LS for assessment - 6 schools (primary
and sec.): KS1-KS3 – English, maths and SENCo;
18 teachers
Pedagogic strategies in LS: Research questions
What pedagogic / teaching strategies do teachers
report as having developed for pupils with MLD from
using Lesson Study?
How specialised are these pedagogic strategies: is
there an MLD specialist pedagogy?
Methods
Questionnaire after completion of 6 months use of LS
about the teaching strategies used/developed during
the project for pupils with MLD, July 2011 (n=22)
Analysis of LS case reports for reported strategies
used
Model of pedagogic strategies
Broad pedagogic approach:
Pedagogic methods/assumptions
Activity based learning
Assessment for learning
Input (multi-modal/sensory approaches)
Cognitive demand:
Level/style (differentiation)
Memory/consolidation
Motivational approaches
Learning relationships
Grouping and peer support
Adult-pupil communication
Working with additional adults
Pedagogic approaches:
Is there a specialist pedagogy for MLD?
Specialist pedagogy
SEN: learning
difficulties
Generic pedagogy
Lower attainment - higher attainment
Generic pedagogy
intensified
Generic
intensified
/ SEN
Learning
difficulties
adapted
Lower attainment higher attainment
Process evaluation: aims and methods
Informed by ‘Realistic Evaluation’: examine links
between contexts, mechanisms/processes and
outcomes of LS
 Why and how the LS works in schools/impact
on teaching and teachers
 Aim: to construct process theory of LS
Survey for participating teachers at the end of Phase
1 (July 2011) (n=16) and Phase 2 (June 2012) (n=15)
Semi-structured interviews about LS process and
outcomes (Phase1 n=9; Phase 2 n=6)
Lesson Study mechanisms: highest and lowest
rated statements (rating scale 1-4)
TEACHER LEVEL
Means and SD
Phase 1 (n=16)
Means and SD
Phase 2 (n=15)
Less threatened to scrutinise own teaching by focusing 3.88 (.34)
on pupil learning
3.73 (.46)
Teachers in LS team provide honest and constructive
observations of lessons to each other
3.60 (.63)
4.00 (.00)
The LS group provides dedicated time to reflect, plan
and problem solve in a supportive setting
3.43 (.65)
3.67 (.62)
Senior teachers appreciate the importance of CPD
about teaching
3.64 (.63)
3.07 (1.00)
Teachers with CPD responsibilities introduce CPD that
supports teaching and learning
3.57 (.76)
3.43 (.85)
Timetable flexibilities enable the LS teachers to meet
regularly
2.73 (1.22)
2.71 (1.07)
SCHOOL LEVEL
Lesson Study outcomes: highest and lowest rated
statements (rating scale 1-4)
TEACHER LEVEL
Means and SD
Phase 1 (n=16)
Means and SD
Phase 2 (n=15)
More confidence to try new teaching approaches
3.81 (.40)
3.60 (.63)
More theoretical and practical knowledge about LS
3.63 (.62)
3.80 (.56)
Deeper knowledge about your curriculum subject and
pedagogy for MLD
3.07 (1.10)
3.07 (.80)
More knowledge about to overcome barriers to
learning for pupils identified as having MLD
3.31 (.79)
3.00 (.76)
Attendance at LS meetings is regular and prioritised
2.88 (1.15)
3.07 (1.00)
Some teachers who are not in the LS team want to
become involved
2.40 (1.12)
3.00 (1.18)
SCHOOL LEVEL
Key points from interviews (phase 1)
Context:
Time to undertake LS
Despite funds: cover hard to timetable; not want to disturb
regular teaching
Some lack of support from senior leaders
Process:
Observation, risk taking, team-work,
no blame environment
Outcomes:
Confidence to adjust teaching, more innovative strategies
Enhance lesson planning (tailor teaching to individual needs)
Benefits beyond focus pupils with MLD; for others too
Issues arising from phase 1 and dealt with in phase 2
- Pupil outcomes were assessed by teachers in broad
terms
• How best to assess outcomes on pupils as a
result of LS?
• Introduced ‘Goal Monitoring and Evaluation’ in
phase 2 design of LS
- Uncertainty about starting up LS process
• How to start off the LS process?
• Change LS protocol: hold pre-meeting of team
before Research Lesson 1 to review starting
points, past methods used with focus pupils, LS
aims in terms of focus pupils’ learning goals
Example of a GME goal and levels
GOAL 1
Be more frequently engaged in group activities when emphasis is on using key vocabulary
Rating scale:
Low
Baseline
Expected
Achieved
High
X
X
X
Baseline
descriptor
Is often disengaged in group activities when she needs to use vocabulary
Specific
evidence for
descriptor
Expected
descriptor
Specific
evidence for
descriptor
Achieved
descriptor
Specific
evidence for
descriptor
Because of problems in written and verbal language tends to be disengaged
and not participate
More frequent engagement in group activities
Increased participation, improved speech, increased confidence
More frequent engagement in group activities
Participated more during question and answer sessions; vocabulary still
limited but conversations contains more basic structure; more willing to write
and less anxious about her work
Goal monitoring and evaluation
15 schools (21 Lesson Studies);
1-2 case pupils per LS.
69 Lesson Study goals set:
• 54% of goals: were met or exceeded
• progress as expected = 24%;
• progress more than expected = 31%
• 46% of goals: progress made but NOT met
expected level
• 0% ‘No progress’ (i.e. stays at baseline level or
declines)
Conclusions: MLD pedagogy
Broad concept of pedagogy relevant to pupils identified
as having MLD
• Covering pedagogic approaches, cognitive
demand, motivation and learning relationships
• Not just about cognitive demand; nor simple idea
of differentiation
• No specific pedagogic approaches: also useful for
others without MLD, e.g. low attainment or other
SEN (SpLD); recognised by some teachers
themselves
• Consistent with idea of intensified general
pedagogic strategies : continuum of pedagogic
strategies (Lewis and Norwich, 2004; Fletcher
Campbell, 2004)
Summary of theory of LS arising from project
Context:
School interest in professional learning communities
Advance timetabling/ cover available, senior teacher support
Processes:
Team work, no blame climate, consult case pupils as part
research lesson review, team observation focus on learning, risk
taking about lesson planning
Outcomes:
Enhanced lesson planning; tailored pedagogic strategies, with
wider benefits, broaden focus onto wider learning, not just
external criteria; challenge conceptions about what pupils can
do; wide range of pupils gains (cognitive, affective and learning
approaches)
Typical
lesson
study
Lesson
study for
assessment
LS as response to teaching (dynamic assessment)
approach
‘We see lesson study as an infinitely flexible method of
tracking student progress and engagement - we will
recommend it as a general diagnostic tool as well as a
specific way of addressing the needs of SEN pupils. We
think that a long-term use of Lesson Study would result
in significant long-term improvements in achievement’
• To assess the learning needs of pupils who have
difficulties in their learning;
• LS team: class teacher, 2nd class teacher, SENCo, Ed
psych/specialist teacher; teaching assistant
• Other uses of LS: Involving parent in LS team; Multiprofessional involvement
How Lesson Study can be used for assessment purposes
• The key features of Lesson Study (LS) that enable a novel
assessment approach are:
• its collaborative model of planning, doing and reviewing short
sequence of specific lessons in terms of pupil learning (3
research lessons make up a LS cycle).
• Its focus on the learning of specific pupils (case pupils) that
enables a depth of assessment and analysis of pupil and
learning environment (pupil’s strengths and difficulties as well
as contextual supports and barriers).
• a collaboration that can bring together and integrate different
assessment perspectives and knowledge bases: from a class
teacher, SEN teacher, such as a SEN coordinator, a teaching
assistant as well as an outside professional, such as specialist
teachers and educational psychologists.
• the review and planning can also take account of the pupil’s
perspective.
Assessment method
Two dimensions of assessment underlying assessment by response to
teaching model
Context of assessment
Individual withdrawal
Class teaching
Static Assessment of individual Assessment of curriculum
curriculum attainments
attainments in class teaching
context
Dynamic Response to teaching
Response to teaching in class
assessment to non
teaching context
curriculum tasks, e.g.
Feuerstein Learning
This is kind of assessment
Potential Assessment
used in this project
Device
Recent trial
• 3 primary and 3 secondary schools;
• LS teams
• primary – KS1 and KS 2 teachers and SENCo
• secondary – KS English and Maths teacher and
SENCo
• Focus on LS assessment for 2 pupils with difficulties in
learning: with identified SEN or in lowest quartile of
achievement e.g. CIC
• Involve EP in one secondary LS team – tried to find
other outside professionals to be involved
• Aim – to use the trial to refine assessment strategy
and extend to larger funded project
LS FOR ASSESSMENT
These steps are organised into 3 phases:
• Preliminary phase – collecting data relevant to
assessment questions about case pupil
• Lesson Study phase – conducting research lessons to
address assessment questions (3 research lessons)
• Personalised plan phase – using the assessment
derived from the LS to plan and evaluate a short
term teaching programme.
Development aspects:
• Cross school training conferences: start, interim and
end (one and half terms)
• Guidance booklet – principles and templates for
recording of planning, observations, interviews and
analyses for each research lesson.
• LS teams focus LSfA on 2 pupils with difficulties in
learning: identified as SEN or in lowest quartile of
achievement e.g. child in care
• Primary teams:
2 pupils 5-7 years: literacy LS + numeracy LS
2 pupils 8-11 years: literacy LS + numeracy LS
2 pupils 12-14 years: Maths LS and English LS
Assessment questions to be addressed in using Lesson Study for Assessment approach
Teach &
observe RL;
Consult pupil
Is pupil
engaged and
progressing?
NO
Teaching
methods
conditions
appropriate?
YES
Extend goal
for next RL
YES
Goals
appropriate?
NO
Keep RL goal,
change
methods
NO
NO
Change goal
for next RL
Have 3 RL
been
completed
?
YES
YES
What else
going on?
YES
Make other
changes
Draw together
findings: Complete
assessment based
on LS
Key aspects about LSfA; themes from qual. data
Pupils tell you what helps/ hinders learning
Impact on teaching and standards
Collaborate with colleagues and specialists
Understand / learn about child’s learning difficulties
Professional dialogue
Development of teaching
Beneficial CPD
Reflect on impact of teaching
Non-judgemental opportunity
Outcomes: Very much/some extent 100%
The Lesson Study for Assessment process: enabled additional/new understanding of
case pupils’ learning strengths, difficulties and learning needs
- resulted in new approaches to teaching.
- renewed your interest in in-depth assessment of needs
You are: more capable to use a response to teaching approach
to assess learning needs
- more confident to try out novel teaching approaches in
lessons
- more understanding about the nature and complexity of
the learning needs of pupils in your classes
- more confident to assess children with difficulties in
Learning
- confident in using the Lesson Study for Assessment model
Independently
You will: continue using Lesson Study for Assessment procedure in
future
- try using Lesson Study for other purposes in your teaching
Evaluation:
Context-process-outcome questionnaire
Context: Very much/some extent
The LS process provided dedicated time to reflect, plan and problem
solve in a supportive setting
85%
he LS teachers felt supported by senior teachers in the project
64%
Senior teachers supported the LS work by enquiring about the project
64%
Timetable flexibilities enabled the Lesson Study teachers to meet
regularly as required
50%
The LS group provided collaborative opportunities to share
knowledge and skills with colleagues about the assessment process
50%
SENCO’s evaluation of LS for
Assessment
• ….that's why its in my performance
management because I'm passionate about it.
And I think that in depth, just really focusing
on a child's learning, …. it impacted on others
as well, the approach of just unpicking it. And
I suppose the dialogue with the children was
very revealing about their learning and what
they were understanding.
Cases study example: , FC, 10 year old boy, lower attaining but not identified
as having SEN
Starting level
• Slow progress in both reading and writing; struggled with phonics.
• inability to grasp simple concepts.
• Attendance issues
Observation during LS
• Very reliant on other children to complete written work or when reading
instructions.
• Very fidgety and aware of everything going on around him.
• Showed a confidence in Maths but more reluctant in English-lots of
avoidance tactics.
What helps learning: steps taken
• Pencil gripper to aid hand position when writing.
• Direct questioning during literacy activities.
• Less written instructions.
• Clear task instructions repeated when leaving the carpet.
End result
• Able to work with more independence.
• Confidence in literacy grew and able to complete more work in given time
FC’s assessment summaries before and after LSfA
Pre LSfA
Enabling conditions
Barriers
Post LSfA
4 general specific some cross
subject; some subject
specific
none
2 conditions in lit 1 in
numeracy – one be
turned into dev. area.
Pupil strengths
4 general 3 specific cross subject –
1 each subject specific
Pupil difficulties
10
general
3 specific – some can be
addressed
Some links between between pre and post areas
Future plans and prospects:
- More detailed analysis of data
- Revise and reduce paperwork/ materials
- Seeking funding opportunities to use LSfA in
training of SEN coordinators (required in
England)
- Involve professional educational psychologists
in its use and development.
References:
Norwich, B and Jones J. (2013/4) Lesson Study: making a difference to teaching
pupils with learning difficulties. London: Continuum Publishers.
Ylonen, A. and Norwich, B. (2012) ‘Using Lesson Study to develop teaching
approaches for secondary school pupils with moderate learning difficulties:
teachers’ concepts, attitudes and pedagogic strategies’, in European Journal of
Special Needs Education, Vol. 27 (3): 301-317
Norwich, B., Ylonen, A. and Gwernan-Jones, R. (2012) ‘Moderate Learning
Difficulties: searching for clarity and understanding’, in Research Papers in
Education DOI:10.1080/02671522.2012.729153
Norwich, B., Ylonen, A. (2013). Design-based research to develop the teaching
of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in
terms of pupil, teacher and school outcomes. Teaching and Teacher Education,
34, 162-173.
Ylonen, A., Norwich, B. (2013). The Lesson Study process: how it works and
what it offers. Lessons from a development and research project in England’.
International Journal of Lesson and Learning Study, 2 (2).
Web sources:
LS for Assessment:
http://elac.ex.ac.uk/lessonstudymld/page.php?id=171
Department for Education, Advanced training materials
for SEN, Lesson Study, available at:
– http://www.education.gov.uk/lamb/module2/M0
2U09.html#