Professional Development

Lesson Study Webinar Presentation

The PowerPoint used by Sarah Seleznyov during her webinar on Lesson Study.

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      string(5637) "foreach child because they can goover it in their own time and attheir own speed.Khan AcademyIf you’re a teacher, or work ineducation, then you’ve probablyheard of the Khan Academy(http://www.khanacademy.org/). The Khan Academy isan organisation providing freeworld-class education to anyoneanywhere, through the use of anextensive website video library,■which currently stands at around2,600 videos.The videos cover anythingfrom kindergarten spelling tofinance and history, or sciencetopics, such as biology, chemistryor physics. 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A Webpage or a Facebook wall, forinstance, may display one thingnow and something different fiveminutes later.http://legal-beagle.typepad.com/wrights_legal_beagle/2011/04/credible.htmlRecording a PreziPrezi is a cloud-basedpresentation tool, but somescreen recorders are capableof recording fast-moving imagesto create packaged Prezi http://www.teachingtimes.comhttp://www.khanacademy.org/http://www.khanacademy.org/http://legal-beagle.typepad.com/wrights_legal_beagle/2011/04/credible.htmlhttp://legal-beagle.typepad.com/wrights_legal_beagle/2011/04/credible.htmlhttp://legal-beagle.typepad.com/wrights_legal_beagle/2011/04/credible.htmlThis month’s Featurespresentations (if you’re notfamiliar with the Prezi presentationtool, check out http://prezi.com).Recording WebinarsWeb conferences – also calledwebinars or webcasts – providea way to present information inan interactive manner to a groupof individuals. They are great forincreasing business productivity,offering presentations to clientsand business partners, holdingonline training, or for sharingcomputer applications all online.Webinars allow thousands ofpeople to ‘attend’ at any onetime, and unlike conventionalreal-world conferences, the costis a fraction of what it would beif you had to arrange a venue,seating space etc. to bring a largenumber of people together in oneplace.A good screen recorder canmake a permanent recording ofa webcast which you can playback later – capturing both thePC sound and microphone at thesame time – to show everythingthat happened, includingyour own contributions to thediscussion. Export the recordinginto a format most convenient toyou, for sharing internally withcolleagues or publishing to theWeb.Sales and MarketingScreen recorders can be usedto produce professional, self-contained video demonstrations ofsoftware, for sales and marketingpurposes.Pre-recorded video softwaredemonstrations are a valuableresource. They can illustrate thecapabilities of an application orwebsite in a way that static wordsand screenshots cannot match.IT TrainingA screen recorder is great forshowing students software inaction and how to performcomplex tasks on a PC.What sort of teaching allows students to take ownership oftheir own learning?What will motivate and excitechildren’s curiosity and haul them outof passivity? What style of teachingwill develop their intellectual skillsto the point that they can becomeeffective agents of enquiry in anyfield?How can we make lessons exciting andcreative for students and teachers?These questions are the golden grailsof modern teaching. The governmenthas sought to address them bynumerous initiatives… But none ofthese initiatives have succeeded asthey might have done because theyignore the key question. ‘What sort ofteaching is needed to achieve thesegoals?’Intelligent Learning is a teachingpractice course, executed throughsix half hour video sessions, whichaddress in detail the changes inpedagogy you and your school needto introduce to start addressing theissues of motivation and becoming athinking and learning community.The central theme of the course is togive students the skills to ask moreand searching questions. …it’s thequestioning skills, not of the teacherbut of the student that really countsin developing their cognitive abilitiesand engagement. 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Digital Learning

So you think you need a screen recorder?

7 Nov 2012

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Professional Development

Lesson Study - Webinar

3 May 2017

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      string(3445) "lesson study: Concerns, misconceptions, andnuances. Phi Delta Kappan 85(7), pp. 520 – 525.2) Earley, P. and Porritt, V. (2010). Effective practices in continuing professional development. London: Institute of EducationUniversity of London.3) Fernandez, C. and Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching andlearning. Routledge.4) Fujii, T. (2013). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. MathematicsTeacher Education & Development.5) Godfrey, D., Seleznyov, S., Wollaston, N., and Barrera-Pedamonte, F. (forthcoming). Target oriented lesson study (TOLS)Combining Lesson study with an integrated impact evaluation model. (in draft)6) Guskey, T. (2005). What are the critical levels of professional development evaluation? (interview)7) Hattie, J. (2003). Teachers Make a Difference, What is the research evidence?.8) Husbands, C. and Pearce, J. (2012). What makes great pedagogy? Nine claims from research. Research and developmentnetwork major themes: Theme 1.9) Lewis, C. (2000) Lesson Study: The Core of Japanese Professional Development.10) Lewis, C., Perry, R. and Murata, A. (2006). How should research contribute to instructional improvement? The case oflesson study. Educational researcher. 35(3), pp. 3-14.Lesson study is experiencing a significant boost inpopularity in the UK. However, the lack of English-language literature means it’s difficult to knowwhether we are really applying it to its full potential.Join Sarah Seleznyov on Thursday 29 Novemberfrom 16.00-17.30, as she explores the key elementsof lesson study, and considers how it can be adaptedto work in the English school setting while retaining allthat made it so successful in Japan.Places are limited, so book now to avoiddisappointment!How canyour schoolbenefit fromlesson study?Find out in Sarah’supcoming webinarBook your place today!development systems so that lesson study is of the highest quality?5. Is there outside expertise your school could draw on from your local authority,network or alliance of schools or local university to support with impact analysis?6. How can you enable lesson study groups within your school to learn from eachother’s findings?7. Is it possible to network lesson study groups across schools in your alliance so thatthere are broader possibilities for the sharing of good practice?Sarah Seleznyov is Programme Leader at UCL Institute of Education. For moreinformation on lesson study, to join the UCL Institute of Education LessonStudy Network or to purchase the Lesson Study Handbook, contact Sarah ats.seleznyov@ucl.ac.uk.To find out about the UCL’s lesson study leadership programmes, visit:ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schools. For access tothe IOE online journal libraries (and a wealth of other useful resources), join theUCL Institute of Education Research and Development Network: ioe-rdnetwork.com.Sarah Seleznyov s.seleznyov@ucl.ac.ukhttp://teachingtimesbookshop.co.uk/product/cpd-webinars/webinar-lesson-study/mailto:s.seleznyov@ucl.ac.ukhttp://www.ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schoolshttp://www.ioe-rdnetwork.com/http://www.ioe-rdnetwork.com/mailto:s.seleznyov@ucl.ac.uk"
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Leadership

SLT 7.6 Lesson study: making and measuring impact

13 Mar 2017

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      string(5428) "orlocal university?5. What’s the best way to ensure complete separation between lesson study and performancemanagement lesson observation?In my next article…I will explore the most effective ways to capture the impact of your lesson study project. I will also lookat maximising the learning from your project, so that improvements to teaching and learning take placebeyond the research group, and benefit all staff and pupils.Sarah Seleznyov is Programme Leader at UCL Institute of Education. For more information onlesson study, to join the UCL Institute of Education Lesson Study Network or to purchase theLesson Study Handbook, contact Sarah at s.seleznyov@ucl.ac.uk.To find out about the UCL’s lesson study leadership programmes, visit:ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schools. For access to the IOE onlinejournal libraries (and a wealth of other useful resources), join the UCL Institute of EducationResearch and Development Network: ioe-rdnetwork.com.Figure 1: Tension between learning and performancemailto:s.seleznyov@ucl.ac.ukhttp://www.ucl.ac.uk/lifelearning/courses/leading-lesson-study-across-schoolshttp://www.ioe-rdnetwork.com/57Vol 7.5School Leadership Todaywww.teachingtimes.comProfessionalDevelopmentLessonstudyKnowledge trails1. Lesson study: Towards collaboration – David Weston explains how lesson study is helpingschools move towards more teacher-led professional development.library.teachingtimes.com/articles/lesson-study-towards-collaborative-cpd2. Observing classrooms: A powerful shift in emphasis – How can we enhance the learninggoing on in our classrooms? Alison Peacock explains why so many schools across the UK areturning to lesson study to answer this fundamental question.library.teachingtimes.com/articles/observing-classroomsReferences1. Stigler, J.W. and Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in theclassroom. New York: Free Press.2. Lewis, C., Perry, R. and Murata, A. (2006). How should research contribute to instructional improvement? The case oflesson study. Educational Researcher, vol. 35(3), pp. 3-14.3. Lewis, C. (2000) Lesson Study: The Core of Japanese Professional Development. Paper presented at the Annual Meetingof the American Educational Research Association, New Orleans, LA, 24-28 April 2000. [online] Available at: eric.ed.gov/?id=ED444972 [Accessed 15 September 2016].4. Earley, P. and Porritt, V. (2010). Effective practices in continuing professional development. London: Institute of Education,University of London.5. Sharples, J. (2013). Evidence for the Frontline: A report for the Alliance for Useful Evidence. [online] Available at:alliance4usefulevidence.org/publication/evidence-for-the-frontline [Accessed 15 September 2016].6. Chokshi, S. and Fernandez, C. (2004). Challenges to importing Japanese lesson study: Concerns, misconceptions, andnuances. Phi Delta Kappan, vol. 85(7), pp. 520- 525.7. Isoda, M., Stephens, M., Ohara, Y. and Miyakawa, T. (2007). Japanese lesson study in mathematics: Its impact, diversityand potential for educational improvement. Singapore: World Scientific.8. Janis, I. (1972). Victims of groupthink: a psychological study of foreign-policy decisions and fiascoes. Chicago, IL:Houghton Mifflin Harcourt Publishing Company.9. Chokshi, S. and Fernandez, C. (2004). Op cit.10. Murata, A. (2011). Introduction: Conceptual overview of lesson study. In: Hart, L.C., Alston, A.S. and Murata, A. 2011.Lesson study research and practice in mathematics education. Houten, NL: Springer Netherlands.11. Fernandez, C. and Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching andlearning. London: Routledge.12. Brown, C. and Zhang, D. (2016). How can school leaders establish evidence-informed schools? An analysis of theeffectiveness of potential school policy levers. Educational Management Administration & Leadership, pp. 1-20.13. Watkins, C. (2010). Learning, Performance and Improvement. Research Matters (34), pp. 1-16.Lesson study is experiencing a significant boost inpopularity in the UK. However, the lack of English-language literature means it’s difficult to knowwhether we are really applying it to its full potential.Join Sarah Seleznyov on Thursday 20 October from16.00-17.30, as she explores the key elements oflesson study, and considers how it can be adapted towork in the English school setting while retaining allthat made it so successful in Japan.Places are limited, so book now to avoiddisappointment!How canyour schoolbenefit fromlesson study?Find out in Sarah’supcoming webinarBook your place today!http://library.teachingtimes.com/articles/lesson-study-towards-collaborative-cpdhttp://library.teachingtimes.com/articles/observing-classrooms.htmhttp://eric.ed.gov/?id=ED444972http://eric.ed.gov/?id=ED444972http://www.alliance4usefulevidence.org/publication/evidence-for-the-frontline/http://teachingtimesbookshop.co.uk/product/cpd-webinars/webinar-lesson-study/"
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Leadership

Lesson study: Lost in translation?

4 Oct 2016