This document outlines the process of lesson study, a form of teacher professional development used in Japan. It involves groups of teachers collaboratively planning, observing, and refining lessons to address an identified area for development. The steps include: choosing a focus area and research question; planning the initial lesson; delivering and observing the lesson while collecting data; reviewing and identifying areas for further development; planning and delivering subsequent lessons to continue iterating on the research question. Benefits include encouraging teacher collaboration, reflection, and using an evidence-based approach to evaluate teaching methods. The process aims to help teachers take ownership of their own professional learning and continuously improve instruction to better meet student needs.

1. Joint Professional
Development
Lesson Study

2. ‘If we always do what
we’ve always done,
we’ll only get what
we’ve already got’
Henry Ford

3. We know reform has
to be profession led…
our job is to create
the architecture to
achieve that.

4. What is Lesson Study?
Jugyoukenkuu (lesson study) is the Japanese art of teacher
development,
Involves the identification of an area of teaching that needs to
be developed by a group of teachers (usually 3 or triads),
The group research and plan a lesson to address that area of
need.

5. Step 1
Identify an area of focus (linked to SIP - writing),
How much can re-drafting writing impact on the
outcomes of Y6 higher/middle ability children?
6 students identified to focus on (middle/higher ability
boys)

6. Step 2 Group Planning and
ResearchCarry out any related reading to support the research
question, making use of current educational journals or
other sources,
Identify a teaching approach to develop or improve the
need,
Group to plan the lesson in detail with a particular focus
on addressing the research question.

7. Step 3 Delivery and Observation
Lesson to be delivered by a member of the group and observed
by the other two members (particular attention given to the
focus children),
Detailed notes to be taken relating to question and progress of
the focus children (video evidence could be used),
Focus children should be interviewed, using questions agreed
previously.

8. Step 4 Review
Group meets to discuss and review the research lesson. Key
questions could include:
1. To what extent was the research question addressed? How do
we know?
2.What were the successes of the lesson? Why?
3.What areas need to be developed further?

9. Step 5 Next Cycle
Having reviewed the initial research lesson and
identified areas of teaching that need to be
developed further, the next cycle of research
lessons is planned; delivered by a different member
of the group (step 2 - 4 repeated).

10. Step 6 Dissemination
Once the lesson study process has been
completed, the group will be given the
opportunity to share their findings with
their colleagues.

11. Why Lesson Study?
It encourage teacher collaboration and reflection,
It allows teachers to take ownership of their own
CPD,
It is evidence based - as teacher evaluate the
teaching methods they are trying to develop.

12. Discussion
Y6 attainment of reading and maths
was outstanding in 2014. What can
now be done to narrow the gap with
writing across the school?
‘If we always do what we’ve always done, we’ll only get what
we’ve already got’

13. ‘If we always do what
we’ve always done,
we’ll only get what
we’ve already got’
Henry Ford

14. Narrowing the Focus
You will now need to decide which particular aspect of the area you want to
explore.
You may decide to ask other colleagues, review school data, read around the
area etc.
At this stage you need to consider, what it is that you want to achieve from
your research (think impact),
You may need to define some key words e.g. engagement,
It may be helpful to write a paragraph describing what your research is about
(Tuesday 14th Oct).

15. Choosing the Research Question
A good research question should be clear, explicit and define
the parameters of the research,
Make them open, to allow room for you to explore all
possibilities
An open question usually starts with ‘how’; ‘why’; ‘where’ or
‘what’ e.g. How do Y6 boys makes choices about which reading
books they will take home to read?

16. Task
Choose an area of focus and generate an open
ended research question. Try make it clear,
explicit whilst defining the parameters.

17. Measuring Impact (DEAR Time)
• Quantitative Data
• Qualitative Data

18. Planning Time

19. SourcesWebsites
Google Scholar
Blogsites
Twitter
Books (CPD shelf)
Journals

20. Feedback
Feedback on Tuesday 14th October (plan and aims)
Update on Tuesday 18th November (research and data collection)
Dissemination 9th December (10 minute presentation from each
group)
Completed Research Write Up by 27th January
Present to Governors on Monday 9th March and publish on Blogsite