1. A Critical Reflection on Learning and Observation in Lesson Study
Phil Wood
University of Leicester

2. Lesson Study – a quick review of the basics
• A collaborative, iterative process
• In keeping with the structure of
professional capital:
• Based on incremental, emergent
change
Human
capital
Social
capital
Decisional
capital
++

3. Lesson Study – some unanswered questions?
• What is learning?
• How do you capture it?
• Much of the lesson study literature is implicit/under-theorised in these areas
• Observation often not described in any detail
• Much of the literature considers the learning of the teachers rather than focusing on
the students. Tendency towards socio-cultural theories (communities of practice,
activity theory)
• There is a growing evidence base that lesson study has a positive impact on teachers
and school cultures. Less on ‘quantitative measures’ relating to outcomes

4. Lesson Study – taking a different perspective
• Classrooms as complex adaptive systems
• Can only ever gain a partial view, and leads to complexity reduction (Biesta, 2010)

5. Reflecting on Learning
1 Learning is change – this is inherent in learning, but has a number of possible characteristics, so can occur at group or
social level as well as individual, and can be from the obvious to the imperceptible and can occur over a number of different
time scales.
2 Learning is inevitable, essential and ubiquitous – to be alive is to learn as it is an inevitable process, and is also essential if
we are to survive as individuals. We learn wherever we are, ‘the processes of learning are in operation whenever and
wherever humans are situated.’ (178)
3 Learning can be resisted – Humans can resist learning, perhaps due to a lack of effort/interest, or from a fear of failure. If
learning might lead to cognitive, social or cultural dissonance there can be also be a resistance to learning.
4 Learning may be disadvantageous – Learning can be a negative process, for example, learning how to disrupt the efforts of
others, or how to cheat.
5 Learning can be tacit and incidental – Much of our learning falls into the category, particularly outside of formal
educational settings. This can include much of first language learning, especially in the early stages, and contextual learning.
6 Learning is framed by our humanness – learning is framed by our neurobiology, but varied between individuals leading to
variation in our learning capabilities.
7 Learning is both process and product – As a process, learning is something which happens over time, whilst product is the
durable change which occurs as a result of the process. Formal assessment and much research tends to focus on the
product. However, the same bias can occur if we only focus on the process.
8 Learning is different at different points in time – Change occurs over time, and learning is affected by where the learner is
in the process.
9 Learning is interactional – Learning is shaped by biological, social and cultural factors which interact in a dynamic
environment.
Alexander et al, 2009

6. One cannot begin to understand the true
nature of human learning without embracing
its interactional complexity.’ (Alexander et al,
2009: 176)
Illeris (2007) How We Learn

7. ‘…if a model of a complex system were to be constructed that captured all the possible
behaviours exhibited (both current and subsequent) by the system being represented, then
that model must be at least as complex of the system of interest. The reason for this is that
there will always be something outside of the boundary (i.e., the boundary inferred by the
model) that would affect the system’s behaviour in some way at some time.’
Richardson et al (2007, 27),
Incompressibility
• As soon as we try to create an observation framework, or focus on certain aspects of
the classroom environment, we collapse the incompressibility of the system
• Leads to potential bias and a ‘partial’ view
‘this much is certain: the quest for comprehensiveness… is not realisable. If we assume
that it is realisable, the critical idea underlying the quest will be perverted into its
opposite, i.e., into a false pretension to superior knowledge and understanding.’ Ulrich
(1993)

8. Observation and Beyond
• Allows some insight into the learning process
• Inherently problematic if used by itself
• Other sources of evidence needed
• Interviewing
• Artefacts
• Periodic reflection
• Tells you about the process rather than the product – learning as ‘emergence’.

9. Contextualising Lesson Study - Emergence and Pedagogic Literacy
• Not a sliver bullet / universal solution
• A useful approach alongside others. Not always appropriate – depends on the nature
of the issue
• Process as much as solution-based
• Evidence that the process can help gain new insights and approaches to pedagogy as
well as altering cultures
• A useful tool in helping develop pedagogic literacy

10. In the classroom
• educational wisdom
• using attentional skills
• applying wise judgement
• reading the learners/classroom
• dialoguing with learners
• learner-responding
• reflecting-in-action
• observing learning
• PCK: application
• scaffolding
• assessing, AfL, feedback
Foundations in Personal
Growth
• personal experience of
learning and teaching
• professional skills e.g,
planning; questioning etc.
• understanding through PCK
• experience & reflection
• ethics
Organisational
foundations
• curriculum
• assessment frameworks
• disciplinary cultures
• preparation
• induction
• understanding
/undertaking research
Socio-cultural
foundations
• learning in action
• professional learning
• collaborative
development & learning
• seeking advice about
teaching
Interpersonal foundations
• interpersonal skills
• empathy
• leadership skills
• firmness of purpose
• ethics
• inspiration/motivation skills
• managing behaviour for
learning
Affective foundations
• values
• attitudes
• philosophies
• ethics
• passion/care
Societal foundations
• policy awareness
• socio-economic
patterns
• cultural frameworks
• change orientations
•accountabilities
Pedagogic literacy
– an emergent process?
Cajkler and Wood, 2016