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![J: And were you using that [iphone] during the session?
E: I do use it. Yeah. Like often I have the slides on my iPhone.
J: And is that to view or can you actually make notes on your iPhone?
E: No. Just to view it. Like just before class, like going back, but before
the class of open most of the things. But now I’m using to like now Q
comes and he gives us the papers, but before class I didn’t have it and I
didn’t print it. So I just had on my iPhone, but I read it and like this stuff
we just read, I just read as well in the unit and I’ve read Shepard. Then I
just sort of moved on. (Lecturer J and student E, individual interview
after research session 2)](https://image.slidesharecdn.com/uolltconf2014-140707060122-phpapp01/85/Uo-l-l-t-conf-2014-15-320.jpg)
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Uo l l&t conf 2014
- 1. www.le.ac.uk Lesson Study -a collaborative approach to developing and researching pedagogy Lesson Study Research Group School of Education University of Leicester
- 2. Session Outline • Aims/Contextsfor the research • Lesson Study as a process • Some initial insights • Where next?
- 3. Aims of theResearch 1. evaluate the quality of students’ learning opportunities in ‘research lesson seminars’ 2. explore student perspectives on their learning experiences 3. develop a greater understanding of cross- departmental working (with ELTU)
- 4. ‘We close theclassroom door and experience pedagogical solitude… I now believe that the reason teaching is not more valued in the Academy is because the way we treat teaching removes it from the community of scholars.’ Shulman (2004, 140-141)
- 5. Context of study •MA International Education • 26/24 students in the group • with only one student being a native English speaker, with other students from South East Asia, the Middle East, Africa and Europe • Three academic members of staff who teach on the course decided to use lesson study as a tool for understanding and extending student learning
- 6. Working with internationalstudents • culture shock - the emotional response which is a result of feeling a lack of understanding and confidence in an unfamiliar environment, • homesickness - unhappiness in an environment which is obviously unlike that of home, and which may lead to falling quality of work and a lower level of concentration in studies, • language difficulties - within a UK context students may be enrolling on a course where English is almost certainly their second, and possibly the third or fourth language. Language difficulties can vary enormously and may include spoken communication as well as written work, • academic problems - some international students will have studied in teaching and learning cultures which may be very different to those of the host country leading to a potential dissonance between experience and expectations within the new context.
- 7. Background to LessonStudy •Japanese Lesson Study (‘jugyou kenkyuu’ ) •collaborative research-oriented learning activity (plan-teach- observe-evaluate) •deeper understanding of students’ learning leads to continuously refined pedagogy
- 8. • collaborative, • case-studentspecific, • classroom-based, • lesson specific, • qualitative, • Learning and pedagogy-focused. • FLEXIBLE - Variation in application might occur due to purposes and contexts Some core characteristics of Lesson Study
- 9. Lesson Study Cycle 1.Lecturers meet to decide on learning challenge 2. Lecturer planning meetings 3. First research seminar is taught – observation of 2-3 students 4. Individual student stimulated recall interviews 5. Evaluation meeting leading to consideration of new foci for learning challenge
- 10. Activity Planning Activity Researchlessons Studentstimulated-recall interviews Evaluation Meeting IndividualInterviews FocusGroups Methods Audio record Save outputs Plans Resources Video Observation notes Student work PowerPoints Audio record Amendments New plan (if applicable) Data collection techniques
- 11. Two main projectsto date: 1. Developing understanding of international student learning 2. Understanding the role of study skills in the MA International Education
- 12. Research session foci Session1 - Learning theories Session 2 - Effective teaching Session 3 - Study skills Session 4 - Globalisation of education Session 5 - Curriculum studies Session 6 - Neuroscience and learning Cycle 1 Cycle 2 Cycle 3
- 13. the quality ofstudents’ learning opportunities in ‘research lesson seminars’ • J: Was the group discussion useful? • C: Using the fact file was good to look and spot the differences which was good when we were in groups. • R: It was a problem for me and I didn’t finish all the papers and I only read the first and half of the second page. A little difficult for me (discussion between lecturer J and students C and R in focus group reflection meeting after research session 4)
- 14. Exploration of studentperspectives on their learning experiences J: What do you, as he’s talking, what, what are you actually thinking about? How do you think you’re learning while he sort of explains things? M: Oh, for the knowledge, may be, mmm, some knowledge I have already read it before from the books-all the articles and, and I note, ‘oh, that’s right. This is, I have the knowledge’ but sometimes, the knowledge I haven’t heard before. So, I may need to look the notes, look at…’ (Lecturer J and student M, individual interview after research session 1)
- 15. J: And wereyou using that [iphone] during the session? E: I do use it. Yeah. Like often I have the slides on my iPhone. J: And is that to view or can you actually make notes on your iPhone? E: No. Just to view it. Like just before class, like going back, but before the class of open most of the things. But now I’m using to like now Q comes and he gives us the papers, but before class I didn’t have it and I didn’t print it. So I just had on my iPhone, but I read it and like this stuff we just read, I just read as well in the unit and I’ve read Shepard. Then I just sort of moved on. (Lecturer J and student E, individual interview after research session 2)
- 16. Some initial conclusions •LS only partially breaks down ‘pedagogic solitude’ • Particular utility with international students • Issues of literacy and technology • Role of learning ecologies • How can we see learning?
- 17. • MAIE StudySkills (November) – session supporting first assignment writing, focused on analysing papers (empirical and position papers)– Wasyl • ELTU (December) - In-sessional support class for MAIE students – academic Poster presentations - Sue • MAIE Study Skills (March) - Dissertation Development- creating a coherent plan –Phil Research with ELTU - Outline of the sessions we focused on
- 18. Study skills project- Initial Implications • Importance of working with ELTU in designing student support • Integration of study skills into research methods • ‘Study skills’ – composed of critical reading, writing, speaking, listening and the development of an academic/research community • Developing the language of research methods, so should it be ‘research literacy’ rather than ‘study skills’? • Need for a greater level of team working. Need to tackle pedagogic solitude – need for a cultural change • Utility of lesson study as a way of gaining new perspectives and insights
- 19. Affective foundations • Values •Attitudes • Philosophies Personal growth • Professional skills • Understanding through pedagogic content knowledge • Experience & reflection Collaborative growth • Professional development • Collaborative development & learning Organisational contexts • University & disciplinary cultures • Understanding/undertaking research Societal contexts • Policy • Socio-economic and cultural change
- 20. What is research? Introductionto critical reading What is research? Epistemologies & worldviews Methodologies & ethics Introduction to critical writing Research design and tools Analysis tools Networked thinking & reporting research Dissertation 1 day 1 day 1 day 2 days 1 day 3 days 2 days 1 day 1 day Critical reading and epistemology Theory and research Introduction to research design Methodologies & ethics Analysis Face to face Online 8th Oct 15th Oct 5th Nov 18th/19th Nov 3rd Dec 13th-15th Jan 19th/20th Feb 13th March 8th Dec – Presentations (paired posters) 20th March Baseline • Student questionnaire on prior learning • Student interviews • student questionnaire • Stimulated recall int4erviews • Documents • Participatory dev. Focus grp • student questionnaire • Stimulated recall int4erviews • Documents • Participatory dev. Focus grp • student questionnaire • Stimulated recall int4erviews • Documents • Participatory dev. Focus grp LS 1 LS 3 LS 2 LS 4 Summative • Student questionnaire on course • Student interviews
- 21.