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The post-study lesson discussion

Find out how to organise and plan a discussion with teachers, what support materials you can use to help your analysis, and what the discussion should focus on. You can also find out what teachers can do after the discussion, and watch two videos that show examples of a discussion with mathematics and literacy teachers.

Organising and planning

  • After the study lesson, organise a meeting to discuss the study lesson.
  • The meeting should be at least 45 minutes long and should occur soon after the study lesson. If you wait more than 36 hours it is more difficult for people to capture or remember what happened during the study lesson.
  • Choose one person to chair the discussion.
  • Choose another person to keep a record of what was agreed. This person can use the Post-lesson discussion record (DOC-40 KB) Attachments for this.
  • The group can use the different observer annotations on the Study Lesson planning, observation and discussion sheet (DOC-73 KB) Attachments as a basis for your discussion. These are the notes observers made in the study lesson, and are found in the 'How they are observed to respond' columns.

The discussion

During the discussion, all study group members should contribute. It’s also important that the chairperson ensures that all points made or questions asked start with an observation about one of the case pupils. This is an important feature of Lesson Study, as it keeps the focus on the learning before moving to the teaching. For example, ‘At that point I observed pupil B writing ‘xx xxxx xx’ on his own'.

It's important that the chairperson keeps the discussion focused on:

  • what was planned for each pupil to learn
  • what actually happened
  • what accounts for any differences between these
  • how much progress each pupil made
  • what aspects of the teaching technique could be adjusted to improve the progress of each pupil
  • what you will do next time you use this teaching approach
  • what you will not repeat another time
  • what is worth sharing with colleagues.

After the discussion

Once the discussion has taken place, the group can then:

  • agree what their next steps should be, for example, what they will focus on developing next time
  • sign and date the discussion record
  • keep the notes in a professional learning log in the staffroom.

Example post-study lesson discussions

Watch two videos of teachers discussing the outcomes of the study lessons they have just completed. The mathematics video shows an upper Key Stage 2 teacher and a leading teacher discussing the progress of the focus pupils and their possible next steps. The literacy video shows three teachers discussing the progress of the focus pupils and evaluating the pedagogical approaches they used.

Presenter
After the study lesson, Andy and Louise meet to discuss the progress of each focus pupil and their possible next steps. They then go on to consider what they have learnt from the study lesson and the discussion with the children, and how this will influence future practice within their own classrooms.
Louise
Looking at April, when we were going through the lesson, her place value was spot on, but her estimating was still way out. So it's where we go then with that next time we, we look at these children. Grace was, her estimating was really good and she'd got her inverse operations sorted, can move them round quite easily, but her number bonds, which actually left her then with some gaps as she was working through. And Georgia had actually picked it up really, really well and could identify then some of the places where she'd made a mistake. So that would be worth having a look on the APP things and find out then where actually that would move her on to, because I think she's made really good progress in that lesson.
Andy
And so even within a homogenous group of children, or supposedly homogenous group, there is quite a wide variation.
Louise
There is. There is, and that's the brilliant bit from observing it, because obviously then the focus is taken away from having to teach that group, and you can really pick out those children and where they need to go and what those gaps are. And I think the next thing we need to do is keep looking at the APP and flagging up any bits in here that we need to then use as a next step, but I think looking at the overcoming barriers and this would be a really nice activity for them to have a look at, because it's partitioning and ordering and looking at the place value. So where Grace was struggling, and it was on the, it was up to the hundreds, she could then have a look, and you could do this as a whole class, is take one of the numbers, and do it as an interactive, because they really enjoyed that interactive work at the beginning and it was quick, really good assessment.
Andy
So should I use the overcoming barriers just with the focus group or should I extend that out to other children in the class as well?
Louise
I think it depends on where, what strand it is you're going to use it for, because there's all the different strands on it. So if there's a particular focus for one group of children, I'd use it with the one group of children. If it's an activity that you could actually use and would benefit them all, then use it as a mental starter with them all, because that would be a really good way of getting a good assessment of some of the key areas where they find things quite challenging.
Andy
Well, from the conversations we had with the children, as well the things they need to do to actually move themselves ahead mathematically, that are overtly mathematical, it's quite apparent that there's some organisational changes I can make in the classroom that will improve the learning that's going on. For instance, until now, we'd always assumed that having the children sat close to the whiteboard was a good thing, because they were close to the teacher, interacting with the teacher, but talking to the children just now, it's quite apparent that they're more comfortable sitting further away, and that they concentrate better further away. So I need to change my classroom organisation to accommodate that.
Louise
And they really enjoyed the actual, coming up with the activities themselves and having ownership over what they were doing, rather than having it all laid out for them. And I think that's really important. And the working as pairs, they really enjoyed that talk and sharing their ways of working things out, and I loved it when she said, children explain it in a simpler way, and they probably do, because they get their heads round it in a different, a different way to the way we would do it, and it's actually giving them more of an idea of how they could work things out. And their enjoyment of the whiteboard work, and that for me was one thing that I hadn't thought about, was they're feeling very brave when they've got a whiteboard, and if they make a mistake, they can rub it out and it's fine. And actually in their book, they feel more committed and scared of doing that, and that's something that I hadn't considered at all. So I think that's one thing I'm going to go back and look at the use in my classroom.

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