Transcript PowerPoint available here - Teacher Development Trust

Professional Learning
Communities
Memory and Endurance
Learning
Jodie Smith: Curriculum Leader: Geography/ Lesson Study Mentor
Sian Hughes: Teacher of Psychology
Session Outcomes
Reflect on and share the process of lesson study and
consider the successes and challenges of
implementation
To consider the impact that engaging with lesson
study can have on teaching practice and students
learning
To consider how the use of context cues can aid
student recall in order to improve student
performance in light of examination changes
Ineffective CPD
“Changing habits is hard”
Lectures
One-off
courses
Printed
guidance
Not
sufficient
One-off
Discussions
Taken from Teacher
Development Trust
Effective CPD
Challenging
Evaluated
and
monitored
Practical
and
theoretical
Pupil
focussed
Relevant
Sustained
Taken from Teacher
Development Trust
Professional Learning
Pathways
2014-2015
Lesson Study
Coaching
Classroom
Practice
Professional Learning
Communities
CPD Models at SGHS
2015-2016
Lesson Study
EFA (SSAT)
What is Lesson Study?
Lesson Study is a Japanese model of teacher-led
research in which a triad of teachers work together to
target an identified area for development in their
students’ learning.
Using existing evidence, participants collaboratively
research, plan, teach and observe a series of lessons,
using ongoing discussion, reflection and expert input
to track and refine their interventions.
Introductions
and Groupings
Evaluate and
Disseminate
Refine and
Observe
Diagnostic
Phase
Lesson Study
Process
Trial and
Observe
Intervention
planning
Research
Phase
Why Lesson Study?
 Responding to feedback from staff about their needs
 Support teachers to become reflective practitioners, who
evaluate their practice with a pupil focus.
 Encourage staff to embed and contextualise new research
and best practice into their schools and classrooms to benefit
every learner.
 Observe the gaps between what they had assumed was
happening when pupils learned and what is actually
happening – Feeds into effective interventions
 Effectively use student voice to aid development
 Cross faculty collaboration – Varying levels of experience
 Structured framework with focus on pupil outcomes
 Engage with educational research
Lesson Study in Practice
 To what extent does lesson structure influence the
engagement of KS4 students?
 To what extent can improving student engagement
lead to an increase in confidence?
 Can cloud based technology lead to increased
engagement amongst disruptive students and improve
the amount of learning and progress they make?
Lesson Study in Practice
 What impact will the EEID topic exam tool have on the quality
of responses to extended exam questions of Y10 and Y12 EEID
students?
 What impact will instrumental support for exam literacy have
on motivated underachieving students in Year 11?
 How effective is problem based group work in engaging the
quiet students in Year 9?
 How effective is teacher modelling for increasing the formality
of students writing in Year 9?
Lesson Study in Practice
Memory and Endurance Learning
Lesson Study In Practice
Lesson Study groupings and formulate initial plan
• Areas of interest linked to learning/ behaviours
• Identify potential cohort
 Memory skills (encoding, processing, recall) among 6th form
students.
 Students approach to revision and the challenges faced in
maintaining this approach when completing a two year A Level
course.
 Teaching strategies to encourage the development of our
students memory.
Lesson Study In Practice
Plan diagnostic lesson:
• Broad area of interest
• Collect evidence to suggest this is an appropriate focus
Staff training: Memory
How are memories created?
How are memories stored?
How are memories remembered?
How do memories become enduring?
New A Level Structure: Impact on results
Language change: Revision vs learning
Lesson Study In Practice
Plan diagnostic lesson
• Broad area of interest
• Collect evidence which suggests this is an appropriate focus
for your learners
Lesson Study In Practice
Conduct diagnostic lesson plan and collate evidence
•
•
•
Student voice results
Observations
Collate data
What do you understand about how memory links to learning?
“It is important to develop memory skills because otherwise you will
forget most things that you have learned.”
“Better memory, better learning”
“There are different ways in which you can remember things”
“Revision done too early means I will forget it before the exam.”
Lesson Study In Practice
Conduct diagnostic lesson plan and collate evidence
Aim of the task: To identify what stage of the process in response to a question is
the key issue.
Task: Free Recall (Whole class)
Linking maps
Case Pupil A
Predicted
Response
Case Pupil A
Actual
Response
Case Pupil B
Predicted
Response
Case Pupil B
Actual
Response
Case Pupil C
Predicted
Response
Case Pupil C
Actual
Response
Will be able to
recall ideas
slowly, but will
show a better
knowledge
with help from
others.
Understanding
of an idea
once
presented with
the term.
Seeing terms,
helped trigger
other
terminology/
ideas.
Will be able
to recall a
large
number of
terminology
and be able
to explain
their
meaning
Small number
of terms
recalled
quickly, but
others took
time.
Will struggle to
recall
informationparticularly
terminology,
even with the
assistance of
others
Struggled to
recall
terminology,
even with the
assistance of
others.
Some
understanding
of concepts/
detail given.
Lesson Study In Practice
Conduct diagnostic lesson plan and collate evidence
Aim of the task: To identify what stage of the process in response to a question is
the key issue.
Task: Assessment
Review
Reflect
Assessment:
Practice paper on ‘Gender.’
Review:
Marking: identification of gaps in knowledge and skills
Reflect:
Discussion: students attempt to explain gaps in knowledge e.g. difficulty,
memory
Lesson Study In Practice
Post diagnostic lesson
• Findings/ Confirmation of appropriate focus
• Narrow and formulate a question
Students can discuss ideas and apply them effectively, but in order to
recall terminology, specific names or details of a topic or study
accurately students require triggers.
How effective are the use of retrieval strategies in improving the
recall and overall outcomes for 3 students in Year 12 Psychology
and 3 students in AS English Language?
Lesson Study In Practice
Research Phase
• Research around area of study and use this to inform planning
of lesson
‘The truth about memory.’ Joseph Lee
“In an immediate test crammers did better, but two
days later they had forgotten half of what they’d
learned, while the ones who practised retrieval had
forgotten only 13 percent.”
“All mammals are very good spatial navigators.”
“Students would break down one of their revision
topics and assign key facts and concepts to
locations in the coffee shop, repeating the system
for more than 30 essay topics in different places.”
Lesson Study In Practice
Research Phase
• Research around area of study and use this to inform planning
of lesson
How to build a ‘mind palace.’ Steve Miles
“Transforming the school exam hall into a
Sherlock Holmes- style memory tool can boost
your pupils’ powers of recollection.”
“It was a useful jog to the memory while in the
exam room.”
“The feedback from students was positive. They
believed it was helpful.”
Lesson Study In Practice
Research Phase
• Research around area of study and use this to inform planning
of lesson
 Context and cue dependent forgetting (Tulving
1975)
“Forgetting arises as the cues are not available for
memory retrieval.
When we encode a new memory we also store
information that occurred around it.
When we feel the same way again, or smell the same
scent, hear the same music etc.
this ‘cues’ us to recall the memory we stored at the
time.”
Lesson Study In Practice
Plan the intervention strategies as a group
Inform the students:
• How memory works
• The theory behind different strategies being
trialled.
Diagnostic lesson:
• Illustrate to students where they are in the
memory process (difficulties)
Implementing strategies:
• Memory models
• Cues (Context, Physiological)
• Free recall
• Mixed practice
• Create a link (reflect the neurological structure)
Lesson Study In Practice
Trial and observe
•
Student reactions
Review of strategies:
•
•
Which have been most effective?
Which have students engaged with the most?
Refine and observe
Visual cues as triggers for recall within the examination room.
• Topic area to learn identified by the teacher.
• Lesson planned.
• Choice of visual cue- chosen by the students.
Lesson Study In Practice
Evaluate and Disseminate
Impact for staff and students:
For staff
For students
Begins to address the challenges we face
in a linear exam system
Informs students of how they learn and
helps students have an understanding of
why
Builds a pedagogical dialogue between
staff and students
Confidence before and during the
examination process
Builds a teaching and learning toolkit
Encourages self reflection
Encourages self reflection
Increases a growth mind set
 The AS outcomes achieved
 Showcase: different faculties, subjects
 Informed the development of new resources for September
 Further teaching strategies
Lesson Study In Practice
Further reading/ research material:
•
Brown, P., Roediger, H. and Mc. Daniel, M. (2014) Make It Stick. ……….Harvard
University Press.
•
Jonsson, B., Wiklund- Horngvist, C., Nyroos, M. and Borjesson, A. Self-reported
memory strategies and their relationship to immediate and delayed text recall
and working memory capacity [online]. Available at: www.educationinquiry.net/index.php/edui/article/view/22850 [Accessed January 2016]
•
Davis, N., Sheldon, L. and Colman, S. (2013) Memory mates: A classroom based
intervention to improve learning and memory. Australian Journal of Guidance
and Counselling, 24 (1), 111-120.
•
Miles, S. (2016). How to build a mind palace. TES, p.42.
•
Lee, J. (2016). The truth about memory. TES, p. 24.
Lesson Study In Practice
Retrieval strategies:
•
Questioning in class - without looking at notes -incl. throw-back questions to
previous material.
•
Spaced retrieval - let some forgetting happen in between
•
Regular low stakes quizzes.
•
Cued recall: Images, smell, noise (music), place, colour
•
Rehearsal - talk through an answer.
•
Produce summary sheets.
•
Free recall on blank sheet of paper.
•
Reflection - students review what has been learned - what went well ? what
could have gone better ? What other knowledge or experiences does it remind
me of ? What else might I need to do to learn it better?
Lesson Study In Practice
Free recall task:
Lesson Study In Practice
Organisation and presentation of different topic areas:
How to make Lesson Study
a Success?
Dedicated time
Freedom to choose own area of study
Link to appraisal targets/development plans (Buy In!)
Concise enquiry question
Structured sessions with proforma to complete
Complete every stage of the process
Intersessional activities
Support through research phase – TDT portal is a great
starting point!
 Pedagogy Padlet to share resources
 Opportunities to disseminate







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“It made me reconsider how to
intervene and who to intervene with to
ensure maximum impact”
“This is only the beginning and has
really given a new way of thinking
about teaching and learning”
Reflection Time
“Invaluable to work together to build a
bank of resources”
“Snowball effect of researching – One
thing led to another….. and another”
“Enabled time to think”
Any Questions