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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.

The Japanese Lesson Study model has been advocated in the UK for some time both by the National College for Teaching and Leadership and its predecessor organisations.

The outline of the approach is as follows:

A 2014 systematic review (Wai Ming Cheung, 2014) looked across 9 quantitative studies and concluded that Lesson Study and Learning Study appear to be beneficial to student outcomes.

The Education Endowment Foundation conducted a large trial which showed no statistical impact - TDT's CEO discusses issues with the findings here.

Godfrey et al (2018) conducted an evaluation in UK schools and found positive impact.

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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.

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Updated August 2018

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Feb 2018

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Functional skills mathematics subject content at entry levels, level 1 and level 2.

Applies to England

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Functional skills mathematics subject content underpins the qualifications and sets out the purpose, learning aims and outcomes that students need to achieve.

English functional skills subject content is also available.

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Functional skills subject content: mathematics

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Functional skills mathematics subject content at entry levels, level 1 and level 2.

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Feb 2018

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Functional skills English subject content at entry levels, level 1 and level 2.

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Functional skills subject content: English

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Functional skills English subject content at entry levels, level 1 and level 2.

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visible learning strategies - Google Search

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ALLOCATE SUFFICIENT TIME

How? - Allocate time in sessions for learners to: record and reflect on the purpose and personal implications of their learning
goals; monitor and evaluate their own progress and to seek help when needed; update personal progress records. Allocate time for practitioners to review and validate these.

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How? - Allocate time in sessions for learners to: record and reflect on the purpose and personal implications of their learning goals; monitor and evaluate their own progress and to seek help when needed; update personal progress records. Allocate time for practitioners to review and validate these.

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Malcolm Swann

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Ofsted - being good or better FE Associates summary of inspection reports

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Vocational courses

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This section has programmes for teachers: LLN specialists and the teachers of other subjects. The description will help you select the modules you want to use.

Embedding literacy, language and numeracy: What? Why? How? (1c)

To build an understanding of what embedding literacy, language and numeracy means and what the implications are for non literacy, language or numeracy specialists and their job roles.

Working together to embed literacy, language and numeracy (3)

To support collaborative working in the design and delivery of embedded teaching and learning sessions.

Assessing learner needs/strengths and target setting (4a) Part 1, Module 4a Part 2, Module 4a Part 3, Module 4a Part 4

To raise awareness of the role of assessment and target setting when embedding LLN and to promote effective collaboration between vocational and LLN practitioners for LLN assessment and target setting.

Identifying underpinning literacy, language and numeracy and developing schemes of work and assessment plans (4b)

To enable participants to identify the specific LLN skills needed by their learners, so that they can embed the teaching of those skills into their schemes of work and assessment plans.

Approaches to supporting literacy, language and numeracy needs and embedded session planning (4c)

To enable vocational teachers to support the development of the language, literacy and numeracy skills needed by learners to achieve in vocational learning and to support the planning of sessions which are inclusive for learners with LLN needs.

Promoting active learning in embedded literacy, language and numeracy (5a)

To support practitioners to extend their range of active and group teaching techniques to support their learners' literacy, language and numeracy skills development.

Using resources effectively to embed literacy, numeracy and language (5b)

To support participants to familiarise themselves with how to access and use a range of resources so that they can plan effective embedded LLN activities that are engaging and meaningful.

Helping learners progress with their maths (8)

To explore teaching and learning strategies which maximise learner achievement, consider skills critical to making progress and develop interactive and collaborative teaching and learning approaches.

On line core curriculum training (10)

Designed for teachers familiar with the curriculum but unfamiliar with the updated and online version.

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Section 3. Teaching and learning - training for embedding English and maths (literacy, language and numeracy)

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This section has programmes for teachers: LLN specialists and the teachers of other subjects. The description will help you select the modules you want to use. To build an understanding of what embedding literacy, language and numeracy means and what the implications are for non literacy, language or numeracy specialists and their job roles.

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Lesson Observation: new approaches, new possibilities - University of Wolverhampton

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University of Wolverhampton is a large UK university based in the West Midlands, offering undergraduate degrees and postgraduate courses across 4 faculties.

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What are you going to do following this course

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Lesson Observations