Lesson Study : Making a difference to teaching pupils with learning difficulties

"Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practised and explores the optimal conditions in schools for its effective use. Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils"-- Provided by publisher Cover page Halftitle page Series page Title page Copyright page Contents Acknowledgements Notes on contributors PART ONE Introduction 1 An Introduction to Lesson Study: Its Relevance to Inclusive Teaching of Pupils with Learning Difficulties Introduction Moderate learning difficulties Lesson Study The Lesson Study-moderate learning difficulties project Concluding comments The organization of the book 2 The General Rationale and Underlying Principles of Lesson Study Introduction Brief introduction to Lesson Study Case pupils and pupil involvement in Lesson Study Lesson Study: a fruitful teacher-learning model for pupils with learning difficulties 3 Pedagogy for Pupils in the Moderate Learning Difficulties–Low Attainment Spectrum Introduction Identification of moderate learning difficulties Specialist pedagogy for MLD? Conclusions Note PART TWO Lesson Study in Practice: Case Studies 4 Teachers’ Lesson Study Practice in Primary Schools Introduction Case study 1: West Park School (as part of the Acorn Network Lesson Study project) Lesson Study: West Park Primary School Case study 2: Brownleigh School (as part of a Northshire Lesson Study project) Lesson Study: Brownleigh School Case study 3: Platter Primary School Concluding comments about three case studies 5 Teachers’ Lesson Study Practice in Secondary Schools Introduction Case study 1 Concluding comments PART THREE Lesson Study Evaluation: Ways Forward 6 Lessons from Evaluations of Lesson Study Introduction Approaches to researching Lesson Study Research findings about the category of moderate learning difficulties Teacher attitudes and teaching approaches for MLD The Lesson Study process: contexts, mechanisms and outcomes Pupil outcomes following Lesson Study in phase 2 of the project Ethnographic research findings: four case study school vignettes Conclusions Appendix A: outline of the system of SEN in England (at the time of research; it is currently undergoing change) Appendix B: teacher and school level statements (contexts, mechanisms and outcomes) Appendix C: example of a GME template filled in by a LS team Note 7 What Have we Learned? What are the Future Prospects and Ways Forward? Introduction MLD category: its usefulness and significance for teaching pupils identified as having MLD Quality of Lesson Studies Organizational and leadership context for Lesson Study Future prospects and ways forward References Index Machine generated contents note: Part I: Introduction1. An Introduction to Lesson Study: Its Relevance to Inclusive Teaching, Brahm Norwich (University of Exeter, UK) and Jeff Jones (independent consultant, UK) 2. The General Rationale and Underlying Principles of Lesson Study, Pete Dudley (independent consultant, UK) 3. Pedagogy for Pupils in the Moderate Learning Difficulties-Low Attainment Spectrum, Ruth Gwernan-Jones (University of Exeter, UK) Part II: Lesson Study in Practice: Case Studies4. Teachers' Lesson Study Practice in Primary Schools, Gill Jordan (independent consultant, UK) 5. Teachers' Lesson Study Practice in Secondary Schools, Di Hatchett (independent consultant, UK) Part III: Lesson Study Evaluation: Ways Forward6. Lessons from Evaluations of Lesson Study, Annamari Ylonen (University of Exeter, UK) and Brahm Norwich (University of Exeter, UK)7. What have we learned? What are the future prospects and ways forward?, Brahm Norwich (University of Exeter, UK) and Jeff Jones (independent consultant, UK) ReferencesIndex. "Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practised and explores the optimal conditions in schools for its effective use.Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils"-- "Explores how Lesson Study, a form of collaborative pedagogic action research, can improve the quality of teaching and learning of pupils with learning difficulties"-- Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practiced and explores the optimal conditions in schools for its effective use. Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils "Explores how Lesson Study, a form of collaborative pedagogic action research, can improve the quality of teaching and learning of pupils with learning difficulties"-- Provided by publisher