1. Learning studies in Öjersjö How to do it. What we have done. Studies in progress. Visions for the future

2. The Learning Study Cycle Students take a post-test Analyze of test- results and of lesson. Students take a post-test Analyze of test- results and of lesson. Define the learning object Analyze the results of the pre-test Find the critical aspects. Analyze the results of the pre-test Find the critical aspects. Make a lesson plan based on the theory of variation. Give the lesson Video record it Analyze the lesson afterwards Give the lesson Video record it Analyze the lesson afterwards Evaluate Students take a pre-test Repeat this procedure two or three times

3. What we have done 2003: 3 studies, grade 0-1, 4-5, 6 2003: 3 studies, grade 0-1, 4-5, 7 2004: 3 studies, grade 0-2, 4-5, 7-8 2003-2004: a project together with the university 2006: 2 studies, grade 6-7, 8 From now on, our own project without the support from the university All in mathematics with learning objects such as; Fraction, angles, algebra, the infinity of numbers, negative numbers, proportion, area, subtraction, the equal sign, dimension analysis, division

4. How we are working now 2007: 3 studies, grade 0-1, 6, 7-8 Mathematics, English and Spanish We are currently 17 teachers involved in Learning Studies

5. The Learning study – ”What is an angle?” Three teachers planned the lessons together The lessons were held in three different classes consisting of 10 - 11-year-old students Pre- and post tests were made The structure of the lessons was the same The content in the lessons varied

6. The Object of Learning To differentiate an angle from a non- angle To see that the length of the legs is insignificant for the angles size

7. Lesson 1 1.Definition of an angle: 2.A contrast between the definition and the drawings

8. Lesson 2 and 3 1.A contrast between an angle and a non-angle 2. Definition of an angle: a point from where two straight legs beam out 3. A comparison between a small angle with long legs and a big angle with short legs

9. The most critical aspect… The size of the angle increases and decreases by rotation

10. Pre and post tests of angles Lesson 1 N= 18Pre testPost testDelayed post test A mathematical angle definition17 %100 %83 % The legs of an angle are unimportant for the size 6 %33 %44 % Lesson 2 N= 20Pre testPost testDelayed post test A mathematical angle definition35 %90 % The legs of an angle are unimportant for the size 40 %95 % Lesson 3 N= 25Pre testPost testDelayed post test A mathematical angle definition24 %84 %72 % The legs of an angle are unimportant for the size 26 %80 %84 %

11. Pre and post tests of negative numbers

12. Pre and post tests of the infinity of numbers

13. Teaching difficulties that we overcame Examples of Learning objects; To understand: (-3) – (-2) = ? 5 0 = 1, but why? How many numbers are there between 0.97 and 0.98?

14. The teachers’ comments ”The best training I ever practiced” ”Oh my God, this is really fun to discuss” ”I now realize, this is what my job is all about” ”It is wonderful to spend time doing this” ”It is scaring to see, that so little can make such big difference” ”It’s nice to feel that you’re in control of your teaching” ”You learn a lot while interacting with your colleagues, both knowledgewise and socially.” ”I have really learnt a lot from my colleagues” ”It is so great to be a teacher”

15. Visions for the future At least one Learning Study in progress every semester. An even larger focus than today on the importance of teaching for students learning. To achieve even better results among the students. That every student gets grades in every subject. That Learning Study becomes a natural part of our school development and that a growing amount of the teachers will be tutors in Learning Study groups.

16. Thank you for listening! Johanna, Maria, Henrik, Ingalill, Tuula, Christina, Tobias and Joakim