How can teachers conduct effective research in the classroom in order to enhance pupil progress?

Research Lesson Study

Rationale for doing classroom based research in particular the RLS model

Research Lesson Study - Curee Research Lesson Study is a structured professional development process in which teachers systematically examine their practice and work together to improve it. Teachers work collaboratively on a small number of "study lessons", in a plan-teach-observe-critique cycle. Teachers select an overarching goal and related research question that they want to explore to provide focus and direction to this work e.g. differentiation, content, year group, ability group, or improving the quality/depth of teaching.

Closing the Gap: Research Lesson Study Last year SVC were involved in an action research project led by the National College of Teaching and Leadership that involves 740 schools. Focus of the project was to trial Research Lesson Study as an intervention tool to support all pupils to make good progress. The focus of our research was on improving pupils attainment in Humanities subjects through effective literacy and assessment teaching strategies. Research Lesson Study involves a group of teachers improving pedagogic practice in an area of teaching revealed by their data to need improving – Focus will be literacy. James, Sally and myself will research approaches likely to make the difference they seek and then systematically carrying out a sequence of jointly planned, taught and analysed ‘research lessons.

How does RLS work in practice?

What is Research Lesson Study? Where to start? What do you want to achieve? What is your main objective? Next steps? Select your group/pupils Use data toolkit to identify pupils e.g. SEND Setting up RLS Decide on a strategy that you think will help your identified group of pupils. This may have a literacy focus or an intervention focus etc. Trailing RLS Trial the strategy with your selected group/pupils. RLS colleagues are to observe the strategy in action. Iris is a powerful tool to use as this allows individual students to be target. Evaluation Evaluate the strategy: Has it worked? How do you know? What has been the impact on the group/pupils?

Collaborative planning in action

Collaborative planning in action

Toolkits to support RLS

What other research methods could be used? To create resources and a methodology for maximising the quantity and quality of revision for year 11 students. How questioning can be used to encourage pupils to reflect upon their learning and enable them to set worthwhile targets. To evaluate the effectiveness of various exam technique teaching strategies to better prepare Year 11 pupils for independent examination responses. To identify effective strategies that will enable lower ability to access the curriculum in order to make the best possible progressive and create an atmosphere appropriate for behaviour for learning To develop strategies, e.g. differentiation to engage underachieving and unmotivated boys at KS3. To extend explanations so that quality of writing reflects evidence and developed reasoning Which toolkits would be appropriate to use? Who could they collaborate with? What benefits and challenges could they face?

Advantages and limitations as a model of research and as a means of improving T&L

Benefits of RLS? Develop strong working relationships with colleagues Allows for shared ideas including enrichment and differentiation Develop strong working relationships with colleagues Can be the most exhilarating thing you have ever experienced as a teacher Teachers can use their knowledge effectively together Both teachers can apply what they have learnt after the collaboration as well as during May provide new opportunities for staff development and improve staff morale

Potential Limitations of RLS? Unless they are at the stage where they are finishing each other’s sentences, planning may take a long time Teachers might lack communication skills All teachers have to be equally involved Requires supporting and carrying 100% of the load by all teachers Teachers must have strong working relationships to collaborate effectively Compromising on ideas could dilute the goal/message Inefficient

Evaluating RLS

Has RLS been successful? SAS Score October 2013 Reading Age SAS Score July 2014 AL 84 10:3 82 10:5 DP 100 13:8 111 16:9 ES 101 14:0 Absent GP 97 12:7 103 14:7 JB 9:7 KD 69 7:7 8:0 NB 99 13:2 TB 72 7:10

Trial a range of strategies for developing the literacy of pupils with weak literacy, in order to support their learning in Geography and History (Research Lesson Study). I can think about what I am going to write and make it better. The pupils really began to understand how to extend their writing and add more detail to their work by developing their sentence structure. This lesson help me to add more detail to my work  Aims of RLS Main aim: Trial a range of strategies for developing the literacy of pupils with weak literacy, in order to support their learning in Geography and History (RLS) Where did we start? 8 pupils were selected from 9C1 and 9D2 Pupils were selected based on a diagnostic assessment Setting up RLS Collaboratively we decided upon a strategy that would help develop pupils literacy. One strategy was developing sentence structure. For example the development of simple, compound and complex sentences Trialling RLS Each member of staff trialled the strategy whilst being observed The observation focused specifically on the pupils who are being targeted NOT on the teaching Evaluation At the end of each observed lesson staff debriefed and discussed the strategy trialled and the impact on the selected pupils Geographical Terminology was shared with pupils Selected pupils were given a sentence structure framework More able pupils were given the choice of sentence structure

Which toolkits would be appropriate to use? What other research methods could be used? What benefits and challenges could they face? Who could they collaborate with?