CLR as professional development

CLR involves a community of teachers working with an outside expert in a sustained way through cycles of inquiry that focus on how teaching practices can better support student problem solving. Each cycle involves five steps as shown in the diagram.

At the heart of the plan is the careful anticipation of how students will respond to the task and how the teacher might respond in turn. The plan also anticipates what the teacher will do at vital moments in the lesson to progress learning and help students overcome their difficulties.

3. The lesson is taught by one of the planning team. This lesson is observed carefully by the teachers involved, teachers from other schools in the cluster, the outside expert and student teachers.

4. The research lesson is then analysed in the post-lesson discussion involving the teacher and all the observers. The outside expert may be expected to make a particularly significant contribution to the post-lesson discussion by providing insights informed by research and in-depth knowledge of the research issue.

5. This leads to the collaborative development of a revised version of the lesson plan. The lesson plan and outcomes are disseminated around the group. This learning is then taken account of when the cycle begins again, with a new research question.

Using this process, learning gradually accumulates through collaboration with colleagues in a spirit of mutual professional development.

The benefits of the Lesson Study approach include:

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