Japanese Learning Study is described by Sarah Seleznyov, in her article for the Chartered College of Teaching, as a collaborative approach to professional development. It is described as being both challenging yet supportive. The name for Lesson Study in Japanese is jugyō kenkyū. Jugyō means teaching and learning, whilst kenkyū means study or research.
In Japanese Learning Study (JLS) teachers act as change agents. A group of teachers co-create a target based on a research theme. after considering long term pupil outcomes and current learning states. The teachers then plan a lesson together and choose pupils as case studies. The group try to predict how pupils will respond and they also research material relevant to their chosen theme. Seleznyov describes this stage as being called kyozaikenkyu. One member of the group then teaches the lesson whilst other members silently observe the learning, as opposed to the teaching. The group then reflect together on what they have learned and plan a subsequent lesson using their new knowledge. They also receive guidance from an external expert or a koshi. In Japan there are koshi for pedagogy, subject specialists, and research lesson specialists. The koshi could be described as instructional coaches. Teachers then share their research with the wider educational community.
Rolls and Seleznyov quote Guskey in their article on the issues of implementing JLS in UK schools. and how ‘professional development should be seen as a process and not an event’. They state how JLS should be an honest and open process of collaborative planning and reflection. However, they comment on the issues of teacher workload, issues with disseminating knowledge, the role of the expert and cost implications and time for professional development.
Teacher workload is an issue but teachers can be coached on using their time effectively and for using their time for generating the best pupil outcomes. Researching pupils’ learning and practising evidence based teaching is surely an effective use of teachers’ time. Teachers should be change agents where they have researched and considered an effective approach to change pupils’ learning for the better.
The TEACHER coaching model can be used to help structure JLS in schools.
Target: In small teams co-create a target for a series of lessons. The target should reflect the learning outcomes of the school and the current progress of the pupils. The target should be based on a hypothesis of how you think pupils will learn best.
Enlighten: In small teams research material on knowledge and pedagogy relevant to your chosen target, Consider the potential issues that pupils will face with their learning, and the success they will also achieve.
Achievement: Consider your target and your strengths and achievements that relate to your target, that will help you test your hypothesis as best as you can.
Choice: Considering your research, discuss the options you have for delivering an excellent lesson related to your chosen target. Considering the ISTE Standard for Coaches as change agents, discuss the choices you have for maximising the potential of technology and whether it will enhance pupil learning.
Help: Help each other by working collaboratively to create a detailed lesson plan and choose pupils as case studies. Consider who else could help you, for this lesson or future lessons, to improve pupil outcomes further. Would a Microsoft Certified Coach help you and your school?
Encourage: In your teams discuss how you will feedback so that your relationships are based on trust and an openness to growth and development, and improving teaching and learning. Discuss how you can support each other and your pupils throughout the process.
Reflect: In your teams, reflect on the lesson that one of you has taught and where the others have silently observed the learning. Reflect on what you noticed in your chosen case study pupils and throughout the lesson and why it mattered. Reflect on your target and how you could improve in the future and act on your reflections by planning a subsequent lesson together, which you can reflect on together afterwards. Reflect on the entire process, what your pupils have learned and what you have learned and share your learning with the wider community.
TEACHER Coaching and JLS can benefit pupil outcomes but leaders need to establish supportive coaching cultures in their schools where trust, growth and collaborative professional development are prioritised. I hope that teachers can see the long term benefits of this coaching approach for them and their pupils.
TEACHER Coaching 