The First Research Lessons

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The Loxford Research Lesson Project
Peer Tutoring Assessment
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Navigation Loxford School of Science
TechnologyResearch Lesson Project
1. Research Lesson Project an Introduction
9. Initial Observations
2. Loxford School of Science Technology
10. Resources
3. What We Wanted To Learn
11. Modelling
- Summary
12. Positive Outcomes
4. Data Gathering Analysis
13. Pupil Perspectives
5. The Research Team
6. Focus Students
14. A Discussion With Students
7. The Research Question
15. Methodology Issues
8. Phases Stages
16. What Next?
17. Examples Documentation
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The Research Lesson Project

• A research lesson is one designed, closely
  observed and analysed by more than one teacher.
  The aim is to find out more about teaching
  learning by
• Trying out some new techniques, ideas or
  resources
• Applying tweaking techniques which have been
  tried somewhere else
• Trying out new ways of teaching pupils who
  present us with new challenges.
• The findings are analysed and shared

• Data collection may be through a variety of
  means
• Observation notes
• Discussion with teachers and pupils
• Video capture
• Analysis of pupil work
• Progress review meetings of the Research Project

A research lesson focuses on the intended and
actual learning of 3 case pupils. Teachers
carefully design, observe and analyse the
research lesson which may be one of a sequence of
lessons designed, analysed and redesigned and
tried out again again. The design redesign
approach is the research lesson study.
This particular study group was set up as part
of the NCSL Networked Learning Group 2003 by
Peter Dudley in conjunction with the CfBT. The
groups base is at Derwent House, Cranfield, but
draws on work carried out by a number of schools
from both the north south of England.

• The primary source for this introductory slide is
  the Research Lesson Handbook P.Dudley. 2003.

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Loxford The School

• Outer London Borough 41 free school meals
• 1,514 students on roll, 350 in Sixth Form
• 65 A - C, 100 A - G grades 2003
• Top 1 of similar schools
• Top 12 of all schools for added value for the
  last 2 years
• 3 DfES School Achievement Awards
• 92 minority ethnic student population
• 87 bilingual student population
• 17 refugee and asylum seekers
• 52 languages spoken
• 23 of students with SEN

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The Research Team

• Name Stephen Barrie
• Role within the school AST (Science)
• Role within the RLS Facilitator, video ICT.
• Additional Information
• Previously Head of Biology Head of Science.
  Teaching Learning interests include
  reasoning formative assessment learning
  styles mind mapping.

• Name Hilary Davis
• Role within the school Assistant Head, Head of
  Language Support.
• Role within the RLS Lesson observations, pupil
  profiles and interviews, school data.
• Additional information
• Hilary joined Loxford in April 2001 and is in
  constant demand for Language Support INSET
  following accolades from OFSTED and HMI.

• Name Omar Khokher
• Role within the school AST (Music), Head of
  Music.
• Role within the RLS Research lesson teacher,
  resource development.
• Additional information
• Omar started teaching at Loxford School of
  Science Technology in January 2002. He is also
  a freelance trombonist, having worked with the
  London Philharmonic Orchestra and City of
  Birmingham Symphony Orchestra, and writes online
  music teaching resources for the Music Teachers
  Resource Site (www.mtrs.co.uk). Omar has also
  provided INSET for ITT providers on Behavioural
  Management and Music Technology INSET for various
  schools and London Boroughs.

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What We Wanted To Learn.
Following on from the research into Formative
Assessment by Black William (Inside the Black
Box) and further trials carried out in Loxford
Science Department, we chose to investigate
whether peer tutoring and assessment would
impact on the self esteem, confidence,
participation and performance of beginner
bilingual pupils.
In Loxford 52 different languages are spoken with
87 bilingual speakers, 92 ethnic minorities,
and 17 refugees and asylum seekers. This has a
major impact on the teaching and learning which
goes on in every classroom in all subjects at all
levels.

• In many curriculum areas poor levels of
  participation by beginner bilingual pupils has
  been linked to low self-esteem, lack of
  self-confidence, limited access to the curriculum
  and hence, low academic achievement.

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Data Gathering and Analysis

• Research Data has been captured through
• Lesson observations with written notes
• A video of each observed lesson
• A taped discussion immediately after one observed
  lesson with focus and non focus students
• Follow up meetings between the research team

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Focus Students

• Juliana Leite Dos Santos. Female. EAL Stage
  1
• First Language Portuguese. Refugee from
  Angola.
• Age started to learn English 11.
• Juliana received a patchy education in Angola
  due to the war. She is a bright, vivacious,
  hardworking student who is keen to do well. She
  is in the early stages of learning English but is
  making rapid progress, especially with her spoken
  and understanding of English. She is in the Year
  7 EAL Literacy group to receive further English
  language support and participates in the Paired
  Reading Scheme. She is taught by both Omar
  (Music) and Hilary (EAL). She was chosen for this
  project as she is a beginner bilingual learner.

• Mohammed Kalam. Male. EAL Stage 1.
• First Language Arabic. Refugee from Palestine.
• Age started to learn English 8.
• Mohammed received little education in Palestine
  due to the war. He spent a long time in a refugee
  camp before coming to England. He commenced his
  English education in Year 4. He speaks and
  understands English very well. However, he can
  read and write only a little English. He finds
  copying from the board difficult. He is a
  possible SEN student and is on an SEN reading
  programme, Toe by Toe. He participates in the
  Paired Reading Scheme to develop his reading. He
  is in the Year 7 EAL Literacy Group to receive
  further English language support. He is taught by
  both Omar (Music) and Hilary (EAL). He was chosen
  for this project as he is a beginner bilingual
  learner with SEN.

• Uzma Kanjoo. Female. EAL Stage 2.
• First Language Urdu. From Pakistan.
• Age started to learn English 9.
• Uzma received a full education in Pakistan. At
  times she is a rather shy student, lacking in
  self confidence. She has acquired the basic four
  skills of reading, listening, speaking and
  writing in English and is now in the process of
  developing these. She is taught by Omar (Music).
  She is on this project as a replacement for a
  student who left the school.

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The Research Question
Initial Question Can research lessons be used to
ascertain whether specific peer assessment and
peer tutoring strategies improve access to the
curriculum and acquisition of the English
language for year 7 bilingual pupils?
Refocused Question Can research lessons be used
to demonstrate that (i) the quality of modelling
and (ii) the simplicity of resources are
significant factors in developing effective peer
assessment and peer tutoring strategies?
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Phases Stages
Phase 1. Music
Lesson 1 Exploration
Phase 2. Other subjects including Maths,
English Science
Lesson 2 Focus on modelling and resources
High proportion of bilingual pupils
Lesson 3 Focus on showing pupils how to tutor
their peers.
Taught primarily as hands on
Successfully encourages bilingual pupils to
participate.
Autorun
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Initial Observations

• Collaborative initial class activities allow all
  to participate in a shared learning experience
  which is
• Fun
• Secure
• Inclusive
• Non-threatening
• Supportive - from the teacher and fellow pupils
• This style of initial starter activity is
  consistently applied in lessons which builds
  pupil confidence and skill practice opportunity
  in a collaborative and supportive environment.

• The Teachers willing to take risks themselves.

• Lesson planning is scaffolded in such a way that
  lessons review prior learning and are sequenced
  to review and extend pupils skills.This allows
  pupils to be aware of their current level of
  ability and of their next step within their
  learning. Pupils feel secure within this
  sequence of lessons and can take ownership of
  their own learning.

From the initial observations, elements which are
significant in achieving successful peer
assessment and tutoring were apparent

• Clearly thought out resources the way they are
  displayed all contribute to pupil understanding
  the ease with which they grasp the nature of the
  task - e.g. notes positioned on board indicating
  scale.

• Clear accessible resources matched to pupils
  language abilities.

• Clear instructions / explanations with
  demonstrations.

• Progressing from the simple to the complex.

• Moving from whole class towards individual
  performance (confidence).

• Making it fun.

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Resources
A backing track makes the experience real.
F
Worksheet for Individual Pair Work Worksheets
are clear and simple relying on a balance between
text and visual information (clues).

• Flash Cards for Rhythmic and Pitch Recognition.
• Flash cards are used as a means of building up
  a process on a whole class level which is to be
  later developed through pair or individual work.
  This allows all pupils to be involved in a
  problem solving process and also be guided
  through a learning process which moves from
  simple to complex.

G
D
F
G
A
A
C
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Modelling
1. Teacher to Whole Class
2. Teacher to a Group
3. Teacher to Pupil
4. Peer Tutoring
Through the observations of the three research
lessons it is noticeable that modelling has a
powerful effect on pupil learning.
This allows for whole group participation in a
safe and non-threatening environment. All
pupils benefit from a shared learning experience.
This allows for the teacher to interact with
smaller groups and identify specific learning
needs and respond accordingly.
This demonstrates the process of an activity and
is made accessible to the pupils through the
observation of a peer being guided through the
activity by the teacher. This breaks down the
genius barrier and shows that one of them can
do it, and how to do it.
This has a strong impact on pupil learning where
pupils interact with each other by taking the
role of teacher. Pupils explain and demonstrate
the activity to each other using pupil speak
and non-verbal communication in a shared
language.
Modelling is utilised in four ways, each with a
particular emphasis
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Modelling A Summary

• Modelling is most effective when the teacher
• Is specific.
• Explains the underlying principles.
• Shares thinking.
• Involves pupils by encouraging questioning and
  discussion.
• Provides opportunities for pupils to practice the
  new skill or process while it is fresh.
• Supports first attempts with prompts and other
  support to build pupil confidence and expertise.
• Builds in time for pupil reflection on what they
  have experienced and learned.

• Modelling helps to make explicit the thinking
  behind, or support important concepts, skills,
  relationships, decisions and processes.

• Modelling is more than demonstrating a skill or
  technique. Demonstrating shows pupils how to do
  something, modelling helps pupils to understand
  the underlying structures and imbedded ideas. A
  good demonstration does not have to be supported
  by discussion modelling without discussion is
  ineffective.

• Modelling plays a significant role in helping
  pupils to learn independently. It represents
  ideas in ways that the pupils can understand,
  change and use again to support their thinking.
  It can be visual or kinaesthetic.

In this following video clip, Omar puts into
practice many of the elements highlighted in the
summary. He also combines group, pupil
peer modelling. As the modelling proceeds, it
is clear that pupil tutoring improves.
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Positive Outcomes

• The whole class enjoyed peer sessions.
• They became very supportive of each other.
• They shared in and celebrated each others
  success.

The focus pupils steadily gained in self
confidence and, consequently, participated more
in learning activities.
Mohammed, who initially had great difficulty
writing, took to musical symbols quickly and made
significant progress with writing learning to
separate letters. He also showed a big increase
in confidence and participation.
Usma, initially shy and passive, gained
confidence and began to take ownership of her
learning, participating more - improving her
communication skills and gaining more access to
the curriculum. She progressed from a stage 2 to
a stage 2/3 bilingual learner.
Juliana enjoyed helping her peers. She progressed
from a stage 1 to a stage 2 bilingual learner.
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Pupil Perspectives
From the taped discussion we collected students
ideas on peer tutoring and assessment
Students also offered some advice on how to
improve these sessions
Working in pairs was goodexplaining it to
someone else makes it stick in your headits
good taking it in turnsyou can ask your partner
for helpyour partner helps you to
understandits good to help each otherother
students ideas were good to listen toits good
for us to be in control for a part of the
lessonworking with a friend made us feel more
comfortable and relaxedwe liked the give and
take relationshipwe learnt more English.

• Teachers need to explain less and have more
  practical sessions in lessons.
• Teachers need to feedback the same information
  into the next few lessons to help us remember and
  learn.
• More competitive exercises would be good in
  lessons.
• Different students should get chosen to model
  work from lesson to lesson, teachers should drop
  a pen on the register to do this.

• Students should choose the pairs not teachers
  as we will always choose our friends as we feel
  more comfortable with them and therefore work
  better with them.
• We wouldnt like to be paired with students of
  a different gender.
• Its difficult to give your friend a low level,
  the teacher should do this instead as they would
  make them feel more comfortable about it.
• Its harder to explain if you partner doesnt
  get it immediately.

The lesson was fun, playing with the keyboards
was more enjoyable than doing written work. The
lesson is easier to understand when its
practical. When the lesson is enjoyable you learn
and remember it better.
We all learnt something one finger per note,
the pentatonic scale, new notes, how to work
together.
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A Discussion with Students.
Focus non-focus students
1. Did you enjoy the music lesson? Why? 2. What
do remember about it? 3. What did you learn? 4.
What helped you in the lesson? 5. What didnt you
like? 6. How could the lesson be improved? 7. Did
you enjoy working together?
8. What did you feel you got from working
together? 9. Did you find it difficult to assess
your friends? 10. What helps you in these
lessons? 11. Was it off-putting have 3 teachers
and being videoed in the lesson?
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Methodology Issues

• Through Phase I of the RLS there have been a
  number of positive outcomes and challenges faced
  by the Research Team.

• Challenges faced by the RLS Team
• Human Resource Management owing to all Team
  Members having time consuming commitments.
• Holistic perception as to the overall final
  product presentation.
• Limitations of the available technology e.g.
  lack of direct microphones to pick up individual
  pupil conversations during observed lessons.
• The RLS Team grew into their roles over time
  as opposed to having a clear designated path.
  Owing to individual perceptions as to the
  direction of the project.

• Positive Outcomes for the RLS Pupils
• The observation and response from three teachers
  as opposed to one which has benefited the input
  into their learning.
• Knowing that they are part of educational
  research has given them the opportunity to
  perform.
• The awareness of the subject teacher has been
  sharpened by the responsibility of the project
  which has led to greater risk taking which has
  benefited all pupils taught beyond the RSL class.

• Positive Outcomes for the RLS Team
• The opportunity of working as a non-subject
  specific team has broadened understanding of
  pedagogy and its application cross curricular.
• Teachers have worked as a team towards a shared
  goal while also analysing what is best for child
  centred learning.
• All of the RSL Team have developed their
  understanding of the role of digital media and
  software in addition to its application within
  the classroom.

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What Next?
Our original intention was to extend the project
by using our experience from Phase One in core
subjects including English, Maths Science.
Obviously, any further work will have to be
consistent with whole school aims and,
ultimately, will be decided in consultation with
s.m.t.
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Examples Documentation
RLS1 Lesson Plan
Resources
Pentatonic Worksheet PDF
RLS1 Written Observations
Solfah Flash Cards PDF
RLS1 Video Notes
RLS1 Teachers Perspective
Initial Group Feedback Analysis
What We Learned From 1st RLs.
RLS 2 Lesson Plan
RLS2 Brief Notes
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Watch this space!
End of Phase 1.