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УДК 373.1
EXPERIENCE OF IMPLEMENTING
LESSON STUDY PEDAGOGICAL APPROACH IN SECONDARY
SCHOOL
Ацдатпа
Макал ад a Lesson study педашгикальщ тэсшн орта мектепте колдану тэж1ри-бесшщ сипаттамасы келт1ршген. Б^л тэсш бшм беру удерюшдеп мэселелерд1 зерттейтш мугашмдер тобы арасындагы озара эрекеттесу жуйесш жэне окушы-лардыц шешупи кузыреттшктершщ са-пасын арттыру ушш оларды шешу эд1-стерш бшд1ред1.
Аннотация
Статья содержит описание опыта применения педагогического подхода Lesson study в средней школе. Данный подход подразумевает систему взаимодействия группы учителей, исследующих проблемы в образовательном процессе и методы их решения для повышения качества ключевых компетенций учащихся.
Annotation
The article describes the experience of using Lesson study as an approach to teaching and learning in secondary school. The approach implies a system of interaction between teachers to investigate problems in the educational process and ways to solve them to improve the quality of students' key competencies.
Abroad, the pedagogical approach of Lesson study has been known since the 19th century. It is actively used in Japan, where it was developed, as well as in the United States, Singapore, China, and many European countries.
This work is relevant precisely because today, in the 21st century, it is impossible
Aroyan A.A.,
master, English teacher,; secondary school No. 1, Tobyl, Kostanay district, Kostanay region,
Sayapina S. V,
Mathematics teacher, secondary school No. I, Tobyl, Kostanay district, Kostanay region
Неглзгл свздер: Lesson study, тэсш, взара ic-цимыл, мугалш, окушылар, неглзг1 кузы-реттер.
Ключевые слова: Lesson study, подход, взаимодействие, учитель, учащиеся, ключевые компетенции.
Keywords: Lesson study, approach, interaction, teacher, students, key competencies.
(Ш
to teach students, being a teacher of the 20th century. We need a new toolkit for the lesson knowledge of new methodological approaches aimed at developing the student, such a toolkit is Lesson Study.
The essence of the Lesson study approach is that teachers' attention is focused on the study of the educational process itself. Unlike the traditional view, Lesson study proposes to evaluate not the knowledge of students or the actions of the teacher, but the effectiveness of all applied methods and techniques at each stage of the lesson [1].
Students of high, middle and low levels of academic performance (students A, B, C) are selected, as typical representatives of the contingent of this class. Each of the students is assigned by one or more teachers who observe the selected lesson, or video recording is carried out. After the lesson, a group of teachers jointly analyzes all stages of learning activities according to several criteria:
achieving the goals and objectives of the lesson;
the activities and initiatives of students, their degree of involvement in the process;
the teacher's work style, the ability to guide the audience to an independent search without giving ready-made solutions, etc.
Depending on the purpose of the study, the lesson is considered according to many other criteria.
It is important that the lesson is analyzed without emphasis on the personality and actions of the teacher, no assessments are given. All attention is directed to the students selected as the object of study, as well as the lesson as a process.
This analysis is best done using a specially designed observation scheme for this lesson. Each teacher-researcher also sees a lesson outline.
In addition to some students, they also observe the class as whole, conduct questionnaires, interviews. Students' opinions
about the lesson under studying form part of the big picture.
After comparing the expected results with the actual ones, the group begins to search for solutions to the problems encountered. If not all that was planned has been achieved, the causes and ways of eliminating them are identified, while teachers share ideas and methodological recommendations. Subsequently, the teacher who delivered the lesson, together with colleagues, develops an outline for the next lesson, taking into account all the recommendations and ideas. Thus, usually no more than three lessons are analyzed, and a new pedagogical problem is selected. The cycle is repeated.
Having studied the experience of foreign colleagues, a team of like-minded teachers made a decision to introduce a similar practice in Tobyl secondary school №1, Kostanay region. In the 2018-2019 academic year, we studied the theoretical foundations, attended lessons, coaching, and master classes. In the 2019-2020 academic year, the educational process was organized with the Lesson study approach.
On the basis of the school, six creative groups were formed, in primary and secondary classes. Each group made their own plan to implement the approach during the school year.
The focus groups created on the basis of s our school, with the coordinating support < of teachers-leaders Sayapina S.V., Aroyan o A.A., posed the following problematic ^ questions "Weak skills of independent work at ^ Mathematics lessons", "Formation of students' s
I—H
self-regulation skills through the techniques § of formative assessment". These problems § to research are most relevant for middle- w
H
level students. Each group independently s
ds
selected the class in which they planned to s
P-t
deliver the training sessions and implement o the approach. Each of the students, as typical H representatives of groups with high, medium,
о
and low academic performance, was assigned by a separate teacher, who carried out close observation of his ward throughout the cycle. In addition to filling out the observation schemes, the assigned teacher could go to the student's workplace, watch the written assignments, and check his oral answers with the correct ones indicated in the outline.
For example, in the fifth grade at Math lessons, the student's observation scheme included the following criteria:
ability to argue, prove the point of view; ability to work independently; ability to work in a group; the ability to work in pairs; the ability to competently compose questions on the topic (text); ability to find the right answer; ability to draw conclusions and generalize. Taking into account the shortcomings with the students identified as a result of the observation, the outline plans for the following lessons were revised and improved in accordance with the way of thinking and the peculiarities of student interaction.
These improvements in their work were noted by the teachers who took part in the implementation of the Lesson study approach in our school:
a more detailed observation of the actions of students allows you to identify the problems s they face on a daily basis, record their successes < and reactions more accurately. This means g that the teacher can individually approach the solution of pedagogical problems for a ^ particular student of a particular class; g stable professional ties are being formed, § there has been a positive trend towards the § rallying of like-minded teachers. Friendly w support and joint search for ideas contribute to s the successful adaptation of young specialists s and the self-realization of experienced g teachers;
by improving the quality of key competencies of students, developing persistent learning
motivation and improving pedagogical skills, a qualitative improvement in the educational process occurs, and its effectiveness increases.
An important feature of the Lesson study approach is its continuity. You can constantly improve your pedagogical skills and work turning to new, unsolved problems of the lesson[2]. The teacher is better at predicting the results, planning his activities, fruitfully and purposefully interacting with colleagues. The main advantage of the approach, in our opinion, lies in the fact that the teacher begins to observe most closely a particular student, his personality traits, abilities, achievements, and failures. And organizes further work, focusing on the results of carefully carried out observation. This approach allows you to work out in more detail tasks to meet all educational needs, increases self-esteem in weak students, activates students, improves academic performance and interpersonal relationships in the children's team[3].
In practice, the group leaders faced the problem of motivating the teachers themselves. Not all teachers easily decided to introduce the new technology, because they are already overloaded with work, or have a conservative disposition. We must say that the application of the Lesson study approach requires a lot of preparation (development of questionnaires for students, criteria tables, detailed lesson plans, collegiate meetings of teachers to analyze the lessons and plan further strategies). However, after a series of collective discussions, exchange of experience and ideas, 90% of those who took part noted a positive impact on their work and that of other teachers, especially young professionals. An important role is assigned to the school administration, in the interests of which to focus the team on this still new, unusual practice of organizing the educational process.
We organized a survey of students from the classes where the Lesson study approach was applied. The intermediate results were very
encouraging, unlike the initial ones (see table 1):
Table 1. Feedback from students on using the Lesson Study pedagogical approach.
Questions from the questionnaire First stage Intermediate stage
Student responses
Always Sometimes Never Always Sometimes Never
Are the goals and objectives of the lesson clear to you? 79% 12% 9% 98% 2% 0%
With what frequency is the work in pairs, groups used during the lesson? 15% 12% 37% 81% 19% 0%
How often do students ask each other questions and collaborate? 21% 20% 59% 60% 35% 5%
Is there time left for additional individual assignments? 27% 16% 57% 49% 18% 33%
Are the techniques that were used in the lesson effective? 25% 32% 43% 67% 30% 3%
Thus, there is a positive trend in the reaction of schoolchildren to educational activities carried out within the framework of the Lesson study approach. Most of the children note a deeper understanding of the goals and objectives of the lesson, active interaction with each other in class, and the opportunity to complete additional individual tasks. Many low-performing students gain self-confidence. The teachers, in turn, noticed an increase in educational motivation, cognitive interest, which affects the achievements of the children.
Perhaps, as the Lesson study approach becomes a practice, the preparatory steps will be completed faster. The practical skills of teachers researching the lessons and learning activities of schoolchildren will also improve. In this case, the effectiveness of the approach used will increase.
At our school, the Lesson study approach has justified its application and has produced
visible results. In the 2020-2021 academic year, it is planned to introduce this approach in several magnetic schools in Kostanay region.
REFERENCES:
1.Auzhanova G.G. Lesson Study: how to improve students' monologue statements as a product of speech activity through the use of various teaching methods? / G.G. Auzhanova, § D.D. Kabieva, A.K. Kozhakhmetov, A. Zh. <
03
Kopeev. - Text: direct // Young scientist. - o
2017.-No. 18.1 (152.1).-P. 3-6. &
2.Bysik N.V. I am an effective director, o How to develop and implement a program s to improve the educational results of school § students. / Bysik N.V., Pinskaya M.A., Kosa- § retsky S.G., Polishchuk S.M., Beshliyan A.A. w // M .: Publishing group "Logos". - 2018. s
3.Kukso E.N. Mission achievable: how §
Oh
to improve the quality of school education. / o
Kukso E.N. // Publishing house: Publishing H solutions - 2016 - 252 p.
