Teach the Research Lesson

The teacher should not feel they have to stick slavishly to the lesson plan regardless of the reactions of the students. As with any lesson, the plan cannot fully anticipate events during the lesson and may need to be adapted in response to pupils’ reactions and the way in which they access learning.

 

The observers have the job of trying to answer the research question by focusing on concrete evidence. In the professional development resources, there is a form for teachers to complete whilst observing students. In addition, the following prompts may help guide teachers' attention:

• How did students respond to the task as presented?
• How did student respond to the teacher's questioning?
• Did students engage with the reasoning of other students?
• What anticipated and unanticipated reasoning was in evidence?
• What progression in student reasoning was in evidence?
• What different approaches to the task were observed? 
• Did students recognise when their approach was not working?
• How were students’ own ideas combined and developed?
• To what extent were the lesson objectives met?

In the trials, teachers found observing just two students for a whole lesson was a privilege. To see how their learning unfolded, how they managed difficulties, and the extent they stayed engaged, was a new and illuminating window into the classroom. 

 

It is important, whilst observing, for teachers to:

• watch their allocated focus student(s), rather than the teacher
• avoid engagement with students and, specifically, helping them with the mathematics. Teachers may of course respond politely to students’ questions but should avoid any further interaction if possible
• avoid moving around the room
• avoid communication with other teachers during the lesson

Teachers may want to take photographs of student work. Such evidence can be helpful in the post-lesson discussion. The correct permissions need to be in place to do this.