2020-2021 Vocabulary
Lesson study December 2020
How do we use our lesson structures to assess, plan for and teach useful and technical vocabulary?
The focus of the lesson study was to learn more about the key question.
Year groups worked together to plan a rotation including selecting key vocabulary ‘useful’ and ‘technical’. The plan included how these words would be taught within the focus group and how the words would be revisited and used during independent learning.
An assessment sheet was created (based on the Levels of knowing a words scale) to measure the impact of the teaching rotation.
Pupil voice was used to capture pupils’ thoughts during the process.
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Questions to ask 9 children (3 from each group) after each rotation Teacher focus group What did your teacher do to help you learn new words today? What else would have helped you to learn new words? What new words did you learn today? What can your teacher do to help you remember the new words? How did you use the new words in your learning?
Independent groups What words did you use in your (insert subject) learning today? What helped you to use new/specific words in your learning? What else would have helped you to use new/specific words? What can your teacher do to help you remember new words? |
Opportunities for professional dialogue were planned in throughout the process.
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Discussion notes |
After rotation 1 |
After rotation 2 |
After rotation 2 |
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Teacher focus group |
What worked well?
What will you change for the next rotation? |
What worked well?
What will you change for the next rotation? |
What worked well?
What would you change for future teaching? |
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Independent group 1 |
What worked well?
What will you change for the next rotation? |
What worked well?
What will you change for the next rotation? |
What worked well?
What would you change for future teaching? |
|
Independent group 2 |
What worked well?
What will you change for the next rotation? |
What worked well?
What will you change for the next rotation? |
What worked well?
What would you change for future teaching? |
Summary of findings
Impact data of teaching and learning during Lesson Study
Where there are gaps in the data, the Lesson Study was impacted by absence and bubble closure.
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Vocabulary knowledge scale |
I don’t know this word |
I have seen this word but I don’t know what it means |
I know this word and understand what it means |
I know this word well, I can explain this word and write a sentence about the word |
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EYFS |
Before teaching |
|
|
|
0% |
|
Post teaching |
|
|
|
60% |
|
|
SLCN |
Before teaching |
52% |
17% |
23% |
8% |
|
Post teaching |
0% |
4% |
15% |
81% |
|
|
1
|
Before teaching |
32%
|
32%
|
28%
|
8%
|
|
Post teaching |
0% |
0% |
27% |
59% |
|
|
2
|
Before teaching |
49% |
38% |
13%
|
0%
|
|
Post teaching |
0% |
21% |
41% |
38% |
|
|
3 |
Before teaching |
0% |
3% |
3% |
94% |
|
Post teaching |
|
|
|
|
|
|
4 |
Before teaching |
57% |
30% |
8% |
5% |
|
Post teaching |
3% |
29% |
29% |
39% |
|
|
5 |
Before teaching |
13% |
27% |
3% |
57% |
|
Post teaching |
2% |
9% |
9% |
80% |
|
|
6 |
Before teaching |
19% |
27% |
13% |
41% |
|
Post teaching |
2% |
17%
|
11%
|
70%
|
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