Sarah Seleznyov, with members of the Collaborative Lesson Research Group*.
“If there is no impact on teaching and learning, then that (intervention) is not lesson study”.  (Akihiko Takahashi at a workshop in London, 7 December 2017)
Having looked forward to the Education Endowment Foundation’s evaluation of lesson study for some time, we are disappointed by the outcome. This disappointment is not about the low effect size, but because this narrowly-focused review of just one fairly basic model could discourage schools from using a very valuable approach to teacher development.
We would challenge the EEF study’s methodology and argue that the conclusions (e.g. no evidence of improved maths and reading at KS2) are misleading. Our own conclusion is that the version of lesson study used in the project was a ‘first step’ version, which most teachers and schools new to the practice need to go through, but certainly not (more…)