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Learning studies in Öjersjö
How to do it.
What we have done.
Studies in progress.
Visions for the future
•Define the
learning object
•Analyze the results
of the pre-test
•Find the critical
aspects.
•Students take
a pre-test
The Learning Study Cycle
•Make a lesson
plan based on the
theory of variation.
Repeat this
procedure two or
three times
•Evaluate
•Students take a
post-test
•Analyze of testresults and of lesson.
•Give the lesson
•Video record it
•Analyze the
lesson afterwards
What we have done
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2003: 3 studies, grade 0-1, 4-5, 6
2003: 3 studies, grade 0-1, 4-5, 7
2004: 3 studies, grade 0-2, 4-5, 7-8
2003-2004: a project together with the university
2006: 2 studies, grade 6-7, 8
From now on, our own project without the support from the
university
All in mathematics with learning objects such as;
Fraction, angles, algebra, the infinity of numbers, negative numbers, proportion,
area, subtraction, the equal sign, dimension analysis, division
How we are working now
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2007: 3 studies, grade 0-1, 6, 7-8
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Mathematics, English and Spanish
We are currently 17 teachers involved in
Learning Studies
The Learning study – ”What is an
angle?”
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Three teachers planned the lessons
together
The lessons were held in three different
classes consisting of 10 - 11-year-old
students
Pre- and post tests were made
The structure of the lessons was the same
The content in the lessons varied
The Object of Learning
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To differentiate an angle from a nonangle
To see that the length of the legs is
insignificant for the angles size
Lesson 1
1. Definition of an
angle:
2. A contrast between
the definition and the
drawings
Lesson 2 and 3
1. A contrast between an angle
and a non-angle
2. Definition of an angle:
a point from where two straight legs
beam out
3. A comparison between a small
angle with long legs and a big
angle with short legs
The most critical aspect…
The size of the
angle
increases and
decreases
by rotation
Pre and post tests of angles
Lesson 1
N= 18
Pre test
Post test
Delayed post test
A mathematical angle definition
17 %
100 %
83 %
The legs of an angle are
unimportant for the size
6%
33 %
44 %
Lesson 2
N= 20
Pre test
Post test
Delayed post test
A mathematical angle definition
35 %
90 %
90 %
The legs of an angle are
unimportant for the size
40 %
95 %
95 %
Lesson 3
N= 25
Pre test
Post test
Delayed post test
A mathematical angle definition
24 %
84 %
72 %
The legs of an angle are
unimportant for the size
26 %
80 %
84 %
Pre and post tests of negative numbers
Task
To add a negative
To add two
number with a
negative numbers
positive one
To subtract a
negative number
from a positive
one
To subtract two
negative numbers
To find one
To find two
negative number negative numbers
and one positive
with the
number with the
difference 1
sum 1
5 + (-2) =
-5 + (-2) =
5 – (-2) =
-5 – (-2) =
__ + __ = 1
__ - __= 1
Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest
Lesson
1
n: 17
-
-
24%
(4)
65%
(11)
23%
(4)
53%
(9)
35%
(6)
29%
(5)
-
88%
(15)
-
24%
(4)
Lesson
2
n:18
70%
(14)
-
50%
(9)
67%
(12)
39%
(7)
72%
(13)
44%
(8)
67%
(12)
-
61%
(11)
-
44%
(8)
Lesson
3
n: 20
65%
(13)
35%
(7)
45%
(9)
65%
(13)
5%
(1)
10%
(2)
15%
(3)
25%
(5)
-
80%
(16)
-
15%
(3)
Lesson
4
n: 21
43%
(9)
86%
(18)
29%
(6)
86%
(18)
24%
(5)
48%
(10)
29%
(6)
81%
(17)
-
67%
(14)
-
62%
(13)
Pre and post tests of the infinity of
numbers
How many decimalnumbers are
there between 0,97 and 0,98?
Pre-test
Post-test
Class A Class B Class C
Many numbers/infinite
5% (1)
24% (4)
12% (2)
One number
Ten numbers
No number
Other answers
21% (4)
0% (0)
42% (8)
32% (6)
29% (5)
0% (0)
18% (3)
29% (5)
29% (5)
6% (1)
35% (6)
18% (3)
21% (4)
94% (16)
88% (15)
0% (0)
47% (9)
21% (4)
11% (2)
19
0% (0)
6% (1)
0% (0)
0% (0)
17
0% (0)
6% (1)
0% (0)
6% (1)
17
Many numbers/infinite
……One number
…… Ten numbers
………………….No numbers
Other answers
n
Teaching difficulties that we overcame
Examples of Learning objects;
To understand:
(-3) – (-2) = ?
50 = 1, but why?
How many numbers are there between 0.97 and 0.98?
The teachers’ comments
”The best training I ever practiced”
”Oh my God, this is really fun to discuss”
”I now realize, this is what my job is all about”
”It is wonderful to spend time doing this”
”It is scaring to see, that so little can make such big
difference”
”It’s nice to feel that you’re in control of your teaching”
”You learn a lot while interacting with your colleagues,
both knowledgewise and socially.”
”I have really learnt a lot from my colleagues”
”It is so great to be a teacher”
Visions for the future
• At least one Learning Study in progress every semester.
• An even larger focus than today on the importance of teaching
for students learning.
• To achieve even better results among the students. That every
student gets grades in every subject.
• That Learning Study becomes a natural part of our school
development and that a growing amount of the teachers will be
tutors in Learning Study groups.
Thank you for listening!
Johanna, Maria, Henrik, Ingalill, Tuula,
Christina, Tobias and Joakim