Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes U.S. and international case studies, powerful metaphors, application exercises, a Leader’s Guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support school-wide, inquiry-based improvement! “If you think improving teaching is hard, hard work, this book will confirm that belief. But it also shows, through careful observation and research, how much can be achieved when the work of getting better is done right. A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert Authors of The Teaching Gap “Teaching Better is a rich, knowledgeable, authoritative tour de force. It combines beautifully selected imagery, solidly crafted guiding principles with compelling evidence and personal accounts of practice. But while imagining and thinking big, the book attends to the detail, offering school and system leaders many practical strategies for steering enquiry, quality, and cultural change in schools. This book should ignite the imaginations of policy makers, professionals and leaders worldwide.” Peter Dudley Visiting Professor of Education at Leicester University, Secretary of the World Association of Lesson Studies, Education Adviser under three prime ministers, & Founder of Lesson Study UK
Chapter 2: Learning to Learn From Teaching : A Firsthand Account of Lesson Study in Japan
Learning to Learn From Teaching : A Firsthand Account of Lesson Study in Japan
Rich Drop of Food Coloring
Painting by high school student artist, Chelsea Madden, 2013. ©2015 Brad & Genevieve Ermeling.
Steady, concentrated effort over time produces a rich, permeating, and lasting effect.
[Page 23]In February 1994, just six months after completing teacher preparation courses in the United States, we arrived in Saitama prefecture (about 25 miles north of Tokyo) to begin full-time assignments at a Japanese school in Urawa city. A separate elementary, middle, and high school were all uniquely contained within the same building, sharing the same staff and resources. As the only non-Japanese faculty members, we gradually developed fluency ...