- Subject index
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 4: Deepening Knowledge : Why Expansive Change Is Difficult and What We Might Do About It
Deepening Knowledge : Why Expansive Change Is Difficult and What We Might Do About It
Virtual Treasure Chest
Painting by high school student artist, Emily Tam, 2015. ©2015 Brad & Genevieve Ermeling.
Hard-won assets of local knowledge should be diligently pursued, continually refined, and globally shared.
[Page 85]While the improvements reported in the science case study (Chapter 3) are noteworthy, there is a major caveat—changes like this are extremely difficult to replicate at scale. In a number of contexts, we’ve observed schools that improved teaching and student achievement by implementing well-functioning teacher teams, but most of these teams made only modest changes to instructional approaches already in use. We saw little evidence of ...