• Summary
  • Contents
  • 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

Multiplying Power : How Joint Productive Activity Revived Two Problematic Teams
Multiplying Power: How Joint Productive Activity Revived Two Problematic Teams

Joint Productive Activity (JPA)

Painting by high school student artist, Chelsea Madden, 2015. ©2015 Brad & Genevieve Ermeling.

Key Principle

Power is multiplied to the fullest extent when we work together productively.

By now most schools or districts in the United States have participated in some form of teacher collaboration—learning communities, learning teams, inquiry teams, communities of practice, or even lesson study. While this is good news, our experience and observations suggest that what constitutes a learning community varies significantly in purpose and effectiveness across the United States.

For example, in at least a dozen districts we observed, the terms learning community or teacher collaboration were used to ...

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