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Open & Sharing Culture with Shared Frugal Curriculum 

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Open & Sharing Culture with Shared Frugal Curriculum 

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1. Learning embodies an open n sharing culture through teacher collaboration to allow self-critical reflection across levels and not belittling individual.

2. Japan adopted a shared “frugal” curriculum where students are given enough time for self-explorative learning with fewer topics compared to the US counter-parts. However, that can be a tough choice to make and striking that fine balance. It should also be reviewed at a national level but there is already a positive step by MOE to diffuse the focus on results to hopefully create a greater joy for learning among the students in the years to come.

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With no boundary given by teacher, students manage to experient with various unknowns and eventually derive the right conclusion although upon the second day of lesson.

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Packing too much within given curriculum time. Should review to give more class activity time for exploration and idea exchange to make lessons more engaging and enjoyable.

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1. Learning embodies an open n sharing culture through teacher collaboration to allow self-critical reflection across levels and not belittling individual.

2. Japan adopted a shared “frugal” curriculum where students are given enough time for self-explorative learning with fewer topics compared to the US counter-parts. However, that can be a tough choice to make and striking that fine balance. It should also be reviewed at a national level but there is already a positive step by MOE to diffuse the focus on results to hopefully create a greater joy for learning among the students in the years to come.

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And adopting an open mind to criticism.

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Motivating passive, unimaginative students to take initiative and develop the desire to learn, , redesign the unit by having students create/build a product through provoking them to ask about the connection between the relationship and materials rather than have teachers introduce topic/question.

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We can still be a bit uncomfortable having our lesson being observed by many people.

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We can still be a bit uncomfortable having our lesson being observed by many people.

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The teachers' intrinsic motivation to grow and be better in their classroom practice

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The teachers' intrinsic motivation to grow and be better in their classroom practice

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It is a good way to see how we teach from various perspectives of other people

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It is a good way to see how we teach from various perspectives of other people

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Teaching is as much a lesson for Teachers as it is for students.

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Allows opportunity for teachers to discuss big ideas which can shape national education debate and bring to life in classroom. 

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Allows opportunity for teachers to discuss big ideas which can shape national education debate and bring to life in classroom. 

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Allows for more self-reflection as a teacher

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Allows for more self-reflection as a teacher

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I wonder if we will be open enuf to judgement vs being defensive over ‘our style’.

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Seeing collaboration as a opportunity to learn from others, rather than an roadblock to developing one's own way of doing things.

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Seeing collaboration as a opportunity to learn from others, rather than an roadblock to developing one's own way of doing things.

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They develop their authenticity after collaborating and imitating others, i.e. learning from others. They are not in a hurry to be original.

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1. The teachers are very open to collaborate, not being afraid of showing their own weaknesses

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1. The teachers are very open to collaborate, not being afraid of showing their own weaknesses

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2. The teachers go extra mile to show real world application for the students.

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They are not afraid to copy or being copied .

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Research lessons help you to see the teaching from various points of views. Your profile as a teacher is revealed to you as your colleagues write down their observations from you and the students.

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To allow students to take the lead and construct their own knowledge

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To allow students to take the lead and construct their own knowledge

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I also wonder how they are able to keep up the momentum of a lesson study

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i wonder if i'll have the patience to loop the process over and over again - like a design process ...

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Teachers are focused, willing to collaborate with each other by meeting regularly to improve classroom practice

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Teachers are focused, willing to collaborate with each other by meeting regularly to improve classroom practice

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use real situations for applied learning

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Under Connecting Classroom Practice to Broader Goals.

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Under Connecting Classroom Practice to Broader Goals.

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they are willing to invest so much time to do it
openness of teacher to be critiqued

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1. The working attitude of japanese teachers -- to continually find time to refine their lessons and learning from each other

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1. The working attitude of japanese teachers -- to continually find time to refine their lessons and learning from each other

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2. To be able to accept critique in a positive light

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Making time to collaborate for the purpose of improving classroom practice

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Making time to collaborate for the purpose of improving classroom practice