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Comment on the following:
1. What are your thoughts on the comparisons of what is happening in Japanese schools verses American schools?
2. What do you think needs to be done in your current school to address these issues?
There is such a difference between how Japanese schools teach math and how American schools teach math. The difference between the “I do, we do, you do” model and the “you do, ya’ll do, we do” model definitely sets apart the two. When you have students trying to discover a formula or theorem on their own, instead of teaching it to them first, it really provides students the critical thinking skills they need to truly have a profound understanding of the content. In the younger Japanese grades, there is a focus on self-discovery, whereas in American schools there is a focus on memorization.
ReplyDeleteWhat needs to be done in our current school system is to not teach to a test with such specific questions. Instead, we should be testing students on how their derive content. There needs to be less of a focus on the teacher standing in front of the room lecturing and more hands on individual and group discovery. While it may only take 10 minutes to teach students how to master the volume formula for a cube, and it would take 40 minutes to have them discover the formula on their own, there will be more of an appreciation and understanding of volume.
As far as your volume example, I think that if we didn't feel the pressure to cover so much material, that 40 minutes of discovery vs. 10 minutes of explanation might be s time saver!
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DeleteExactly! Do not teach to a test, teach standards and MATH PRACTICES!
Delete1. What are your thoughts on the comparisons of what is happening in Japanese schools verses American schools?
ReplyDeleteI really like the learning experience that teachers get in Japanese schools. There have been so many times that I wish I simply had the opportunity to observe a colleague. Years ago I remember that some Ken-Ton schools had a peer evaluation program where you partnered up as a grade level team and did coworker observations on a regular basis. It is very powerful to get feedback from people who are also walking in the same shoes.
2. What do you think needs to be done in your current school to address these issues?
Well, as we move forward with the state's teacher evaluation process I wish a better focus could be placed on strategies, suggestions, and staff development. What if every teacher evaluation concluded with a recommendation and choice for staff development, not because you did poorly, but as to allow you the opportunity to focus on an area of your choice.
I agree with you on the Learning experiences the teachers in Japan are subject to vs. the American teacher. I truly hope that the Universities start to realize the problems addressed in this article and do something about the classes they offer. If the students made it that far in school they have some intellect sense to work with, they just need to know how to use it properly. There is no need to continue forcing the "upper level" academics in college to teachers that will teach middle and high school students. Let the college students choose that path after their undergrad work is complete.
DeleteLove your thinking Heidi!!
DeleteHeidi,
DeleteI agree with how beneficial it would be to be able to observe colleagues. I get my best ideas from other teachers just in conversation, to I would love to be able to observe them. We tried it a few years ago here, but it never really took off. I think teachers didn't want to give up instructional time, I get that.
I agree that many great ideas can come from your very own colleagues. I know that I learn so much everyday from being in Janelle's classroom. Even though we have worked through learning the modules together, I still pick up tips and strategies from her all the time!
DeleteI do not know what their testing systems are like in Japan but I feel as thought the American teachers need to keep their classes quiet, get the material across to the students instead of wasting time on letting them get to that solution on their own. We fear we won't get to the entire curriculum.
ReplyDeleteI personally do not like a quiet classroom when I am in discussion mode. I like the students to chime in and see if they can get to the answer before I have to show it to them. I tell them any ideas are excepted and I will not criticize. Americans fear embarrassment more than they fear not being able to do math. I do not know if this is not an issue in Japan but it definitely is here.
I thought the concept of a quiet classroom vs. a noisy classroom was a very interesting part of this article. When you think about it, it is weird that we expect students to always be quiet and listen to the teacher, instead of having students talking and exploring on their own. I know all teachers are different, but I think there is more expectations of a quiet classroom then a noisy one.
DeleteHi Sarah, when I read your post, it made me think of something...maybe it is fear that is making change so difficult. Perhaps I would like to find more information about standardized testing in Japan and the impact it has on teachers/students. I know a fear I have is not being able to cover all the curriculum in a given year.
DeleteI really like the idea of the Japanese teacher being a lifelong student. How nice it would be to have connections to old professors, time to observe colleagues and offer feedback. This sounds like lifelong student teaching, which is over in America in 14 weeks. Allowing adequate time to plan, discuss, and reflect would help tremendously. I also think some teacher education programs in the US are lacking- universities like to make money and need to make money to survive, and some student teaching programs are not as rigorous as they need to be to really prepare someone for this field. In Japan it seems that there is a lot of support for teachers and they are not stuck with a constant deadline for everything they teach. Allowing students the time to make their own discoveries is awesome, but not feasible if you look at the current math curriculums and the volume of work to get through. In our current system, our teachers need more training and continued opportunities to train during the work day. I wish we could stretch some curriculums to be covered over 1.5 to 2 years, really allowing students the time to master certain concepts and use them in real life applications.
ReplyDeleteI feel that there has always been a noticeable difference between Japanese and American school, and this article certainly proved it! In Japan, math professors and teacher met regular and often to discuss math ideas and It seems American teachers only meet a couple times a year. (I haven’t had a math meeting in years!) Teachers in Japan hone their craft, and present it in front of other teachers and university professors to tweak the lesson make sure it is works. They discuss and collaborate! Japanese teachers come together and decide what method works best for math students. One of the glaring differences is the noise level. American teachers are making sure students are quiet, while Japanese encourage lots of lively discussion. We have our students solve problems and practice, while Japanese students “invent / think” when doing their math. Definitely higher level thinking skills. I had to laugh when they mentioned that most American teachers use an overhead. That’s what I used the first 12 years I taught!! They stuck to the trusty black board where students could evaluate the progression of a math problem or solution. The one that surprised me the most was that Japanese teachers only teach about 600 hours, giving them time to prepare, revise and learn. We teach almost 1,100 and get squat feedback. It seems pretty obvious to me why Japan is ahead of us in math. The article makes it almost embarrassing. What is the answer? I guess start doing things the way the Japanese are doing. But would that work here? Is it to much to implement? Shouldn’t it start in teacher college? Is it too radical for us. I don’t think so, but I do think that large of a shift in thinking would be very difficult.
ReplyDeleteGreat points Audrey. It seems that in Japan they might be talking more about mathematically what works and not about what smartboards and software they should toss into classrooms!
DeleteI think that we spend more time talking about what is not working than what is working. Meetings always turn into a place to complain.
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ReplyDeleteI think one of the biggest differences is the noise level in the classroom. We are constantly quieting the kids down so that they can hear us. We really need to be quiet ourselves so that we can hear them. I think that a great deal of learning can come out of student discussion. I have always felt that I am working harder than everyone else in the room. And I usually am. The majority of kids sit back and wait to be told how to do the math. I also think that teachers in Japan spend more time meeting and discussion what works while collaborating with others. It seems like whenever we meet it is an opportunity to complain about what is not working. These teachers are getting constructive feedback which helps them fine tune their teaching.
I am not sure that making any of these changes would even be possible to implement successfully unless it started back at the college level. Teachers would need to be shown a different way of teaching, allowing the students to do the majority of the talking and discovering. If the pressure of the state tests was removed, I would be more than willing to give this a try.
LOVE your first statement Karen! How powerful is that!?!? Students need to be the "doers" and teachers the facilitators.
DeleteTo often we try to always "save" them rather then allow them to lead and struggle.
I see two main comparisons from this last piece of text. The first is the fact that Japan transitioned from the “I, We, You” technique to “You, Y’all, We.” The other is that Japan (as well as a few other countries) carve out time for teachers to continue to learn professionally and “prepare, revise, and learn.” It is hard to say what I think needs to be done. Are we ready as a country to truly overhaul teaching and learning? I think we are trying, but some of these ideas are more than just changing schools, it is changing society. I like to think that through participating in professional development with my colleagues and trying new things is at least a baby step in changing the teaching and learning in my classroom…but is it useful when we are still using the types of student and teacher evaluation systems we have?
ReplyDeleteThe most noticeable difference was that in Japanese schools, children were more involved in lessons, participating in class discussions, talking, arguing, even shrieking about the best ways to solve problems. Children were given moments to discover the answer. Japanese students were more likely to initiate the method for solving a problem than American students. In America, the students were “uncomfortably silent”. Ironically, Americans seem to focus more on solving problems with the overhead or Smartboard, whereas Japanese students work on individual blackboards and are in charge of their own work and ideas. Teachers in Japan are focused on finding the best methods for teaching math. They only teach for 600 hours and are given time to reflect on their teaching. I believe it is important for teachers to continue to be lifelong learners. Taking professional development courses, having discussions, and finding time to collaborate with other teachers is a step in the right direction. Like others have said, I am hoping that college professors are also adjusting how they are instructing new teachers. They need to learn how to teach math conceptually and learn solid strategies to help children truly understand math.
ReplyDeleteComment on the following:
ReplyDelete1. What are your thoughts on the comparisons of what is happening in Japanese schools verses American schools?
I think what's happening in Japanese schools is great. Having students interested in what's being taught and participating in the lesson demonstrates understanding. I like to call that freestyling and everyone's opinion matters.
2. What do you think needs to be done in your current school to address these issues?
In a vocational setting its nice because the student a can see the technical math aspect in action every day. I do think we need time to train and time to peer evaluate. Time to see what our teaching counterparts are doing. Time time time.
1. What are your thoughts on the comparisons of what is happening in Japanese schools verses American schools?
ReplyDeleteIn my opinion the model Japan uses seems incredible. The thought that the teacher is honing his craft with the peer modeling/analyzing what parts of a lesson works or not. As well as using multiple ways to teach the same lesson in the example given 12-3. How some students will subtract-subtract and others subtract-add.. This will definitely invoke true understanding for all students.
2. What do you think needs to be done in your current school to address these issues?
I would like to have more staff development and peer collaborations. Also I think textbooks need to be advancing to meet these new techniques.
Offering problems that can be solved using several methods is important. Too often I hear students criticize others for solving equations differently. I remind them that as long they are following the properties there are no wrong ways! Knowing your students well enough to predict what method they will use when subtracting is powerful! Once again, this is something that takes more time then we are given in the US.
DeleteOffering problems that can be solved using several methods is important. Too often I hear students criticize others for solving equations differently. I remind them that as long they are following the properties there are no wrong ways! Knowing your students well enough to predict what method they will use when subtracting is powerful! Once again, this is something that takes more time then we are given in the US.
Delete1. What are your thoughts on the comparisons of what is happening in Japanese schools verses American schools?
ReplyDeleteCollaboration and time to study seem to be the biggest differences. I would love to have the opportunity to discuss lessons with other professionals and even teach lessons and be offered constructive criticism. Unfortunately the only time I am observed is once a year and the last two observers didn’t have a background in math. I was shocked that math teachers only teach 600 hours annually in Japan.
2. What do you think needs to be done in your current school to address these issues?
Common planning time, professional development, and access to technology are three areas that I believe we could improve in.
I found it very interesting to see the significant differences between the American and Japanese schools. I liked to see the teachers in Japan utilizing collaboration to improve instruction often analyzing one lesson in depth with multiple teachers and/or instructors. I was shocked to see the statistic 46% vs 91% practice problems in math class. I am a believer that our students need to practice the methods that are learned in math. After reading the article, I have realized that we need to change our teaching methods so that we do not need to emphasis practice and regurgitation of processes that were learned in class. To address these issues, we need an overhaul on how mathematics are taught. Students need to make sure students have the opportunity for conversation to discuss the best ways to learn math. Our teachers need more time for professional conversations and more time for professional development.
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