Characteristics of Japanese Textbooks

It is the chicken and egg puzzle. Which came first, the teaching philosophy or the textbook? Do teaching methods and philosophy determine textbook content, or does textbook content drive subject matter teaching? Long ago in a faraway land I taught in an international private school that decided to seek WASC accreditation for the first time in its quarter century plus existence. I was the only teacher who had ever been through the accreditation process before. The school decided to divide us up into committees, not by grade level, but by subject matter. I was a secondary science teacher so naturally I was on the science committee. The primary teachers were asked their committee preference and distributed to subject-matter committees more or less evenly.

The fourth grade teacher was appointed the chair of the science committee. Our first assignment was to write a science curriculum whose scope and sequence encompassed K-12. At the next meeting, we passed around our work. I was aghast. Everyone had simply copied the table of contents from their textbooks and called it "the curriculum."

I said, “Okay, I think we need to make a decision. Do we want to proactively decide what it is important for our students to know and be able to do, or do we want to let a textbook publisher tell us?

They responded, “The publishers are surely the experts. Why shouldn't we just go along with what is already in our textbooks?

I grew more incredulous. “Seriously? “Do we really want to tell the accreditation people that we think our student population, which comes from all over the world, needs to memorize the state birds and flowers of America?”

The room grew silent. Someone said, “I see what you mean.” Someone else said, “What can we do?”

I suggested we go back and do it all over again, this time thinking about what we really want students to know in science.

“You must be kidding,” someone said. “You want us to start over? That'll be a lot of work.”

After some discussion, the group decided to start over.

As we search for factors that contribute to the perennial excellent performance of Japanese students on international studies, we should examine their textbooks.

Japanese students are required to buy their books every year starting in first grade. The material is divided into two volumes, one for each half of the school year, and printed on cheap paper with paperback covers. First and second grade texts are about the size of a Good Housekeeping magazine. From third grade on, the dimensions are smaller, 5 ¾” by 8 ¼” by 3/8”. Students generally carry all their books home every day. Six textbooks altogether weigh less than a Michener paperback. Normally the Ministry of Education approves for adoption about six textbooks per grade, per subject. Each text follows the same sequence of lessons.

The Japanese Ministry of Foreign Affairs has more information on the Japanese textbook adoption process.


The best part is what is inside the textbooks. Surprisingly, not much text. Here is a page from a third grade, second half mathematics textbook.





Someone had the very smart idea of translating and marketing Japanese textbooks (wish I had thought of it). Here is the English translation of the comparable page.





In a common scenario, a Japanese teacher would have divided the class into groups of four, called “han.” An American teacher might have students designated as Table 1, Table 2, etc. The Japanese teacher would give the students the problem: Figure out how to divide 256 sheets of origami paper evenly among four students. The paper comes in shrink-wrapped packages of 100 sheets, sub-packaged by tens.

Each table would work on the problem with paper, pencil and manipulatives. Every year, each child is required to purchase their own set of manipulatives. Then a spokesperson from each table would come to the front and present the table's solution and method. The class would discuss the pros and cons of each group's solution method. Finally the teacher would demonstrate how the conventional algorithm expresses the class consensus. The algorithm is not the math; it is an expression of the math. The distinction is an important one often lost in American elementary math classes. Concept first, then procedure. The class might take a whole period on one problem.

Science textbooks are similar, characterized in the early grades by an emphasis in hands-on experience the child can perform independently. I have reproduced the page with the most text from the third grade science book.






Take a look what fifth graders are doing in science class.



Children are natural-born scientists, and science, real science, should be part of every American child's school day, beginning in preschool.

The Tragedy of Disheartened Teachers

There are three kinds of teachers: disheartened, content and idealistic, according to a new study released by Public Agenda. Disheartened teachers comprise a huge 40% of the teaching force, but it is not like they are randomly distributed. Some students are very much more likely to have a disheartened teacher than a content or idealistic one.

The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened,—they are twice as likely as other teachers to strongly agree with this view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and are older than the Idealists, and more than half teach in low-income schools. They are more likely to voice high levels of frustration about the school administration, disorder in the classroom, and the undue focus on testing. Only 14 percent rate their principals as “excellent”” at supporting them as teachers, and 61 percent cite lack of support from administrators as a major drawback to teaching. Nearly three-quarters cite “discipline and behavior issues” in the classroom, and 7 in 10 say that testing are major drawbacks as well.

I am going to come back to the disheartened in a bit. They deserve more attention.

The “content,” a group almost as large as the disheartened, likewise are not randomly distributed. In fact, “complacent” might be a better description of this group.

By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) view teaching as a lifelong career. Most say their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agree “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been teaching for more than 10 years, the majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.

Ironically, veteran teachers fill the ranks of both the “disheartened” and the “content.” When veteran teachers from both groups get together, it is like they come from different planets. The old locus of control issue threatens camaraderie.

A locus of control orientation is a belief about whether the outcomes of our actions are contingent on what we do (internal control orientation) or on events outside our personal control (external control orientation)." (Zimbardo, 1985, p. 275)

The content believe they are happy and successful because they are great teachers. The content sometimes take a judgmental view of the disheartened. Discouraged teachers, in the view of the content, should take matters into their own hands and pursue every avenue to becoming a better teacher. Yep, that's their problem, they are disheartened because they are not good teachers, or so the content console themselves. The disheartened have been so beaten down by forces outside their control, they see the content as hopelessly naïve in their cushy high-end schools. Once upon a time, both groups of veterans started out as young “idealists.”

However, it is the Idealists—23 percent of teachers overall—who voice the strongest sense of mission about teaching. Nearly 9 in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly say that helping underprivileged children improve their prospects motivated them to enter the profession (42 percent say it was “one of the most important” factors in their decision, and another 36% say it was a “major” factor). In addition, 54 percent strongly agree that all their students, “given the right support, can go to college,” the highest percentage among any group. More than half are 32 or younger and teach in elementary schools, and 36 percent say that although they intend to stay in education, they do plan to leave classroom teaching for other jobs in the field.

If accurate, Public Agenda's characterization of idealists causes me angst. What we do not know is the extent to which the percentages overlap and describe the same people. I am willing to go out on a limb and guess that most of the 36 percent who intend to leave the classroom are among the nine out of ten idealists who believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Furthermore, the vast majority of the same 36 percent who intend to leave the classroom said that “helping underprivileged children improve their prospects” was the most important or major factor in their decision to become teachers.

So who is left to actually become the high-value experienced veteran teacher who can make a difference to underprivileged children? The tragedy is that in our education system, teachers who start idealistic end disheartened.

Expensive Useless Education Technology

While preparing a post on state-of-the-art language labs in schools, I came across this piece about interactive white boards (IWB). Our society is so enchanted by technology. If you are a grant writer, you know that nearly every request for proposal (RFP) wants a technology piece. If it is not there, the proposal will not be funded. Thus, otherwise excellent proposals are encumbered by unnecessary, and often useless components that add expense without clear benefit.

Seen as the first step towards “21st century teaching and learning,” schools and districts run out and spend thousands of dollars on these gizmos, hanging them on walls and showing them off like proud hens that just laid the golden instructional egg...without time and training, they quickly become nothing more than really expensive overhead projectors.

Back in the 1980s, when my high school decided to buy a state-of-art language lab from Sony, they sent me on an expensive trip to Tokyo to learn how to use it. My job was to come back and teach everyone else. I was also tasked with creating language lab materials to supplement the textbooks and providing the voice for the materials.

I loved my fancy-dancy language lab. I used it all the time and enthusiastically taught my colleagues how to use it. They ignored it. Eventually, the administration, worried about the evident waste of money, decreed that all language teachers must utilize the lab at least once a month. So they did, turning it into a very expensive cassette tape player. Me, I had a blast designing all kinds of innovative ways to use the lab.

Is the interactive whiteboard nothing more than a fancy accessory to much-maligned “stand and deliver instruction.” Personally, I do not have a problem with stand and deliver instruction. Well-delivered direct instruction is highly effective.

Adminstrators worry about utilization, but not so much about effectiveness.

...schools rarely have any kind of system in place to evaluate the impact that whiteboards are having on instruction. We spend heaping piles of cash collecting whiz-bang gadgets and then completely fail to reflect on whether or not they have helped us achieve the outcomes we most desire.

On the other hand, it is difficult to evaluate the effectiveness of any technology when it is rarely used or used as expensive replacements for other equipment like overhead projects or cassette players. Even technology that has been around for decades is not well-correlated with academic achievement.*

On the other, other hand, maybe effectiveness is not the salient consideration.

Frankly, it seems like most school leaders don’t really care whether IWBs change instruction in meaningful ways in their school’s classrooms. Why? Because whiteboards aren’t an instructional tool in their eyes. They’re a PR tool—a tangible representation of innovation that can be shown off to supervisors and parents alike.

Yep, that described my language lab. I was constantly pressed to show it off to school visitors.

Yet in the past, I often wistfully wished there was a way to save a chalkboard...or a way to project an internet page...or …

Today, I think I could find a lot of great ways to use an interactive white board, but I still question whether it is the gizmo or the instructional design that accounts for any improvement in academic achievement. Actually, I do not question at all. Of course, instructional design wins hands down. I would like all schools to be able to have the technology to augment great instructional design, but as long as schools are complaining of tight budgets and laying off teachers, I would prefer they spend scarce dollars on people rather than things. I would prefer to see schools set priorities more profound than keeping up with the Joneses.

Roxanne Elden has expressed well educators' frustration in her open letter to Educational Technology. I suggest linking to the original article and reading the comments to find out what an admittedly nonrandom cross-section of teachers think about interactive whiteboards. Often their comments can be applied to education technology in general.

*Go here to find out how to obtain a comprehensive report on calculator research with our youngest students.

Book Review: The Language of God by Dr. Francis Collins

Book Review: Francis S. Collins The Language of God: A Scientist Presents Evidence for Belief. 2006. New York: Simon & Schuster, Inc.


The science curriculum is the battleground for one clash after another over creation and evolution. Nearly every school board must engage the issue; it is only a matter of when. If they exclude creationism, they risk alienating parents. Most school boards opt for a consider-all-sides approach which pleases no one. Creationists object to what they perceive as an attack on God. Evolutionists object to the inclusion of creationism on any terms because creationism is not science. Declaring, “No serious biologist today doubts the theory of evolution,” Dr. Collins comes down firmly on the side of evolutionists, and fervently wishes certain Christians had not packed the word “creationist” with so much unnecessary baggage.

While finishing up a doctorate in physics, Dr. Collins changed his major, earning a doctorate in biology and becoming a physician. His ideas incubated in both sterile laboratories and the social messiness of the hospital. He is a committed Christian who believes a “satisfying harmony” is not only possible, but preferable. As an unimpeachable scientist, his views may help peace break out.

When Dr. Francis Collins stood with President Clinton before cameras and microphones, the president said of the Human Genome Project, “today we are learning the language in which God created life.” Dr. Collins seconded, adding, “...we have caught the first glimpse of our own instruction book, previously known only to God.”

Presidents invoke god all the time for political purposes. But a world-renown scientist? It turns out Dr. Collins is in good company. In a 1997 survey, 40% of his colleagues in biology, physics and mathematics professed belief in a God “who actively communicates with humankind and to whom one may pray in expectation of receiving an answer.” It is common knowledge that 40% of Americans consider themselves Christians. Belief in a personal God is as common among scientists as the general population.

Dr. Collins asks, “Is there still the possibility of a richly satisfying harmony between the scientific and the spiritual worldviews?” He wrote this book to explain why he believes the answer is a “resounding yes!”

Very few scientists have the status to address the question. Other scientists have attempted only to be dismissed as intellectually dishonest or worse. Dr. Collins establishes a ground rule, “Science is the only reliable way to understand the natural world...”

Dr. Collins was raised with an apathetic attitude toward religion, first identifying himself as agnostic, and then under the influence of university, turned to atheism. He became convinced, along with 60% of his colleagues, that “everything in the universe could be explained on the basis of equations and physical principles,” concluding that “no thinking scientist could seriously entertain the possibility of God without committing some sort of intellectual suicide.”

Eventually, he realized his atheism was based on weak “school boy” constructs. As a scientist, he determined to seriously investigate God. A Methodist minister suggested he read Mere Christianity by C.S. Lewis. The book changed his life. He could not escape the implications of “right and wrong as a clue to the meaning of the universe.” He considered sociobiology's postulate that what we call morality developed to aid biological survival. Yet the theory could not account for sacrificial altruism, someone who willingly gives on behalf of someone else, with no foreseeable benefit to the giver. The argument that altruism provides indirect evolutionary benefit did not stand up to scrutiny. From there he boarded a logic train and, as he stopped at station after station, he arrived at a place where “faith in God now seemed more rational than disbelief,” throwing him into a quandary. He paced the landing platform. “It seemed impossible either to go forward or turn back.” Finally, he took a leap of faith and thereby started an inner “war of worldviews.”

His inner war occurs on at least four battlegrounds, the same fields of doubt all of us have crossed at one time or another.
1. Isn't the idea of God just wish fulfillment?
2. What about all the harm done in the name of religion?
3. Why would a loving God allow suffering in the world?
4. Can a rational person believe in miracles?

Dr. Collins struggles as we do, as laymen on the same spiritual path, struggling with the same issues. He does not stand, as theologians and generals are wont to do, on a hill overlooking the battlegrounds. He shares the trenches with us, his readers.

We laymen are awed by the starry night sky, the intricate dance of the honey bee, or the blooming of a rose, and suspect the Psalmist may be right that “creation displays the handiwork of God.” But what awed Dr. Collins was the elegant beauty and simplicity of mathematical representations of physical phenomenon. He wonders, “Are these mathematical descriptions of reality signposts to some greater intelligence? Is mathematics, along with DNA, another language of God's?”

First, Dr. Collins establishes a miracle as a “singular, exceedingly improbable, and profound event in history” that science is incapable of explaining. Then he considers the Big Bang and the question science has been unable to answer, “What came before the Big Bang?” Considering it more than a creationist gotcha question, Dr. Collins agrees with astrophysicist Robert Jastrow, “Now we see how the astronomical evidence leads to a biblical view of the origin of the world...the chain of events leading to man commenced suddenly and sharply at a definite moment in time, in a flash of light and energy.”

Dr, Collins demonstrates that the big guns, including among others, Stephen Jay Gould, Steven Hawking and Albert Einstein, firmly established “the existence of a universe as we know it rest upon a knife edge of improbability...our universe is uniquely tuned to give rise to humans.” Then he surveys the present state of scientific knowledge in physics, biology, chemistry. He makes a point that bears frequent repeating. If there is a God and “if God is truly Almighty, He will hardly be threatened by our puny efforts to understand the workings of His natural world.” When believers act if they must defend God they make God small indeed.

The corollary of improbability, “the God of the Gaps,” is a dangerous shoal for the ship of faith. If the gap is filled, where does that leave God? One tempting gap is the origin-of-life gap “given that no serious scientist would currently claim that a naturalistic explanation for the origin of life is at hand.” Another is the “woefully incomplete” timeline of the fossil record. Nevertheless, implications of the Human Genome Project, which he headed, makes a common ancestor a virtually inescapable conclusion.

The book is powerful if not original. Many authors have proposed a similar harmony of science and faith. In fact, Dr. Collins quotes some of them. Critics have a field day with many of these other authors, on the grounds that they are not true scientists, or if they are, they must be bad scientists. Dr. Collins' credentials are impeccable. He is well-armored against the spear of idiocy flung so carelessly at other scientists who have attempted to make many of the same points.

After making the case for evolution, Dr. Collins sympathetically refutes three current options in chapters every parent and school board should read:
1. Atheism and Agnosticism
2. Creationism
3. Intelligent Design

He proposes a fourth option he calls “BioLogos,” science and faith in harmony, concluding, “[God] can be worshiped in the cathedral or in the laboratory. His creation is majestic, awesome, intricate,and beautiful---and it cannot be at war with itself. Only we imperfect humans can start such battles. And only we can end them.”

Finally, Dr. Collins bears his heart in an account of his own spiritual journey and personalized messages to believers and nonbelievers. In an appendix, he explores several current ethical dilemmas in science, and again argues that the very existence of these perplexing dilemmas indicates the universality of the moral law. For him, a harmony of science and faith is essential to optimal resolution of these dilemmas and any others that may come later.

Science for Preschoolers?

I am shocked, I tell you, shocked.

The change in Mr. Hoff’s room, and in a handful of other classrooms like it around the country, stems from growing interest among academic experts and educators in teaching science to preschoolers.

A handful of other classrooms? Just a handful in 2010? When my kids were in preschool twenty years ago, there was tons of hands-on science. Oh wait, they went to preschool in Japan.

But still, Montessori preschools, even in America, have provided hands-on science for decades. Every preschool has a sand and water table. The Methodist preschool, where I sub occasionally, provides a rich selection of science opportunities for the children. I guess lots of preschools have stuff, but do not use what they have.

“Most teachers will have a science area in their classroom, ... and if you look on plans, you would see something listed as science but, in reality, there would be some shells, some magnets, and maybe a pumpkin, or a book about animals in winter,” said Nancy Clark-Chiarelli, a principal research scientist at the Education Development Center, a research group based in Newton, Mass. “But those items are not conceptually related, and they don’t promote children’s independent exploration of them.”
If preschool teachers had water tables in their classrooms, Ms. Clark-Chiarelli and her EDC research partners found in their work, they were often turned into bathing areas for plastic dolls rather than used as science-teaching tools.

Yeah, come to think of it, I have seen the children bathing dolls.

Ironically, a call for more science in preschool has its critics, those who believe science is just one more academic subject crowding out what little playtime is left.

New efforts to teach more science in preschool come at a time when early-childhood educators worry that a growing emphasis on academics during those years is crowding out the playtime that children need for healthy development.

Is it possible those early-childhood “experts” really do not understand that science IS play, or can be, if handled properly? Science also provides a great context for building language skills and acquiring number sense in a realistic context. Science can be the ultimate content integrator.

American need to abandon the assumption that academics must be work requiring pencil and paper. Think of all that children learn about language and number and the way the world works by observing and testing hypotheses from the day they are born.

Maybe it is just me, but it seems that providing science experiences for young children would be easy. But if it is not, there is help. A new book is out, entitled Preschool Pathways to Science (PrePS): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding, that should help.

Special Report on Calculator Research Released

Announcing the release of the special report, Calculators and Math Reasoning Skills in Primary Students: Moot Point Without Skilled Math Teachers.

The National Council of Teachers of Mathematics (NCTM) has gone on record recommending use of calculators in the earliest grades, thereby precipitating a debate on such use within the academic community and among school-based practitioners. In this survey of studies, research critiques, case studies, and editorials, the most generous conclusion to be drawn is that calculator usage need not hinder the development of math reasoning skills, but it may in fact do so. Educators should not be expected to adopt NCTM recommendations based on such skimpy research.

NCTM’s recommendation that calculators should be introduced under the guidance of skilled teachers is inadequate given the documented shortage of skilled math teachers at even the primary level. Until the first prerequisite is met, that is, upgrading the quality of math instruction by upgrading the quality of math teachers, the issue of calculator use in the earliest grades is largely irrelevant to math achievement, math reasoning skills, or problem solving skills.

This special 78-page report reviews a huge selection of published sources on calculator use in elementary schools. What does the research really say? Read this special report to find out.

See the sidebar for ordering instructions.

Discovery Good, Lecture Good, Too

Lecture doesn't have to be a dirty 7-letter word. One of the things we are learning about education is that we do not know what we think we know. See the new research on learning styles. Another surprise: lecture is not necessarily bad. Check out this powerful lecture method.




Sometimes lecture is not only the most effective, but also the preferred medium. Honestly, has anyone else sat through a three-hour “hands-on” professional development workshop, only to walk out wishing the presenter had lectured the material and saved everyone two and a half hours. We could have gotten some serious grading done instead.

TED:Ideas Worth Spreading relies on lectures with a strict twenty-minute limit. Some of the most effective talks last less than five minutes. It stands to reason that direct instruction, a time-honored method, has to work. It is fashionable to deride lecture as the tool of choice for control freaks. However, nobody considers the TED presenters domineering.

Why do people persist in framing every issue as a polar dichotomy? Left-right, phonics-whole language, direct instruction-constructivism. Dichotomies close down possibilities that are more likely to lead to effective strategies. With phonics-whole language, the common sense approach turns out to be the best. Phonics is a powerful tool for decoding the words students need to comprehend in order to derive the maximum benefits of whole language.

Likewise, when researchers compare direct instruction with constructivism, direct instruction generally gets the nod. When adults are the audience, direct instruction usually means old-fashioned lecture. Few classrooms actually exhibit a separation between direct instruction and constructivism. Most teachers blend both approaches every day for maximum effective learning.

For more Power Teaching videos, search "power teaching" in the YouTube search window. Notice how well prepared the teacher is. He has written everything on the board before he began. I tried out the technique this past summer in a "Finance 4 Kids" class with mixed results, probably because I need more practice. The students were receptive and active. Here is a less intense example of Power Teaching, also known as “whole brain teaching.”