January 2025
Introductory Message from
Nicolás Ramos
IALS Executive Director
Dear Members,
I am thrilled to share the highlights of a very special journey through the January edition of our newsletter as we reflect on our extraordinary tour in Japan. Each day brought unique insights and experiences that enriched our understanding of Japanese culture and exceptional educational practices. IALS is exceptionally thankful to Elizabeth Morley, chair of the International Connections Committee, and Tomoyo Mitsui, co-chair, who planned every detail to ensure this would be a memorable experience. Thank you!
We are also grateful to the administrators and teachers who joined the tour. What follows is an everyday account of this adventure authored by them. Please join us on our path as we visit laboratory schools and historic sites, immerse ourselves in the beauty and history of Japan, and participate in interactive workshops that showcase innovative teaching methods, providing us with valuable tools to bring back to our classrooms.
Finally, we thank every laboratory school that opened its doors to us, the Organisation for Economic Co-operation and Development (OECD), and the Japan Ministry of Education for the transformative experiences we shared. This journey has truly been a 'once in a lifetime' opportunity, and I am grateful to everyone we met in Japan for your enthusiasm and commitment to lifelong learning.
Thank you for giving IALS this incredible adventure. Enjoy the read!
Sincerely,
Nicolás Ramos
IALS Executive Director
The beginning
Sunday, October 27, 2024
by Benedict Kurz
On Sunday (27.10.2024), 17 teachers, school heads and researchers from the IALS cosmos gathered in Tokyo for the IALS International Tour 2024 in Japan. Coming from Canada, Germany, Jamaica, Japan, Puerto Rico, Singapore, Thailand, and the US, they will embark on a wonderful journey through education in Japan. The next five days will contain a fantastic program that will allow us to gain a deeper understanding of Japanese education by visiting educational institutions in Tokyo and Kyoto across all age levels – from kindergarten to university. For that, we could finally meet face to face on Sunday and receive final instructions from our wonderful organizers, IALS friends and hosts. We are all excited for the journey we are about to embark on!
Day ONE:
Monday, October 28, 2024
By Kathryn Kaiser
On our first day in Tokyo, we visited the Ochanomizu University Kindergarten, Elementary, Junior High and Senior High Schools. Our wonderful hosts and translators spent the entire day generously guiding us and having an exchange meeting at the end of the day where we could ask anything and share about our own schools. The kindergarten is the oldest in Japan. It is a play based and multi-age space with nurturing teachers who attentively listen and respond to the children's interest, creating the environment that is desired by the children. The day has a morning play time where children are inside or outside in any of the classrooms or three levels of outdoor space. The materials are natural or simple resources where children can ascribe the meaning instead of the material determining the child's play. The children gather back in their own classroom for lunch and then resume their self-directed play until it is time for closing meeting/activities. The Vice-Principal described an ethos of trust building between students, teachers, and the family so that children can feel safe to express themselves and care for themselves, each other, and the environment. The three teachers for each age group document the days play on a map of the campus and then produce a weekly report for families to view. Each term is then visually mapped, representing the themes of children's play for the school year.
The Elementary School began integrated project based learning in the 1970's. Student centered inquiry continues to be a defining feature of the program. Like the Kindergarten, each classroom on the lower level opens to the lush outdoors. It is difficult to discern that beyond the green space is a fence with people walking by on the busy Tokyo sidewalks. You feel removed and in nature while on campus. The upstairs classrooms are alive with the happy chatter of children at work. There is documentation throughout the rooms of collaborative and individual project work. Children joyfully engage in teacher directed and student-centered purposeful work.
The theme of student centered project work continues in the Junior and Senior High School. Classrooms are more traditionally set up in rows but evidence of student projects abound. Students are engaged, laughter and mess are prevalent, and teachers have a relaxed and encouraging relationship with their students. Relationships and student voice were the continuous theme threaded across all learning spaces we observed today.
Day Two:
Tuesday, October 29, 2024
By Karnnapat (Bew) Bestall and Supak Orapiriyakul
On October 29, we visited Takehaya Elementary School of Tokyo Gakugei University for an enriching day of observation and learning. After a warm welcome and greetings, we observed two lessons, experiencing firsthand the dynamic Japanese elementary school environment.
Following the school visit, we proceeded to the National Institute for Educational Policy Research (NIER), where a beautiful Bento lunch awaited us, generously provided by CoREF upon our arrival. Mr. Hajime Shirouzu and his dedicated team from CoREF went above and beyond to welcome our group, making us feel truly valued. The afternoon included an introduction to the Japanese education system and interactive sessions, such as hands-on experiences with CoREF (Collaborative Research on Education Framework), and a thought-provoking talk by Teo Chew Lee about her inspiring projects in Singapore, culminating in a lively discussion on the connection between researchers and teachers.
The day was packed with insights, new friendships, and a wonderful exchange of ideas that reaffirmed the potential for future collaboration between our countries. But the adventure didn’t end there! As evening fell, we boarded the Shinkansen—Japan’s famous high-speed bullet train—and zoomed from Tokyo to Kyoto. The thrill of the Shinkansen was the perfect ending to an unforgettable day, setting the tone for the exciting experiences still to come!
DAY THREE:
Wednesday, October 30, 2024
By Catherine O'Brien and Gillian Gregory
Our third day of our tour began with a train ride to Nara where we were greeted graciously by the staff and treated to a welcoming warm cup of tea. Our first classroom visit included a group of 2nd grade students sharing their research through presentations and discussions. It was immediately evident that the students held a great deal of pride for their work. Each presentation was created by the students and their research posters were impressive and thorough. Next, we joined a 4th grade music class where the students led discussions, conducted music, played instruments, and supported each other's development through guided reflection. Our journey took us to the gym for a dance lesson with enthusiastic 3rd graders. The shared decision making was inspiring to watch and the dancing was a joy to experience. The teacher encouraged students to express their emotional connections to the music choices and enhance their dance movement to match that emotional energy.
Following a wonderful Bento box lunch and shared impressions we observed an exchange of ideas and debate where students were encouraged to examine the role marketing and advertising plays in society. The profound opinions were celebrated and encouraged which was further evidence that this school valued collaboration.
We were then guided through an overview of the history of teaching and education in Japan and how this school created its advanced methods. The Elementary at Nara Women’s University started in 1911, and has continued to provide advanced methods of teaching and learning. With a focus on autonomous and independent learning, students demonstrated independent inquiry, organic problem solving, shared discussions, and extended, internalized learning. We observed children finding their “shine,” forming hypotheses, collected data and sharing their results with their class, proudly. The “Nara” model seeks to ensure students have a strong content knowledge but also a positive image of themselves as learners. They explicitly teach feelings and the expression of feelings through art, dance and music. All students regardless of grade develop content knowledge organically that is extended through dialogue and discourse with other students. The model also uses metacognition daily in their homework. Students think about their learning, their thinking, and what they want to learn. By teaching, practicing, and reinforcing autonomous learning and independence, the students will grow into fulfilled, lifelong learners.
Our day ended with a guided tour through Nara sampling delicious Mochi, admiring the beautiful architecture, shrines and impressive pagodas. We made our way through Deer Park, playfully engaging with the local community of deer that roam greeting us with bows and gentle nudges in search of cookies. The magnificent view of the Todaiji Temple and Buddha Hall were breathtaking. We thank all of our gracious hosts and tour guides that made this day one to remember for many years to come.
DAY FOUR:
Thursday, October 31, 2024
By Robin Shaw, Zoe Donoahue and Judith Kimel
Upon arrival at Doshisha Elementary School we met Arisa Furimoto who had planned a deeply thoughtful and rich experience for us all. We were also introduced to Yoshi Nakagowa who we learned initiated the first connection between the University of Toronto and Kobe Shinwa University. We were also incredibly fortunate to have Yoko Okumoto as our translator for our time at Dohisha.
Throughout our tour and opportunity to explore the vast school space, we were moved and inspired by the careful and beautiful attention to materials and design. There was a sense of expansive space in the vast complex which offered generous and open, shared spaces filled with natural light continuously streaming through floor to ceiling windows. The predominately wooden furniture offered warmth and a gentle glow to the interior. Aquariums and terrariums were found throughout the building filled with aquatic and terrestrial flora and fauna. The walls within the classrooms as well as in shared spaces, including hallways and stairwells, were covered carefully yet informally with children’s artwork, inquiries and reflections- artifacts of their dynamic and ongoing learning experiences.
In each classroom we were welcomed warmly by the teacher and their joyful students. Also evident in each room was the focus on children’s sense of agency and spirit of collaboration. Student led initiatives were a feature of much that we observed. In each class that we entered we observed the teachers guiding their students in a subtle yet intentional manner, facilitating the current learning and receiving the children’s ideas, questions and responses.
Following this inspirational time at the school we were delighted to have the opportunity to hear from many of the Doshisha elementary and junior high teachers about their pedagogical philosophies and how their educational beliefs and values are actualized in the learning experiences they design for their students. We also heard from Nakagawa - sensei who shared with us words from the school’s founder Joseph Hardy Neejima who stated “I honestly desire that many young people filled with conscience will be raised and sent out by our school.” Nakagawa-sensei also introduced us to the school’s nine guiding principles known collectively as “Michikusa.” Many of these principles were close to our hearts and spoke to values familiar to all of us at laboratory schools including fostering a love of lifelong learning, collaboration, depth of understanding and expanding our and children’s valuing of environments and experiences beyond the classroom walls as sources of rich and relevant learning. We are so grateful to everyone who made this day possible.
DAY FIVE:
Friday, November 1, 2024
By Chriss Bogert and Ceceile Minott
As we come to the end of our fantastic study tour in Japan, it is only fitting that we concluded it by learning more about the Japanese culture as well as participating in a seminar with the Organization for Economic Co-operation and Development (OECD) group.
The day started with breakfast at the Hyatt Place and our usual morning gathering spot to receive our itinerary for the day from Elizabeth and Tomoyo, and travel directions from David.
Our first stop was at Kyoto Saganokan for a kimono demonstration and traditional Japanese tea ceremony with Motoko Tanaka, Chairman of the Board of Saganokan. It was a beautiful display of Japanese culture and the experience was amazing. The kimonos were modelled by IALS board members Ceceile Minott and Nicolás Ramos. It took two very experienced kimono dressmakers tucking, pulling, and giving them instructions on what to do without speaking English to dress them. We learned the history of the kimono and how this beautiful garment for men and women has evolved overtime. In short, we learned that there are various types of kimonos for different occasions and that they are primarily used in coming of age (20) ceremonies, for weddings, and graduation ceremonies. Prior to the Meiji period in Japan, kimonos were only worn by nobility and samurai, however now anyone can wear them. The kimono has been an important part of the equality movement for women in gaining the right to receive scholarships to study, become university educated, and wear kimono at their graduation ceremonies. It is one of the proudest parts of Japanese culture, and each kimono we saw was a work of art!
The tea ceremony was very special as we were taught how to make our own Macha tea along with learning about its evolution from taking place in a small room where one would speak business to avoid the war to being held in a large room that we use now. We were given Macha, sweets, bowl, and a whisk to complete our tasks as well as very specific instructions. We experienced the benefits of this art form, influenced by the great tea master Sen no Rikyū, who believed in the importance of cultivating peace, respect, purity, and calmness with this ritual.
In the afternoon we had a wonderful Japanese style Chinese lunch at Madame China in the Brighton Hotel with many delicious, thoughtfully prepared, and artistically arranged courses served. After a delightful lunch we proceeded to our meeting with the OECD group who shared presentations and provided an opportunity for IALS tour participants to ask questions.
The meeting was moderated by Elizabeth Morley, Principal Emerita from the Jackman Institute of Child Study Lab School at the University of Toronto, and Sensei Tomoyo Mitsui, of Kobe Shinwa Women’s University. We heard from Miho Taguma, a Senior Policy Analyst and Manager of the OECD about the Future of Education and Skills 2030 Project, and the development of a “Learning Compass” for students and for teachers. Carol Stephenson, Kindergarten teacher at the Jackman Institute of Child Study Lab School, shared her approach to design-based learning with students as an exemplary model of how to put ideas and learning at the centre of the classroom. Yoshiko Maruiwa of Marymount in New York spoke about the journey to encourage a shift toward using an inquiry approach in Japan and honouring the educators who are taking the risk to change and model what it means to learn, grow, and innovate with courage. Richard Messina, Principal at the Jackman Institute of Child Study Lab School, talked about turning the principles of inquiry-based learning into questions to help guide educators. He emphasized the importance of thinking of ways to bring assessment as learning into practice, as well for learning and of learning, and how to design experiences where assessment will help students learn.
Sensei Yu Odachi (Dacci) from Ozu Junior High School shared awe-inspiring examples of his students engaged in interest-based inquiry projects, including one empowered group who analyzed and worked on improving the report cards used in junior high schools in Japan.
Elizabeth began this valuable seminar by saying that our ears are wide open for how changes can happen everywhere. All of us who are educators, listen for opportunity for change anywhere that we are, and we will each take things home from this session back to our schools and countries. She then ended our time with this message from Geoffrey Hinton, “the Godfather of AI”, and recent winner of the Nobel Prize in Physics 2024:
to trust ourselves to stay with complexity, to make change in seeking something better, and when you create, to examine what you’ve created for how it can be used for good.
During a very elaborate, delicious, and joyous farewell dinner, served in a traditional Japanese restaurant Satsuki overlooking the Kamo River, participants on the IALS tour had the opportunity to share reflections of our experiences this week. This was a very special ending to an uplifting and inspiring trip in a beautiful and gracious country that deeply honours the possibility of each child.