March 15th | 12:00 - 2:00 PST

What can we learn from international approaches to learning that might help us design exceptional experiences for kids here in the states?

Exploring learning models abroad allows us to interrogate the way context, history, and culture influence what “a good education” means.

In this field trip, we’ll look at approaches across three countries and consider how local context has birthed those innovation. Then we’ll zoom out and ask ourselves: What does this mean for schools in our own communities?

Register below with a sponsorship code or via sliding scale pricing that begins at $25. Note, the sliding scale is an intentional effort to make inspiration as accessible as possible and to distribute resources equitably between organizations we work with.

Field trip guests

  • Gnist (Denmark)

    Gnist is a new school (opening Fall 2023) in Aarhus, Denmark. Its model draws on six essential needs that must be met in order for learning to transpire - including a sense of safety, autonomy, the ability to contribute and wellbeing. We’ll be joined by the school’s founders, Jesper Broberg Bang and Ciara Coogan, as they reflect on the relationship between this new school model and Danish context, history and tradition.

  • Lesson study (Japan)

    The name for lesson study in Japanese is jugyokenkyu. “Jugyo” means teaching and learning. “Kenkyu” means study or research. In Japan, teachers collaborate with one another, meet to discuss learning goals, plan a lesson (called a "research lesson"), and observe how their ideas work in lessons with students. We’ll be joined by Nori Inoue who will share more about how this powerful professional learning practice stems from Japanese values, and what its origin and technique might offer to educators around the world.

  • Montessori on Wheels (inspired by learning in zimbabwe)

    Montessori on Wheels was founded with a belief in the power of stories to disrupt educational institutional norms to redefine what school means and to show that learning can and should happen anywhere, anytime. Founder, Tatenda Blessing Muchiriri, was born and raised in Zimbabwe and his upbringing and educational experiences as a kid have deeply informed his approach to building supportive, community-grounded learning to Black and Brown children in the United States.

SYLLABUS

Get your wheels turning about this month’s theme.

Want to share a resource to add here? Email info@theinspirationproject.org

  • A learning city promotes lifelong learning for all. Check out cities around the world that have committed themselves to fostering lifelong learning in institutions and elsewhere. Consider - what can we learn from communities who have made an explicit commitment to prioritize lifelong learning for all?

  • Over the past 20 years, Redes de Tutoría has sought to transform students and teachers by developing tutorial relationships and harnessing the power of one to one dialogue. The Redes de Tutoría approach moves away from the traditional classroom where a teacher delivers standard content for all students to work through at exactly the same pace. Instead, tutees enjoy greater autonomy and choose what interests them most from a selection of inquiry-based projects called ‘Temas’. Supported by individualised guidance from the teacher, students build on their prior knowledge with self-directed study. Once their study is completed, students reflect on their learning before presenting their Tema to the class.

  • In 2018, members of the team at The Holdsworth Center (based in TX) took a 2-week tour to three countries and seven cities to garner deeper understanding of education systems in Europe. Read more about their biggest takeaways and insights.

  • The name for lesson study in Japanese is jugyokenkyu. “Jugyo” means teaching and learning. “Kenkyu” means study or research. So, the study or research of teaching and learning.

    Read more about how Japanese educators focus intently on the art and science of teaching and how to improve it together.