ABSTRACT
Education that facilitates the achievement of deep understanding and the improvement of learning skills to help students prosper in the society of the future has become an important topic worldwide. To achieve this goal in daily instruction, in this study, new approaches to in-class instruction and teacher professional development – ‘thinking-after-instruction’ and ‘three-way review’ – are proposed by a psychological research group in Japan. This chapter describes and exemplifies these approaches and discusses their benefits. It then presents empirical data on their effects in math education at a school in which they were implemented over a two-year period. The data suggest that the approaches significantly improved the quality of teachers’ instructional strategies and, as a result, also improved students’ use of learning strategies and their math performance in national tests.
