The Toyota Kata Practice Guide: Practicing Scientific Thinking Skills for Superior Results-in 20 Minutes a Day

The Toyota Kata Practice Guide: Practicing Scientific Thinking Skills for Superior Results-in 20 Minutes a Day
This book by Rother on the subject gives you all the practice routines for the Improvement Kata and CoachingbrKata. A key to success is developing creative adaptive scientific thinking mind-set in your organization. Thisbrclearly articulated hands-on guide provides the fully illustrated set of daily “Starter Kata” that learners andbrcoaches can use to fine-tune and hone their scientific thinking skills.
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Knowledge And Curriculum

Knowledge And Curriculum
In our country the tension to meet academic standards is high because the stakes are high. National standards set by NCTE are being developed to bring structure to the curriculum of what students should know and be able to do. This book “Knowledge and Curriculum” takes a step back and considers the conventional model of curriculum design in India related to the issue of standards. Does “raising standards” mean learning more content, which is delineated through “objectives”? Or Does it mean using critical content as a tool to understanding key concepts and principles of a discipline, and applying understanding in the context of a complex performance? From a review of national standards, it is clear that most disciplines favor the latter goal. Certainly, knowing is important for an educated person. But conventional models of curriculum design have focused so heavily on the information level that most teachers lack training for teaching beyond the facts. Yet the standards and newer assessments assume that students will demonstrate complex thinking, deeper understanding, and sophisticated performance. This book discusses the essential nature of the concept-based curriculum and instruction for the prospective teachers. As we go for deeper understanding we achieve following objectives: • Taking thinking beyond the facts to facilitate deep understanding and the transfer of knowledge • Systematically developing a conceptual schema in the brain to handle new information • Meeting higher academic standards related to content knowledge, process abilities, and quality performance
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