Shirley Tan is a Research Fellow at Windesheim University of Applied Sciences, the Netherlands. She is also an adjunct professor at EHL Hospitality Business School, Switzerland.John Paul Mynott is Senior Lecturer in Teacher Education and Dean for Portfolio and Programme Development at the University of Aberdeen, UK.Sharon Dotger is Professor in Science Education at Syracuse University, USA. She is also the Faculty Director of Teacher Education and Undergraduate Studies.

“Bansho–organized board-writing–is a powerful, yet little-known, secret of Japanese education. Bansho makes student thinking visible by creating a shared record of learning during a lesson, enabling students to revisit classmates’ ideas and models and build powerful new insights. Learn about bansho in mathematics, science, language arts, and beyond. Leading practitioners from around the world bring bansho to life through examples, diagrams and their personal stories of change in practice.”Catherine Lewis, Past President of World Association of Lesson Studies“This publication reaffirms the significance of board writing as a fundamental teaching skill. In today's digital age, effective board writing enhances student engagement, showcases their thinking processes, and provides positive reinforcement. Through diverse examples from around the world, this book demonstrates how effective board writing enriches teaching practices and fosters an interactive classroom environment. A must-read for educators! “Veronica Yau, Principal of Fanling Kau Yan College, China Hong Kong

• Introduction 1. Bansho, an introduction 2. Leveraging Bansho for Collaborative Knowledge Construction: Practical Applications and Insights from Hong Kong Secondary Education 3. Developing the board while planning science research lessons 4. What if we start planning the lesson by planning the board for the whole class discussion? 5. Using boards to organize students’ “messy” thinking about learning science 6. Giving Feedback using Boards 7. Exploring Interconnected Thinking Bansho and its Integration with ICT in Japanese Classrooms 8. Where to next with the board? Where next with boardwork?

Shirley Tan is a Research Fellow at Windesheim University of Applied Sciences, the Netherlands. She is also an adjunct professor at EHL Hospitality Business School, Switzerland.John Paul Mynott is Senior Lecturer in Teacher Education and Dean for Portfolio and Programme Development at the University of Aberdeen, UK.Sharon Dotger is Professor in Science Education at Syracuse University, USA. She is also the Faculty Director of Teacher Education and Undergraduate Studies.

“Bansho–organized board-writing–is a powerful, yet little-known, secret of Japanese education. Bansho makes student thinking visible by creating a shared record of learning during a lesson, enabling students to revisit classmates’ ideas and models and build powerful new insights. Learn about bansho in mathematics, science, language arts, and beyond. Leading practitioners from around the world bring bansho to life through examples, diagrams and their personal stories of change in practice.”Catherine Lewis, Past President of World Association of Lesson Studies“This publication reaffirms the significance of board writing as a fundamental teaching skill. In today's digital age, effective board writing enhances student engagement, showcases their thinking processes, and provides positive reinforcement. Through diverse examples from around the world, this book demonstrates how effective board writing enriches teaching practices and fosters an interactive classroom environment. A must-read for educators! “Veronica Yau, Principal of Fanling Kau Yan College, China Hong Kong

• Introduction 1. Bansho, an introduction 2. Leveraging Bansho for Collaborative Knowledge Construction: Practical Applications and Insights from Hong Kong Secondary Education 3. Developing the board while planning science research lessons 4. What if we start planning the lesson by planning the board for the whole class discussion? 5. Using boards to organize students’ “messy” thinking about learning science 6. Giving Feedback using Boards 7. Exploring Interconnected Thinking Bansho and its Integration with ICT in Japanese Classrooms 8. Where to next with the board? Where next with boardwork?

Shirley Tan is a Research Fellow at Windesheim University of Applied Sciences, the Netherlands. She is also an adjunct professor at EHL Hospitality Business School, Switzerland.John Paul Mynott is Senior Lecturer in Teacher Education and Dean for Portfolio and Programme Development at the University of Aberdeen, UK.Sharon Dotger is Professor in Science Education at Syracuse University, USA. She is also the Faculty Director of Teacher Education and Undergraduate Studies.

“Bansho–organized board-writing–is a powerful, yet little-known, secret of Japanese education. Bansho makes student thinking visible by creating a shared record of learning during a lesson, enabling students to revisit classmates’ ideas and models and build powerful new insights. Learn about bansho in mathematics, science, language arts, and beyond. Leading practitioners from around the world bring bansho to life through examples, diagrams and their personal stories of change in practice.”Catherine Lewis, Past President of World Association of Lesson Studies“This publication reaffirms the significance of board writing as a fundamental teaching skill. In today's digital age, effective board writing enhances student engagement, showcases their thinking processes, and provides positive reinforcement. Through diverse examples from around the world, this book demonstrates how effective board writing enriches teaching practices and fosters an interactive classroom environment. A must-read for educators! “Veronica Yau, Principal of Fanling Kau Yan College, China Hong Kong

• Introduction 1. Bansho, an introduction 2. Leveraging Bansho for Collaborative Knowledge Construction: Practical Applications and Insights from Hong Kong Secondary Education 3. Developing the board while planning science research lessons 4. What if we start planning the lesson by planning the board for the whole class discussion? 5. Using boards to organize students’ “messy” thinking about learning science 6. Giving Feedback using Boards 7. Exploring Interconnected Thinking Bansho and its Integration with ICT in Japanese Classrooms 8. Where to next with the board? Where next with boardwork?