The Association for Supervision and Curriculum Development (ASCD) hosted a large event with seminars and exhibitions mainly for grade-school teachers at a convention center in Philadelphia in the United States. This was an event at which Kenichi Arai and Kanji Akahori participated. The following is a summary of the presentations we participated in.

1) Homework
Just like in Japan, American parents seem to be stressed about their children's homework and often talk to them about this issue. This study reveals that there is no correlation between children's motivation to do their homework and their parents' education or educational level. Furthermore, in order to get children to their homework, it is important that it is creative, generates activities, makes children responsible, or builds up their confidence.

2) Learning skills in the 21^st century
There were many presentations about learning skills in the 21^st century. Many of them were related to broad capabilities or humanity such as communication skills, co-learning skills, creativity, or critical thinking, but skills to go on to higher education as part of career education were also included.

Specifically, activities to comment on others' works, to explain their own work to others, or to keep a record to reflect on their own are included in order to develop communication skills or co-learning skills.

3) State-common curriculum
A number of presentations were about the Common Core State Standard (CCSS), which has been attracting many people's attention. States in the U.S. have a great deal of independence, having created their own curriculums. However, there have been some actions taken to create common curriculums or guidelines among states in recent years. This sounds similar to the curriculum guidelines in Japan; however, in the U.S., this is not a national curriculum, but a curriculum developed jointly among the 50 states.
For example, guidelines for poetry materials cover views to analyze them from various perspectives such as core thoughts or the understanding of a theme, or a class design. Those for mathematics standardize views for analysis by showing this in charts or tables, and comparing or rephrasing this. The guidelines for evaluation require the keeping of clear records of achievement levels against targets. Many schools are now conducting classes based on the CCSS. Conventionally, states were responsible for education in North America, giving them freedom in what they taught. However, now, they seem to be interested in guaranteeing academic performance by utilizing common guidelines or defining standards for educational content. This can be summarized as that the 21^st century learning skills are focused on the development of humanity or broad capabilities, whereas the CCSS emphasizes improving academic performance in each subject.

4) Use of ICT
The use of cloud technology is quite popular in obtaining educational materials. For example, it has made it so much easier to obtain materials to motivate children or exercise books for an intended subject. We also found interesting materials such as a book of examples on questions to be asked by teachers, or timer software which can be displayed in a classroom with the flexibility to move faster or slower. Such excellent materials seem to be popular among teachers.

(Kenichi Arai, CRET Chairperson and Kanji Akahori, CRET Board of Directors)

(Written by Kanji Akahori, Ph.D., CRET Board of Directors)