Monday, 9 October 2017

Day 7: Should Australia adopt Japan's research project for year 11 students? Paula Taylor

I have had the pleasure of hosting Sony Science teachers in the past when they visited my classroom in Canberra a few years ago.  What I saw was an inquiry-based lesson where the Japanese host teachers had my students engaged in a STEM activity that allowed for them to change variables and make judgments based on their observations.  The lesson was so carefully constructed to incorporate the 5E’s that I still use it today with my own students.  So being selected to come to Japan with the help of Latitude Group Travel  was my chance to grow professionally once again.




One stark difference between Japanese and Australian schools is how they operate and organize their daily routines.  In general, Japanese schools are highly structured and organized.  There is a place to store your outside shoes, your wet umbrella, your bicycle helmet and your personal cleaning cloth.  But once the bell rings, the science class becomes an unstructured theatre, where a performance of wonder and awe is about to begin, being carefully orchestrated by their very qualified and inspiring teacher.

Our first classroom experience was at Kotehashidai Jr. High School in Chiba where we had the pleasure of observing a Science 9 Astronomy lesson.  I was introduced to “Mikata”, an impressive free software program developed by the National Astronomical Observatory of Japan (NAOJ).  The teacher had a captive audience (including me) as we navigated the solar system and then beyond our galaxy using this interactive simulator.  Developing a sense of wonder and excitement with your students can only be achieved once you have forged a strong and positive relationship with your students.  This highly accomplished teacher, who has only recently won a Sony Prize, certainly had the affection of her students.  Upon reflection, it is easy to see that teaching science is an art form and this teacher was an artist. 


Our second classroom experience took us to Ichikawa Super Science High School, which is a selective school for over 2300 senior high school students.  This school had a long history of academic success, particularly in the sciences.  It was interesting to learn that students major in all 3 science subjects, which would ensure that there are no gaps in their learning from year to year.  

Students in year 11 are required to undergo an independent research project in science and we were fortunate to observe students perform their practical investigations whilst collecting data.  Their projects were highly advanced, perhaps equivalent to what one would expect from students achieving the Gold CREST award.  My favourite project was from a student who developed her own bioplastic, made from the crushed exoskeleton of shrimp.  She then proceeded to test its biodegradability properties which will be a longitudinal study. This school is highly committed to providing students with a wide range of science skills and knowledge so that they are adequately prepared for their post-secondary studies.  I appreciate how the school was actively collecting and comparing data to monitor their progress and success as a super science high school over the last 13 years.  From the data, it is clear that whatever they are doing is working for their highly successful students.




Our final visit was to University of Tsukuba High School which has 600 students in years 7 to 9.  Here I had the pleasure of observing the Head of Science teach a lesson on genetics and hereditary.  I wish I could have recorded this lesson to show all future science pre-service teachers as an exemplary lesson to strive toward.  Again, the teacher had a positive rapport with his students which provided a strong foundation to build a dynamic and engaging lesson.  The lesson modelled differentiation at its best, using multimedia to get the concepts across.  The teacher was using a constructivist approach to demonstrate the patterns of hereditary, which if executed properly, will ensure deeper understanding and critical thinking to occur.  Without a doubt, this teacher nailed it as students began to realize that the corn kernels on their ear of corn exhibited a colouration pattern in a 3 to 1 ratio.  The students had their “light bulb” moment and discovered an important concept through a well-designed activity.  I will be sure to use this activity in my future lessons.  I was certainly inspired and amazed by all the new concepts that I had learned in a short 50 minute lesson.  


With my school visits now over, I will reflect on one significant but crucial difference between our two systems which is the belief and support in a socialist view of education.  Public schools are the norm in Japan which means that all students are valued and are given the same right and opportunity to succeed.  The government ensures that there is equity among its many schools spread across this island nation.  Teaching resources and highly qualified teachers are equally distributed across all schools.  With a 97% high school completion rate, using a common and rigorous curriculum, all Japanese citizens can be assured that they have an educated workforce.



I am very humbled to have been part of this delegation to witness that every Japanese child is given every chance to succeed, every day and everywhere.  Thank you to all the Japanese hosts for giving me the opportunity to improve my teaching practice and to watch you perform your magic in your classrooms.



Thursday, 5 October 2017

Day 5: The Fantastic Four - Alex Fowler

Today marked the halfway point of our Japan Trip. There was much anticipation and excitement as the final four of us stepped up to take lessons. We split into two groups and attended University of Tsukuba Elementary School and University of Tsukuba Junior High School. I went to the Elementary School. We were greeted and welcomed very kindly into the school.



The first lesson we attended was an interesting lesson on pendulums run by Ken Tsuji. Students walked into the classroom and knew exactly what was expected of them for setting up their practical lesson. Working in groups of four they set up their pendulums with a 10gm weight and a 30cm length. Students were lead through the lesson and tested the differences in period if amplitude is changed. Students worked very methodically and while the Sensei (teacher) lead the lesson and guided students the students directed the discussion. The lesson was part of a longer series of lessons and this one took part in the middle of the series. 


It was very interesting to watch the way in which students approached the task. The whole class was engaged in the task and they took time to think through their approach. One group even used their ruler to help with accuracy of period. The lesson took place at their benches in groups of four.
I have noticed the elementary schools we have visited have specialised science labs. They are fantastic and the students start working one scientific method from an early age. The labs are just like shrunken high school labs, proper benches and sinks as well as having proper equipment such as beakers, retort stands and microscopes.

The second lesson was run by Reyne Pullen on Chromatography. Reyne approached his lesson with a short engagement activity using filter paper, water and M&Ms then lead the larger investigation from the perspective of a crime scene. Students separated the ink of five different black pens and had to determine which suspect was guilty. The students again were very engaged in his lesson and worked in groups of four.



The third and final lesson for today and the trip was my lesson. I ran a lesson on classification of animals. I introduced myself and my town. Being in a town of 130-140 people with only 7 students at the school amazed the students, as did the distances to the nearest Woolworths (75km) and McDonalds (180km). Although they seemed impressed that we get wild Kangaroos and Emus in our school grounds.

My lesson was broken into two key activities, the first being a treasure hunt where I hide photos around the classroom of different animals which students have to find and decide if the animals fit into a grouping I've given them (e.g. Cute, eats meat, big, etc.). The the second activity where they create their own groupings and cut out and sort animals into groupings of their own choosing. In between the two activities I give a brief talk on what makes a good grouping. Students worked individually for the treasure hunt and in pairs for the grouping task. Normally when running this sort of lesson we would have lots of discussion time about groupings as well, however we ran out of time for extended discussion.

I gifted the students their own kangaroo or koala clip and the head of the science department with a drawing of Stuart Desert Peas by Woomeras' local Artist Colleen Hodgson (Serendipity Art) . Both gifts were received with much enthusiasm.


We ate a delightful lunch of rice, miso, fish and vegetables with a bottle of milk. This is the school lunch that all students and teachers receive. We found out that the principal gets the first serve for the day to make sure the meal is suitable. The crispy skin fish was delicious.

After lunch we had a teacher forums where we discussed easy of the lessons we observed (and ran). It was very enlightening to find out how the Japanese teachers could use and modify our lessons as well noting about the similarities and differences between science teaching in Australia and Japan.

The afternoon was a relaxing tour of the Sony Private Showroom. So much new technology, I know what I will be keeping an eye for in the future. We got to see original costumes used in the Spider-Man Movies as well as handle some of the props. We were not allowed to take photos but we had fun.
Tonight we attended the Sony Education Foundation Official Dinner. Which was a lot of fun.
It's been an invaluable learning experience for me. Thank you to ASTA and Latitude Group Travel for making this trip possible!





Day 5: How Does It Feel being an Educator in Australia? - Tanya Riach

Wow what a trip. When I signed up to be part of the ASTA/Latitude Group Travel Science Teachers Exchange - Japan, I didn't realise how much I would learn, not only about schools in another country but also about myself.  It has been a trip of many firsts with a lot of self reflection of my teaching styles thrown in for good measure. 

Tanya's colleagues who were delivering a lesson in a Japanese school


In lieu of World Teachers' Day, I am going to
 reflect on the differences of a Japanese teacher compared to an Aussie. For starters, on the surface, time spent at school.  In Australia we have the trust of our various Education Departments to have an online medium to work from, from home. It may be marking, lesson planning or student data.  We have our long day at school which for me as a parent of young children, get to school a little after 8 and leave a little after 4 and spend the nights working after they go to bed.  In Japan this is not the case, no student work, no official documents are to leave the school grounds. This is determined by the Japanese Government because of their rules about privacy.  This means that all teachers we have met arrive at school about 6:30 am and leave at 8pm or later.  In my family, my husband is also a teacher, for us, if we took those hours back to Australia family life, as we know it would be unsustainable.

School students at Government schools attend 5 days a week, however students of the Super Science School which we visited attend 6 days.  Teachers work a rotation of 5 days and may have a week day off to replace the Saturday.  Class sizes are a lot larger with 41 being the size I have seen the most and the size I was provided to teach, where in Aus my largest class was 32 and only after being asked by the principal if I was willing to take on the extra students.

Teachers don't have permenant  tenure at a specific school, most seem to have a max 7 year rotation.  This I feel is both good and bad.  As a teacher who has been teaching all her life in the same school, I have invested many hours of hard work into helping make the school the best it can be for our students.  I know my students, I know my community and I have not found anywhere I would rather live, they are like my extended family.  To build the relationships needed to work the extreme days, it would be hard to continually leave and have to build more at each school.

The second issue that I feel is related to their cultural love of life.  The teachers stated that they tried to teach the love for knowledge as a specific idea and not as a carrier for their lessons.  Approaching it as a specific skill they teach rather than the underlying theme of the lesson as I would.  For me to extend a love of teaching I would be making sure to encorporate the 5E's allowing engagement and exploring then explaining ect.

They assess 4 main streams 1.  Attitude - interest, willingness and love of learning  2.  Thinking and judgement and expression  3. Understanding  4.  Knowledge - knowledge being seperate from ability. Using these streams they then teach the 4 content bases:  in Elementary School - Energy, Earth, Life and Matter, in High School - Chemistry, Physics, Biology and Geology.  In the varied schools we have attended, students do not see the one teacher for science.  At the regular high school, students had one teacher that taught 2 h of chemistry then swapped to biology for the year and a second teacher that took the physics and geology. In the Super Science School, teachers were specific, the students studied 2 hours with the Biology teacher, 2 hours with Chemistry teacher, 2 hours with the Physics teacher and then in year 11 had the option of 2 hours private research.

I am also finding that here, and don't get me wrong, it happens in Australia as well, that the teacher has specific ways of teaching content, this is exactly how we learn this item and there is no deviation from the plan.  In Government schools all classrooms have the same access to the same resources.  The same computers, same text, same furniture and in the primary schools, same nutrition as students are provided lunch.  In the SSS this is not the case.  Due to the SSS categorisation, schools are provided extra funding to cover new equipment.  Teachers teach the individual content items and styles of research but there is a lack of linkages.  Japanese teachers provide the individual facts but there is less to no relationship between this knowledge and how it affects society and how students may use it in their daily life.  The why behind the knowledge that provides students a context for learning the materials and no links to application.

Again as a teacher who has taught in the one school, who has never been out of Australia, my self reflection on teaching practice has been eye opening.  Yesterday I taught a lesson that I have often taught as a fun skills building excersize for younger students on Observations and Inferences.  Coming from a school where I know everyone, they know me, we have a rapport, we speak the same language (most of the time) they know my body language, cues and the hidden expectations that underline your lessons.

Yesterday, I felt more out of my depth than on my first day of teaching.   I didn't realise that signals I used inheritanty wouldn't work for that class.  That there would be lags in information understanding, not just the language as we had 3 way conversations where I would speak, the amazing translater would interprete then provide translation and then students would respond then the translator would explain back to me, but a barrier in skills.  I teach working as a scientist skills in my classroom, specific and seperate to content.  This is not the case in Japan so for the first run through, my understanding of what I was teaching did not come across clearly.  The lesson was all taught on my feet,  modifying on the go.  Trying to ask questions to students using hand gestures and simple words.  As it was observations in closed boxes (thank you Kate) having enough simple vocabulary to describe what was going on, without losing the meaning was difficult.  I am pleased to say though, that by the students second box there was progress.  I had also asked that if they had thought the answers provided by fellow students were inferences rather than observations to move them to the side.  This task was enjoyed by students, allowing an analysis of others understanding to build on their own.

My last message today is apply next year, or if you can't, move out of your comfort zone.  Don't spend all of your professional development time to sit and listen to others tell you what they do great, reflect on yourself.  Try something new, if it doesn't work the specific way you wanted, look at why that was the case.  Was it you, how could you do it differently, was it the day, time, student group or equipment. 

Challenge yourself and don't get stale. 

Wednesday, 4 October 2017

Day 5: What are the Differences between Students in Japan and Australia? Reyne Pullen

What are the differences between students in Japan and Australia? How does the teacher factor into the classroom?




One of the most exciting prospects of this trip was the chance to explore and observe our counterpart Japanese classrooms. Even before entering a school there were some striking differences between the Japanese and Australian system. The Japanese education system consists of three separate school levels: Elementary (Grades 1 – 6); Junior High School (Grades 7 – 9); and High School (10 – 12). Of these, Elementary and Junior High School are compulsory whereas High School is optional and free! Surprisingly, around 90% of students will choose to continue from Junior High to High School! Today however, I’d like to explore some of the differences (or lack of!) between Japanese and Australian students.

Mathematics class in the school


The first school we visited was the Kotehashidai Junior High School within Chiba City. From the very outset, there was noticeable difference in the way the school ran. Each classroom we passed was full of students (up to 45 students to one teacher in some cases!) who were totally engaged with the tasks they were undertaking. We dropped into three classrooms in rapid succession – Japanese, Maths and English – each totally different in the activities being undertaken but all sharing a common theme. Total and utter engagement. I had previously had the misconception that education in Japan was strict and rigid but this was not the case at all! I observed a friendly rapport between students and teachers, students feeling comfortable to contribute and challenge concepts introduced in the classroom.

The school mascot, Dai-I-Chu, designed to look similar to the Kanji for Dai.

After visiting several schools and having the opportunity to question teachers a bit more closely, I began to see the bigger picture and how their school environment itself lends towards a different culture. During classes, as mentioned earlier, the expectation is for students to be engaged and immersed in the activities being undertaken. This is prevalent from Elementary all the way through to High school, with little variation between the schools that we have visited. The lessons were shorter in length with short breaks between them and this is where I observed the similarities. All that discipline and engagement faded away to leave behind what our students in Australia also are – kids. The moment the breaks began I saw students enjoying themselves, laughing, sharing stories, and engaging with their teachers. To me, this leads me to the conclusion that students in Japan find it easier to compartmentalize different times of the day as when it was time for the next lesson to begin they were immediately settling down and ready to start.


Miss Mizuno using software to display and explore constellations and space


On the whole, there was a feeling that the school environment almost felt more like a home or a community. This was reinforced by some of the practices observed including students taking responsibility for cleaning classrooms and the school, giving the announcements to the school, having daily rotations for class leaders, and running the distribution of food for mealtimes. The role of the teacher itself seems two-fold – as with Australian teachers, they aim to facilitate education in the classroom and work to engage all students with interesting activities. But their second role was one that I feel Australia aims towards but doesn’t quite match (on a national level as there is of course a large amount of variation) – the extent to which they undertake pastoral care truly inspired me. Learning of stories where teachers would visit the homes of sick children to check in on them, or remain in their classrooms, despite having just taught a full lesson, and engage with the students in a much more personal way. There will of course be disadvantages to this system but I was very much given the impression that the teacher had a very close connection with each student in their class.



The opportunity that has been given to me through this experience will be an important one for me to develop and grow as an educator and I feel privileged to have experienced the richness of the Japanese education system. Thank you so much ASTA and Latitude Group Travel for this experience.

Stay tuned to ASTA's blog for more updates and stories on ASTA-Latitude Group Travel science teachers visit to Japan. You can also follow the journey via twitter by using #ASTAJapan.




Tuesday, 3 October 2017

Day 4: Are Japanese Students More Creative than Australian Students? - Nathan Curnow

This afternoon, our delegation travelled to Ichikawa Super Science High School in Chiba. It was here that we were given an opportunity to observe students engage in a biology lesson and see students engage in some of their own research before I presented a lesson to 25 students and some of their teachers from Science-related clubs.



Super Science High Schools, such as the school we visited in Ichikawa, are special model schools appointed by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan.  They aim to not only educate but encourage the top students in science and engineering whilst also developing an excellent system in Science. These schools have partnerships internationally and engage students in competitions, and real, student-driven research with a number of students achieving high outcomes. Ichikawa Super Science High School has nearly 2, 300 students across the Junior and Senior Schools.



Walking through the halls of the school, the students’ research and the strong academic ethos of the school are evident. Student work, in the form of poster presentations of authentic (and complex) research is on display. From ‘Mechanisms of the Oscillating Chemilumenescence Reaction Using Luminol’ to ‘Artificial Photosynthesis: Novel Visible Light Response and Formic Acid Generation from Carbon Dioxide Using Tantalum Oxide/Tantalum Plate’ to research into candle oscillations, vibration of metal plates on ice and the dynamics of bouncing liquids, it is evident that students are engaged in highly specific, authentic research. We are told later in the day that as little as 10 years ago, presentations such as these would not have been done. Rather, students mostly experienced lectures with limited experimentation, imagination and discussion, and thus no chance to express their ideas. Learning is more focused on understanding, including describing phenomemon associated with experiments. Students do far fewer lectures now and far more in the way of research and experiments under a model of Plan-Do-Check-Act and this has yielded very positive improvements for their achievement and transition to university.

Examples of student research on display in Ichikawa Super Science High School


Examples of student research in the SSH classroom


Examples of student research in the SSH classroom

Examples of student research in the SSH classroom

Throughout the afternoon, we had the chance to see students in 11th Grade (17 year olds) working on their individual research projects in Physics, Chemistry and Biology. Students have two hours of scheduled curriculum time a week to develop these projects with the support of their teachers, and do so over the course of a year, presenting the final outcomes of their work in English and Japanese through poster presentations at their conclusion. The students are all too happy to share insights into their work which involves antibiosis between competing fungi species; the manufacture of biodegradable plastics from shrimp; the use of coloured ionic compounds to produce coloured glass products; research into fish colour preferences and research into the correlations between dominance of the hand, jaw, eye and leg.


Notes taken during a Year 10 Biology class at Ichikawa Super Science High School


Observing a biology class of Year 10 students, that in many ways looked like it could be in a classroom somewhere in Australia. There were old benches with students seated at each, materials out and at the ready. A teacher at the front demonstrated how to use a piece of equipment and then explained the nature of the day’s experiment as students looked on. Specimens in jars lined the shelves of cabinets around the side of the room, whilst fish tanks and some small containers indicated the presence of some live animals kept in the classroom. And yet, a closer look revealed significant differences:

·      - Students all wore lab coats, but this was the extent of their personal protective equipment
·      - There were forty students in the class, much larger than we would have in our classrooms.
·     - Students used real pig’s blood in their experiment, where we would be prohibited from using this         material for safety reasons.

With all students engaged and productive, and left to work on their results and applications to scientific models over the next week, there was much that seemed familiar, even in this context. If anything, their work seemed rigorous and grounded in what appeared to be a serious, dedicated approach to the science they were studying.

So, when it came time to teach the students as part of my demonstration lesson, what were they like?


The students working in small groups to create simple prosthetic prototypes.

In many ways, these students were just like students I have experienced in Australian classrooms. The 25 students who had come to my session, and their teachers, were associated with science clubs in the school. However, despite their aptitude and immersion in Science, I had the pleasure of watching them share a laugh as volunteers used a rudimentary toy robot claw to perform everyday tasks; watched them empathise with the situation of a young girl in a short video who had been gifted a realistic and complex prosthetic by a young and talented engineer; saw them thinking and suggesting different ways in which simple materials could be used for prototyping and watched them plan, do check and act as they refined their ideas and built upon both their failures and successes. Teachers, at first hesitant about an open-ended activity in which students engineered simple prosthetics, quickly became invested in the task, looking at what students produced or even engineering their own possible solution. In many ways, they were any number of classes I have taught over the years.

Like all good open-ended tasks, students approached such a rich and complex problem from different angles. And sometimes, their designs failed. But, to quote Samuel Beckett:
 ‘Ever try. Ever fail. No Matter. Try Again. Fail Again. Fail Better.’
Failures meant going back and trying something else to improve the outcome. And though they were not always confident in discussing their ideas, students collaborated and shared their ideas in their groups and even communicated their designs and their choices with the rest of the class, given the right support. They were challenged. They were engaged. They showed, when given the chance, critical and creative thinking skills. And they left cheerful. And at least in that way, it didn’t feel all that different from doing this back home.

Stay tuned to ASTA's blog for more updates and stories on ASTA-/Latitude Group Travel science teachers Exchange - Japan. You can also follow the journey via twitter by using #ASTAJapan



Monday, 2 October 2017

Day 3: An Eye-opening Experience from Japan - Sandy Davey


Having the opportunity to teach in Japan has truly been a-once-in-a-lifetime, career highlight. The intention of my visit to Midorimachi Elementary school was to reflect on the educational practices that I viewed during my short visit – however – I walked away learning more about myself.

It didn’t take long to realize that children are the same the world over. The Japanese students wore their love of learning and curious natures on their faces, and the classroom chatter, giggling and surprised looks were a delight to observe. We walked down the halls of the school as they high-fived us, with their calls of ‘Hi’ echoing behind us.



                                 
Prior to coming to Japan, I was aware of a national pedagogical shift in the teaching of science – a change from ‘teaching as telling,’ to ‘teaching for understanding’ – by promoting practices such as active reflection, discussion and debate, and hands-on experimentation. This was to be my experience in-part, as I observed a Japanese elementary teacher in-action. His lesson was open-ended and his use of questioning admirable.  The lesson quickly diverted from the lesson plan we had been presented with, as the students took charge of the experimental inquiry and invented their own ways of testing their hypothesis. At the end of the lesson, he drew the learnings together. He used a strategy of ‘Look, Look Deeply, Look Back,’ to plan his lesson, which is new to me and a strategy I will look more closely at.



Soon it was my turn to teach. Amidst the nerves, I prepared the materials for my lesson and for the entry of my Year 5 class – 30 students in total. They were very excited and took their places in the purpose-built, science laboratory, quickly – waiting to see what I had for them.  They participated fully in the lesson and the experience of working with an interpreter was both different and exciting. I took comfort in knowing I had someone else to work alongside – however - the flow and timing of the lesson was interrupted. All new experiences that I have professionally grown from. The students loved the experimental component of the lesson and took on the challenges I had set for them with great enthusiasm – even the school principal had a go. But time got away and I found myself condensing the most important part of the lesson – our time to reflect and draw together the lesson learnings. Lesson over, I drew breathe and soaked up the positive energy in the room.




In this instance, I was certainly placed as the learner within the classroom and unexpectedly received an education I had not foreseen. The experience of walking into a totally unknown situation required me to think of things that I had taken for granted all these years. Things that form part of my practice that I automatically do without consideration. This experience laid bare my own personal cultural practices and challenged me to see things from another angle and a new perspective.  And so it was the teacher who grew… 
Thank you to ASTA and Latitude Group Travel for allowing me to participate in this wonderful experience.

Day 3: Wonders of Vegemite - Andrew McGregor

Today was my teaching day! Nerves were high, as I anticipated what was going to happen. The nerves were settled when we walked through the front gate and about 20 Japanese students were calling out ‘hello’ from the first floor windows. 

A welcome sign for the teachers given by Midorimachi Elementary School

We changed out of our shoes into slippers and met the faculty. We were shown through the Midorimachi Elementary School, and met most year levels of students. The students were just as excited to see us as we were to see them. We witnessed a Year 5 science lesson, it was amazing to see the excitement and dedication both students and teachers had for their learning, and even better to see student voice used to guide the lesson!

the shoe rack where we put our shoes at

Then it was my turn! I expected the Japanese schools to use more ICT, but my little Yahl School would have remarkably better equipment. We made circuits, then tested if paper clips or clip on koalas 



conducted electricity. The we bought out the big guns, and tested if vegemite or wasabi conduct! I think the students really enjoyed the lesson, even more so when I told them to keep the koalas. I think I skipped about 20% of my lesson plan, to fit in with time and language issues. Even with this though the students told me they had fun and enjoyed it.



Highlights of my ASTA/ Latitude Group Travel Science Teachers Exchange - Japan trip today include: 

- all year 5 & 6 students giving us a rock star welcome to their assembly
- eating lunch with a class, and spending way more time talking than eating
- the guard of honour when we left when students gave us high 5’s then ran ahead of us to do it again
- watching a lesson taught by Sandra Davey that I will be stealing and doing with my class

This has been the best teaching moment of my career!
After the day at the school, we went to the Museum, and had a great time there as well!

Great tea to finish, now I’m ready for bed!

See you tomorrow and keep an eye on this blog, facebook and twitter (use #ASTAJapan) to follow our journey!