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2016/6/7

Issues and solutions in the effectiveness of active learning (Part XNUMX)

How to choose an active learning theme

Takafumi Sakata

XNUMX. XNUMX.Introduction

The author has contributed two essays to this site so far. The first "Significance and issues of problem-solving industry-academia collaborative lectures through active learningIn "Active Learning (AL), we touched on the problems of AL and the discussions surrounding it, with the theme of problem-solving (PBL) lectures as a form, and among them, industry-academia collaboration lectures in collaboration with companies.

　There are three points to make.First, discussions on AL in recent years have focused solely on AL as a method, but what is important in AL is how students actively and actively participate in lectures, and that method is The point is that it should be secondary.Second, what is important in AL is how many challenges the students themselves face.Thirdly, the role that teachers should play is to point out problems / problems that the students themselves are not aware of and to help them solve them.

The second essay, "Why active learning doesn't workIn ”, it is doubtful whether AL will produce an educational effect just by performing AL formally, and teachers are particular about the growth of students, and in order to achieve that, the teachers themselves also proactively and actively educate. It was pointed out that active teaching is the deciding factor for the success of AL.

Before and after contributing these two essays, high school teachers who are worried about AL-related efforts, such as receiving requests for lectures and training on AL at several high schools and being invited to symposiums on AL. I had the opportunity to come into direct contact with people and hear questions, suggestions, and criticisms about AL.Therefore, through four essays including this article, I would like to express my own thoughts on AL in a way that responds to those questions, points, and criticisms.

The following seven questions / points were particularly frequently asked by the author.

(1)Isn't the subject matter or theme that should be dealt with in AL, or the area of ​​specialization important?
(2)Isn't it necessary to have a lecture if AL is done?Or how should knowledge be provided in AL?
(3)How should AL be done in a large classroom?
(4)What should AL do to encourage less motivated students to actively participate in lectures?
(XNUMX)Isn't it only high deviation school that can perform advanced or fulfilling AL?
(XNUMX)If AL is performed, it may be difficult to treat the students uniformly and equally.
(XNUMX)How should grades be evaluated in AL?

Let me state my thoughts in order.

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Takafumi Sakata

Professor, Faculty of Policy Studies, Chukyo University, Ph.D. (Commerce), Chairman of the Active Learning Promotion Subcommittee, Chukyo University Education Promotion Center Committee.Part-time lecturer at Nagoya University, Nagoya City University, and Kinjo Gakuin University.His main specialty is marketing strategy theory, distribution theory, and product planning theory, and he has a good reputation for lectures and training that emphasizes "interesting", "easy to understand", and "usefulness".Recent publications include "Marketing Design from XNUMX" (co-edited by Sugakusha) and "Product Planning from XNUMX" (co-authored by Sugakusha).In recent years, he has expanded the field of activities, such as presiding over a cross-industry exchange study session that gathers young business people in Nagoya.For details, please visit the seminar website (http://www.sakataseminar.jp/).