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2016/7/5

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

How to do active learning for less motivated students

Takafumi Sakata

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Since the word active learning (AL) became widespread, I personally wonder.When the term "AL" refers to "a general term for teaching and learning methods that incorporate the participation of learners in active learning," is it AL that actively "makes" or "originally active" learning? The question is whether it is AL to guide people.If it is the former, the author holds that it may be a contradiction in terms of meaning when the leader says that the activity that should occur endogenously is "made" externally. It's a fundamental question.

　It is possible that such a fundamental contradiction is intended for those who have been asking the author the question, "What should we do to encourage less motivated students to actively participate in lectures at AL?" It may be.The author's own answer to this question is the message that the author always conveys to the students, "It is the student's responsibility to do his best. It is the teacher's responsibility to provide a place where it is worth the effort."

It seems that some students are not so motivated in the lectures in the large-scale classrooms that I am in charge of, and that it is enough to get XNUMX credits.I don't say "do" to such students.If even the test results have reached a certain level that I impose, I try to give credits.On the contrary, for students who greedily absorb various knowledge, we recommend good books and give them further learning opportunities.The point is whether I can provide "something" that makes me want to learn more.

When the number of students exceeds three digits, it is rare that everyone has a very high level of motivation.Therefore, only the lower limit is clearly set, and the upper limit depends on the student (the person).In fact, I once imposed a report by telling in advance that "I will not reflect it in my grades, but I will return all submitted items with comments."This is because I decided that only students who want to improve their reporting ability and expertise should submit it. Of the 200 students, the average number of submitters was about 10.Of course, it goes without saying that the submitted report was carefully commented.

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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/).