＜prologue＞
I started a blog called “The Baby Boomer Generation’s Miscellaneous Blog”（Dankai-sedai no garakutatyou:団塊世代の我楽多（がらくた）帳） in July 2018, about a year before I fully retired. More than six years have passed since then, and the number of articles has increased considerably.
So, in order to make them accessible to people who don’t understand Japanese, I decided to translate my past articles into English and publish them.
It may sound a bit exaggerated, but I would like to make this my life’s work.
It should be noted that haiku and waka （Japanese short fixed form poems） are quite difficult to translate into English, so some parts are written in Japanese.
If you are interested in haiku or waka and would like to know more, please read introductory or specialized books on haiku or waka written in English.
I also write many articles about the Japanese language. I would be happy if these inspire more people to want to learn Japanese.
my blog’s URL:団塊世代の我楽多（がらくた）帳 | 団塊世代が雑学や面白い話を発信しています
my X’s URL:団塊世代の我楽多帳（@historia49）さん / X
Recently, “active learning” has been gaining attention in the education world.
In response to the global spread of the novel coronavirus pneumonia (COVID-19) pandemic since January of this year, there has been a movement to actively consider the use of this concept.
Amid calls for educational reform at universities, “active learning” has gained attention, and there is now a growing movement to incorporate it into high schools and compulsory education as well. Some cram schools have also adopted “active learning” methods and are gaining popularity.
1. What is active learning?
This is a general term for teaching and learning methods in which students actively and independently solve problems by working together with their peers, rather than teaching unilaterally in a lecture format by a teacher. It can be said to be a learning method that is an extension of “peer learning,” a form of collaborative learning.
It represents a shift from a passive attitude to an attitude of acquiring the ability to learn independently.
By having students actively learn, the aim is to “foster generic abilities, including cognitive, ethical, and social skills, as well as culture, knowledge, and experience” (Central Council for Education report, August 2012).
Group work, discussions, experiential learning, and research-based learning are also considered effective methods.
2. Cram schools that incorporate active learning
The traditional image of cram schools and prep schools is one of “interesting and easy-to-understand lessons,” “charismatic instructors,” and “proficient teaching of test-taking skills.”
However, recently, cram schools that advertise “we don’t teach” and “we don’t teach” have emerged and are attracting attention. They don’t emphasize lectures, but instead encourage students to learn independently and proactively.
With a lecture format, children who truly understand, those who only think they understand, and those who don’t understand at all tend to feel superficially satisfied with having “studyed at cram school.”
However, with individualized instruction based on active learning, we can provide detailed instruction tailored to each child’s level of comprehension and progress. We can properly follow up on where students are struggling or confused.
This is similar to the style of “tutors” provided by teachers at British public schools.
(1) Shoin Juku
Shoin Juku is a cram school with approximately 200 locations, both directly managed and franchised, run by Shoin (Fukuoka City). This is a private tutoring school that incorporates active learning using computer-based teaching materials and has expanded nationwide.
(2) Takeda Juku
This school’s motto is “thorough management of self-study.” It has approximately 200 locations nationwide, primarily in the Tokyo metropolitan area.
3. Background and Benefits of Active Learning
(1) Background
① Changes in the type of talent society demands
In a rapidly changing “knowledge-based society” driven by globalization and constant innovation, simply possessing a wealth of knowledge is not enough. It demands diverse, creative responses based on free thinking, as well as the ability to collaborate with others to identify and solve problems.
The terms “solution,” “IT solutions,” and “solutions business” are often heard these days. These refer to the “problem-solving ability” of identifying customer needs and providing tailored hardware, software, and services.
The commonly used term “literacy” (the ability to extract and utilize necessary information from vast amounts of information using information devices) is another example of this. It is often used in terms such as “information literacy,” “financial literacy,” “computer literacy,” and “media literacy.”
② Reflection on the lack of application skills among Japanese students compared to their international peers
The lack of application skills among Japanese students was evident in a global academic achievement survey, which likely led to a reflection on traditional education.
Perhaps the results of the introduction of “active learning” are beginning to show in the 2015 Programme for International Student Assessment (PISA), a learning achievement survey primarily targeting 15-year-old children. Japan ranked second behind Singapore in “scientific literacy,” fifth in “mathematical literacy” (first place, Singapore), and eighth in “reading comprehension” (first place, Singapore).
Unfortunately, however, the 2018 results show a decline across the board, with Japan ranking fifth in “scientific literacy,” sixth in “mathematical literacy,” and fifteenth in “reading comprehension.”
③ Ministry of Education, Culture, Sports, Science and Technology Trends
The December 2014 Central Council for Education report stated that Japan should “dramatically enhance active learning” (high schools) and “make a qualitative shift to active learning” (universities) for high school and university education, respectively.
The consultation (November 2014) regarding the revision of the new Course of Study, which will be introduced in high schools from the 2022 academic year, also states that “it is necessary to enhance proactive and collaborative learning aimed at identifying and solving problems (so-called ‘active learning’) and the teaching methods necessary for this.”
In response to this, the new Course of Study sets the goal of realizing “proactive, interactive, and in-depth learning (active learning)” in all subjects.
On March 24, the Ministry of Education, Culture, Sports, Science and Technology announced the results of the textbook screening for use in junior high schools nationwide from the 2021 academic year. These are the first textbooks compiled in accordance with the new Course of Study, and include numerous scenes such as group activities.
(2) Benefits
① Developing the skills necessary for a new society
② Learning how to learn independently
Many people stop studying and reading books after graduating from school. Japan’s 8th-place ranking in reading comprehension in PISA likely reflects the fact that children are obsessed with computer games, YouTube, and smartphones, and few have developed the habit of reading.
However, as we enter the “100-year lifespan” era, the importance of “lifelong learning” is increasing.
I believe that developing “active learning” and “reading habits” during your student years will enable you to live a meaningful life. Self-study is fundamental to studying.
As an aside, I previously wrote an article on “Spartan education,” in which I introduced Hibiya High School’s “student-taught classes.” It was reported that “active learning, where students teach others, has a 90% retention rate,” suggesting that Hibiya High School was ahead of the curve in active learning at the time.