February English Paper 【Active Learning】

Paper title: Active Learning: Cooperation in the class room Article authored by Roger T. Johnson, David W. Johnson Year of writing: 2008 Journal: The Annual Report of Educational Psychology in Japan Vol.47, 29-30 ＜Summary. 　Globally, there is a movement to put more emphasis on active learning in universities. Students are required to learn actively rather than passively in response to the professor's teaching. This is where cooperative learning (Cooperative Learning, in which learners help each other in group learning, and each learner takes responsibility for their own learning to achieve the group's goals) becomes important. Studies have found that cooperative learning leads to higher achievement, stronger academic achievement, higher retention rates, positive feelings about other students, and higher self-esteem compared to competitive and personal learning. 　Collaborative learning is different from just group learning. There are five basic elements of cooperative learning: positive interdependence, personal responsibility, facilitative interaction, interpersonal or small group skills (communication skills, leadership, etc.), and group processes. 　Collaborative learning is very effective when the group meets small (2~4 people), is a diverse group, or has a common goal. ＜Impressions. 　The children's group is currently providing junior high school students from Amagasaki City with opportunities to experience the university atmosphere at Sekigaku, to interact with international students, and to give lectures on economics and development economics. Although active learning is becoming more and more important in the field of education, we would like to make the learning opportunities we offer more active than usual, since the main part of our regular classes is for teachers to give classroom lectures to students. At that time, we set the group's goals, and since we had never planned to achieve them before, we would like to implement such a project in the future.