Project 1 Student Lessons (2024)

ジーンズは現在でも幅広い層に使われているメジャーなファッションだが、その起源は19世紀半ばにまで遡る。そして第二次世界大戦時に製造されたジーンズはその球数の少なさから一着100万以上で取引されることがある。そういったことを今回のプロジェクトでは学んだ。私も普段服を買うときは古着屋を利用することが多いが、やけに値段が高いことに疑問を持つことが多かった。そんな時にYouTubeやネットを使って調べてみるとジーンズ同様、球数の少なさであったり縫製の違いであったりというところから値段が高騰することが多いとわかる。古着は言い方を変えれば中古服で、一回誰かの着た服を着るのは嫌だという人をたまに見かけるが、古着は歴史を知るととても奥が深く、さらに人と被りにくいという点で服を着る以外にも面白さがあるため、私はこれからも利用し続けたいと思う。

Jeans are a major fashion item still worn by a wide range of people today, but their origins date back to the mid-19th century. Jeans manufactured during World War II can sell for over 1 million yen a piece due to the small number of pieces. That’s what I learned in this project. I often go to second-hand shops to buy clothes, but I often wonder why the prices are so high. When I look it up on YouTube or the internet, I find that, like jeans, the price is often high due to the small number of pieces or differences in sewing. Second-hand clothes are, in other words, second-hand clothes, and I sometimes see people who say they don’t like wearing clothes that someone else has worn before, but when you know the history of second-hand clothes, you can see that they are very deep, and there are other interesting things to wear besides just wearing them, such as the fact that you are unlikely to see someone else wearing them, so I would like to continue using them in the future.

Discussion Questions (Evaluate):

Why do you think the buttons on the war model are hollow in the middle?
If there had been no war and no wartime models existed, do you think the value of jeans would be different than it is now?

N. Hanna teachers about the China-Vietnam War of 1979

Objective: Students will be able to understand:

- 1. The context of the 1979 Vietnam border war
  2. Chinese war conspiracy

– My lesson was about the Sino-Vietnamese War in 1979

I am a child born in a time of peace. I always take pride in telling others that my country and its people have shown remarkable courage and resilience throughout brutal wars. We say that our nation has only been able to reconstruct and build itself in the last 50 years, particularly since 1975 after the victory in the Vietnam War. However, later on, two other wars demanded our sacrifice: the Cambodian War against the Khmer Rouge and the Sino-Vietnamese War in 1979. The more I delve into these wars, the more astonished I become. These conflicts, seemingly unrelated, were deeply intertwined. And I believe the conspiracy of this war would be fascinating for a lesson. Members of my family are living witnesses—soldiers who faced life and death and have real stories to share. The wounds, both physical and psychological, that my grandparents, my aunts and uncles bear to this day, have driven me to uncover and recount this forgotten chapter of history.

Ryoma teachers about the Zippo Lighter

The learning goal of the lesson I created is to help students correctly understand the flow of history and the history of Vietnam Zippo, so that they can explain it themselves. My lesson explains how Vietnam Zippo was made, its purpose, and the events of that time. In this project, I learned how difficult it is to create lessons. I also learned how difficult it is to summarize what you want to convey in an easy-to-understand way. I thought about how to convey it to students in an easy-to-understand way, and made it while thinking first about how to make an easy-to-read PowerPoint presentation. I was able to understand that the professors of the classes I usually take also think about such things when they make easy-to-read PowerPoint presentations. Then, in the project after that, I learned more about learning theory. I learned that the classes I usually take can also be classified using Bloom’s taxonomy. It was a perspective I had never had before, so when I looked back on my regular classes from a new perspective, I realized a lot of new things.

Here is the video I based my lesson on.

Here is the PPT I made.

Satomi Teaches about the Sinking of the Titanic

Objectives: Students will be able to:

Understand what caused the sinking of the Titanic
Learn about the key people involved in the Titanic sinking, the number of casualties, and the number of survivors

Reflection on the lesson:

　W8のプロジェクトから教育を行う上で必要な手順や生徒の興味を引く方法を学べた。授業を聞くことも重要だが、それだけでは生徒の興味・関心を引き続けることは難しいため、授業に参加する形式のアクティビティなどを取り入れるべきだと知った。また、復習課題は生徒が授業内容を思い出し記憶に定着させる役割を担っていることを理解した。
　W11のプロジェクトからブルームの分類における高次の思考の例について学んだ。記憶・理解・応用・分析・評価・創造の6つにはそれぞれどのような役割があるのかや実際に課題を作成した場合どんな課題となるのか等を理解した。また、6つのカテゴリーに分類することによって、教育目標や学習者の能力を明確にすることが可能になると学んだ。

English
　From W8’s project, I learned the steps necessary for education and how to interest students. I learned that while listening to lectures is important, it is difficult to keep students interested in them through that alone, so I learned that activities that involve participation in class should be incorporated. I also learned that review assignments help students recall the contents of lectures and solidify them in their memories.
　From W11’s project, I learned examples of higher-level thinking in Bloom’s taxonomy. I understood the roles of each of the six categories of memory, comprehension, application, analysis, evaluation, and creation, and what kind of assignments would be created if they were actually created. I also learned that by classifying into six categories, it is possible to clarify educational goals and learners’ abilities.

Here is the video I based my lesson on.

Here is the PPT I made.

My Quizlet

Hayqal teaches about the Plague that Made People Dance until they Died

Objectives: Students will be able to:

Identify key facts: Students will be able to identify when and where the Dancing Plague occurred.
Describe Effects: Students will be able to describe how the Dancing Plague impacted people and communities at the time.

Reflection on the lesson:

行動主義的アプローチを用いた歴史学習のプロジェクトから、私はいくつかの重要なことを学んだ。まず、興味深いビデオや教えているレッスンに関連した軽いディスカッションなど、学習中に効果的で楽しい関与を得る方法を学んだ。この方法は、生徒の学習への興味と意欲を刺激できると理解している。また、資料を説明するプレゼンテーションを実施し、フラッシュカードや Kahoot! などのミニゲームを使用すると、生徒が情報を保持し、圧倒されない方法でその意味を説明するのに役立つ。全体として、明確な目標、構造化されたアクティビティ、肯定的なフィードバックに焦点を当てた行動主義的アプローチにより、学習をより魅力的にできることを学んだ。分析、応用、評価などの重要なポイントに焦点を当てることで、生徒がより深く考え、よりよく理解できるようにする方法を学んだ。

Translation in English :
Through the project of creating history learning using a behavioristic approach, I learned several important things. First, I understand how to achieve effective and enjoyable engagement during learning, such as presenting interesting videos and light discussions related to the class that will be held. I understand that this way can stimulate students’ interest and desire to learn. Also, conducting a presentation to explain the material and using flashcards and mini-games such as Kahoot! can help students recall the information and explain its meaning in a way that is not overwhelming. Overall, I see how a behavioristic approach focusing on clear goals, structured activities, and positive feedback can make learning more engaging. By focusing on key points such as analyzing, applying, and evaluating, I learned how to help students think deeper and understand better.

Here is the video I based my lesson on.

Here is the PPT I made.

My Quizlet

Rama Teaches about World War 1

Objectives: Students will be able to:

Sequence the main events of the First World War.
Explain the causes and consequences of the First World War.
Summarize the key events and figures of the First World War.

Reflection on the lesson:

このプロジェクトは、私自身のトピックの重要性だけでなく、レッスンに盛り込むべきこと、あるいは除外すべきことについても教えてくれました。例えば、レッスンを準備するときだけでなく、レッスンを教えるときにも考えなければならないことを学びました。レッスンの目的は何か、レッスンで何を達成したいのか。さらに、ブルームの分類法を用いて、レッスンをデザインするだけでなく、レッスンの課題を設定する際にも、生徒にどのレベルの思考をさせたいのか、どうすれば効果的にそれを達成できるのか、多くの思考が必要であることを学びました。教師という職業は、教えるだけでなく学ぶことも多いということを学びました。この情報は、人に教えるだけでなく、自分自身も学びながら教えるのに役立つと思います。

The project itself has taught me not only about the importance of my own topic, but also about what I need to include or exclude from the lesson. For example, I have learnt about the things I need to think about not only when preparing a lesson, but also when teaching a lesson. What is the purpose of my lesson, what do I want to achieve from the lesson? Furthermore, using Bloom’s taxonomy, I have learnt that not only designing a lesson but also setting tasks for the lesson requires a lot of thought, what level of thinking do I want the students to do, how can I achieve this effectively. I have learnt that being a teacher requires a lot of learning as well as teaching. I think this information will help me not only to teach others, but also to teach myself as I learn.

Here is the video I based my lesson on.

Here is the PPT I made.

My Quizlet

Kyosuke Teachers about Japanse Soldiers Continuing the Fight After World War II Ended

Reflection on the lesson:

この授業の中で、私はプロジェクトとして太平洋戦争、主に小野田寛郎という人物について紹介しました。私のこのプロジェクトの目的は、かつての日本の戦争の爪痕、そして日本人の志はどのようなものだったのか、今の日本人とどのように違うのか、そしてそれらは、天皇や日本国への忠誠心として行われていましたが、本当に正しい事だったのかなどを知ってもらいたくてこのプロジェクトを行いました。

　まず、このプロジェクトを通して、私は自分自身でもどのようなことが起こったのかをより深く知ることができました。日本に住んでいるとやはり日本が正義であったというふうに教育されがちですが、実際は両成敗論のように、どちらが正義でもう一方が悪のように単純なものではないと感じていました。それは実際正しかったです。かつての日本人はほとんど日本しか知らないので、戦争の敵国であったアメリカ人は悪魔のように感じていたでしょつ。それは一種の戦争であると感じます。小野田寛郎もその1人であったと感じました。

　まず、プロジェクトを通して難しいと感じたことは、より生徒に学びを与える課題を課すことは難しいと感じました。ほとんどbusy workになってしまうので、それらに非常に難しいと私は感じました。

　In this semester, I made project about The pacific war mainly talked about Hiroo Onoda who was a last Japanese soldier. The objectives of my project was to let the students know about the scars of the war and how they (Japanese while the pacific war) differed from the Japanese people today like us,and one more purpose of my project is to understand how Japanese people’s loyalty to the Emperor was right.

I also learnt through this project that war is never one side evil and the other justice. In the past, Japanese people knew almost only Japan, so they thought of the enemy country, the USA, as the devil and the Emperor as a god. I think it was a kind of brainwashing. Hiroo Onoda is no exception to that.

Another thing that I found difficult about this project was that when I gave the students assignments, I felt that almost task that I made could be busy work for student. It was difficult for me.

Here is the video I based my lesson on.

Here is the PPT I made.

My Quizlet

Manami Teaches about the Blackout Ripper of WW2

Objectives: Students will be able to:

Identify the main characters and details of the terrible crimes that occurred during WW II.
Describe correctly what the murderer did and the process of his arrest.

Reflection on the lesson:

What I learned from that project and follow-up projects

The most important thing I learned through the project and the follow-up is that in learning, it is not enough to simply know information; we need to deeply understand the information we learn and incorporate it into our minds in an appropriate way.

Ross’s class featured many creative ways to engage the students’ interest. For example, he used Kahoot quizzes and a variety of experiments to keep the students’ attention and make them feel familiar with the lesson content. Additionally, he gave us assignments that encouraged us to think logically and critically based on what we learned in class.

Reflecting on Ross’s always engaging classes, I realized that even those who are not satisfied with learning simply by knowing information can become active learners if they enjoy applying the information and thinking independently. In fact, my learning experience up until high school was that I was particularly poor at history. However, through this project to create a history lesson, my view of history has changed dramatically. In the process of creating my own history class, I developed quizzes on historical events, PowerPoint slides, and assignments, and I came to feel that tracing history is unexpectedly interesting and that I want to deepen my knowledge and create assignments that students can enjoy.

Through these experiences, I have learned the importance, in human (mainly student) learning, of not simply memorizing information, but of deeply understanding it and applying it to actual learning activities. I am convinced that by emphasizing understanding and application, we can engage in learning more proactively and use knowledge more effectively.

In conclusion, I believe that in education, it is crucial to deepen learning through the understanding and appropriate application of information.

—————————–

・私の授業はブラックアウト・リッパーについてでした。

・私の学習目標：生徒には次のことが求められました↓
1．第二次世界大戦中に起こった恐ろしい犯罪の主な登場人物と詳細を特定すること
2．犯人が何をしたのか、また逮捕されるまでの過程を正しく説明できること

プロジェクトとフォローアップから学んだこと

このプロジェクトとフォローアップを通して私が学んだ最も重要なことは、学習においては単に情報を知っているだけでは不十分で、学んだ情報を深く理解し、適切な方法で自分の中に取り入れる必要があるということです。

ロスの授業では、生徒の興味を引く工夫が随所に見られました。例えば、彼はKahootのクイズや様々な実験を使って、生徒の注意を引きつけ、授業内容を身近に感じさせてくれました。さらに、授業で学んだことをもとに論理的・批判的に考えるよう促す課題も出してくれました。

ロスのいつも魅力的な授業を振り返ってみると、情報を知るだけでは満足できない人でも、情報を応用して主体的に考えることを楽しめば、能動的な学習者になれるのだと実感しました。実際、高校までの私の学習経験は、歴史が特に苦手でした。しかし、今回の歴史授業づくりを通して、私の歴史に対する印象は大きく変わりました。自分なりの歴史の授業を作る過程で、歴史上の出来事に関するクイズやパワーポイントのスライド、課題などを作成したのですが、歴史をたどることは意外と面白い、もっと知識を深めたい、生徒が楽しめるような課題を作りたいと感じるようになりました。

このような経験を通して、人間（主に生徒）の学習において、単に情報を暗記するのではなく、深く理解し、実際の学習活動に応用することの重要性を学びました。理解と応用を重視することで、より主体的に学習に取り組み、より効果的に知識を活用することができると確信しています。

結論として、教育においては、情報の理解と適切な応用を通して学びを深めることが重要であると私は考えています。

Here is the video I based my lesson on.

Here is the PPT I made.

My Quizlet