Education Tips for Practicing Comprehensive History, Exploring Japanese History exploration of Japanese History, and Exploration of World History : Integration of Teaching and Evaluation in Jigsaw Law / Kanta Takei

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Education
How can "integration of guidance and evaluation" and "independent, interactive and deep learning" be realized? By using the Knowledge Composition Type Jigsaw Law as a common teaching method, up-and-coming history educators draw up the future course of history classes. By showing hints for practicing classes and teaching tips derived from the facts of students' learning, we encourage students to focus on "what has been taught to students" instead of "what has been taught to students". A message with all the strength looking at the future of history education. -- - Introduction 1 Theory Section (1) History classes required in the future (KantA Takei) 1 Aiming to cultivate "qualities and abilities as citizens" 2 Active Learning as a "point of view" 3 Active Learning as a "point of view" 3 Changing the view of classes to "goal-creating type" 5 Interactive Learning to deepen students' understanding "7 Promoting the Knowledge Composition Type Jigsaw Law 7 Integrating guidance and evaluation - Run the PDCA cycle! 2 Practice Section : Facts of students' learning and" tips for my classes "1 Setting concrete start and goals based on students' actual conditions (Tomoki Yamane) 2 Understanding the thinking process of students from interviews and deliverables (Kota TAKANO) 3 Preparing materials that focus on points of view (Tsuba Inagaki) 4 Using Expert Materials with common hints and keywords (Naotomo Ohno) 5 Constantly asking questions about students' naive concepts (Katsuhiko Satoh) 6 Using materials to make Jigsaw activities more active (Yuki Sugimoto) 7 Using whiteboard to see differences in cognition (KantA Takei) 8 Engaging in deep learning by intervening in students' cross-talk (Keisuke Saeki) 9 Using" Introductory Jigsaw "to gain insight into learning (Mika Matsuki) 10 First steps in creating teaching materials 2 Determining main challenges and content 3 Setting main challenges 4 Making expert materials 5 Engaging in students' cross-talk to achieve deep learning (Keisuke Saeki) 9 Using" Introduction Jigsaw "to gain insight into learning (Kanta Okumura) 10 First steps in creating teaching materials 2 Determining main challenges and content 3 Setting main challenges 4 Making expert materials 5 Making students' cross-talk to achieve deep learning (Keisuke Saeki) 9 Using" Introduction "to gain insight into learning (Kanta Obara) 10 Theory Section (3) First steps in creating teaching materials 2 Determining main challenges and content 3 Setting main challenges 4 Making expert materials 5 Making students' cross-talk to gain insight into learning (Kanta Takei) 10 First steps in creating teaching materials 2 Determining main challenges and content 3 Setting main challenges 4 Making expert materials 5 Making students' cross-talk to gain insight into