Toward a New Era Where Children Choose How They Learn: Implementing a Classroom Style That Cultivates Self-Directed Learning

As "individually optimized learning" and "collaborative learning" gain attention, educational institutions are beginning to take steps to improve students' ability to "think about how they want to learn" (self-regulation). We spoke to Mr. Nitta (pseudonym), a teacher at a public elementary school, who is actually taking on this challenge

• From "being taught" to "choosing your own learning"
• Being able to "choose" how to learn leads to autonomy
• Deepen your learning through input and output
• Freedom to choose teaching materials
• Visualization made possible by Roilo Note
• Independent learning begins with "choice"
• Creating a psychologically safe classroom
• Towards flexible learning style selection

From "being taught" to "choosing your own learning"

"This is the purpose of today's lesson."
"Okay, what do you think, Mr./Ms. XX?"
"At the end, please copy this summary into your notebook."

This is a common teaching style often seen in educational settings. However, this style alone leaves children's learning passive.

I believe that by allowing children to choose for themselves "how they learn," they can acquire autonomous learning skills. With "individually optimized learning" and "collaborative learning" gaining attention these days, I thought I would also try a teaching style that allows students to choose their own way of learning, and I would like to share what I have done.

Being able to "choose" how to learn leads to autonomy

In a teaching style that allows students to choose how they want to learn, they first choose how they want to learn. Alone, in pairs, in groups, or by being taught or helping someone. The teacher presents the options and lets the children consider the style that is best for them (Figure 1)

Figure 1: Collaborators tailored to your needs

Source: Provided by Mr. Nitta

For example, a child who wants to learn with peace of mind can be paired with a close friend. A child who wants to broaden their horizons can be paired with a friend who thinks differently. If a student feels they are not good at a certain subject, they can be paired with a student who is good at it. It is also OK to change the style during the lesson. The first half of the lesson will be with students at the same level, and the second half with students who have a different perspective -- such a flexible style is also accepted.

In this way, being able to choose for yourself "who you learn with" will help you to make learning your own.

Deepen your learning through input and output

Another feature of this style is that it allows for a combination of "input" and "output" during class time.

Learning does not become firmly established simply by reading textbooks and listening to teachers. By repeatedly combining input and output - talking to friends about what you have learned, trying it out for yourself, and putting yourself in a teaching position - the rate at which learning is retained increases dramatically. I

also try to encourage the children to "Try telling your friends what you have learned." This naturally encourages the children to take this approach.

Freedom to choose teaching materials

Not only can students choose how they learn, but they can also freely choose their learning materials. In addition to textbooks, they can also use tablets to search for online resources, use worksheets, and write down ideas on sticky notes. Children are free to choose the tools that best suit their purpose and progress with their studies.

There are a truly diverse range of combinations of "who they learn with" and "what they learn with." We tell our children that it's important for them to make their own choices.

Visualization made possible by Roilo Note

In actual lessons, we use the ICT tool "Loilo Note." Templates are prepared in advance, and the cards on which students write down their learning and reflections are made available to the whole class

Figure 2 Rubric display

Source: Provided by Mr. Nitta

At the beginning of the lesson, the teacher shares the lesson's objectives, rubric (evaluation criteria) (Figure 2), and the learning flow. The teacher only stands in front of the class for a few minutes, leaving the children to learn at their own pace. Children write down their own learning methods and what they have learned on cards in Roilo Note. They can also view other children's cards, so they can always get hints from "others' learning."

Figure 3: Examples of students' reflections

Source: Provided by Mr. Nitta

At the end of the lesson, we have time for reflection. During reflection, we ask students to think about whether their learning method was appropriate. Some students were able to gain the perspective to adjust their learning method themselves, such as saying, "Today I studied alone, but halfway through I went to ask the opinion of someone who is good at it and I realized something" (Figure 3)

Independent learning begins with "choice"

Even adults would be stumped if they were told to "figure it all out for themselves!" That's why I think the key is to "choose for yourself." Even just choosing from a selection of options gives children the feeling that they have "made the decision for themselves."

For children to have the attitude of continuing to learn on their own, self-regulation skills - the ability to think for themselves about learning, such as "what is right for me and how can I improve?", and adjust their learning methods - are essential.

If they can correctly grasp their current situation using rubrics or similar, children will be motivated to try the next level. This is how we hope to develop the ability to think about how they want to learn.

Creating a psychologically safe classroom

This autonomous learning style also contributes to children's psychological safety. For example, children who don't like being called on suddenly in front of the whole class don't need to worry about being laughed at if they make a mistake when they study individually or in pairs.

This teaching style also allows students with strong academic skills to work freely. In regular classes, students who are studying ahead at cram schools or other institutions may feel bored or feel that work time is a waste.

However, with this style, students become mini-teachers and teach other students, encouraging output learning. As a result, it's common for students to go out and teach others, and it's also common for students who struggle with studying to ask others for their opinions.

An environment where strong students teach weaker students has naturally been created, allowing children to interact in a variety of ways, not just during recess but also during class.

Towards flexible learning style selection

The Ministry of Education, Culture, Sports, Science and Technology's "Leading DX School" website introduces many practical examples of this new learning. Some of them make you wonder if they're really possible, but when you actually try them, they actually work surprisingly well.

Every time I take on a new challenge in my classes, I'm reminded that the children have a strong inner ability and motivation to learn.

Of course, not all lessons need to be conducted in this style. I think it's fine to flexibly combine group instruction and independent learning depending on the learning content and unit.

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From what Mr. Nitta said, it seems that efforts are underway to bring out and utilize children's motivation to learn. It's neither uniform nor laissez-faire. How lessons are designed will likely become important in the future

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