There are skills that cannot be cultivated in a classroom. Real learning born from distributed learning interviews

A world that only becomes visible because you took on the challenge

For this year's third-year school trip, the distributed learning began with multiple learning locations designated by us as the starting point. Looking at these locations, the students engaged in 'hypothesis building' through repeated group discussions, asking themselves, 'What kind of learning can be born here?', 'What kind of people might we meet?', and 'How does this connect to our theme?'

The locations were not chosen freely; rather, the challenge was how to develop their own interests and concerns within a set environment. They were seriously thinking about 'how to deepen their own inquiries in this place.'

This process was not merely preliminary preparation. It was the very 'design of inquiry' itself, intended to explore as a group and ultimately connect to individual inquiry.

It was 'living information' and 'living people' not found in textbooks.

This year's theme was questions that connect the world to oneself

• Standard breakfasts in various countries

• What can be done to get young people interested in sumo and fireworks culture

• Why does war never disappear

• Differences in harassment by country

• Comparison of Edo period street culture and the modern day

• Differences in social standards between Japan and overseas

Because this grade has built up experience in traditional culture in their first year and international understanding in their second year, these themes functioned as 'questions that connect our lives to the world.'

The skills the students acquired were of a kind that cannot be fully cultivated in a classroom

The survey responses indicated that the following skills were acquired.

• Communication skills

• Research skills

• Ability to take on challenges

• Collaboration skills

• Ability to organize one's own thoughts

• The power of observation

• The power of questioning

• The power to recognize one's own interests

These are skills that cannot be cultivated just by solving textbook problems. They are skills that can only be cultivated by 'engaging with people'.

One student wrote, 'I was in trouble because I couldn't understand what was being said,' while another wrote, 'I was surprised that I was able to meet someone who fit our theme.' Nervousness, joy, frustration, and a sense of accomplishment—these emotions are 'evidence of learning' that only emerged because they stepped into a real-world setting.

There was a moment when learning as an English department 'came to life'

The most significant aspect of this initiative was that the students experienced a moment where English transformed from a 'subject' into a 'tool'.

The English they had learned in the classroom became:

• The courage to speak to tourists

• The frustration of not being able to understand

• The joy of being understood

These are skills that cannot be cultivated just by solving textbook problems. They are skills that can only be cultivated by 'engaging with people'.

The students' words are all raw and vivid.

Nervousness, joy, frustration, and a sense of accomplishment—these emotions are 'evidence of learning' that only emerged because they stepped into a real-world setting.

The essence of inquiry lies in 'dialogue with people'

Distributed learning is not just a research activity. It is learning where students connect with the world in their own words and deepen their own inquiries through dialogue with others.

This interview was, for the students,

• Learning that connects to the real world

• Proactive and collaborative inquiry

• Cross-cultural understanding

• The challenge of communication

became a valuable time to experience.

And for educators, it also became an opportunity to rethink the question of how to connect classroom learning to society.

If you are interested in this lesson plan

The core of this practice is the design of inquiry: "Specify a location and form a hypothesis based on what can be learned there."

If you are interested in this lesson plan, the management method, the mechanism for ensuring student safety, or the guidance method for interviews, please feel free to contact us.