Thinking Tools use cases for Extra Curricular
Key Points for Utilizing Other Subjects
What exactly does "other" mean?
This refers to subjects other than Japanese language, mathematics (arithmetic), social studies, science, and English (foreign language) (specifically in this context).
Though these are minority subjects compared to the top five, each has its own uniqueness and together they form a diverse group.
The fields range from life skills, physical education, arts and crafts, technology, home economics, information technology, integrated studies, inquiry, and ethics. These can be interrelated, interdisciplinary, or integrated, and some may even connect with the top five subjects.
This group is like a "chanko nabe" (sumo stew)—anyone is welcome to join, no worries.
What are thinking tools?
- Necessary for all children to utilize knowledge to create new ideas (and assert their own thoughts).
- Tools that allow organizing and visualizing one's thoughts.
- Tools that enable sharing with others to refine thoughts, strengthen justifications, and structure pre-existing ideas for explanation.
- Choosing the best thinking tools for the class and using them effectively allows for metacognition of one's learning.
How to use thinking tools in "other" subjects
As mentioned, the "other" category is diverse, so there isn't one specific best tool here.
- Discover the best ways to use each thinking tool from lesson plans and practices within each field.
- It would be beneficial for participants to have thoughts, share with others, and assert the best usage of these tools.
Examples of using thinking tools in "other" subjects
Example 1: During a one-hour class, utilize thinking tools in the main developmental phase.
1. In art appreciation, use tools as aids to pursue and form thoughts on a task.
2. While observing the "Wind God and Thunder God" folding screen, children notice the similarities and subtle differences between the two figures.
3. The task evolves from "What are they doing?" to "Are these two good friends (allies) or fighting (enemies)?"
4. Use a "Venn Diagram" to compare the Wind God and Thunder God (identifying similarities and differences) to deepen understanding of the artwork.
5. Then exchange opinions about the task.
Example 2: Assemble a unit learning plan using a plot diagram, utilizing thinking tools in each lesson.
- Consider where the climax (key development phase) of the comprehensive learning unit (15-hour duration) will occur.
- The unit structure typically begins with divergence, followed by convergence.
- Utilize thinking tools in this process: Diverge in Phase 3 (Webbing), then Converge in Phase 4 (Coordinate Axis), deciding which cards are needed by switching tools as necessary.
- Plan the overall flow and determine the necessary thinking tools for each phase.
- It's also important not to overuse tools; having lessons without them is okay.