How  do  students  build  listening  rela1on  in  a  group  ?	
SLC2017	  October,	  21st	  2017	  	  Tomoyuki	  MORITA	  Associate	  Professor	  in	  Yamagata	  University	  Prac1cal  issues  in  Network  of  “SLC”    in  Mogami  region,  Yamagata,  Japan	
Yamagata	  Prefecture	

Sapporo	

Tokyo	

2017.4	

JHS	  6/12	  ES	  12/23	  • School	  reform	  based	  on	  SLC	  has	  drasGcally	  spread	  for	  these	  6	  years,	  in	  Yamagata,	  Japan.	  	  • However,	  we	  have	  remained	  some	  challenges	  on	  building	  listening	  relaGons	  yet.	  
• One	  of	  these	  challenges	  is	  building	  relaGons	  between	  fast	  learners	  and	  slow	  learners.	  
• More	  fast	  learners	  take	  care	  of	  slow	  learners,	  the	  more	  group	  acGviGes	  assume	  not	  collaboraGve	  but	  cooperaGve.	  The  purpose  and  method  of  this  presenta1on	• To	  explore	  the	  key	  of	  building	  listening	  relaGons	  	  through	  the	  analysis	  of	  learning	  trajectory	  in	  case	  of	  a	  JHS	  from	  the	  perspecGve	  of	  being	  silence.	  	  -­‐How	  and	  when	  do	  both	  slow	  and	  fast	  learners	  learn	  in	  groups?	

Case  of  HIRO  (7th  grader  in  Junior  high  school)    at  June  2017  	•••••This	  school	  launched	  school	  reform	  as	  SLC	  in	  2016.	  
I	  would	  like	  to	  focus	  on	  Hiro	  and	  his	  friends’	  learning	  trajectory	  of	  about	  4months.	  
Hiro	  was	  a	  7th	  grader	  in	  this	  school	  and	  one	  of	  slow	  learners.	  
Moreover,	  it	  was	  hard	  for	  him	  to	  ask	  help	  to	  his	  friends	  in	  a	  group.	  
Even	  if	  he	  tried	  a	  liWle,	  he	  seemed	  to	  give	  up	  thinking	  in	  daily	  lessons.	  An  episode  on  Sep.  2017	 u This	  lesson	  is	  in	  the	  seventh	  grade	  class	  	【Lesson	  plan	  “set	  up	  an	  equaGon	  and	  solve	  the	  equaGon”】	

Sharing	  task	

Q1:	  When	  3candies/person	  are	  given,	  20candies	  leave	  over.	  When	  4/person	  are	  given,	  50	  are	  short.	  How	  many	  people	  and	  candies	  are	  there?	  	  ＊Answer:	  70people	  and	  230candies（3x+20=4x-­‐50）	
Q2:	  When	  400yen/person	  are	  collected,	  200yen	  are	  above.	  When	  300yen/person	  are	  collected,	  500yen	  are	  below.	  How	  many	  people	  are	  there	  and	  How	  much	  money	  are	  collected	  all	  together?	  
＊Answer:	  7people	  and	  2,600YEN(300x+500=400x-­‐200)	  Jumping	  task	

Q:	  When	  6	  origami/person	  are	  given,	  18	  leave	  over.	  When	  8	  origami/person	  are	  given,	  4	  are	  lack.	  
How	  many	  origami	  and	  people	  are	  there?	  	  Can	  you	  solve	  by	  seeng	  up	  an	  equaGon	  with	  deciding	  x	  as	  a	  number	  of	  all	  of	  origamis?	  
＊Answer:11people	  and	  84origamis(x-­‐18/6=x+4/8)	

In  sharing  task:  Students  seemed  to  learn  ac1vely.  	

ST	  • Friends	  in	  a	  group	  had	  taught	  Hiro	  gradually	  when	  he	  had	  seemed	  to	  have	  no	  idea,	  like	  Kumi	  and	  Masa.	  
• He	  couldn’t	  understand	  well	  in	  spite	  of	  his	  friends’	  teaching,	  so	  that	  his	  friends	  taught	  to	  him	  again	  and	  again.	  
JT	   • However,	  when	  teachers	  came	  to	  him	  and	  passed	  out	  handouts	  of	  a	  jumping	  task,	  he	  seemed	  to	  feel	  relief	  as	  if	  he	  would	  not	  have	  wanted	  for	  friends	  to	  teach	  more.	  

What	  is	  necessary	  for	  him?	  In  jumping  task  	ST	  • Finally,	  Hiro	  tried	  to	  solve	  problem	  by	  himself	  in	  jumping	  task	  by	  depending	  on	  a	  handout	  which	  was	  recorded	  explanaGons	  from	  his	  friends.	  
• He	  seemed	  not	  to	  be	  smile	  but	  to	  think	  seriously.	  

JT	  Reconsidering  sharing  task  phase  focusing  on  fast  learners	

ST	  • Observing	  carefully,	  there	  are	  also	  a	  liWle	  silent	  moment	  for	  fast	  learners	  to	  respond	  to	  slow	  learners	  with	  listening.	  
Fast	  learners,	  especially	  Kumi,	  tried	  to	  interpret	  Hiro’s	  JT	   • thinking	  way,	  prepare	  for	  appropriate	  hint	  before	  response	  to	  him.	  There	  was	  listening.	  
• It	  is	  an	  opportunity	  for	  fast	  learners	  to	  reconstruct	  their	  understandings	  when	  they	  face	  an	  occasion	  to	  respond	  Conclusion	

1.	  It	  is	  important	  to	  prepare	  for	  the	  Gme	  to	  think	  for	  both	  slow	  and	  fast	  learners.	  This	  Gme	  tends	  to	  be	  silence.	
・	  Jumping	  task	  enables	  for	  slow	  learners	  to	  think	  because	  this	  kind	  of	  task	  prepare	  the	  Gme	  for	  thinking	  individually.	  No	  instrucGng	  there	  are!	  	
2.	  It	  is	  also	  important	  that	  there	  are	  also	  a	  liWle	  silent	  moment	  for	  fast	  learners	  to	  respond	  to	  slow	  learners	  with	  listening.	  
・In	  sharing	  task,	  teaching	  as	  listening	  enables	  not	  only	  for	  slow	  learners	  to	  think	  but	  also	  for	  fast	  learners	  to	  reconstruct	  their	  understandings.	  
3.	  Remaining	  challenge	  is	  sharing	  signiﬁcance	  of	  reconstrucGng	  process	  through	  responding	  to	  others	  with	  listening	  in	  sharing	  task.	  	  ・ Students	  has	  tried	  to	  care	  and	  learn	  through	  caring	  since	  school	  reform	  launched.	  But	  we	  have	  tended	  to	  miss	  it	  because	  these	  scenes	  are	  hard	  to	  see.	  
・	  Fast	  learners	  and	  also	  observers	  (teachers,	  supervisors…)	  tend	  not	  to	  recognize	  that	  signiﬁcance,	  especially	  in	  the	  beginning	  of	  school	  reform.	  
・ For	  moving	  teaching	  relaGons	  to	  listening	  relaGons,	  it	  is	  the	  key	  to	  ﬁnd	  and	  share	  the	  prospects	  for	  building	  listening	  relaGons	  in	  ongoing