Analyzing active learning demonstrated in the novel totto chan the little girl at the window = phân tích phương pháp active learning Được thể hiện trong tác phẩm totto chan bên cửa sổ của tetsuko kuroyanagi Để tìm kiếm Ý tưởng dạy ngoạ
INTRODUCTION
What is Active Learning (AL)
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." (Bonwell & Eison 1991) According to the study “Active Learning: Creating Excitement in the Classroom” by Bonwell & Eison, active learning can be defined as anything that “involves students in doing things and thinking about things they are doing”.
Introduction of the novel “Totto-chan: The little girl at the window”
“Totto – chan: The little girl at the window” is the most famous novel by Tetsuko
Totto-chan: The Little Girl at the Window by Tetsuko Kuroyanagi is a bestselling novel that has sold over 4.5 million copies in Japan within its first year and gained international recognition, becoming an inspiring educational resource As a Japanese faculty student, I find the novel’s educational approach particularly intriguing, as it highlights innovative teaching methods that have been incorporated into Japan’s elementary school curriculum The book narrates the life of a young girl named Totto-chan and her experiences at Tomoe Gakuen, showcasing an educational system that emphasizes creativity and individuality A central figure in the story is headmaster Sosaku Kobayashi, who advocates for “out of the box” thinking and challenges traditional Japanese education practices, inspiring reform and innovation in education.
1.3 REASON FOR WRITING AND RESEARCH QUESTIONS
This novel highlights the educational perspective associated with active learning methods, emphasizing student engagement and participation The concept of active learning is vividly depicted through various learning activities at Tomoe Gakuen, reflecting modern educational practices Tetsuko Kuroyanagi’s novel, "Totto-chan: The Little Girl at the Window," exemplifies the practical application of active learning, showcasing its effectiveness in fostering a dynamic learning environment The study is guided by specific research questions aimed at exploring how active learning influences student development and engagement within the story's context.
1 How Active Learning is demonstrated in the education method that was applied to Tomoe Gakuen in the novel Totto-chan, the Little Girl at the Window?
2 What can we learn from the Active Learning method used in the novel in improving the method of foreign language education for children?
1.4 THE AIMS OF THE STUDY
This study explores how active learning is implemented in the educational methods established by Headmaster Sosaku Kobayashi, highlighting its significance in modern foreign language teaching By analyzing the active learning techniques used in this innovative approach, the research aims to identify key principles for both learners and educators Additionally, a sample lesson plan will be developed based on these techniques, focusing on teaching foreign languages to children across four skills The findings will help foreign language teachers working with children enhance their teaching strategies, supporting learners’ natural development and fostering more effective language acquisition Ultimately, the study hopes to provide valuable insights into addressing current challenges in teaching foreign languages to children in Vietnam, offering practical solutions for educators.
The aims of the study
This study aims to identify and analyze how active learning is shown in the education method established by the headmaster Sosaku Kobayashi Furthermore, from the findings & results of active learning methods used in this novel, the researcher will draw some principles of learners and educators and suggest a sample lesson based on techniques that were used in the novel in teaching foreign languages to children in 4 skills This study will be beneficial to foreign languages teachers working with children since it will allow them to improve their teaching strategies as well as help them to support learners’ natural development The researcher hopes that this study can bring a better view to current problems in teaching foreign languages for children in Vietnam
LITERATURE REVIEW
Literature review
2.1.1 Active Learning in the research conducted by Bonwell & Eison
In their 1991 study titled “Active Learning: Creating Excitement in the Classroom,” Charles C Bonwell and James A Eison explore the concept of active learning, its scientific evidence, common challenges, and practical implementation strategies for educators They highlight a variety of active learning methods, including visual learning, writing tasks, problem-solving, computer-based instruction, cooperative learning, debates, drama, role-playing, simulations, games, and peer teaching, all aimed at enhancing student engagement and understanding The study notes that the term “active learning” lacks a precise definition in educational literature, but it is generally associated with strategies that promote student participation and interaction in the learning process Implementing active learning techniques can significantly improve classroom dynamics and promote deeper learning outcomes.
● Students are involved in more than listening
● Less emphasis is placed on transmitting information and more on developing students’ skills
● Students are involved in higher-order thinking (analysis, synthesis, evaluation)
● Students are engaged in activities (e.g, reading, discussing, writing)
● Greater emphasis is placed on students’ exploration of their own attitudes and values
Charles C.Bonwell and James A.Eison proposed that active learning can be defined as anything that “involves students in doing things and thinking about things they are doing” In the
“Conclusions and Recommendations”, they outline the roles of educators in the implementation of active learning strategies such as: confronting the issue of taking risks, relatively concrete the specific subject of the lessons,…
2.2.2 Educational values in the novel “Totto-chan: The little girl at the window” in the research conducted by Jama Luddin
The research titled “An analysis of educational values in *Totto–chan: The Little Girl at the Window* by Tetsuko Kuroyanagi from Paulo Freire’s perspective” identifies 52 educational values within the novel Most of these values are associated with headmaster–educator Kobayashi Sosaku and Tomoe Gakuen School, while others are derived from Totto–Chan’s family and friends The study found that 28 of these educational values align closely with Paulo Freire’s concepts of education, emphasizing critical thinking, student-centered learning, and the development of individual potential.
2.2.3 Teaching way in the novel “Totto-chan: The little girl at the window” in the research conducted by Maria Susan Ardi
The study A Comparison of the Teaching Way between the Teachers in Totto – chan: A little girl at the window Novel by Maria Susan Ardi WahyuningTawi (Sanata Dharma University,
Yogyakarta) shows that the writer believes that the rules that are provided by the teachers in Totto - chan, actually have a good aim The writer found that the way that the headmaster - Sosaku Kobayashi uses it is unique He teaches his students about liberty and how to learn and grow as an individual: by using a railway station as the class for the learning process, allowing
Every day, 13 students are allowed to sit wherever they want and choose the subjects they wish to learn first, promoting student autonomy and engagement A survey conducted among teachers revealed a preference for the teaching methods of Headmaster Sosaku Kobayashi, who is associated with the educational approach depicted in "Totto-chan: The Little Girl at the Window." Respondents, who are teachers, favored Kobayashi’s method over others, highlighting its effectiveness and alignment with innovative teaching practices.
2.2.4 Child-centered approach in the research conducted by Bharti Singh
The novel “Totto-chan: The Little Girl at the Window” by Bharti Singh highlights Tomoe Gakuen's implementation of a child-centered learning approach that emphasizes student-focused education In this model, students are encouraged to choose subjects they enjoy, fostering independence and engagement The school promotes play-based learning, which helps prevent boredom and enhances the learning experience The study underscores the importance of creating appropriate learning environments that meet students' needs Overall, adopting a child-centered approach in the novel demonstrates effectiveness in achieving educational objectives and supporting student development.
2.2.5 Sosaku Kobayashi’s educational perspective in the research conducted by Sadha
This undergraduate thesis explores the educational values in "Totto-chan: The Little Girl at the Window" by Sadha Permeswarima, highlighting how these values are demonstrated through Moleong’s perspective The study reveals that the Tomoe Gakuen education system markedly differs from traditional schools, emphasizing a student-centered approach that encourages learning based on individual interests and experiences The findings position Tomoe Gakuen as an exemplary model of progressive education that fosters creativity, independence, and a love for learning among students.
14 interests and talent There are educational values that are suitable for the concept of liberating education
2.2.6 Education concept at Tomoe Gakuen in the research conducted by Siti Nur Faizah
This study “Education concept at Tomoe Gakuen in Tetsuko Kuroyanagi’s Novel
"Totto-chan: The Little Girl at the Window" by Siti Nur Faizah explores how children’s education concepts are applied at Tomoe Gakuen, emphasizing the innovative approach to child development The novel highlights key educational principles such as the importance of integrating systems like Three Centers of Education, which foster holistic learning It underscores moral education and the value of fostering togetherness among students to cultivate social harmony Additionally, the story promotes open-air activities that enhance physical and mental well-being, alongside the significance of protection in nurturing a safe learning environment These concepts collectively demonstrate a child-centered educational philosophy that prioritizes moral growth, social connection, and experiential learning.
This study addresses the gap in previous research by applying an active learning perspective to analyze teaching methods in the novel "Totto-chan: The Little Girl at the Window" by Tetsuko Kuroyanagi Unlike earlier studies, it provides a detailed examination of how active learning techniques are incorporated in the educational approach at Tomoe Gakuen, specifically in teaching all four language skills to children The research aims to identify and analyze the teaching techniques used in the novel to promote active learning, offering insights into effective foreign language instruction Furthermore, the study proposes a sample lesson plan based on these techniques, which can be utilized to enhance foreign language education for children across all four skills.
Theoretical framework
According to Bonwell and Eison (1991), there are some characteristics of active learning that are listed below:
● Students are involved in more than passive listening
● Students are engaged in activities (e.g., reading, discussing, and writing)
● There is less emphasis placed on information transmission and greater emphasis placed on developing student skills
● There is greater emphasis placed on the exploration of attitudes and values
● Student motivation is increased (especially for adult learners)
● Students can receive immediate feedback from their instructor
● Students are involved in higher-order thinking (analysis, synthesis, and evaluation)
According to C Meyers and TB Jones in “Promoting Active Learning: Strategies for the College Classroom” (1993), active learning donates a style of teaching that provide some of these characteristics as follows:
● Provide opportunities in the classroom for students to talk and to listen, to read, to write, and to reflect
● Students engage in a variety of learning activities (e.g answering questions, solving problems, analyzing and discussing case studies, analyzing and commenting on printed or other materials)
● There is an engagement of the minds of the learners in recall of their prior knowledge, in making use of prior and new knowledge
● Students attempt to provide solutions to problems by making comparisons and evaluating knowledge, in brief, in assimilating and applying what they are learning
According to Newmaster et al., 2006, active learning involves these characteristics:
● Learner-centeredness: Allowing the student to take ownership of the products of his/her education
● Engaging students toward love for learning and integrative reasoning
● Self-assessment and reflection on what works and what needs improvement
According to Prince (2004), active learning includes:
● Students work together in small groups towards a common goal
● Students pursue common goals while being assessed individually
● Relevant problems are introduced at the beginning of the instruction cycle and used to provide the context and motivation for learning that follows
According to Brookfield 2005, active learning includes some benefits as follows:
● Show respect for students’ voices and experiences in their own learning
● Develop habits of collaborative learning
● Develop skills of synthesis and integration
● By having the teacher actively engage with the students, it allows for them to come to class better prepared and aware of what is taking place in the classroom
Zelda Gamson and Arthur Chickering developed a set of seven principles for good practice of active learning including:
● Respect diverse talents and ways of learning
● Encourage learning on his/her own
Using the theoretical framework, the researcher identifies key characteristics of active learning, which will serve as a basis for analysis These features are crucial in examining how active learning is demonstrated in Chapter IV of Tetsuko Kuroyanagi’s novel "Totto-chan: The Little Girl at the Window," providing insights into effective pedagogical practices.
1) There is a greater emphasis on the student taking ownership of his/her outcomes of the learning process rather than passively receiving knowledge from the teachers
2) Students are engaged in a variety of behaviors and learning activities more than passive listening
3) There is greater emphasis placed on developing student skills
5) Students can receive prompt and immediate feedback from their educator
7) Students are involved in higher-order thinking (creative thinking, collaborative, critical thinking, problem-solving, analysis, synthesis, and evaluation)
METHODOLOGY
This study consists of primary data and secondary data The primary data source is the novel itself “Totto – chan: The little girl at the window” by Tetsuko Kuroyanagi
The data is taken from reading, analyzing, and understanding the novel The secondary data source is information from websites, journals, books, and other relevant materials
This study uses the qualitative method to identify and analyze the problem The researcher uses the KJ method to analyze the data
The KJ method, developed by Jiro Kawamata, is a powerful brainstorming technique designed to gather qualitative data effectively Widely recognized for its ability to facilitate creative idea generation and data organization, the KJ method provides a structured approach for analyzing qualitative information This method involves four key steps that guide users through collecting, grouping, and synthesizing data for insightful results As a versatile tool, the KJ method is highly valued in various fields for its capacity to enhance brainstorming sessions and improve data clarity.
The application of the KJ method in this research can be shown as follows:
Figure 1: The application of the KJ method in analyzing the data of the research
The researcher began by carefully reviewing the novel and related studies on Active Learning (Step 1: Label Making), identifying data pertinent to the research topic and listing each method used at Tomoe Gakuen Utilizing the theoretical framework, they extracted seven common characteristics of Active Learning and grouped the methods accordingly This organization involved classifying methods based on their relationship with these characteristics, analyzing, and summarizing the data into a cohesive chart (Step 3: Chart-Making) to address the research questions The findings were then explained through written or verbal summaries (Step 4: Explanation), leading to the formulation of key principles of Active Learning applied at Tomoe Gakuen.
Carefully read the novel and related research, information
Identify the data related to research's topic: AL
Randomly list the methods applied at Tomoe Gakuen
Label groups based on AL characteristics and sort out the data into these 7 groups
Analyze the group as well as create charts
Draw out the sum up by analyzing and explaind the data found and the charts
Tomoe Gakuen employs 20 effective learning methods, which are underlined to highlight their significance In the final chapter, these principles are utilized to design a sample language teaching lesson tailored for children The researcher also leverages the KJ method’s effectiveness by analyzing lunchtime practices at Tomoe Gakuen, identifying direct and alternative teaching skills for children’s language development.
RESULTS
CONCLUSIONS…………………………………………………………………34 REFERENCES
Active learning has long been known to engage students and the pandemic has emphasized implementing this teaching method into education Sosaku Kobayashi’s dream school, as charmingly described in the novel “Totto – chan: The little girl at the window” by Tetsuko
Kuroyanagi successfully implemented active learning, emphasizing the importance of recognizing diverse student needs and fostering the development of individual specialties This approach demonstrates how active learning encourages student engagement and personal growth In response to the first research question, the researcher analyzed how active learning was exemplified in the novel, highlighting its role in promoting active participation and tailored educational experiences.
This article explores seven common characteristics of Artificial Intelligence (AI) through a theoretical framework, highlighting their relevance in educational contexts It emphasizes the teaching and learning principles applied at Tomoe Gakuen, where educators serve as guides and learners take responsibility for their own learning process The novel "Totto-chan: The Little Girl at the Window" vividly illustrates the characteristic that students engage in diverse behaviors and activities, moving beyond passive listening Additionally, a sample "Lunchtime Lesson" for children is suggested to demonstrate effective language teaching strategies Despite these insights, the research acknowledges certain limitations and hopes to inspire educators to incorporate active learning methods, particularly in language education, to enhance students' skill acquisition and help them reach their full potential The author believes that adopting an active learning approach represents a significant step forward for Vietnam's educational system.