湘南ゼミナールでは世界中の研究者をパートナーに迎え、授業手法、特に湘ゼミオリジナル指導法である「QE授業」の有効性を検証するためのデータ収集を行っています。有効性や効果を表す要素にどのようなものがあるか、その一部を紹介します。

Shonan Seminar (SHO-zemi) has been working in partnership with researchers around the globe to collect data and understand the effectiveness of SHO-zemi’s educational practices, with a focus on our QE offerings. We have identified a number of evidence-based practices which support our approach.

Published Conference Proceedings (Strictly Peer Reviewed)

・Fujii, K., Marian, P., Clark, D., Okamoto, Y., & Rekimoto, J. (2018). Sync Class: Visualization System for In-Class Student Synchronization. In Proceedings of the 9th Augmented Human International Conference (pp. 12:1–12:8). New York, NY, USA: ACM. https://doi.org/10.1145/3174910.3174927

・Clark, D., Okamoto, Y., & Chiba, S. (2017). What drives student motivation? An intensive, tablet-based, experience sampling approach. In EDULEARN17 Proceedings (pp. 1378–1386). Barcelona, Spain. https://doi.org/10.21125/edulearn.2017.1290

Compared to lecture-style teaching and learning, "Quick Exercise" or “QE” (through rapid exchanges with the teacher) decreases the demand for sustained attention and thus provides a better, more engaging learning environment even to those who find it difficult to sustain attention for a long period of time.
The frequent learning activities introduced by the teacher and the opportunity to get different types of positive feedback enable students to better realize whether they are focused on the learning material and whether (or not) they understood it. By providing such a learning environment, we aim at positively influencing students’ knowledge, attitudes, beliefs and skills.
Our goal is to enable students to be aware of their individual challenges, to be highly motivated, and to work diligently towards their greatest potential.

・Shalev, L., Kataev, N., & Mevorach, C. (2016). Training of Cognitive Control in Developmental Disorders: Pitfalls and Promises. In R. Schiff & R. M. Joshi (Eds.), Interventions in Learning Disabilities (pp.243-254). Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_15

・Stern, P., & Shalev, L. (2013). The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in Developmental Disabilities, 34(1), 431-439. https://doi.org/10.1016/j.ridd.2012.08.021

Stanford University professor Carol Dweck has demonstrated the importance of student's beliefs about their own abilities and the power of hard work. It is a common belief that one's academic success will be limited by one's own intelligence. Prof. Dweck has demonstrated, however, that students do better when they believe that success can be achieved through their own efforts and that all students can grow. SHO-zemi teachers continually motivate students to believe in their abilities and provide in-class opportunities for students to witness their own improvement.

・Dweck, Carol S. Mindset: The New Psychology of Success. 1 edition. New York: Random House, 2006.

Whether to become more attractive or get better tests scores, we all want to change. Researchers have demonstrated, however, that individuals often maintain vague or abstract goals. Instead, setting a specific, achievable goal, such as "I will study one hour every day at home" makes one far more likely to achieve one's goals. At SHO-zemi, we encourage students to set specific goals, linked to getting into the school of their choice. This kind of goal setting has been shown to increase one's chances of success.

・Locke, E. A, and G. P Latham. “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey.” American Psychologist 57, no. 9 (2002): 705–717.