Registration for the summer seminar is now open

(till 25 July)
(The link is in Japanese only. Should you need assistance, please contact us at info[at] Replace [at] with @.)


Commemorating publication of Vol.4 of the SAOL series ‘Handbook for directors of learning’
The 13th summer seminar of the SAOL
New developments in instruction in ways of learning II !!
— Designing and administering active learning —


Announcing the 13th seminar by the SAOL. The SAOL has been pursuing ‘collaborative’ learning ‘through the whole body’.
The SAOL has developed over 100 educational activities (dramawork, warm-ups, presentations, and more) which are universally applicable across school types — from the elementary through tertiary levels — or subjects, with a view to promoting active learning.
Moreover, Vol. 4 of the SAOL series ‘Handbook for directors of learning’ is scheduled to be published from Gakuji Shppan Publishing this summer. The series proposes comprehensive use of educational activities.
What are we teachers to do in order to design and administer exciting learning experiences? Although the seminar this summer follows the same format as last year’s, we believe the contents will be much more enriched.
Participants can choose from various menus, which show the accumulation of the SAOL’s accomplishments over the past ten years. They can experience a total of two workshops — one from the morning sessions and another from the afternoon sessions. The most essential part is that they enjoy active learning themselves, actually moving their hearts and bodies.

(till 25 July)


  • Time & Date: 9:30-17:00, Tuesday, 7 August, 2018
  • Venue: The 100th Anniversary Hall at the College of Humanities & Sciences, Nihon University (an 8-minute walk from Shimotakaido Station of the Keio Line)
  • Fees: General Y4,000-, Students Y2,000- (Please pay in advance)
  • Capacity: 80 (Will close on reaching the number)
  • Host: The SAOL (President Watanabe Jun)
  • Main features:

    1. Keynote (Professor Watanabe Jun, Nihon University)

    3. Practice report: (Fujimitsu Yuko, Advisor of Japanese language education at the Institute of Japanese Culture in Paris

    5. Morning workshops

    7. Afternoon workshops

    9. Closure (Tea party)
(till 25 July)

Top 3 reasons to attend the seminar

[Reason 1] Practice report from France
Fujimitsu Yuko, a member of the SAOL residing in France, will be coming back to Japan as she did last year to report on ‘The second all-France inter-highschool assembly for presentations in the Japanese language’. At the assembly, French high school students learning the Japanese language gave presentations in groups under the theme of ‘Key persons for exchanges between France and Japan’. The students had chosen, interviewed, and undertaken research on individuals whose significant contributions to cultural exchanges and mutual understanding between the two countries had impact on the society of their counterpart.
As for the styles of presentation, the students used not only PowerPoint but also the shadow show, make-believe speech, a skit where presenters came out from the back of a picture of a hand-drawn car, displaying their contrivances. Also, the presentations and questions and answers were done in Japanese. The audience was overwhelmed by the students’ ability and the quality of their presentations. This is proof that learning was done in diverse ways, including language learning as well as intercultural learning, research, and expressive work.
Fujimitsu will give a first-hand account of the assembly as a planner and administrator of the event. Participants are invited to join the SAOL in discussing issues of ‘assessment’ of information-based educational projects and those of support for processes of learning, referring to the report.

(The following URLs are linked to the first assembly the previous year.)
(till 25 July)

[Reason 2] A range of workshops to choose from
Participants can choose two workshops — one from the morning sessions and another from the afternoon sessions. A brief introduction of each work is given below.

  1. Morning workshops (introductory) 10:40-12:40
    1. ‘Warm-ups for learning’

      For successful facilitation of warm-up games, quick judgment and action are required for various situations. In addition to knowing multiple games, facilitators need to create an atmosphere before the start, choose an appropriate game basing on observation of participants, and explain the rules both verbally and physically, among others. During the workshop, the facilitator will give an account of what he sees, hears, thinks, and does, as games are being played.

      Takao Takashi (Tokyo Gakugei University)
    2. ‘The first step to educational presentations’
      — Twinkle, twinkle my beautiful town! —

      Participants will experience either hot seating, make-believe presentations, or the mantle of the expert as a starter for presentations for elementary school children through to adults. They are expected to introduce their ideal town after 30 years from now, basing on research work and discussion. They are free to do research on the politics, education systems, and/or buildings, as well as become mayor or a reporter in their presentations. This is a cross-curriculum programme.

      Fujita Mariko (Hokkaido Ohtani Muroran High School)
    3. ‘Introduction to dramatic activities to bring on changes in learning’

      During drama work, students and/or teachers put themselves in the shoes of a character, and think and feel as the character by approaching an object while taking on a role. This activity provides a learner with ‘a different world’ from the one visible to the eye. This dramatic activity, which allows a learner to think and act as a character, is an effective approach to deepen their learning. It is the hope of the facilitator that participants can experience this basic activity.

      Aoki Sachiko (Showa Women’s University)
    4. ‘Introduction to dramacation’

      The term dramacation is coined from ‘drama’, ‘communication’, and ‘education’. Dramacation refers to activities of dramatic methods and elements. Dramacation Spread Centre has developed a range of active menus which have elements of ‘play’ out of basic trainings for actors. The menus are packed with elements to nurture human relationships such as ‘relax’, ‘concentration’, and ‘feeling company (surroundings)’. Participants can experience the process of approaching and sharing relationships with others through physical senses.

      Mishima Koji (NPO, Dramacation Spread Centre)
  2. Afternoon workshops (advanced) 13:30-15:30
    1. ‘Educational presentations 1’
      — Try various uses of the KP method —

      Do you know the ‘KP method’? It is a way of communicating your ideas in a handy and easy-to-understand manner, and is also a tool for organizing your thought. In addition to the regular ‘KP method’, useful for presentations for exploratory learning and everyday lessons, there is the ‘mini KP method’. Participants will experience these two kinds this time.

      Fujimaki Akira (Meguro Gakuin Jr and Sr High School)
    2. ‘Educational presentations 2’
      Educational presentations to be used in your lessons.

      One major feature of educational presentations is that they can be used not only as presentations at the end of a project but also as an incentive for learning and/or a trigger for questions. By actually going through a making of a presentation, the participants will gain a chance to consider the positions of presentation in the process of a lesson.

      Miyazaki Michiharu (Hirosaki University)
    3. ‘Applications of dramatic activities to your lessons 1’
      Around the Mississippi — A story of an African American —

      The ‘Mississippi’ runs through nearly the center of the vast land of North America, flowing from its northern source at Lake Itasca, Minnesota, through the towns of New Orleans in the south to the Gulf of Mexico. As indigenous people in America have righteously called it, it is indeed a ‘gigantic river’.
      Participants of this workshop will share their ideas of the ways of life of an African American with nature and culture of the Mississippi, by incorporating dramatic methods.

      Yoshida Mariko (Tsuda College) & Takeda Fumiko (Ritsumeikan University)
    4. ‘Applications of dramatic activities to your lessons 2’
      Shall we TOKKATSU?

      Special activities (Tokkatsu) are ‘made in Japan’, and they are educational activities Japan can boast of to the world. They are, however, often treated lightly. A study of the history of Tokkatsu will reveal its deep connection with drama education. After experiencing the significance and challenges of Tokkatsu, participants will have a chance to jointly create a nice programme of Tokkatsu!! The facilitator hopes that participants can gain useful insights into practicing lessons of Tokkatsu, as instructions based on the new courses of study have been in effect at elementary schools and middle schools since the beginning of this academic year.

      Makino Shigeko (Okayama University)


  • Participants can attend one workshop each from A (morning) and B (afternoon). Please enter your preferences to third choice.
  • The SAOL will do its best to assign participants to their first choices, but in case there should be significant imbalance in the number of participants across workshops, this cannot be guaranteed. In such a case, some participants will be assigned to their second or third choices.
  • Participants will be notified of their assignment of workshops at the door.
(till 25 July)

[Reason 3] Expand your network at the tea party
There will be a reflection time at the end of the day, when all participants, coming from all parts of the country (or of the world, hopefully), can get together and talk. Participants are encouraged to make the most of this opportunity and expand their network of learning.

The SAOL is waiting for your attendance.

(till 25 July)

(The link is in Japanese only. Should you need assistance, please contact us at info[at] Replace [at] with @.)