Watanabe Jun & Kakutokuken. (2015). ‘Educational presentations’. Junposha.
After four years of struggle, our third volume is finally out. We believe this pioneering publication will open the door to the world of educational presentation, which is in contrast with business presentation. You are invited to get a copy and find out what we mean.
Watanabe Jun & Kakutokuken. (2014). ‘Exploring dramatic activities in education: Towards the “systematisation of learning”’. Akashi Shoten.
The SAOL has worked on research on ‘participatory activities’ as they are essential educational tools for nurturing autonomous learners, who will play a major role in development of participatory democracy. This is a book about research of both theory and practice with a focus on ‘dramatic activities’. The book is packed with a rich collection of practice reports. Practice proposals are made as per the desirable ways of collaborative research in education developed by the SAOL. The major part of this book is based on the annual convention of the Intercultural Education Society of Japan, which was held at College of Humanities and Science, Nihon University in June 2013.
Watanabe Jun & Kakutokuken. (2011). ‘Seventy warm-up activities to learning’. Junposha.
This is volume two of the ’SAOL series’. In Japanese schools, students have long been expected ‘just to listen’ to their teachers. For this reason, little attention has been paid to creating collaborative ‘fields’ of leaning where learners actively communicate with each other. The purpose of this volume is to introduce seventy warm-up activities expected to create an encouraging learning environment, connect between learners and activate learning activities. Readers will benefit from the practice reports from the elementary to tertiary levels.
Watanabe Jun & Kakutokuken. (2010). ‘Change the way you teach with drama conventions’. Junposha.
This first volume of the ‘SAOL series’ focuses on dramatic activities, which have enjoyed little attention in the traditional education system in Japan. These activities do accelerate learning by putting learners in someone else’s shoes. In so doing, learners think and/or act as someone other than themselves, and gain deep insights to the content of learning. Six most generic ‘core activities’ and ten ‘frequently used activities’ are explained. Each activity is accompanied by illustrations of actual lessons at the elementary through tertiary levels for the convenience of the reader.
J. Neelands & Watanabe Jun. (2009). ‘Using drama as a medium of instruction’ Bansei Shobo.
This book covers the outcome of collaborative research between Prof. J. Neelands (University of Warwick, UK) and Prof. Watanabe, President of the SAOL. Prof. Neelands is known as a pioneer in theories of drama in education. In this, Watanabe proposed theoretical presuppositions of the SAOL such as the models of learning and of teacher training.
‘ Professor Watanabe cooperates with professionals worldwide with a view to verify his concepts extracted from practice. Moreover, he takes a step forward to ensure effective implementations of the concepts in Japanese classrooms. This is suggestive of the relationship between educational research and practice.’
Vol.78(1), Journal of Educational Studies, Japanese Educational Research Association
Professor Fukazawa Hiroaki
Hiroshima University
(For the full text, click
here. Link to CiNii)
Watanabe Jun. (ed.) (2005). ‘USA understanding for junior and senior high school students’. Akashi Shoten.
This compilation of educational material is the first of its kind in Japan in that it invites learners to explore ‘the USA as a whole’ through themes familiar to the young. Junior and senior high school students can have fun reading it themselves. Moreover, it is full of participatory learning activities for teachers. This publication triggered the foundation of the SAOL.
Watanabe Jun. (ed.) (2005). ‘USA understanding for junior and senior high school students: Guidebook’. Akashi Shoten.
With this guidebook, readers of ‘USA understanding for junior and senior high school students’ can gain better understanding. With suggestions for use and more detailed explanations from the contributors and information that did not get into the main book, this guidebook is ideal for teachers who use the main book in class and for general readers who want a better understanding of the main book.
