Learning of Tomorrow [Event Report] “What Is Seito Gakuen’s STEAM Education, Which Aims for Creative Learning?” At today's Learning of Tomorrow Online Symposium, we spoke with Mr. Shinagawa from Seitoku Gakuen about his experiences with STEAM education.
Seito Gakuen, a combined middle and high school, has been implementing STEAM education for the past three years as a method for connecting knowledge and creating new value, building on the project-based learning it had been conducting for some time. When asked about the curriculum, they described activities such as: “Someone has been left stranded on Mars. If you were the head of NASA, would you rescue him or not? Give a presentation explaining your decision, including your reasons and supporting evidence.”” “Students create their own mock exam questions and answer videos and share them with one another.” The school places a strong emphasis on thoroughly thinking through problems that have no single correct answer. To that end, they are reportedly developing programs designed to inspire students to want to research on their own, learn from one another, deepen their own thinking, and communicate their ideas effectively.
I was surprised by how well-thought-out the class was—the answers vary depending on the given conditions and the situation, and students deepen their understanding by creating their own problems and making explanatory videos. What’s more, I heard they even go so far as to actually tackle real-world social issues, which makes it feel just like a college course.
When asked about the students’ growth, the teacher noted that while at first the students seemed to be looking for the answer the teacher presumably expected, they have now developed the habit of thinking for themselves, based on the premise that “it’s okay to be different from others.” Or rather, they seem to think, “The teacher probably doesn’t know the answer either, anyway.” It’s wonderful to see such a shift in their approach to learning.
On the other hand, he says he’s at a loss when it comes to how to assess students. Since the course is part of the “Information” curriculum, students have already demonstrated their skills by producing tangible work; yet, he feels compelled to administer written tests that he doesn’t see the point of. It’s time to consider changes to the curriculum content, teaching methods, and assessment approaches.
Professor, Keio University; Ph.D. (Policy and Media)
Director, B Lab
Chairperson, Learning of Tomorrow (General Incorporated Association)
Chairperson, CANVAS
After graduating from the Faculty of Engineering at the University of Tokyo, he served as a visiting researcher at the MIT Media Lab before founding the NPO CANVAS and the Learning of Tomorrow Association, a General Incorporated Association, and assuming the role of representative. He serves as an outside director for Matsuya Co., Ltd., Fuji Media Holdings, Inc., and Digital Garage, Inc.
He has served on various government committees, including the Information and Communications Council of the Ministry of Internal Affairs and Communications, as well as the NHK Central Broadcasting Program Council. He also serves as a director of the Digital Signage Consortium, among other roles. He holds a Ph.D. in Policy and Media.
His publications include *Turning On Children’s Creativity!*, *What Are Smart Kids Doing on Their Smartphones?*, *The Forefront of Online Education in Japan: Considering Learning in the Post-COVID Era*,“What Is Programming Education? 45 Questions Parents Want to Know,” and “Declaration on Digital Education.” He has also provided supervision for numerous works, including “Ah, I See! Programming Education for Parents and Children Through Manga.”
