スーパーグローバルハイスクール研究報告書

54/168

−38−第３部ＳＧＨ実施報告“Casinos are wonderful entertainment places.”“Tokyo University should be the goal of every high school student.”“Japanese is the best nationality.”　After a period of weeks, when students had become competent in using Six Hats to research a topic, group work ceased and each student alone became responsible for employing all perspectives in researching a given topic. 　In this first term, students also learned how to effectively organize thoughts before writing by mapping out a comprehensive plan pre-writing. It was identied that a signicant number of students had never used a brainstorming process and often approached their writing tasks in a disorganized manner. This practice, combined with the previous weeks critical thinking work, resulted in more structured, mature writing by students.SGH Report 2019-2020TERM 2　To support the SGH program as a whole, the second school term aligned students work in Critical Writing with Presentation classes. This meant that students were researching their SGH topics for two purposes, writing and presenting, which allowed for all participants to practice and reuse known knowledge learned in each of the other classes. This ‘doubling up’ of researched material meant students gained a much deeper understanding of both the vocabulary employed, and the issue at hand.The next stage of the curriculum involved the rst Critical Writing assignment of SGH issues. The topics of 　　　•The electrical problems in Indonesia 　　　•Water Problems in Indonesia　　　•to expand the Fair Trade 　This required students to reect on their place in the world today, and was a good opportunity to put learned critical thinking techniques into practice. The students did well in their research hours and tried their best to maintain a good level of English grammar in required essays. The research work was shouldered entirely by the students with very little scaffolding necessary this year. Additionally, towards the end of the term, summary writing techniques were taught to prepare students for their final summary project. Two lesson hours per week gave enough time to guide students through problems in writing structure and formal expression techniques, as well as introduce summarizing skills. Mid-way through the second term, after all required basics had been covered, students began to present well researched, well written work and clearly knew the signicance of “research, investigate, challenge, argue, evaluate, conclude”. The nal project for the term was to take the full length 6000 word Japanese SGH topic and summaries it to a length of 800 words. This involved translation work also, as the summary was to be written in English.TERM 3　The goal for the third term was to continue to integrate student presentations with the critical writing topics to consolidate the students’ knowledge of critical writing and build on the condence they had gained in employing a multi-perspective taken on crucial world issues. Additionally, the summary of the SGHS topics is ongoing until the end of this term.