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Kaori Hakone
Table of Contents
Chapter 1 Introduction
Chapter 2 U.S.A.
Section 1 Various Cities in the U.S.A.
Section 2 North Carolina
Chapter 3 Italy
Chapter 4 Scotland
Section 1 Glasgow City Center
Section 2 Glasgow West End
Section 3 Glasgow South Side
Chapter 5 Japan
Section 1 Kyoto
Chapter 2 U.S.A.
Section 1 Various Cities in the U.S.A.
Section 2 North Carolina
Chapter 3 Italy
Chapter 4 Scotland
Section 1 Glasgow City Center
Section 2 Glasgow West End
Section 3 Glasgow South Side
Chapter 5 Japan
Section 1 Kyoto
Kathy
Nancy
Emily
Rab
Rab
Rab
Toshiko
Kaori
Kaori
Section 2 Various Cities in Japan I
Section 3 Various Cities in Japan II
Section 3 Various Cities in Japan II
Chapter 1 Introduction
Our “guides” from around the world will take you to their favorite cities and introduce cultural products, practices, perspectives, or social issues through various activities. We hope you will enjoy reading the guidebook, and use it in your class.
Before you read
1. Target audiences
Have you ever seen something unusual and wondered what it is and why it is like that? This book is for the teachers who would like to inspire students to learn new concepts through images and supported materials.
2. Purpose of the book
The main purpose of the book is to inspire learners' curiosity and spark their interests through an image, rather than spoon feed the knowledge in traditional direct instructional methods. Additional support information is provided for teachers to extend students’ thinking.
In order to foster a rich class discussion, we encourage you to use the See-(Hear)-Think-Wonder routine when showing an image. This routine will help learners not only become logical and critical thinkers, but also ensure that connections are being made which increases curiosity and engagement. The extension activities included in the guide book also embrace student creativity.
There are no right or wrong answers when interpreting an image: this encourage the learners to take more risks. At times students might have an unexpected response. Probe them by asking “What makes you say that?”, and let them support their opinion with reasoning and deduction.
Some guides supplemented their experience with extension activities, which allowed students to express their understanding and interpretation visually. Some examples are "travelers" perspectives displayed through images, music and/or videos they had created. Through these activities, students were encouraged to use their creativity, and share their learning with the class.
To avoid influencing students’ thinking, leave space for exploration.
There are no right or wrong answers when interpreting an image: this encourage the learners to take more risks. At times students might have an unexpected response. Probe them by asking “What makes you say that?”, and let them support their opinion with reasoning and deduction.
Some guides supplemented their experience with extension activities, which allowed students to express their understanding and interpretation visually. Some examples are "travelers" perspectives displayed through images, music and/or videos they had created. Through these activities, students were encouraged to use their creativity, and share their learning with the class.
To avoid influencing students’ thinking, leave space for exploration.