My course4 final project: How would you get yourself prepared for the natural disasters?

Here is my unit-planner for the course4 final project.


Not enough infos ready at my district
I do not want to be negative for unpredictable situations you might come across, yet this is something you could not expect to know how it would be like when it happens. How much you prepare for those days might not make sense at all , in particular, in such days.

Yet we would not want to regret that the preparation is not enough. I am sure that there are tons of situations possibly thinkable depending on whenever/wherever/however you are on those coming disaster days. This is not something you could prepare for yourself and other people perfectly, yet at least sharing various simulations ready for the natural disasters would  help students to get more confidence to confront the tough situations.

When we had the huge earthquake disaster on the 11th of March, it terrified us a lot in many ways. The earthquake evacuation did not work so much. Some of students and faculties could not follow the emergency rules the school had set up. We had the meeting right after the 11th of March in 2011 to review the day. We realized that we could not follow our emergency procedures exactly, yet since we had practiced so many times, intrinsically we knew that where we should go, what we should do and how we should behave.

However there could be possible occasions, which you might be at off the school campus, and officially in our schools any other possible cases have not been shared with each other.

Since the course 4 is all about how we could urge ourselves to learn in this hyper-connected society, the possible  natural disasters would let us be proactive for creating the strategy to deal with the unpredictable situations. This might be something we could work together and/or collaborate with outsiders, who could be official people/experts/peers.

The reverse instruction and/or flipped classroom

First of all, I would like students to have the basic information or brief idea of the consequence of natural disasters at home via watching a short video/slideshows about how other institutions/organizations prepare themselves for the expecting natural disasters. By the time we have the first session, they should have the rough/fundamental idea to think ahead the strategy.

On the second/thrid/forth sessions at home/school, they will start researching their living area(for instance, Minatoku district, Shibuya district and Chiyoda district). I would suggest that they should go for the homepage of according district to find out the current status of the qualitative/quantitative release of information since a student/s is/are appointed to be a civil servant/s to improve the risk management of an area. For instance, Bunkyo-ku does not seem to have enough info of the case of emergency.

It would be great if they could find a way to collaborate with outsiders (, one of whom might be a real appointed director of his/her area). Since this is more likely to be challenged based learning leading to project-based learning, they should be expected to find their own strategies/solutions to their living area. It is totally up to them that they could make a video to show the citizens of a particular area of the district  the safe ways or tips to evacuate their living area. For instance they can take an advantage of the utility of Google Maps.

They could also think as realistic as possible how it would be like if they were in some sorts of situations such as sleeping at night, going out for dinner and staying at their friends’ houses.

On the final day, those simulation videos created by students will be loaded to the voice-threads, which could be shared and make other groups comment/feedback on their opponents’ simulations. This opportunity would give students other inspirations/approach/unknown- useful information.


I hope that this topic itself is dynamic enough to urge students to learn autonomously, collaboratively and enthusiastically. At the same time, this would involve their physical field investigation on their area, which would not let them sit in front of lap-tops or i Pads all days. Hopefully this topic makes students find their own balance to get strong concentration on their work.


‘Are You Ready for an Earthquake?’ by CollegeoftheCanyons. Youtube. 2012/03/15. Online. Youtube. 2012.

Challenged-based inquires lead to project-based learning.

2PBLs and CBL

For me, Project-based learning has got all of the essence of problem-based learning and challenged-based learning. To make it simple, all of the challenging issues in this world or problems relevant to human-beings or this planet could easily bring up projects to be taken actions for otherwise they would disturb our ways of living or lives themselves in unsorted ways.

They are normally unprecedented or unexpected events, which would let us think ahead and be proactive for any sorts of circumstances or situations. If all of those three instructional methods are chronically looked at, problem-based learning(1960s) comes first, and  challenged-based learning(2009) is followed after  project-based learning(1990s).

The basic needs for societies as problem-solving strategies

Although I learn that the pedagogy of those three instructional methods is independent of each other, the fundamental educational needs for human-beings in the 21st century would not be so much different from those of the past if we consider what we would need to learn for living on this planet.

All surrounding environment where we live always have some sorts of problems such as economic issues, political issues, environmental issues, educational issues, medical issues, family issues, which we could not pass through and ignore them. Even working in companies could relate to solving problems in/outside companies, which would let them make money instead. Companies exist or are prosperous in this world because there are so many demands or requests by audiences (or customers), which could be challenged by innovators or inventors or creators or producers to meet their needs.

Companies always look for people, whose ideas are so creative or innovative and they want to employ people, who could find solutions to day-by-day problems(usually cost effective/efficient performance/management in proportion to attractive products or innovative plans)and look for more advanced strategies.

I learn from the quote by Keisuke Honda

One sentence coming up to my mind is  ‘Be prepared and have no regrets’, which was commented by Keisuke Honda as the Japanese professional football player when he was interviewed after the winning match.

He said that “ the everything is the preparation”. All the difficult path to get to that point goes back to the preparation for that winning tournament.

Title:009/365: on Opening of Asia Cup 2011. Attributions: By Najwa Marafie - Free Photographer ŇÄĵŵÅ Ă. Мǻŗǻƒįę

In my impression, since no ones ever expected Japan team to be a winner of AFC Asian Cup in 2011, few people were interested in the competition at first. For us, it was unprecedented winning outcome, yet for professionals, they believed in themselves what they had prepared for the competition.

What Mr Honda Keisuke means to say by ‘the preparation is the everything’, he simulated his winning  scenario, and he prepared for it step by step to be close to his scheme or strategy as much as possible. This sounds like a project-based learning leading to a challenged-based learning and a problem-based learning since he challenged seemingly an incredible project to have lead to winning the match.

In his vision, winning the match was possible thing since he had prepared everything for the hypothetical winning match as much as possible. The concept of challenged-based learning is to tackle with the real world issues collaborating with in/outsiders even if they look overwhelming or impossible to be achieved so that challenged-based learning has to be a project or big scheme, which should be organized, implemented and reflected in limited time.

When Mr Honda Keisuke mentioned ‘the preparation’, I imagined he had had a big plan or project in his mind, which probably was shared with his teammates. Even for the strategies we would have to think of when real-world problems are needed to be solved. The actual solutions that all well-known professionals in all sorts of areas had taken would help learners to find their own strategies.

Project X: Challengers by NHK

This reminds me of ‘Poject X’ as TV documentary program on air  every week produced by NHK almost 10 years ago. The program was quite popular among audiences, and I am sure it was one of  the greatest hits or phenomenal documentaries welcomed by TV watchers.

Title: Ingo Gunther, The Participation Revolution. Attributions: By AlphachimpStudio Peter Durand.This photo was taken on August 7, 2009.

It was the program that how people working in a company challenged or overcame the difficult time/tasks to keep the company going. Within the documentary non-fiction drama, sometimes an ordinary employee of that company was the hero since he saved his company in his innovative way, and in the other week, CEO was the hero, who invented a phenomenal product. Any members of various companies could have become heros in each week  to have challenged the difficult time within the ‘Project X’. No matter who they are. CEOs, researchers, mechanics, manufactures. This program showed us the whole drama of various projects, which eventually went into success stories although there were trials and errors.

Problem-based learning is not as realistic as challenged-based learning so that learners would not get pressured to get motivated. Project-based learning within the framework to challenge the unprecedented/unexpected problems would make learners  be confident to solve the problems easily since they have got so many realistic and tactic experiences.