Hakusanroku Journal 白山麓ジャーナル:School Event

September 21, 2018 Back to School! Anamizu Seminar

Hello, it's Jonathan the camera guy. This week, the first-years students participated in the Anamizu Seminar at the Anamizu Bay Seminar House. The Anamizu seminar is an annual three-day event where students strengthen their English skill and relationship with each other through marine activities and spending time together.


The Anamizu Bay Seminar House is in Hosu District, in the middle of Noto peninsula. It is about three hours by bus from Hakusanroku campus and consists of the main building with dormitories and seminar rooms, and a harbor for marine activities.


After arriving at Anamizu, the seminar began with a welcome speech from the director, Mitsuhiko Sugawara. He explained that he hoped the students would learn sympathy, discipline and leadership through their experience. Then, students were divided into their dormitory rooms. Each room had one or two English speaking teachers, and the students used this opportunity to refresh their English after the summer break.

The first day was mostly orientation and preparation for the following days. Students practiced the procedures of the morning and evening assembly. It was a militaristic and crisp experience. However, the students seemed relaxed and enjoying the disciplined atmosphere.

After dinner, we continued our tradition of the learning session (evening school). Students practiced singing the school song and prepared for their book report presentation. On the morning of the final day, students would give a three to four minute presentation on the books they read over the summer break in English. Many students came to me and other teachers to check their grammar.


Day two was the big day for the marine activities. We woke up at 6:30 to gather outside for rollcall and exercised.

After breakfast, we walked down to the harbor and prepared for the marine activities. First, we took a tour of Anamizu bay on a large cruiser. The weather was perfect and many students took the opportunity to relax and chat with their friends. Others who were interested joined Mr. Sugawara in the main cabin to ask about the ship's radar, sonar and other equipment. The tour lasted for about an hour.


Next, the students learned to tie knots in a ropework class. According to the teacher, a good knot is a knot that is simple to tie, does not come loose easily, but is easy to untie when needed. We learned various knots for tying ropes together or to a pole. The activity ended with everyone tying their ropes together in a circle and leaning outward to see if the knot would hold everyone's weight. Afterward, we returned to the seminar house for lunch.

After lunch, we began the preparation for the main event, the cutter boat race. The cutter boat we used was a rowboat for nine passengers, which include six oarsmen, one standby, the first mate and the captain. Students and teachers were divided into two teams and began practicing. Maneuvering the heavy cutter was not easy, especially because it was our first time. The oars were 7.2 kilograms each and the cutter was almost a ton with all nine passengers. It was about 26 degrees outside and even with the cool sea breeze, sweat glistened on the necks of the oarsmen as they pulled the oars through the water. Rowing is more about synchronization than individual strength, and everyone called out "so-re" in unison as they rowed.


The captain is the only passenger facing forward and is responsible for giving all the orders, calling out the timing of the strokes and steering the cutter. This was a complicated task with many decisions and things to memorize.


At first, each team struggled to control the cutter. The captain forgot her orders and which direction to turn the control lever, and the oarsmen bumped their oars together. However, after a couple of rounds around the harbor, both teams were ready for their race.


The two teams competed how fast they could circle two buoys placed in the ocean. The first obstacle was to maneuver the ship around the first buoy. The wind was blowing from the right and the captain had to calculate how far to turn the ship in order to move straight and turn the corner. After the first buoy was the long home stretch. Now the wind was blowing toward us and it was up to the oarsmen's strength and coordination to progress forward. All passengers joined their hearts and voices together as the finishing buoy grew closer until they finally crossed the finishing line.

After returning to solid ground, we held an award ceremony. The winning team was group one who finished in 7 minutes and 29 second. Both teams seemed happy with their hard work and rejoiced together. The prize was a huge box full of snacks which the students shared with each other.

The second evening session was a special activity designed by the learning mentors to improve the students' English skills using LEGO blocks. In the first half, students were divided into groups of three. Their task was to build a shape using four LEGO blocks and create a manual to come with it. The manual had to be written in English and in a way that the other groups could build an identical shape without looking at the finished product.

In the second half, the students were divided into groups of four, each with a pile of LEGO blocks. Ryan sensei had secretly built a construction behind a curtain. The students' goal was to recreate Ryan sensei's construction with the pieces they had. However, there was a catch. The teams were divided into two recorders and two builders. The recorders could go and look at the construction behind the curtains but could not touch the pieces. The builders could touch the pieces but could not look at the Ryan sensei's model. In addition, both sides could only use English. These activities were fun and challenged the students to think of creative ways to communicating in English.

After the learning session, many students worked on finishing their book reports. The presentations were the following morning and they worked late into the night. The seminar was definitely an exercise for both the body and mind.


The third and final day also began at 6:30 with the morning assembly. After breakfast, the book reports took place in the seminar room. Each student introduced their books by giving brief overviews or explaining things that interested them. The book reports reflected the effort students had put into them and I was happy that they took it quite seriously.

Finally, we held the closing ceremony. Director Sugawara expressed his hopes that the students would follow the values they learned during this seminar and become great engineers in the future. In turn, students promised to show how much they grew to the Anamizu staff in next year's seminar. Everyone packed their bags and boarded the bus to return to Hakusanroku campus.

Altogether, I believe the Anamizu Seminar was crisp, refreshing and an excellent way to start the new semester after a long summer break. The group activities helped cultivate individual strength as well as bonds between the students. There were many incidents of students helping each other such as warning them of the time, encouraging them during the cutter practice and simply being considerate. Also, I observed growth in the students who took up leading roles in the assemblies, ceremonies and marine activities. All students overcame various challenges, both physical and mental, that strengthened them as individuals and as a group. I will continue to observe the growth of these young engineers.

2018年9月21日 穴水研修からスタートする新学期!























August 23, 2018 ICT Summer School 2018

Hello, this is Jonathan the camera guy. This week ICT held its annual Summer School at Hakusanroku campus. The ICT Summer School is a program where junior high school students can come and see what it is like to study at ICT. The program was three days long, starting on August 20th. Twenty-five junior high school students from grades seven to nine came to experience design thinking and prototyping while staying at the dormitory in Hakusanroku campus.

Group photo at river near Chugu Exhibition Center

Design thinking and prototyping are an essential part of Engineering Design, ICT's core subject. In the Engineering Design course, students learn not only engineering skills to improve existing technology (1 to 2), but also to design new ideas (0 to 1). Design thinking is the method used to create these new ideas and prototyping is the hands-on process of testing them.

Maesa sensei explaining about the program


The first day began with introductions. Then, students were divided into groups of three or four. Each group was assigned one or two current ICT student as an assistant. These assistant students acted as mentors for the junior high school students. They were a huge help throughout the program because they are familiar with the design thinking process and looked after the junior high school students. Later, students participated in a scavenger hunt as an ice breaking activity. They were given a list of hints (in English) that described various places in the Hakusanroku campus. This was a fun activity that also displayed the leadership and knowledge of each assistant student.

ICT students were very helpful during the program

After the ice breaking activity, the theme of the program was finally announced. "How can we redesign our evening routine?" Each group was given the task to come up with an idea to enhance or improve their routine between returning home and going to bed. They would create a prototype and presentation to go with it. First, students began the visualization process of design thinking. Before designing a solution, the problem must clear. Students each drew a diagram of their flow before going to bed, describing their high and low moments. Then, they interviewed each other to further understand points that have room for improvement or enhancement. I use the words "improvement or enhancement" because the objective of problem solving is not only improving negatives, but also further enhancing positive experiences. This point was made clear by the facilitating teachers.

Students interviewing each other about their highs and lows

After dinner, students began the idea generation process. First, they wrote the points they discovered during the interview on post notes. Then, they clustered and broke down the targets they wished to enhance or improve. After deciding their target, they created a "need statement". A need statement is a sentence such as "I need to make a good environment for watching YouTube", "I need to get entertainment in my bath time", or "I need a way to enjoy doing my homework" that is the working point for creating ideas. Finally, they began the brainstorming process to come up with their solution.

Students brainstorming


Day two began with a warmup activity by Ryan sensei. After the warm up, students spent the first part of the morning narrowing down their final idea and beginning the prototyping process. Prototyping is the process of creating something to "show" an idea instead of telling about it. It can be a miniature, a drawing, a video, or even a skit. Each group discussed what and how they wanted to display their idea.

Prototypes "show" not "tell"

In the second part of the morning, participants moved to the maker studio to experience programming with LEGO blocks. Students were given instructions to program a LEGO car to move exactly 50 centimeters. They had to calculate how many times they wished the wheel to turn and program it as so. This activity gave participants a brief glance at various fields that were necessary for engineering and the things you can do with them. Many students later told me that they enjoyed this part of the program the most. Some of them even returned to tinker with them after hours.

Students building their LEGO car

After lunch, we took a bus to visit the Hakusan Wildlife Chugu Exhibition Center. This is a hub for experiencing Mt. Hakusan's nature. We viewed a video about Mt. Hakusan's four seasons, took a short hike into the mountains, and played at a nearby river. The Hakusanroku campus is located in an area of rich wildlife and participants had a chance to experience this beautiful nature. They discovered rare insects during the hike and enjoyed swimming and playing in the cool water of the river.

This park is only 20 minutes away from ICT

After returning to ICT, the students resumed their work on prototyping. The program is only three days long so they had to prepare their prototype and presentation by the next day. This was good practice for working with limited resources. Each group struggled to navigate what they wished to accomplish within the given time. Many groups created models using the 3D printers and drew illustrations on their presentation posters. After dinner they worked late into the night.

Students waiting for their 3D printer


Day 3 was the final day of the program. Each group rushed to finish their poster and practice their presentation. The presentation is in English and many students brought their script to me for grammar checks. They were keen to create the best presentation they could and worked vigorously until the last moment. I believe their motivation came because it was their idea and they were proud of it. Also, a project is much more interesting if it associates with you.

Putting the finishing touches on posters

The presentations began at 9:30. Each group was given four minutes to present their idea to the audience. I will post videos below. Most of the students are not native English speakers and you can tell many of the younger students practiced their part hard. After the presentations, there was a poster session. Viewers could walk around to look at the posters and prototypes, and ask questions.

Student explaining his group's project to parents and teachers

After the certificate award ceremony, students departed from the Hakusanroku campus to take a short visit to the Kanazawa campus before departing from Kanazawa station. We ate lunch in the Kanazawa Institute of Technology (KIT) cafeteria and took a campus tour. The program had been a tight schedule and the students seemed relieved and happy from their accomplishment. I asked some of them if they were happy to return home. Many of the younger students answered yes but that they looked forward to participating in the program next year. Other older students answered that they were seriously considering applying for next year and I am looking forward to seeing them in April 2019.

All you can eat at KIT cafeteria

I believe the program was a good example of what it is like to study at ICT. In three short days, participants experienced a concentrated version of Engineering Design, the life of living in the dormitories, receiving education in English, and the overall atmosphere of the ICT community. ICT has a lot to offer depending whether you are interested in English, engineering, or both. I love this school for its enthusiastic students and faculty and look forward to seeing whom it sung to next spring.


2018年8月23日 ICTサマースクール2018






夕食のあと、アイデア創出に取り掛かりました。まず、インタビューで発見したことを書きだし、改善の余地があるものをまとめました。ターゲットを絞ったあとはNeed statementを作りました。Need statementは「Youtubeを見る環境を改善しなければならない」「お風呂の時間にもっと楽しみが要る」「宿題をする時間を楽しむ方法が必要だ」のように、「~が必要(need)である」がある、アイデア創出の起点となる文章です。最後に、解決案を考え出すブレインストーミングを行いました。













August 21, 2018

Twelve students may seem few, but when those students are not here on campus, it feels quite lonely. Our students are happily enjoying their summer vacations and working on their summer STEM projects. For the past few weeks, the Hakusanroku campus has been very quiet and desolate.

However, the campus is very lively this week! Thanks to the ICT Summer School, we have many students here from all around Japan. Many of the students were quite nervous when they first arrived for the program, but with the help of the ICT upperclassmen, they’re now enjoying their time here!

The ICT Summer School focuses on Engineering Design and the theme this year is to “Redesign the evening experience.” Students work through the engineering design process to find a problem in their everyday evening experience and then build a creative solution. The students have many great ideas and I love how the ideas they come up with are always outside of the teachers’ expectations. We are always being surprised by what they think of!


Today, the students took a field trip to the Chugu Nature Center. They took a short hike and then went down to the river to play. They got to experience Hakusanroku nature, from wild walnuts and beetles to frogs and tadpoles.

Although our time with these students is short, we treasure every moment with them and enjoy the chance to teach them about engineering design, teamwork, and innovation. It’s a joy to see
 the students getting excited and putting their all into creating something new.

Anne Isobel Tan

Learning Mentor











July 26, 2018 JOES Summer Workshop

From July 22 to 25, International College of Technology (ICT) hosted the JOES Summer Workshop at Hakusanroku campus. JOES (Japan Overseas Education Services) is an organization that facilitates education for Japanese students who have studied oversea. This year, their summer workshop was designed and carried out by ICT. Thirty-two students from fifth- to ninth-grade gathered at Hakusanroku campus for a four-day workshop to learn design thinking and enhance their English ability. There was also a Vietnamese program going on and the two groups sometimes joined for combined activities.

Picture taken at River at Chugu Exhibition Center

The theme of the workshop (which was not disclosed to the students in advanced), was "How can children, the age of 7 -16, have a memorable Olympic and Paralympic experience?" Students' goal was to learn and use design thinking to create a presentation to promote a product or service that would help children from other countries enjoy the Tokyo 2020 Olympics and Paralympics.

Vice-President Mukai sensei greeting the students

Since the program was only four days long, ICT teachers asked the students to do some homework in advance. One was to bring a picture of a memorable experience and the other was to choose and do research on a sport played at the Olympics and Paralympics. The aim for this homework was to give students a starting point to define a "memorable" experience and to gain general knowledge about the Olympics and Paralympics.

Group photo of the teachers


The first day of the workshop was devoted mainly to sharing this information and getting to know each other. Students introduced themselves, their expectations for the workshop, their memorable picture, and the sport they researched. The two most recurring expectations were "improve my English" and "make new friends". This expectation and behavior of the students during the workshop showed that they understood the values of English and were keen to maintain and strengthen it. Next, the students were divided into teams of five to six. These were the teams they would work with for the rest of the workshop. To get to know each other Anne sensei designed a scavenger hunt. Each group was given hints that described places within the Hakusanroku campus. Participants had to search the campus to find the places and take a group photo. This activity gave them time to familiarize with their teammates and the campus.

Anne sensei explaining the scavenger hunt


On day two, the students began defining "memorable" experiences in detail and learning about design thinking. They interviewed other team's memorial experiences and categorized them into three groups: experience, relationship and location. Then, each team choose a category and began brainstorming and grouping the experiences in that category.

What is a "memorable" experience?

In the afternoon, we took a trip to the Hakusan Wildlife Chugu Exhibition Center. This center is dedicated to the display of the nature of Mt. Hakusan. There, we watched a video about Mt. Hakusan's wildlife, viewed the exhibitions in the center, and played at a nearby river. Mr. Shinichi Hiramatsu, who conducted the experience, showed the students many insects and frogs that live in the area. The reactions of the students varied from screaming and hiding behind other students to eagerly asking to touch and hold them. At the river, many students used box goggles to look into the river to find some of the wildlife on display. Many of the students caught tadpoles, fish, crabs, and frogs. The river water was cool and refreshing.

Students using the box goggles


After returning to ICT, students continued to brainstorm ideas for their project. They narrow them down to five, and finally to one. In the evening, there was another activity, a paper airplane design contest. Students were given paper and other items, and whoever made the paper airplane that flew the farthest won. This was another fun activity that students enjoyed.

Paper airplane contest


The third day was devoted to actually creating the presentation posters. Each team designed and created a poster that introduced their product or service to make a memorable experience for children. Each team created two posters. The first posters consist of the team name, target persona (person who would enjoy the product), and explanation of their focus area; and the second poster showed the details of the product or service. Each team divided its members into researching, drawing, writing, coloring, and decorating their poster.

Each group created a persona who would enjoy their product

After lunch, there was another activity. This time it was a cake design contest. Each team was given cake sponges, icing, and various decoration ingredients and competed on who could design the best cake. Afterwards, everyone voted on the cakes they liked and ate them. Everyone had a lot of delicious fun.

Tastes better when you made it yourself

After the cake contest, students returned to finishing their posters. There were teams that created extra material with PowerPoint, 3D printers, laser cutters and movie editing. The students were hardworking and teachers actually had to encourage them to take brakes because they were working too long. Some teams stayed after dinner and asked if they could come early the following day to improve their posters. By this time, they had become close friends, and entertained each other by joking and chatting as they worked.

Look at the camera!


The fourth and final day was presentation day. Many of the parents gathered to listen to the students' final results. Each team used the morning to prepare for their presentation. None of them seemed nervous, perhaps because they had confidence in what they had produced. You can view the presentations in the video below. They were well conducted, the ideas were impressive and each students spoke his or her part well. After the presentation there was a mini science fair, where visitors could walk around and ask questions. Later, everyone gathered in the cafeteria to have a final lunch together before departing from ICT.

Students explaining their project to the parents

I asked several of the students if they were happy to go home, if they would miss their new friends, and if they would like to participate in the workshop again. Many answered that they were relieved to return home but would miss everyone. Some of them guaranteed they would come back next year.

Group photo before leaving

I think the workshop was a success in gathering capable young minds to stimulate each other. Each participant was very capable at English and I understand why their parents would wish they would retain their ability. There are few places in Japan for these students to be pushed to improve their English. These individuals are scattered around Japan. They have a broad field of view and unique experience and knowledge. The workshop was conducted fully in English and the students used English to communicate. Their conversation often ranged from AI to politics and I could not help being impressed by their high intellectual. I believe the program was a great opportunity for these unique minds to gather and stimulate each other. I look forward to seeing them grow in the future.






















July 17, 2018 Visitors from USA and Malaysia

We had two groups of visitors on July 6. One was a group of KIT-Summer Program in Japanese (SPJ) students from Rose-Hulman Institute of Technology and Rochester Institute of Technology, USA, and the other was a group of students from Malaysia-Japan International Institute of Technology (MJIIT). Eleven SPJ students and thirteen MJIIT students visited Hakusanroku campus as a part of their field trip learning about Hakusan city's "Smart Satoyama City" project. ICT teachers prepared a workshop and twelve of our students joined in the intercultural activities.

Eleven SPJ students and thirteen MJIIT students

International visitor have become common at Hakusanroku lately. However, this group was truly divers in that the all three groups spoke different main languages, Japanese, English, and Malay. The language that they are currently learning is also differed. Teachers designing the activities took this into account. In the first activity, students broke up into groups of six (two of each group) and played the "broken telephone game". In this game, students choose a sentence other than their main language and take turns whispering it to each other in a straight line. If the last student can recite the sentence correctly, it is a success and the group rotates. This was a fun icebreaking game that articulated the diversity of the group.

Students playing "broken telephone game"

In the second activity, students were divided into groups of three (one of each group), and took turns explaining their country. The catch was that they had to use the language that they were studying. Also, the listener was responsible for correcting the speakers mistakes. This was an excellent activity because participants could learn about other cultures while improving their own skill. Students teaching other students is a perfect example of active learning. Teaching other students creates a deep understanding for language in general (even if it is your main language), which is surprisingly important when learning another language.

Explaining my culture in a another language is difficult

The third activity involved a ball of newspaper. Students were encouraged to communicate in the language they were learning and take turns passing the ball. The student catching the ball had to correct the mistakes and return the ball until the sentence was perfect. This was similar to the previous activity but there were no restrictions on topic.

Students taking turns passing a newspaper ball

The final stage was simple free conversation. Nearby groups were merged together and could talk about whatever they liked with no restrictions. The whole flow of the activities was a calculated guide to this stage and worked perfectly. I saw students lively talking about their hobbies, sports, animation, video games, and generally anything. It was a very relaxed environment with young adults from all over the world just chatting together. There was nothing necessary for the teachers to do and they simply walked around sometimes joining a conversation.

Students enjoying free conversation

After the activity, the SPJ and MJIIT students returned to KIT by bus after doing a little shopping at the Michi no eki across the street. I believe the program was a success. In a few quick hours, students experienced intercultural interaction, improved their language skills and had a lot of fun. I am especially happy that there was time for students to speak freely with each other. I felt this was lacking in previous visits. Thanks for coming!









July 5, 2018 Visitors from Missouri, USA

On Thursday, we had a group of visitors from the city of Columbia, Missouri USA. Hakusan and Columbia are sister cities and this group visited our Hakusanroku campus as part of their trip to Japan. The group consisted of three high school students studying Japanese and their teacher.
They ate lunch with our ICT students, viewed the Engineering Design class, and took a tour of the Hakusanroku campus. I think the first-year students have become quite comfortable interacting with visitors since they get so much practice. They have overcome the shyness; and take the opportunity to enjoy and improve their communication skills.
Currently in Engineering Design, ICT students are creating prototypes in groups. The visitors were not engineers, so the students had to explain their projects in an understandable way. It was a good exercise to practice word selection in English.
After viewing the Hakusanroku campus, the Columbia students departed to visit the Hakusan Hime Shrine and meet with their homestay families. We thank them for visiting us and wish they enjoy their experience in Japan.




June 27, 2018 Visitors from Hong Kong.

On Tuesday, we had some guests from Hong Kong. 30 students from HKCWC Fung Yiu King Memorial Secondary School visited ICT Hakusanroku Campus as a part of their school trip. Students of both schools broke up into fourteen teams to play the SDGs card game.

The SDGs (sustainable development goals) are a set of seventeen goals agreed upon by all 193 nations of the UN to make a better and sustainable world by 2030. They include goals not only focused on developing countries such as “no poverty” and “zero hunger”, but also goals targeting social needs in developed countries and the environment. The SDGs card game is designed to give the players the experience of developing the world.

In the SDGs card game, each group is given a primary goal, specific smaller goals, and money and time cards. Primary goals are general goals such as “make a lot of money” or “live a leisure life.” Specific goals are goals such as “build a highway” or “set a limit to fish taken each year.” They require money and time to complete and reward a different amount of money and time. When completed, each goal effects the world parameter, which is shown on the whiteboard in ratings of environment, society and industry. The goal of the game is for each group to complete goals and negotiate with other groups to trade cards to fulfil their primary goal and develop the world.

Most groups had two Hong Kong students and one ICT student, and were very shy at first. English was not their primary language and they had only just met each other five minutes ago. However, this ceased to be a concern as soon as the game began. There were students discussing their next move, rushing to complete their goal and receive the rewards, and negotiating vigorously. When the dust settled at half time and everyone looked at the world parameter, our jaws dropped. The world that had started at an even four points each for environment, society and industry, was now one point each for environment and society, and eighteen points for industry. We had reproduced the Industrial Revolution!

The instructor explained that the world we had created probably had horrible child labor and species going extinct every year. Each group had taken the most profitable actions and this world was the result. The second half was our test if we could bring the world back. The results are as you can see in the picture. Although we could not reach even, the environment and society improved compared to the first half. During reflection, several students said that they tried to improve the society and environment, but could not always find the sufficient money, time, or goals. Other students complained that the objective of the game was difficult to understand. I think this is interestingly similar to the world we live in today.

I asked the instructor about the results later and she explained that this is how the game commonly plays out. I was surprised how well it replicated the real world, especially for an educational game. There were groups with skillful players who fulfilled their goals in no time while other group struggled to negotiate and were casted aside. It seemed like a miniature version of the real world like the book “If the world were a village of 100 people.” The moment at halftime of “oh my god” was my favorite and I hope it remains in the students memory that provokes them to become conscious and take action to create a better world.










June 10, 2018 Spring Open Campus

On Sunday, we held our spring open campus for junior high school students to come and visit ICT. This was our first open campus after completing the Hakusanroku campus. Twelve students and their family members came from in and out of Ishikawa prefecture to experience our curriculum. ICT is a unique school and the open campus helps participants to grasp a better picture of what it is like to study here. There was a brief explanation of the school, lunch, two introductory classes, and a school tour. Some ICT students joined the event and shared their own experience.

At lunch, visiting students and ICT students sat together at each table. I think this was a great idea. The junior high school students were able to hear firsthand what it is like to live and study at ICT in a casual setting. After all, they may live here one day. What is better than hearing from the current students themselves what it is like?

After lunch, there were introductory classes for Engineering Design and STEM (science, technology, engineering, mathematics) in English. The purpose of these classes is to give a taste of ICT’s unique curriculum of design thinking and STEM courses taught in English.

 In the Engineering Design class, visitors experienced the design thinking process for problem solving. At ICT, students learn how to find and solve real-life problems in society. In this case, the problem was an intruding wild boar. Each group brainstormed and tinkered with a program designed to simulate various countermeasures. Some of the ideas were creating a loud sound to scare the boar away, trapping and cooking it, luring it away with a female boar, and keeping a bear or tiger to fight it off. Wild boars are a real threat in Hakusanroku. I think engineering is much more interesting if it has a real impact on the world or helps others.

The second class was STEM in English. Here, visitors were given a brief history of π and learned two methods to calculate it using tools such as masking tape, scales, rulers, a vernier scale and two acryl plates; one square and one circle. First, students calculated π by measuring the length of the masking tape around the circle, and the diameter using the vernier scale. Next, they learned how to calculate π by comparing the weight of the two acryl plates and multiplying it by four. They even received a handout for a third method to try at home.

The class was conducted in English (with some Japanese support) and I saw many of the junior high school students listening carefully trying to understand the teacher’s instructions. Many ICT students have an average level of English on entry. However, their ears gradually adapt to the English curriculum. Also, ICT teachers are very creative and use active learning with many tools. I think this class was a good representation of that experience.

The event was a great success to the extent that my only regrets are that I wished we had more free time. I think both sides would have enjoyed more time to interact with each other. Maybe we can incorporate that into our open campuses in the future. Thank you all for coming. We hope to see you again soon.



2018年6月10日 春の学校見学会







May 25, 2018 BBQ Party

On Saturday, we had our first ICT barbeque party at SENA Cottage Village. I say “first” because everyone had so much fun that we decided it should be a biannual event, spring and autumn. Students, teachers, family members and friends gathered to chat, eat and have a good time. There was wild boar, local fish “Iwana” and yakisoba in addition to your usual meat and vegetable. It was raining lightly, but SENA has a large roofed area perfect for partying. I saw students and teachers mixed at different grills, talking and laughing. After lunch, some people played soccer. It was a friendly atmosphere with students and teachers interacting like a family. I had a lot more fun than I expected and am definitely looking forward to part two.

Jonathan May 19, 2018


ジョナサン 2018年5月19日

May 12, 2018 Sports day

Today was ICT’s sports day. First-graders from the Hakusanroku campus and second-to-fifth-graders of the Kanazawa campus gathered to compete in a variety of games. At first, Hakusanroku students were nervous to interact with their seniors, but soon blended in and began to enjoy themselves. I was impressed at how many older students came to chat with our new students. It really helped break the ice.

Hakusanroku students participated in the tug of war, group jump rope, ball toss, and obstacle race. You can check them out in the video. There were all sorts of other games that I look forward to seeing students participate in next year. See you next time. 



2018512日 校内体育祭




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