[Seminar for High School Teachers] Why does inquiry-based learning make a difference? Explaining university evaluation criteria and guidance methods
Avalon Consulting Co., Ltd. will hold an online seminar for high school teachers, explaining the evaluation criteria and guidance methods for "inquiry-based learning" in comprehensive selection. The seminar aims to solve challenges in inquiry-based learning, which is becoming increasingly important with the diversification of university entrance exams, and will provide know-how based on the company's coaching achievements.
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According to data released by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the percentage of students entering university through "Comprehensive Selection" (formerly AO exams) and "School Recommendation Selection" has been increasing annually in recent years, now accounting for more than half of all university enrollees. In university admissions, options other than the so-called "General Entrance Examination" are becoming the norm rather than the exception.
On the other hand, while high schools and cram schools recognize the importance of "Inquiry Activities" (Inquiry-based learning) in Comprehensive Selection, many educators report that it is difficult to understand the specific criteria universities use for evaluation and at what stage the gap between passing and failing occurs.
As a result, there are many cases where inquiry activities end up as mere "research" or where career guidance is provided without a sufficient connection to the student's Statement of Purpose. Avalon Consulting Co., Ltd., which operates "White Academy High School Division"—a prep school specializing in Comprehensive Selection—has identified commonalities in the "design and expression of inquiry activities" as a decisive factor for success based on its instructional track record. The company has since organized these evaluation criteria and key guidance points.
With the aim of giving back these insights to school-level instruction, we are pleased to announce an online seminar for educators titled: **"Evaluation Criteria and Teaching Methods for 'Inquiry' that Determine Success or Failure."** This seminar will explain the specific differences in inquiry activities that mark the line between passing and failing, the evaluation criteria emphasized by universities, methods for appropriately incorporating inquiry activities into Statements of Purpose, and perspectives for improvement that can be replicated in the field.
## Challenges in "Inquiry Guidance" Becoming Apparent in Education
With the expansion of Comprehensive Selection and Public Offering Recommendation exams, the importance of guidance regarding "Inquiry Activities" is increasing at high schools and exam preparation sites.
However, the reality is that evaluation criteria and teaching methods for inquiry guidance have not been systematized, leading to inconsistencies across different educational settings. Consequently, the following challenges and needs have become apparent:
* A desire to accurately grasp the criteria universities use to evaluate inquiry activities.
* A need to understand where the "difference in inquiry" arises between students who pass and those who do not.
* Uncertainty regarding how to appropriately link inquiry activities to the Statement of Purpose and interview evaluations.
* A desire to organize the factors that create a gap during the theme-setting and activity-design stages.
* A need to establish teaching methods that elevate inquiry from "mere research" to "evaluable inquiry."
* A desire to know how to provide efficient inquiry guidance within limited instructional time.
* A need to build a guidance system capable of providing corrections and improvements based on evaluation criteria.
Avalon Consulting Co., Ltd., which operates "White Academy High School Division," has received numerous consultations from educators based on its track record, where 98% of students who completed the curriculum passed their first-choice university through Comprehensive or Recommendation Selection (*). (*Targeting students who completed the curriculum).
These efforts and insights are also summarized in the book *"How to Get Children Who Hate Studying into Top-Tier Universities"* (Nikkei BP), written by the company's representative, Kento Takeuchi, which has earned a strong reputation among educators as a framework for university entrance exam guidance, including Comprehensive Selection.
On the other hand, while high schools and cram schools recognize the importance of "Inquiry Activities" (Inquiry-based learning) in Comprehensive Selection, many educators report that it is difficult to understand the specific criteria universities use for evaluation and at what stage the gap between passing and failing occurs.
As a result, there are many cases where inquiry activities end up as mere "research" or where career guidance is provided without a sufficient connection to the student's Statement of Purpose. Avalon Consulting Co., Ltd., which operates "White Academy High School Division"—a prep school specializing in Comprehensive Selection—has identified commonalities in the "design and expression of inquiry activities" as a decisive factor for success based on its instructional track record. The company has since organized these evaluation criteria and key guidance points.
With the aim of giving back these insights to school-level instruction, we are pleased to announce an online seminar for educators titled: **"Evaluation Criteria and Teaching Methods for 'Inquiry' that Determine Success or Failure."** This seminar will explain the specific differences in inquiry activities that mark the line between passing and failing, the evaluation criteria emphasized by universities, methods for appropriately incorporating inquiry activities into Statements of Purpose, and perspectives for improvement that can be replicated in the field.
## Challenges in "Inquiry Guidance" Becoming Apparent in Education
With the expansion of Comprehensive Selection and Public Offering Recommendation exams, the importance of guidance regarding "Inquiry Activities" is increasing at high schools and exam preparation sites.
However, the reality is that evaluation criteria and teaching methods for inquiry guidance have not been systematized, leading to inconsistencies across different educational settings. Consequently, the following challenges and needs have become apparent:
* A desire to accurately grasp the criteria universities use to evaluate inquiry activities.
* A need to understand where the "difference in inquiry" arises between students who pass and those who do not.
* Uncertainty regarding how to appropriately link inquiry activities to the Statement of Purpose and interview evaluations.
* A desire to organize the factors that create a gap during the theme-setting and activity-design stages.
* A need to establish teaching methods that elevate inquiry from "mere research" to "evaluable inquiry."
* A desire to know how to provide efficient inquiry guidance within limited instructional time.
* A need to build a guidance system capable of providing corrections and improvements based on evaluation criteria.
Avalon Consulting Co., Ltd., which operates "White Academy High School Division," has received numerous consultations from educators based on its track record, where 98% of students who completed the curriculum passed their first-choice university through Comprehensive or Recommendation Selection (*). (*Targeting students who completed the curriculum).
These efforts and insights are also summarized in the book *"How to Get Children Who Hate Studying into Top-Tier Universities"* (Nikkei BP), written by the company's representative, Kento Takeuchi, which has earned a strong reputation among educators as a framework for university entrance exam guidance, including Comprehensive Selection.