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  • Compass AI-type teaching materials “Qubena” introduced to Toita Gakuen Mita Kokusai Gakuen Junior High School Contributing to the development of autonomous learners such as improving learning speed and average scores, and increasing the amount of e

Compass AI-type teaching materials “Qubena” introduced to Toita Gakuen Mita Kokusai Gakuen Junior High School Contributing to the development of autonomous learners such as improving learning speed and average scores, and increasing the amount of e

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AI-type teaching material “Qubena” introduced to Toita Gakuen Mita Kokusai Gakuen Junior High School. Contributes to the development of autonomous learners by improving learning speed, average score, and increasing exercise volume.

COMPASS Co., Ltd. (Head office: Shinagawa-ku, Tokyo, CEO Motoki Kanno) provides an AI-type tablet teaching material “Qubena”, which is a school corporation Toita Gakuen Mita Kokusai Gakuen Junior High School (Location: Setagaya-ku, Tokyo, Head of School) We report that it has been adopted and introduced as part of the guidance by Kiyonobu Ohashi) and has been able to confirm certain effects through the use of about half a year.
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The school uses interactive courses starting from trigger questions in each subject as a pillar of learning, but it is intended to supplement “smart learning”, “basic scholastic ability”, and “nurturing autonomous learners”. Quebna has been introduced since April 2019. During the introduction, we highly evaluated the features of Qubena, which enables efficient learning according to each individual’s level and pace through adaptive learning.
With the introduction of Qubena, the curriculum that had previously completed the junior high school curriculum by the second semester of the third grade was changed to a curriculum that completed the whole curriculum by the third semester of the second grade. , Reports from the school that they realized the effects of improving the average score of the test and increasing the amount of exercises, and “being able to learn systematically” “Understand the unit of your strength and weakness Some students say that they are now able to.

◆ Target: A total of 428 junior high school first and second graders
◆ Examples of usage at school:
3 out of 6 lessons of mathematics per week, exercises at Quubena to establish a foundation
(45 minutes class example: 5 minutes study plan, 15 minutes individual exercise using Qubena, 20 minutes group exercise using Qubena, 5 minutes review of study plan)
Use Qubena’s workbook function (a function that allows teachers to specify the scope and questions to be delivered), and create and execute an achievement test for each unit
At the time of morning learning, master mode (mode in which review questions that are automatically generated based on exercises solved in class) will be established.

◆ All handwritten answers and high character recognition accuracy
◆ All units within the scope of the course of study are covered
◆ Everyone can learn efficiently at their own pace and level
◆ Improvement of test average score
◆ Increase of exercises
◆ Increased individual support for teachers during class by teachers, and motivated learning
◆ Some students in the first grade of junior high school completed the entire range of junior high school students during the first semester Our school aims to cultivate “autonomous learners” through a cycle in which students learn their own strengths and weaknesses through Quubena learning, set goals, and conduct next learning. In class, we create a unit check sheet called the Qubena sheet for each school so that students can recognize their goals and understand their understanding through individual learning. In addition, through the reflection after each lesson, the contents of learning and the state of understanding are visualized and used for the next learning. Qubena allows students to study at their own pace and level. Until now, teachers have been worried about which teachers should focus on in the teaching style of a batch lesson, but the role of the teacher is mainly coaching, and by increasing individual correspondence to students in class It is designed to bring out motivation for learning.

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