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[Report] Certificate Award Ceremony Conducted for the 19th UTokyo FFP / the 1st UTokyo Global FFDP

The Certificate Award Ceremony for the 19th “The University of Tokyo Future Faculty Program (UTokyo FFP)” and The University of Tokyo Future Faculty Development Program (UTokyo Global FFDP) was held on Zoom on Thursday, September 15th, 2023.
Fifty-four participants completed the 19th UTokyo FFP, and fourteen participants completed the 1st UTokyo Global FFDP. Each of them received a certificate. They had a congratulatory address from Prof. Yasushi Asami, Director of the Center for Research and Development of Higher Education, The University of Tokyo.

Later, UTokyo FFP alumni appeared as guest speakers and explained their various activities after completing the program and introduced the alumni network. From UTokyo Global FFDP, the representative of the 1st edition gave a speech.

UTokyo FFP is a program for graduate students, postdocs, and faculty/staff members to enhance their teaching competences by creating syllabi, conducting microteaching and so on.

UTokyo FFP has produced a total of 903 people who completed the program coming from every graduate school at The University of Tokyo.

The 20th UTokyo FFP is scheduled to start in October, AY2023, and the application is open now through the following link.
→https://dev2.utokyofd.com/ffp/attend.html

The 2nd edition of UTokyo Global FFDP is scheduled to start in April, AY2023.

 

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[20th UTokyo FFP] Certificate Award Ceremony Conducted

The 20th Certificate Award Ceremony of “The University of Tokyo Future Faculty Program (UTokyo FFP)” was held on Zoom on Friday, February 17th, 2023.

Fifty-one participants completed the 20th program, and each of them received a certificate. They had a congratulatory address from Prof. Yasushi Asami, Director of the Center for Research and Development of Higher Education, The University of Tokyo.

Later, alumni appeared as guest speakers and explained their various activities after completing the program and the significance and value of UTokyo FFP. Also, we introduced the alumni network, which all the completers of the course have joined.

UTokyo FFP has produced a total of 954 people who completed the program coming from every graduate school at The University of Tokyo.

The next program (the 21st UTokyo FFP) is scheduled to start in April, AY2023, and the application is opening soon. Also, the 2nd edition of UTokyo Global FFDP (which was launched last term) is sheduled to be held in the S Semester.

 

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An Example of the Jigsaw Method

“Let’s learn about prenatal diagnosis and its different types.”

 

This is an example of a senior high school class combined with biology, health and physical education, and home economics. Expert groups of four first do research on one of the multiple types of “prenatal diagnosis.”

Then, form jigsaw groups comprising each member from different expert groups and let them compare and examine the multiple types of “prenatal diagnosis.” And let them organize the differences, purpose, and advantages/disadvantages of each type.

Let the students return to their original group (i.e., expert group), organize what they discussed in jigsaw groups, and compose reports.

This example is more complicated than the one shown in the “Implementation” section, which is called “Knowledge Constructive Jigsaw.” It also comprises the method of “poster tour.”
Students can learn about the multiple types of “prenatal diagnosis” and their differences and deepen their understanding of how “prenatal diagnosis” is conducted in real clinical settings.

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An Example of Think-Pair-Share

“What did you learn in the last class?”

 

For a yearlong course, start the first several classes with this question until you get the pace of your classes.
It is a tool to clarify the emphasis on student output in your classes. You can also expect the following effects:

 

・It helps your students get along with each other by using it in the early stage of the course.

・It helps your students make it a habit to relate what they learned in the last class to what they will learn today.

・It helps your students clarify their memory and consciousness by outputting. It enables them to recall what they learned in the last class and relate it to what they will learn today.

・It helps your students realize the importance of how others learn by experiencing the difference in perspectives and expressions with other learners even if they are taking part in the same class.

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1: Think-Pair-Share

Think-Pair-Share


1. Definition

“Think individually (THINK), then pair up (PAIR), and discuss and share ideas (SHARE).”

Think-Pair-Share is an active learning strategy conducted through the discussion procedure as described above.
It was first proposed by Frank Lyman at the University of Maryland in 1981.


2. Implementation

❶ Ask a question to your students.
❷ Give them one or two minutes to individually think about the question.
❸ Pair up the students.
❹ Let the students exchange and share their ideas in pairs.
(This step can be substituted by activities among multiple pairs at once or activities among groups of three or more.)
❺ Let each pair share their ideas with the whole class. (One person per pair/group shall be the speaker.)
❻ It takes 5–15 minutes in total. (It depends on the number of participants.)

(The image of students working in pairs)

3. Features and Tips

・It can also be used in large classes.
・It works as a practice in communicating with others.
・It can be used for various activities including warm-ups.
・It may end up chatting depending on the question or group size.
→It is necessary to set specific questions, give instructions with clarity, and be considerate of your students’ level. Avoid posing simple questions that depend on whether the students have certain knowledge or not, such as questions that ask about a specific year or name!

4. Examples

Click the following link.　→　An example of “Think-Pair-Share”

5. References and Other Materials

Click the following link.　→　　Video clips related to Think-Pair-Share

 

 

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2: Jigsaw Method

Jigsaw Method

1. Definition　　

The Jigsaw Method is a technique to support collaborative learning*.              *A method to support group activities
Participants can grasp the whole picture of the learning material and deepen their understanding from multiple angles by combining each component like assembling a jigsaw puzzle. It is crucial that the instructor prepare adequate problems.
The method was proposed by American social psychologist Elliot Aronson, Professor Emeritus at the University of California, Santa Cruz, in the 1970s.

2. Implementation (Example)

(1) Divide a long English passage into three parts: A, B, and C.
(Preparation and division of learning materials)
(2) Divide students into three groups (“expert groups“) and assign each group with different materials (A, B, and C). Let the members of each group cooperate with each other to translate the assigned segment of the English passage into Japanese.
(Distribution of materials and group activities)
(3) Form new groups, each comprising members from different groups (A, B, and C). It means that each new group consists of students who translated either A, B, or C.
(Reorganization of groups)
(4) Let the new groups (“jigsaw groups“) work by having each member explain the segment he/she translated. The groups will then organize the translation of the whole passage.
(Jigsaw group activities)
(5) Let each jigsaw group make presentations on their translation.
(6) It takes about 60 minutes in total. (It depends on the total number of participants and groups.)

(The image of group activity)

3. Features and Tips

・It enables the individual learners to become responsible.
・It helps participants to practice communicating with each other.
・It helps participants to develop their tolerance of the differences in ideas.
・It is necessary to set problems that deepen learning.
・Be careful of time allocation because the procedure includes the reorganization of groups.
・Be careful to divide groups equally.

4. Examples

Click the following link.　→　An example of the Jigsaw Method

5. References and Other Materials

Click the following link.　→　Video clips related to the Jigsaw Method

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Application

Applications to UTokyo FFP are invited twice a year, in March and September. Please fill in the application form if you would like to participate in the program. Selections will be made based on the information filled in the form, and you will be notified of the results before the program begins. We conduct briefing sessions (workshops) on UTokyo FFP in April and September. Those who would like to know more about the program are recommended to join this session. Please fill in the registration form, and we will send you the URL for joining the briefing session online.