} FFP – Page 10 – UTokyo FD

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The UTokyo FFP and “Interactive Teaching” Registered as Projects of the UTokyo Future Society Initiative (UTokyo FSI)

“The University of Tokyo Future Faculty Program (UTokyo FFP)” and “Interactive Teaching” were registered as projects of the UTokyo Future Society Initiative (UTokyo FSI).

The Future Society Initiative SDGs Project is a system to promote synergies between research activities and to create the social impact of value by visualizing and sharing various activities at the University of Tokyo that contribute to the United Nations’ Sustainable Development Goals (SDGs) adopted by all the member states in 2015.

For more details, please refer to the following website of the UTokyo FSI:
https://www.u-tokyo.ac.jp/adm/fsi/en/projects/sdgs/projects_00123.html

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[10th UTokyo FFP] DAY 2 Class Design

DAY 2 sessions for the 10th UTokyo FFP were held on October 19th and 20th. The main topics were as follows:

  • ・Instructional design and the ADDIE model
  • ・Class design (How to design a class of 90 or 105 minutes)
  • ・Active learning strategies (Asking questions, Think-Pair-Share, and Peer Instruction)
  • ・Effects and limits of active learning
  • ・Motivation (Expectancy-value theory and environment)
  • ・Exercise in class design
We had a lot of topics to cover in a single session.
Essentially, each of them needs plenty of time to learn.
I showed the participants the following paper when explaining the effects of active learning:

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. science, 332(6031), 862-864.

According to the paper, the scores of the examination after the class were overwhelmingly higher for the students who took an interactive class conducted by an inexperienced postdoc than for those who took a one-way lecture conducted by an expert instructor with high ratings on his/her classes. The “interactive” here means that the Peer Instruction method was used.

Peer Instruction is a method developed by Dr. Eric Mazur at Harvard University. The instructor prepares a multiple-choice question that requires reflection, and prepared students tackle the question and have a debate with neighboring students on the choices they made. The debate is for sharing the reasons why they chose a certain answer and convincing others. Please refer to the following link for more details.

https://dev2.utokyofd.com/en/it/summary/#section02

The advantage of Peer Instruction is that students can remember what they learned regardless of whether they chose the right or wrong answer by getting involved in a discussion on the question. Even if they realized that they were wrong, they would never forget the concept they are supposed to learn with that question. Therefore, the important thing is to provide the students with an environment in which they can reveal their thoughts without hesitation even if they may be wrong. Otherwise, saying something wrong may equal being embarrassed, which makes them refrain from speaking.

Making the environment secure enough to let the participants “listen to others, give an opinion, and have a discussion” is important not only for Peer Instruction but also for group activities.

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[Report] The 3rd Frendship Luncheon

Friendship Luncheon was held at Faculty of Law & Letters Bldg. 2 on October 16th.
There were 11 participants including those without pre-registration.

Just like the past Luncheons, participants were divided into groups of about four and exchanged questions and others related to student life in Japan.
Every group consisted of both overseas students and Japanese. They seemed to be having a lively conversation in a friendly atmosphere over the above topic and others.

We are planning to continue holding this Luncheon event to help overseas and Japanese students, who have few opportunities to communicate in their daily lives, interact with each other.

The following is the overview of the next event (The 4th Luncheon). Please feel free to join us.
＝＝
・Date/Time (The 4th Luncheon): December 11th, 2017, 12:10–13:00

・Venue: 2201, 2F, Faculty of Law & Letters Bldg. 2

・Intended for: UTokyo members only with any position: Undergraduates, Graduates, or Faculty/Staff

・Language: Japanese

・Please bring your lunch and drink.

・Registration Form

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[10th UTokyo FFP] DAY 1 Beginning of the Course

The 10th University of Tokyo Future Faculty Program (UTokyo FFP) started on October 5th and 6th! The classes are conducted through Periods 3–4 every other week of the A Term, in principle. UTokyo FFP offers four courses a year, and two of them in the A Term are both held at Fukutake Hall, Hongo Campus. We are planning to deliver the courses (titled with odd numbers) on Komaba Campus in the S Term.

The first session is, as always, focused on creating a “collaborative learning environment.”

  • ・Goals, objectives, and ground rules
  • ・Icebreaker (Introducing others)
  • ・Research presentation (1-min self-introduction) & peer review
  • ・Present situation of higher education
  • ・Summary of the UTokyo FFP
This time, again, more than 90% of participants met each other for the first time. As for Thursday and Friday Classes, two or three people answered that they had acquaintances. This is the usual case, so the classes start with a tense atmosphere.
We designed the class to ease the tension by starting with asking easy-to-answer questions, then gradually moving on to group activities. One of the participants indicated “To make students laugh” as an important point in conducting the first class, which is also useful to create a collaborative atmosphere.
The research presentation is positioned as part of a self-introduction in your class in the future, which is for conveying the value and charms of your research to your students within one minute. Feedback on the research presentation will be given from the following three viewpoints: (1) Feedback from other participants, (2) Direct feedback from the instructor (Kurita), and (3) Self-evaluation by checking the video. The assignment is to organize and hand in “What was good about the presentation, what points need improvement, and what you learned from others.” It must be a rare opportunity to receive such rich feedback, so I would like the participants to take it as a chance to reflect on themselves.
(Kurita)
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[Upcoming] Symposium on “Career of Doctoral Students”

We are pleased to announce that we will co-organize a symposium on “Career of Doctoral Students” with Acaric Co., Ltd.

Today the career paths of those who completed their doctoral programs have become uncertain. Even if they wish to enter the academic profession such as a job at a university, it has become difficult for them to build their career paths as they wish. However, doctoral resources have potential in various fields, and such fields are increasing in number. Therefore, we would like to hold this symposium to provide you with an opportunity to discuss where doctoral resources can play an active role. Specifically, the speakers will present various possibilities in career paths such as universities, corporations, and start-up companies, followed by a discussion with the whole participants.

Please refer to the following for the summary of the symposium. Please also check the external website (the URL will be shown afterward) for more details.

We look forward to your participation.

[Details/Application URL]　https://acaric.jp/special/event/20171028-phd-career-symposium

[Date/Time] October 28th (Sat) 13:00–17:30 *Reception from 18:00 (Additional fee required. You can join as you please.)

[Venue] Fukutake Learning Theater, B2, Fukutake Hall, Hongo Campus, The University of Tokyo　http://fukutake.iii.u-tokyo.ac.jp/

[Capacity] 180 people (accepted in the order of application)

[Fee] Free of charge

[Speakers] (*Listed without titles in order of appearance on stage)

Nobunaga Hayashi (Representative, Acaric Co., Ltd.)

Kayoko Kurita (Associate Professor, The University of Tokyo)

Lui Yoshida (Project Research Associate, The University of Tokyo)

Takaaki Umada (Director, Hongo Tech Garage, The University of Tokyo)

Seiji Amano (DAIICHI SANKYO COMPANY, LIMITED)

and others

=Co-organized by=

Acaric Co., Ltd.

The University of Tokyo Future Faculty Program, Center for Research and Development of Higher Education, The University of Tokyo

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[Report] Pre-FFP

We held the “Pre-FFP” on Hongo Campus on September 19th, 2017. Thirty participants consisted of graduate students, postdocs, and instructors.

The two-hour program included the following topics:

  • Changes in education and values of instructors
  • What is the University of Tokyo Future Faculty Program?
  • Trial Lesson (1) What is active learning?
  • Trial Lesson (2) Stimulating/maintaining/enhancing motivation
  • Educational philosophy and TA system of the University of Tokyo
  • Q&A session

 

Participants learned and experienced active learning strategies through the above topics. Most of them were new to each other, but they seemed to get along right away and actively engage in group activities. As an organizer, we are relieved to know that the program offered them an opportunity to know about the UTokyo FFP.

The application for the 10th Utokyo FFP is now open. We are planning to continually hold this Pre-FFP as a briefing session for the UTokyo FFP and a mini-lecture to learn about how to teach.


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[9th UTokyo FFP] Certificate Award Ceremony Conducted

The 9th Certificate Award Ceremony of “The University of Tokyo Future Faculty Program (UTokyo FFP)” was held in Fukutake Learning Studio, Fukutake hall, on Thursday, August 24th, 2017.
Forty-eight participants completed the 9th program, each receiving a certificate. They had a congratulatory address from Prof. Osamu Sudo, Director of the Center for Research and Development of Higher Education, The University of Tokyo.
Alumni also appeared and introduced their alumni network. Participants celebrated their completion with each other and exchanged information.
UTokyo FFP has produced a total of 431 people who completed the program from every graduate school at The University of Tokyo. The next program will mark the 10th semester.
The 10th UTokyo FFP is scheduled to start in October 2017. The application form is available on the following URL:
[Application deadline: October 1st (Sun) 23:59]
https://dev2.utokyofd.com/en/ffp/apply/

We are also planning to hold “Pre-FFP” on September 19th (Tue), where you can experience a trial lesson of the program before applying. Please feel free to join us.
[Pre-FFP: September 19th (Tue) 15:00–]
https://dev2.utokyofd.com/event/post-2317/

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[Report] The 3rd Faculty Luncheon

We held the 3rd Faculty Luncheon today.
Here is the summary and a preview of our next event.

—
1) Today’s Topic
Today’s topic was “How to Conduct Classes More Efficiently.”
In addition to the topic, participants had a discussion on a wide range of topics such as how to motivate students and points related to evaluation.

2) Sharing and discussing participants’ concerns
Participants shared and discussed the experiences and points of their classes based on the material that organized the past examples and points of class improvement.

The specific points of class improvement appeared as follows:
“Improve the quality of what you speak in a class and make it efficient in a flipped classroom manner.”
“Responding to the questions by email takes too much time. To avoid that, I give feedback orally or share the answer with the whole students.”
“Digitalize and save energy as possible by giving quizzes on the Google Form and such.”

—
We are planning to hold the next Faculty Luncheon in September.
The topic will be “The Roles of TAs.”
We look forward to your participation.

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[9th UTokyo FFP] Microteaching Session (The 2nd Trial)

DAY 7, the second trial of the microteaching session, was held on June 29th and 30th.

Participants refined their respective 6-min mini-lectures in groups of 5–6 in the previous session (DAY 6), sparing 25 minutes each. This time, they conducted the revised lectures.

We made four groups last time, but this time, two groups. The group size varied with class, but each participant conducted a lecture to an audience of 10–13 people, using a projector or a big-screen monitor, which was relatively similar to the style of regular classes.

The following was the procedure for one lecturer. They had to give/receive comments briefly within a limited amount of time, but for that reason, the session proceeded smoothly.

1. Mini-lecture (6 min)
・The lecturer-participant gave a mini-lecture.
2. Feedback (3 min)
・The lecturer-participant received direct feedback from the group manager (the instructor or an FFP alumnus/alumna).
・The student-participants filled out their feedback sheets.
3. Comments (3 min)
・Those who were in the same group last time or those who took the mini-lecture for the first time gave their comments first, although they did not necessarily have to follow this priority rule.
4. The lecturer-participant switched to the next one. (2 min)

 

Participants had already finished the following tasks before the second trial of the microteaching session:

1-a) Examining two sample mini-lectures on DAY 5 (Goals: To practice giving feedback to each other and to acquire metacognitive viewpoints on  good lectures)
1-b) Writing a paper on the reflection on DAY 5 (Goal: To recognize the metacognitive viewpoints)
2-a) Refining min-lectures in groups of 4–6 (Goal: To refine mini-lectures through mutual feedback)
2-b) Writing a paper on how to refine the mini-lecture after checking the video and mutual feedback (Goals: To present the plan of how to improve your mini-lecture and to clarify what you learned from mini-lectures conducted by others)

As a result, many mini-lectures were revised into “Good” lectures. The microteaching session seemed like a “mini-university.”

And I am further looking forward to reading the papers they will write on what they reflected on and learned from the microteaching session.

(Kurita)