プログラム: FFP

“The 10th Mini-lecture Program at the Library” took place on February 27th, 2018.

While UTokyo FFP alumni newly designed and conducted 30-min lectures for the events over the last nine programs (1st–9th), this time, the participants of the 10th UTokyo FFP conducted the same mini-lectures as the ones they designed and gave during the microteaching session.

The microteaching session is one of the major contents of the UTokyo FFP, where the participants design and conduct 6-min lectures in an active-learning style. Since the participants came from diverse graduate schools, their lecture topics dealt with various fields. Just listening to the lectures made the audience feel “fun and informative.”

Six out of about 45 participants of the 10th UTokyo FFP, who had received a particularly high rating, recreated their mini-lectures.

The audience of 13 people highly appreciated the lectures, and those who conducted the mini-lectures also learned a lot through the event.

Lastly, we would like to express our sincere gratitude to all the University of Tokyo Library System staff members for their cooperation.

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*The videos of the event are available on the following website: The 10th Mini-lecture Program by UTokyo Graduate Students | UTokyo TV (todai.tv)

The 4th Mini-lecture Program was held at Tokyo Kasei University on Friday, February 2nd, 2018, from 14:00–16:30.

This time, Shoma Mikawa, Department of Veterinary Medical Sciences, Graduate School of Agricultural and Life Sciences, The University of Tokyo, who is expected complete the 10th UTokyo FFP, conducted a lecture on “Vaccination of Dogs.”
Preceding the mini-lecture, he refined the design and content of the lecture through two preparatory workshops.
Based on the final design, the lecture started with “Mechanism of Vaccines” and “Vaccination of Humans” as an introduction, followed by the main topic “Vaccination of Dogs.” The lecture material was carefully designed, and the content was neatly organized to help the audience easily understand the topic.

The program was structured as follows. The mini-lecture was followed by an explanation of its class design, including the introduction of active learning strategies, and a discussion on what was good about the mini-lecture and what points needed improvements.

• Mini-lecture (45 min)
• A brief examination of the class design by taking the mini-lecture as an example (20 min)
• A discussion to examine the mini-lecture (40 min)

There were 19 participants consisting of students and faculty/staff members of Tokyo Kasei University.
Many of them responded “Extremely good” or “Good” to a five-point Likert-scale questionnaire. We also received the following feedback:

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・It was nice to know the evaluation and discussion of the class content from the perspective of the instructors. (Student)
・The lecture on a medical topic was informative and gave me a lot of knowledge. (Student)
・It made me think of a class design objectively. (Faculty/staff member)
・I learned a lot such as how to prepare easy-to-understand materials and make presentations. (Faculty/staff member)

*The above feedback is a summary made by the UTokyo FFP staff.
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We would like to express our sincere gratitude to all the people who joined our mini-lecture program and the faculty/staff members at Tokyo Kasei University who kindly let us hold the event.

The program started as a collaborative program between Tokyo Kasei University and The University of Tokyo Future Faculty Program, and we are marking the 4th event. It is a precious opportunity for both of us; an opportunity to learn and to have a dialogue between students and instructors to think about “good classes” for Tokyo Kasei University, and an opportunity to practice lectures for the UTokyo FFP.

Learning Commons at Tokyo Kasei University Library was provided as a venue for the event through the courtesy of the faculty/staff of the Center for Research and Educational Development, Tokyo Kasei University. We would like to express our sincere gratitude once again to all the members.

DAY 4 sessions for the 10th UTokyo FFP were held on November 9th and 10th. This time, the sessions featured “Evaluation.”

The main topics were as follows:

・Significance of evaluation
・Methods and targets of evaluation
・Formative evaluation and summative evaluation
・Reliability, validity, and efficiency of evaluation
・Measures to take after evaluation
・Rubrics

This time, we introduced activities and Q&A sessions where the participants comprehended the materials on “formative evaluation” and “summative evaluation” and explained the graphs shown on the materials to each other instead of the instructor giving a lecture about them. We assured the knowledge acquisition by having one of the participants explain the topics in the end, but “comprehending and explaining the topics by themselves” by handing the learners appropriate materials seemed to work better.

The UTokyo FFP participants work on exercises in creating rubrics during the session on evaluation every semester. “Knowing about rubrics” is completely different from “being able to create rubrics.” We emphasize the activity of creating rubrics that let participants consider the value and limits of rubrics in their own context.

It is challenging to create a rubric from scratch. Having another rubric with similar goals as an example and customizing it into your own rubric is one of the effective ways to ease the workload. Such examples are available on the following website:

AAC&U VALUE Rubrics (English)
American Association of Colleges and Universities (AAC&U) offers what they call “VALUE rubrics.” They are templates of rubrics for various tasks, which you can use and customize. You have to go through the “shopping cart,” but they are available for free download.

This time, rubrics were created in groups. Participants shared their rubrics with a method called “Gallery Walk,” where they examined others’ rubrics freely. One of the group members remained to explain the rubric they made, and the rest looked around to see the other groups’ rubrics. Another sharing method called “Poster Tour” will be used in the next session, so we would like the participants to contrast it with “Gallery Walk.”

This was the last session for the “provision of knowledge.” From the next session onward, we will review what we have learned so far and move on to microteaching sessions. We are already halfway through the course.

DAY 3 sessions for the 10th UTokyo FFP were held on October 26th and 27th. The main topics were as follows:

• ・The roles of a syllabus
• ・Setting goals and objectives of a syllabus
• ・Course design (creating a graphic syllabus)
• ・Improving a syllabus into one that promotes learning

Firstly, participants made sure what the goals and objectives were, modified their own syllabuses, and further improved them in pairs. Then, the instructor explained “Backward Design,” followed by the course design activity through the creation of a graphic syllabus.

A graphic syllabus is, as it were, a structuralization of what you teach. You can build a 15-class course without giving it much thought, but creating a graphic syllabus enables you to specify that tacit structure, which helps you arrange the topics in an order that makes it easy for students to learn, and explain that arrangement to the students.

The participants were provided with handouts of the UTokyo FFP syllabus with annotations on each item. They compared the handout with the syllabus they brought and found out the points that needed improvement themselves. Then, they shared the points in groups. This activity was intended to help the participants acquire more viewpoints and make use of them to improve their syllabuses.