The event report and summary of “Interactive Teaching” Forum Part 1 “Revisiting How to Create a Syllabus” (March 4th) was published in “Kyōiku Gakujutsu Shimbun” No. 2725 (issued on April 25th, 2018). The editorial department kindly allowed us to share the post. Please check it out.
References
Videos “Interactive Teaching” JREC-IN website UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017) https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
Videos of the event “Interactive Teaching” Big Real Session: Part 2 “Becoming a Rubric Master” held on Sunday, August 20th, 2017 are now available online. You can watch the videos of each session on the following websites:
UTokyo TV website
UTokyo TV YouTube Channel
With the new semester coming, we hope these videos will become an opportunity for you to reexamine the “evaluation that promotes learning” including rubrics.
For those who joined the program on the day, please remember once again what you had in mind for your prospect after completing the half-year training program and renew your determination toward the next semester.
For those who are considering joining future events related to “Interactive Teaching,” we hope these videos will be helpful in grasping the atmosphere of the event.
Lastly, we would like to express our sincere gratitude to the UTokyo TV staff for their continuous support from the shooting to the publication of the videos.
We held the event “Interactive Teaching” Forum: Part 1 “Revisiting How to Create a Syllabus” on Sunday, March 4th. Here is the report. For more details, please wait for another report to be published at a later date. Also, the videos of the event will be published on the UTokyo TV website.
Date/Time: March 4th (Sun), 2018, 10:00–18:00
Venue: Room 900, Komaba Campus, The University of Tokyo, and others.
Participants: 143 people
Fee: 3,000 JPY (Free of charge for graduate students and postdocs)
Instructors: Kayoko Kurita (The University of Tokyo), Hiroaki Sato (Osaka University), Lui Yoshida (The University of Tokyo), and Nagafumi Nakamura (The University of Tokyo *Main Moderator)
Instructors of breakout sessions: Masaru Sekido (National Institute of Technology, Sendai College), Satoshi Iimori (Hiroshima Johoku Junior & Senior High School), Kenji Ogura (Ishikawa Prefectural University), Takao Tomono (Keio University), Takeshi Kondo (Nagoya University), Saki Nakamoto (Osaka University), Yoshika Okawa (Kamiya Elementary School), and Chieko Kudo (Tokiwa High School)
1. Topic and Goal
The topic was “Syllabus.” The goal was, “Be able to create and use a syllabus that enhances student learning and works as a tool for course design for instructors.” We welcomed 140 participants in total.
2. Summary
The event was conducted in a flipped-classroom manner, and participants worked on pre-class assignments beforehand. They first reviewed what they had learned in the preparation and then examined the significance of syllabuses and points they should be careful of and deepened their thoughts in their own contexts.
(1) Preparation
All participants were asked to watch the videos for WEEK 5 of “Interactive Teaching” and read Chapter 5 of the book “Interactive Teaching” (Kawai Publishing, 2017).
(2) Session
[1] Introduction (10:00–10:15)
Participants listened to the explanation of the goals, structure, and rules of the program before introducing themselves to others.
[2] Session 1: “Revisiting How to Create a Syllabus” (10:15–11:00)
The instructor and participants exchanged their ideas on the questions collected beforehand related to creating and using syllabuses. The discussion was held from various perspectives ranging from the creation/use of syllabuses to faculty development, based on questions such as 1) “Since it depends on the patient’s condition, it is difficult to write details in the syllabus beforehand for nursing practice,” 2) “What can we do to have the students get into a habit of reading the syllabus?” 3) “When we find a syllabus written by another instructor as not good, what should we start with to advise him/her?” 4) “How much can we apply syllabuses in higher education to elementary and secondary education?” and 5) “Where can we know about the trend of syllabuses in the United States and countries other than Japan?”
[3] Session 2: “Exercise of Improving a Text Syllabus” (11:00–12:00)
Participants brought their own text syllabuses and exchanged ideas in groups. They grasped the points in creating a syllabus that enhances student learning and works as a tool for course design for instructors.
[4] Session 3: “Exercise of Creating a Graphic Syllabus” (13:30–15:00)
Participants created graphic syllabuses for their own classes. A graphic syllabus is a visualized class structure by using flowcharts and others to show the relationship between each topic for 15 classes. This activity was intended to let the participants actively grasp the structure of knowledge that they want the students to learn in classes and structure classes that enable them to convey such knowledge to the students.
Participants exchanging their ideas
[5] Session 4: Breakout Sessions (15:20–16:50)
Breakout sessions consisted of Session A held by organizers and three Sessions (B–D) held by volunteers who joined the past events of “Interactive Teaching.”
① Session 4A “Let’s Realize Active Learning in a Lecture Hall”
The session intended to let the participants share practical methods such as points we should be careful in introducing an active learning style in a lecture hall.
② Session 4B “Let’s Create Intriguing Questions: The Jigsaw Method & Peer Instruction”
The session intended to let the participants learn how to create intriguing questions when conducting the Jigsaw Methods and Peer Instruction.
③ Session 4C “Let’s Increase Comrades / Let’s Involve the Workplace: How to Spread the Movement”
The session intended to let the participants learn how to involve the people in their workplace and others to practice what they learned in “Interactive Teaching” and spread “Interactive Teaching” to their colleagues and people around them.
④ Session 4D “Let’s Polish Classes with Microteaching: Taking ‘Active Appreciation of Tanka Poems’ as a Sample”
The session intended to let the participants grasp the points of introducing active learning into their classes by examining a microteaching session using active learning.
[5] Wrap-up (17:10–18:00) Participants organized what they learned, what kind of questions they had, and what they wanted to bring back to their own work through group activities and Q&A sessions.
Participants and an instructor exchanging their ideas
3. Participants’ Reactions
The affiliation of 143 participants ranged from universities to senior/junior high schools to elementary schools to corporations. According to the five-point scale question asking the degree of satisfaction (Extremely satisfied; Very satisfied; Satisfied; Not so satisfied; Dissatisfied), 37.7 percent of the respondents were “extremely satisfied,” 54.7 percent were “very satisfied,” and 7.6 percent were “satisfied.” We set an entry fee for events with more than 100 participants starting with this event, but we are relieved to know that it was appreciated to a certain extent. We are eager to improve our events to satisfy future participants by examining the points we need to improve as indicated in the feedback.
Nagafumi Nakamura (Project Researcher in charge of “Interactive Teaching” / Main Moderator of this event)
Here is a brief report of the following event and a preview of our next event.
“Interactive Teaching” Academy: Part 1 “Designing a 90-min Class”
Date/Time: December 9th (Sat), 2017, 10:00–18:00
Venue: 92B, Faculty of Engineering Building 2, Hongo Campus, The University of Tokyo
Participants: 21 people (Capacity: 20 people)
Fee: 10,000 JPY (Free of charge for graduate students and postdocs)
Instructors: Kayoko Kurita (Center for Research and Development of Higher Education, The University of Tokyo)
Nagafumi Nakamura (Center for Research and Development of Higher Education, The University of Tokyo)
1. Topic and Goal
This time, the topic was “Designing a 90-min Class.” Based on the goal, “Be able to design a class that helps students deepen their learning,” we set specific learning objectives as follows:
① Be able to explain the significance of class design. (Preparation)
② Be able to improve a class by using a class design sheet (a format for class design introduced in “Interactive Teaching”). (Exercise in the morning)
③ Be able to design one’s class by using a class design sheet. (Exercise in the afternoon)
We had 21 participants in total, which exceeded the capacity.
2. Summary
This program was conducted in a flipped-classroom manner, and participants worked on pre-class assignments beforehand. During the session, they first reviewed what they had learned in the preparation and then worked on exercises of improving a sample class design sheet and creating their own class design sheets. We also provided the participants with the “Metacognitive Reflection” as an opportunity to reflect on the design of the event itself.
(1) Preparation
All participants were asked to watch the videos for WEEK 4 of “Interactive Teaching” and read Chapter 4 of the book “Interactive Teaching” (Kawai Publishing, 2017). Also, some participants voluntarily created and submitted their class design sheets.
(2) Session
[1] Introduction (10:00–10:15)
Participants listened to the explanation of the goals, structure, and rules of the program before introducing themselves to others.
[2] Review of What the Participants Learned in the Preparation (10:15–10:45)
Participants reviewed and organized what they had learned in the preparation through group activities. They examined the significance of class design and points they should be careful of.
[3] Exercise of Improving a Class Design Sheet (10:45–12:30)
Participants conducted a group activity (i.e., poster tour) to examine what was good about the sample class design sheet and what points needed improvement. This exercise was intended to help the participants apply what they had learned during the preparation and the reviewing session. For details of the poster tour, Please refer to “4. Poster Tour,” the video of WEEK 2, and pp. 31–33 of the book “Interactive Teaching.”
[4] Exercise of Creating a Class Design Sheet (14:00–16:00)
Participants created class design sheets to use in their own classes, based on what they had learned in the improvement exercise in the morning. They examined whether the class design was aligned with the goals and objectives of their classes through individual work and discussions in pairs.
[5] Wrap-up (16:00–16:30)
Participants organized what they learned, what kind of questions they had, and what they wanted to bring back to their own work through group activities and Q&A sessions.
(3) Metacognitive Reflection (17:00–18:00)
Participants shared their thoughts on the design of preparation and the session, and the organizers revealed their intention of the design along the timeline. We together found out what points worked as planned, what points still needed improvement, and how they can be improved through this process.
3. Participants’ Reactions
The affiliation of 21 participants was as follows: 11 faculty members, seven graduate students or postdocs, one senior high school teacher, and two company employees. According to the five-point scale question asking the degree of satisfaction (Extremely satisfied; Very satisfied; Satisfied; Not so satisfied; Dissatisfied), 48 percent of the respondents were “extremely satisfied,” 48 percent were “very satisfied,” and 4 percent were “satisfied.” We introduced an entry fee system from this event, but we are relieved to know that it was appreciated to a certain extent. We are eager to improve our events to satisfy future participants by examining the points we need to improve as indicated in the metacognitive reflection and feedback.
4. Preview of the Next Program
We are planning to hold an event every three months in AY2018 on the topics such as class design, syllabuses (course design), evaluation (rubric and others), and microteaching. Details are to be announced. We look forward to your participation.
References
Videos “Interactive Teaching” JREC-IN website UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017)
https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
Nagafumi Nakamura (Project Researcher in charge of “Interactive Teaching” / Main Moderator of this event)
We closed the application form.
Thank you very much for your application.
Center for Research and Development of Higher Education, The University of Tokyo, and the Japan Center for Educational Research and Innovation will hold an event as follows. We are planning to open the application in late December or at a later date when the details of the program are fixed, but for those who are interested, please check the date.
It is a face-to-face forum conducted in a flipped classroom manner, using the videos of an online course “Interactive Teaching” and a book “Interactive Teaching” (Kawai Publishing, 2017). The forum is the successor to the “Big Real Session,” which was held twice in the past, and will be held as an expanded version.
Our first forum is entitled “Revisiting How to Create a Syllabus,” focusing on syllabuses. Syllabuses have almost completely permeated, but they are only material for choosing which course to take for students, and instructors, too, regard them as just a document to fill in the items without giving it much thought. However, careful description of a syllabus may enhance student learning and makes it a tool for course design for instructors. This forum helps you learn about such methods through group activities. We look forward to your participation.
(Details are as follows.)
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“Interactive Teaching” Forum
Part 1 “Revisiting How to Create a Syllabus”
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1. Date/Time
March 4th (Sun), 2018, 10:00–18:00
2. Venue
Lecture Theater & Bldg. 10, Komaba Campus, The University of Tokyo
http://www.u-tokyo.ac.jp/campusmap/map02_02_j.html (MAP)
3. Intended for
Faculty/staff of the university, teachers/staff of senior/junior high school, and the general public [Capacity: 300 people (accepted in the order of application)]
4. Fee
3,000 JPY (Another 3,000 JPY for those who would like to attend the information exchange session)
5. Instructors
Kayoko Kurita (The University of Tokyo), Hiroaki Sato (Osaka University), Nagafumi Nakamura (The University of Tokyo), Lui Yoshida (The University of Tokyo), and others
Organizers:
Japan Center for Educational Research and Innovation
Center for Research and Development of Higher Education, The University of Tokyo
Cooperation:
Kawaijuku
KEI Advanced
References
Videos “Interactive Teaching”
JREC-IN website
UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017)
https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
Reports of the “Big Real Session”
https://dev2.utokyofd.com/en/information/post-11714/ (Part 1: February 4th, 2017)
https://dev2.utokyofd.com/en/information/post-11425/ (Part 2: August 20th, 2017)
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Inquiry
Please contact us via the following address: interactivet<at>tree.ep.u-tokyo.ac.jp (Nagafumi Nakamura)
*Replace <at> with ＠ and send us an e-mail with the title “IT20180304.”
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“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
The event report and summary of “Interactive Teaching” Big Real Session: Part 2 “Becoming a Rubric Master” (August 20th) were published in “Kyōiku Gakujutsu Shimbun” No. 2700 (issued on September 20th, 2017). The editorial department kindly allowed us to share the post. Please check it out.
References
Videos “Interactive Teaching” JREC-IN website UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017) https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
The application method and introduction of the course JREC-IN Portal “Interactive Teaching” were published in “Kyōiku Gakujutsu Shimbun” No. 2689 (issued on June 14th, 2017). The editorial department kindly allowed us to share the post. Please check it out.
[Summary of JREC-IN Portal “Interactive Teaching”]
★ Eight lessons in total (Topics: active learning, syllabus, evaluation, and more.)
★ Self-check quizzes available for each lesson
★ You will receive a “Notification of completion” once you finish all the lessons.
★ Anyone who registers can take the lessons.
References
Videos “Interactive Teaching” JREC-IN website UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017) https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
Here is a brief report of our latest event and a preview of our next event.
“Interactive Teaching” Small Real Session: Part 2 “Designing a 90-min Class”
Date/Time: September 9th (Sat), 2017, 13:00–18:00
Venue: 92B, Faculty of Engineering Building 2, Hongo Campus, The University of Tokyo
Intended for: Young faculty members and graduate students and postdocs who aim to become faculty (Capacity: 20 people)
Facilitator: Nagafumi Nakamura (Center for Research and Development of Higher Education, The University of Tokyo)
Commentator: Kayoko Kurita (Center for Research and Development of Higher Education, The University of Tokyo)
1. Topic and Goal
This time, the topic was “Designing a 90-min Class.” Based on the goal, “Be able to design a class that helps students deepen their learning,” we set specific learning objectives as follows:
① Be able to explain the significance and tips of class design. (Preparation)
② Be able to improve a class by using a class design sheet (a format for class design introduced in “Interactive Teaching”). (Session)
There were 20 participants in total, which reached capacity.
Individual work
2. Summary
This program was conducted in a flipped-classroom manner, and participants worked on pre-class assignments beforehand. During the session, they first reviewed what they had learned in the preparation and then worked on exercises for improving a sample class design sheet. We also provided the participants with the “Metacognitive Reflection” as an opportunity to reflect on the design of the event itself.
(1) Preparation
All participants were asked to watch the videos for WEEK 4 of “Interactive Teaching” and read Chapter 4 of the book “Interactive Teaching” (Kawai Publishing, 2017). Also, some participants voluntarily created and submitted their class design sheets.
(2) Session
[1] Introduction (13:00–13:15)
Participants listened to the explanation of the goals, structure, and rules of the program before introducing themselves to others.
[2] Review of What the Participants Learned in the Preparation (13:15–13:45)
Participants reviewed and organized what they had learned in the preparation through group activities. They examined the significance of class design and points they should be careful of.
[3] Exercise of Improving a Class Design Sheet (13:45–15:30)
Participants conducted a group activity (i.e., poster tour) to examine what was good about the sample class design sheet and what points needed improvement. This exercise was intended to help the participants apply what they had learned during the preparation and the reviewing session. For details of the poster tour, Please refer to “4. Poster Tour,” the video of WEEK 2, and pp. 31–33 of the book “Interactive Teaching.”
[4] Wrap-up (15:30–16:00)
Participants organized what they learned, what kind of questions they had, and what they wanted to bring back to their own work through group activities and Q&A sessions.
(3) Metacognitive Reflection (16:30–18:00)
The organizers revealed their intention for the design of preparation and the session, and participants shared their thoughts on the design along the timeline. We together found out what points worked as planned, what points still needed improvement, and how they can be improved through this process.
Poster Tour
3. Participants’ Reactions
Twenty participants consisted of young faculty members, postdocs, and graduate students from various universities. According to the five-point scale question asking the degree of satisfaction (Extremely satisfied; Very satisfied; Satisfied; Not so satisfied; Dissatisfied), 44 percent of the respondents were “extremely satisfied,” and 56 percent were “very satisfied.” On holding this event, we modified the questionnaire into a more strict one by adding “Extremely satisfied” to the scale, but we are relieved to know that it was appreciated to a certain extent. We are eager to improve our events to satisfy future participants by examining the points we need to improve as indicated in the metacognitive reflection and feedback.
4. Preview of the Next Program
We are planning to hold another session on “Designing a 90-min Class” in December; the next event will be an expanded and prolonged version. Details are to be announced. We look forward to your participation.
References
Videos “Interactive Teaching”
JREC-IN website
UTokyo FD website
Book “Interactive Teaching” (Kawai Publishing, 2017)
https://www.kawai-publishing.jp/book/?isbn=978-4-7772-1794-6 (Kawai Publishing website)
Nagafumi Nakamura
(Project Researcher in charge of “Interactive Teaching” / Facilitator of this event)
