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【Event report】Teaching in English: Polishing Your Skills

【Event report】Teaching in English: Polishing Your Skills

＜About＞Monday, June 18th & Tuesday, June 19th, 2018


Professional and Global Educators’ Community (PAGE) organized a workshop “Teaching in English: Polishing Your Skills.”
In recent years, English medium instruction (EMI) has been increasing its significance with the globalization of higher education. In response to such demand, PAGE planned a workshop where the participants could learn useful English phrases and a teaching method for delivering classes in English.

The workshop was held at the Pharmaceutical Sciences Education and Research Building, Hongo Campus. A total of 11 participants consisted of
graduate students and young faculty members at the University of Tokyo. They came from diverse academic fields such as theGraduate School of Humanities and Sociology, the Graduate Schools for Law and Politics, the Graduate School of Education, the Graduate School of Medicine, the School of Engineering, and the School of Science.

Firstly, the participants were divided into groups of two or three. Each of them gave a five-minute mini-lecture in English and received feedback from
the instructor and other participants. The mini-lectures covered a wide variety of themes such as molecular biology, life science, education policy, and Jewish history.

In the next session, the participants listened to a lecture on a teaching method (instructionaldesign). It described the importance of designing classes effectively/efficiently to make them attractive in addition to the instructor’s own English language skills by stressing three points: clarifying
the learning objectives, structuring the class, and motivating the learners. The participants then learned useful English phrases and tips for teaching in English through an online learning course “English Academia” and handouts.

Finally, the participants individually worked on improving their presentation method, followed by their second try of giving mini-lectures. They all seemed to refine their mini-lectures by adopting the English phrases and the teaching method they had learned in the previous sessions.

Here are some of the feedback we received from the participants after the workshop:

“It was extremely helpful. I would like to apply what I learned here to the classes for A semester right away.”

“The whole workflow (the first try on giving a mini-lecture → evaluation →
a lecture on a teaching method → the second try on giving a mini-lecture) made it easier for me to recognize my own progress and how to improve my lecture specifically.”

“The staff members kindly gave me thorough comments and feedback, so I was able to learn a lot.”

 

PAGE will continue to hold workshops focusing on the improvement of academic communication skills in English. We sincerely look forward to your participation.

Click here for a free online program provided by the PAGE project: English Academia.↓
https://utokyo-ea.com

Click here for more details of the PAGE project. ↓
https://www.he.u-tokyo.ac.jp/activities/page/

 

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[Report] “Interactive Teaching” Academy: Part 2 “Desigining a 90-min Class”

Here is a brief report of our latest event and a preview of our next event.

“Interactive Teaching” Academy: Part 2 “Designing a 90-min Class”

Date/Time: Session 1: April 22nd (Sun), 2018, 09:00–16:00; Session 2: June 2nd (Sat), 2018, 14:00–17:00
Venue: 93B, Faculty of Engineering Building 2, Hongo Campus, The University of Tokyo
Participants: 20 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 of Session 1)
③ Be able to design one’s class by using a class design sheet. (Exercise in the afternoon of Session 1)
④ Use the class design sheet in one’s workplace and improve it for better use. (Session 2)

2. Summary
This program was structured as follows: 1) Participants learn together about “Designing a 90-min Class” in Session 1; 2) They respectively conduct the classes they designed at their schools/institutions; 3) They gather again a month later to report their practices and examine with other participants what they should do to improve the design. This design was intended to let the participants utilize what they learn in the program.
Also, 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.

(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 (April 22nd)
[1] Introduction (09:00–09:15)
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 (09:15–09:45)
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 (09:45–11:45)
Participants examined a sample class design sheet and had a group discussion on what was good about it and what points needed improvement. This exercise was intended to help the participants apply what they had learned in the preparation and during the reviewing session.


Participants learning from each other (Group presentation)

[4] Exercise of Creating a Class Design Sheet (13:00–15:30)
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 group discussions.


Participants exchanging their ideas in pairs

[5] 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) Session 2 (June 2nd)
[1] Introduction (14:00–14:10)
Participants reviewed the goals and rules of the entire program once again, including the goals and structure of Session 2.

[2] Report of Participants’ Practices and Improvement of Class Design Sheets in Groups (14:10–16:30)
First of all, each participant reported what they could or could not practice over the last month, why they could not practice, and what problems they had. Then, they examined how to improve their class design sheets through group activities.


Group activity on improving their class design sheets

[3] Wrap-up (16:30–16:55)
Lastly, participants organized what they learned through the two sessions, 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. Participants’ Reactions
The affiliation of 20 participants was as follows: 10 faculty or staff members of the university or technical college, four graduate students or postdocs, two teachers or staff members of junior/senior high school, one teacher or staff member of elementary school, and three teachers or staff members of vocational school. According to the five-point scale question asking the degree of satisfaction (Extremely satisfied; Very satisfied; Satisfied; Not so satisfied; Dissatisfied), 57 percent of the respondents were “extremely satisfied,” and 43 percent were “very satisfied.”

Another five-point scale question asked whether it was effective to have an opportunity to design and practice class design, and report it to others during the program held in two days with a  month in between (Yes (very much); Yes; Unsure; No (not so much); No (not at all)). 64 percent of the respondents answered “Yes (very much),” and 36 percent answered “Yes.” According to another five-point scale question asking whether participation in the two-day workshop would affect your future practice (Yes (very much); Yes; No (not so much); No (not at all); Unsure), 50 percent of the respondents answered “Yes (very much)” and 50 percent answered “Yes.”

We held a two-day event for the first time but are relieved to know that it was appreciated to a certain extent. We are eager to provide the participants with the opportunities to share their practices and improve our events to satisfy future participants by examining the points we need to improve as indicated in the feedback.

4. Preview of the Next Program
We are planning to hold a two-day workshop on evaluation (rubrics) on Sunday, June 3rd (as DAY 1) and Friday, August 3rd (as DAY 2). Also, we are planning to hold two one-day seminars: “Active Learning Strategies” on Saturday, August 4th, and “Microteaching” on Sunday, August 5th. 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)

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[Event Report Available on Kyōiku Gakujutsu Shimbun No. 2725] “Interactive Teaching” Forum Part 1 “Revisiting How to Create a Syllabus”

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)

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[Report] Pre-FFP Held on April 2nd, 2018

We held the “Pre-FFP” in 92B, Faculty of Engineering Building 2 on Monday, April 2.

Since we heard voices that said, “It is too big a challenge to join the UTokyo FFP throughout a semester without preparation,” we gave a brief explanation of the UTokyo FFP and enabled the participants to learn some of the material including active learning through experience in the two-hour event.

 

We welcomed about 20 participants including those without pre-registration. Looking at the breakdown, doctoral students (11) came first, followed by several master’s students, postdocs, and faculties.

As for the affiliation, five participants came from the School of Science, two from the School of Engineering, and the others from a wide variety of departments such as the Graduate School of Education, Graduate School of Interdisciplinary Information Studies, and Graduate School of Frontier Sciences.

We first gave a lecture on the changes in higher education and the social background of implementing active learning with the following goals: “To understand the significance and changes of education at university and think of them as your own matters.”

The lecture was followed by two trial sessions as shown below:

(1) Active Learning Strategies

Taking “Think Pair Share” as an example, the participants experienced the strategy and organized the points such as “Clarify the instructions,” and “Don’t let the means become an end.”

(2) Motivation

The instructor presented the model of motivation such as “expectancy” and “value” and let the participants think of a class design that motivates students through a discussion on “cases of failure in conducting classes.”

 

Here are some of the feedback we received from the participants.

—

“I realized the changes in education (i.e., the shift in the focus from what the instructor taught to what the students learned) and the significance of FFP as a means to adapt to such changes.” (Graduate student in the doctoral course, School of Science)

“It was such a meaningful experience just to have an opportunity to discuss with people and doctors coming from various academic fields.” (Graduate student in the master’s course, Graduate School of Arts and Sciences)

“Knowing that faculty staff, too, can join the program, I’m considering applying for the course. It was informative with highly practical material. I am currently working as a part-time lecturer at other universities, so I’d like to make use of what I learned today.” (Postdoc, Graduate School of Medicine)

—

We would like to express our sincere gratitude to all the participants who spared their precious time for joining our Pre-FFP.

 

Lastly, let us announce that the application for the UTokyo FFP (S Term) is now open. (Application Deadline: Sunday, April 8th. https://dev2.utokyofd.com/en/ffp/apply/ )

Regardless of your participation in the Pre-FFP, we look forward to your application!

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[Report: Videos Now Available] “Interactive Teaching” Big Real Session: Part 2 “Becoming a Rubric Master”

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.

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[Report] “Interactive Teaching” Forum: Part 1 “Revisiting How to Create a Syllabus”

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)

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[Event Report] “The 10th Mini-lecture Program at the Library”

“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)

 

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[10th UTokyo FFP] Certificate Award Ceremony Conducted

The 10th Certificate Award Ceremony of “The University of Tokyo Future Faculty Program (UTokyo FFP)” was held in Fukutake Learning Studio, Fukutake hall, on Tuesday, February 20th, 2018.
Forty-five participants completed the 10th 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 as guest speakers and explained their various activities after the program’s completion and alumni network.

UTokyo FFP has produced a total of 476 people who completed the program from every graduate school at The University of Tokyo, marking the 10th semester and fifth anniversary.
Our next program (the 11th UTokyo FFP) is scheduled to start in April 2018. The application form will be available on the following URL in early March.

→　https://dev2.utokyofd.com/en/ffp/apply/

Also, we accept “Pre-application” preceding the application. If you are interested, please register from the “Pre-application form” on the above URL.

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[Report] The 4th Mini-lecture Program at Tokyo Kasei University

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:

—
・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.