} 大学院生 – Page 21 – UTokyo FD

対象: 大学院生

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Introduction of the JREC-IN Portal “Interactive Teaching” Available on Kyōiku Gakujutsu Shimbun No. 2689

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)

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Event Information

[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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[Report] “Interactive Teaching” Small Real Session: Part 2 “Designing a 90-min Class”

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.

当日の個人ワークの様子

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)

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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] “Interactive Teaching” Big Real Session: Part 2 “Becoming a Rubric Master”

We held the event “Interactive Teaching” Big Real Session: Part 2 “Becoming a Rubric Master” on Sunday, August 20th. Here is a brief report and a preview of our next event. Same as last time, please wait for another report to be published at a later date for more details. Also, the videos of the event will be published on the UTokyo TV website.

1. Topic and Goal
This time, the topic was “Rubric,” one of the representative evaluation methods. The goal was to “Be able to create and utilize rubrics that deepen student learning.” There were 80 participants in total, which reached capacity.

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 general significance and tips (basics) of rubrics and deepened their thoughts in their own contexts.

(1) Preparation
All participants were asked to watch the videos for WEEK 6 of “Interactive Teaching” and read Chapter 6 of the book “Interactive Teaching” (Kawai Publishing, 2017).

(2) Sessions

[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 “Review of the Preparation” (10:15–10:45)
Participants reviewed and organized what they had learned in the preparation through group activities and got ready for Session 2 and onward. They examined the significance of evaluation and points they should be careful of.
[3] Session 2 “Exercise of Improving a Class Design Sheet” (10:45–12:00)
Participants examined general significance and tips for creating and utilizing rubrics by improving a sample rubric in groups.
[4] Session 3 “Exercise of Improving Individual Class Design Sheet” (13:30–15:40)
Based on the significance and tips found in Session 2, participants examined how to create and utilize rubrics in their own contexts. They chose one of the following three sessions based on their experience and attributes:
① Session 3-A
Those who have created and utilized rubrics before gathered in Session A. They first improved the rubrics they brought through a group discussion. Then, they shared their questions on creating/utilizing rubrics and organized Q&As on a poster.
② Session 3-B
Those who have created rubrics but never have utilized one before or those who have never created rubrics before gathered in Session B. They first created a rubric to evaluate presentations in groups and actually used it to evaluate a presentation (video). Then, they created rubrics for their own classes as much as possible and shared ideas in groups to improve them.
③ Session 3-C
Teachers of elementary school, junior high school, and senior high school gathered in Session C. They first checked the present state of the use of rubrics at senior high school and evaluated a presentation given by senior high school students (video) by using a sample rubric. Then, they improved or newly created their own rubrics and shared ideas in groups to improve them.
[5] Wrap-up (16:00–17:20)
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. Participants’ Reactions
Eighty participants came from various universities, senior/junior high schools, elementary schools, and companies. According to the five-point scale question asking the degree of satisfaction (valid responses: 73), 67 percent of the respondents were “extremely satisfied” (the highest rating) and 32 percent were “very satisfied” (the second highest rating). We are relieved to know that the event was appreciated to a certain extent, continuously from Part 1 held in February 2017, and are eager to further 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 the next event in February 2018. Details are to be announced. We look forward to your participation.

Nagafumi Nakamura
(Project Researcher in charge of “Interactive Teaching” / Main Moderator of this event)

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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)

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[Report] “Interactive Teaching” Flipped Classroom Style Workshop Part 1 “Designing a 90-min Class”

“Interactive Teaching” Flipped Classroom Style Workshop Part 1 “Designing a 90-min Class” was held on Saturday, June 17th. Here is the summary and a preview of our next event.

1. Topic, Goal, and Objectives
The topic of the event 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”). (Workshop)

2. Summary of the Workshop
This workshop was conducted in a flipped-classroom manner, and participants worked on assignments beforehand. We also provided them with the “Metacognitive Reflection” as an opportunity to reflect on the design of the workshop 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 (15:00–17:15)
Participants reviewed and organized what they had learned in the preparation in pairs, followed by 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.

(3) Metacognitive Reflection (17:40–18:50)
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 workshop was mainly intended for young faculties, postdocs, and graduate students; there were 21 participants in total coming from various universities. According to the five-point scale question asking the degree of satisfaction, 71 percent of the respondents were “very satisfied” (the highest rating) and 29 percent were “satisfied” (the second highest rating). We are relieved that our new event 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 event on “Designing a 90-min Class” in September. Details are to be announced. We look forward to your participation.

Nagafumi Nakamura
(Project Researcher in charge of “Interactive Teaching” / Facilitator of this workshop)

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[Report] The 2nd Faculty Luncheon

The 2nd Faculty Luncheon was held today. Handouts are available at the bottom of this post.
Here is the summary and a preview of our next event.

There were about 10 participants from various schools and departments.

—

1) Today’s Topic
Today’s topic was “Motivation,” the same as that of the previous event.
We explained the ARCS Model, related to stimulating motivation, as an introduction to the discussion.

 

2) Sharing and Discussing Participants’ Concerns

Participants first individually thought of how to motivate students in their classes from the perspective of the ARCS model, followed by sharing the ideas in groups of three. Then, the whole participants discussed good examples and methods to resolve their concerns.
Specific concerns and the resolutions to them were discussed as follows:

“What should we do to let students experience success within a 90-min class?”

→・Present the learning objectives at the beginning, and reconfirm them by presenting them, at the end, again.

・Provide the students with time for reflection in groups so that they can review what they learned and get a sense of fulfillment.

・Break down the tasks into small steps so that students can have more chances to get a sense of accomplishment.

 

“What should we do to help students with low motivation work on their activities in classes where you join as a temporary lecturer in an omnibus speaker series or when you teach in a lecture hall?”

→・Be sure to explain the intention and effects of adopting group activities in your class.

・Design your class in accordance with the students’ needs or set the appropriate group size.
3)Reference
Here is the reference for today’s topic:

Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
—

The next Faculty Luncheon is scheduled for July.
Details are to be announced. It is planned for the middle or the end of July for now.
The next topic will be “How to Conduct Classes More Efficiently.”
We look forward to your participation.

 

Handouts

June 21 2017_The 2nd Faculty Luncheon

 

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