} 職員 – Page 5 – UTokyo FD

対象: 職員

Categories
Event

Introduction of “Global FD Event” held on March 23rd

The Global Faculty Development (GFD) Program would like to invite you to the presentation which will be held on Wednesday, March 23rd.

The theme is “Interdisciplinary Roundtable on Diversity, Equity, and Inclusion in the Academy” and this event is the culmination of the GFD Program Series on “Diversity in Higher Education”.

Facilitator will be Mr. Mark R. Bookman Ph.D, who is the Postdoctoral Fellow at Tokyo College.  Tokyo College (u-tokyo.ac.jp)

Please read the datails as follows : Introduction of “Global FD Event” held on March 23rd

 

Categories
未分類

2: Jigsaw Method

Jigsaw Method

1. Definition　　

The Jigsaw Method is a technique to support collaborative learning*.              *A method to support group activities
Participants can grasp the whole picture of the learning material and deepen their understanding from multiple angles by combining each component like assembling a jigsaw puzzle. It is crucial that the instructor prepare adequate problems.
The method was proposed by American social psychologist Elliot Aronson, Professor Emeritus at the University of California, Santa Cruz, in the 1970s.

2. Implementation (Example)

(1) Divide a long English passage into three parts: A, B, and C.
(Preparation and division of learning materials)
(2) Divide students into three groups (“expert groups“) and assign each group with different materials (A, B, and C). Let the members of each group cooperate with each other to translate the assigned segment of the English passage into Japanese.
(Distribution of materials and group activities)
(3) Form new groups, each comprising members from different groups (A, B, and C). It means that each new group consists of students who translated either A, B, or C.
(Reorganization of groups)
(4) Let the new groups (“jigsaw groups“) work by having each member explain the segment he/she translated. The groups will then organize the translation of the whole passage.
(Jigsaw group activities)
(5) Let each jigsaw group make presentations on their translation.
(6) It takes about 60 minutes in total. (It depends on the total number of participants and groups.)

(The image of group activity)

3. Features and Tips

・It enables the individual learners to become responsible.
・It helps participants to practice communicating with each other.
・It helps participants to develop their tolerance of the differences in ideas.
・It is necessary to set problems that deepen learning.
・Be careful of time allocation because the procedure includes the reorganization of groups.
・Be careful to divide groups equally.

4. Examples

Click the following link.　→　An example of the Jigsaw Method

5. References and Other Materials

Click the following link.　→　Video clips related to the Jigsaw Method

Categories
Event

Introduction of “Global FD Workshop” held on November 10th

The Global Faculty Development (GFD) Program would like to invite you to the workshop which will be held on Wednesday, November 10th.

The theme is “Mind Mapping for Information Management and Collaborative Activities”.  Guest speaker will be Mr. John Augeri, Ph.D.

This workshop will present the basics of Mind Mapping and some typical academic use cases and will propose a hands-on time on key software.

Please read about the details of this event. Introduction of “Global FD Workshop” held on November 10th – Center for Research and Development of Higher Education, The University of Tokyo

 

Categories
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.


Categories
Information

[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

 

[