} 教員 – Page 12 – UTokyo FD

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Training Program for Pre-FD Instructors

Center for Research and Development of Higher Education, The University of Tokyo is delighted to announce that the application is open for the following program related to UTokyo FFP (The University of Tokyo Future Faculty Program). We look forward to your application.

 

Training Program for Pre-FD* Instructors

*FD: Faculty Development

 

[Goals] To be able to plan and conduct pre-FD programs based on the framework of UTokyo FFP, or to acquire knowledge and skills in planning and conducting programs affiliated with UTokyo FFP.

[Schedule] Eight classes in total (Please refer to the following for a detailed schedule.)

[Delivery] Live online via Zoom

[Target Participants] Faculty at centers outside the University of Tokyo (those who are in charge of pre-FD programs or planning to affiliate with UTokyo FFP); Senior high school teachers (Those who aim to plan practical teacher training programs to realize a new type of learning based on the new Curriculum Guidelines)

[Instructors] Kayoko Kurita and Lui Yoshida (Center for Research and Development of Higher Education, The University of Tokyo)

[Capacity] About four people (including one senior high school teacher)

[Fee] Free of charge

[Certificate] None

[Application Period] Starts on September 9th, 2020.

[Application Form] Please apply from the form below.

https://forms.gle/ReQKwFaJAxvC6hcB7

[Application Deadline] Sunday, September 27th, 2020, 11:59 PM

[Selection]

・Selection will be made based on the information filled in the form on the motive for application and concreteness of the plan.

・Applicants will be notified of the results individually by September 29th, 11:59 PM.

[Qualifications]

・Those who can attend all the sessions (eight in total). (Please refer to the following for a detailed schedule.)

[Outline] Participation in the eight sessions of UTokyo FFP as described below (01:00–04:40 PM, 220 minutes including a break per session) as observers and in the following workshops (for about two hours) will provide the participants with learning opportunities as mentors of pre-FD and FD programs.

[Program Overview]

<UTokyo FFP Curriculum>

For more details, please refer to the webpage (https://dev2.utokyofd.com/en/ffp/about/) and the syllabus shown on the same page.

The sessions (DAY 1–DAY 8) will be the same on Thursday and Friday in principle. Period: 01:00–04:40 PM (including a break)

DAY 1 (Oct. 1 or Oct. 2) Present situation of higher education, exercise on research presentations, and overview of UTokyo FFP

DAY 2 (Oct. 8 or Oct. 9) Class design principles, motivation, and active learning strategies

DAY 3 (Oct. 22 or Oct. 23) Evaluation and exercise in creating rubrics

DAY 4 (Nov. 5 or Nov. 6) Course design and exercise in improving a text syllabus and creating a graphic syllabus

DAY 5 (Nov. 19 or Nov. 20) Exercise in giving feedback on lectures for microteaching (the practice of peer evaluation) and review of learning materials so far (exercise in conducting a poster tour)

DAY 6 (Dec. 3 or Dec. 4) Microteaching session (1) (examination of the lectures for further refinement in small groups)

DAY 7 (Dec. 17 or Dec. 18) Microteaching session (2) (conducting the lectures refined through Microteaching session (1))

DAY 8 (Jan. 8 or Jan. 14) Creating a Structured Academic Portfolio (SAP) chart (Envisioning one’s career path)

<Workshops>

Two-hour workshops will be held on Friday after UTokyo FFP sessions (Oct. 2, Oct. 9, Oct. 23, Nov. 6, Nov. 20, Dec. 4, Dec. 18, and Jan. 14).

Participants will be working on discussions on class design, microteaching sessions, and the administrative system of each UTokyo FFP session from the perspective of instructors and will examine their plans for the programs to be conducted at their own universities.

 

If you have any questions, please contact us via the Inquiry Form.

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[16th UTokyo FFP] Let’s Learn to Teach at University! Application Now Open for “Teaching Development in Higher Education”

*The 16th UTokyo FFP (Thu/Fri) will be conducted live online, adhering to the COVID-19 safety protocols.

For anyone (e.g., graduate students, postdocs, and faculty/staff members) who would like to enhance their teaching skills!
“The University of Tokyo Future Faculty Program (UTokyo FFP): Teaching Development in Higher Education”
Application now open!

Faculty members are required to have skills not only in research but also in teaching.
UTokyo FFP will provide a practical learning environment to enhance your teaching skills.

★ You can systematically learn “how to teach”!
★ You can build a network across diverse fields!
★ On completion of the program, you receive an official certificate that you can attach to your resume!
★ Graduate students can also receive academic credits!

[Qualifications]
Graduate students, postdocs, and faculty/staff members at the University of Tokyo

[Time and Location]
A Semester <A1/A2 Term> AY2020
・Thursday class (capacity: 25 participants): Periods 3–4
・Friday class (capacity: 25 participants): Periods 3–4
The classes will be conducted live online.
Total: 8 days for each course
(Note that the classes are held every other week, in principle.)

[Details and How to Apply]
Please click the link below.

How to Apply for UTokyo FFP


(If the number of applicants exceeds the prescribed limit, selection will be based on the application form information.)

[Application Deadline]
Sunday, September 27th, 2020, at 11:59 PM

Please feel free to contact us if you have any questions.
We look forward to your application!

– – – – – – – – –
Kayoko Kurita
Associate Professor / Vice Director
Center for Research and Development of Higher Education
utokyo_fd@he.u-tokyo.ac.jp

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[15th UTokyo FFP] Certificate Award Ceremony Conducted

The 15th Certificate Award Ceremony of “The University of Tokyo Future Faculty Program (UTokyo FFP)” was held on Zoom on Wednesday, August 5th, 2020.
Fifty-seven participants completed the 15th program, and each of them received a certificate. They had a congratulatory address from Prof. Takumi Moriyama, 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 completion of the program and their alumni network.

UTokyo FFP has produced a total of 714 people who completed the program coming from every graduate school at The University of Tokyo.
The next program (the 16th UTokyo FFP) is scheduled to start in October 2020. Please click the link below for the application.

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

 

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[15th UTokyo FFP] Live Coverage of the Online Classes (DAY 4)

The 15th UTokyo FFP finished the first half of the program.

DAY 4 is titled “Syllabus and Course Design that Contribute to Learning.”

The previous sessions were mainly about a class, but the focus was shifted to a course this time. (For example, “a class” refers to a 105-min class in UTokyo, and “a course” refers to the entire classes conducted in the S1 Term.)

The class started by reviewing the previous session.

Participants worked in pairs in the Zoom breakout rooms to review “evaluation,” the main topic of DAY 3. Before forming pairs, they first individually worked on developing “a good question that would enable reviewing the topic within 10 minutes.” Then, they asked the question to their partner in pairs with each other. My partner asked me “a question for review” that included several keywords such as “summative evaluation” and “formative evaluation.” Regarding the reviewing methods, Dr. Kurita said, “There are varying degrees of difficulty in reviewing. It is effective to let the learners review the previous topics in accordance with their motivation by gradually raising the difficulty level.”

The session moved on to “Syllabus.”

Dr. Kurita explained that regarding syllabuses, it is necessary to set a goal that states what the course exists for and objectives that specify the goal, to write sentences with students as the subject, and to write one objective per sentence. Participants then refined the existing syllabuses by sharing the screen on Zoom with their group members. Some participants said, “It was hard to make improvements on preset syllabuses.” In contrast, others said, “I think I was able to learn a lot about what a syllabus should be through the activity of refining existing syllabuses as if they had been my own,” “The activity gave me a hint on what I should consider when creating a syllabus, which I had done vaguely before.” and “The picture of classes I can or want to deliver became clear. I felt that creating a syllabus is highly effective in organizing my ideas and field and selecting materials (or items).”

What came next was the creation of the “Graphic Syllabus,” the highlight of DAY 4.

When the classes were conducted face-to-face, the group activity used sticky notes, but now they were replaced by online tools. The participants shared Google Slides on the screen and had an active discussion there. Most participants seemed to realize the effectiveness of graphic syllabuses as described in the following reactions: “I enjoyed creating a graphic syllabus because the discussion in the breakout room made me identify unclear points,” “Creating a graphic syllabus makes it for me easier to grasp the flow and structure of a class. I found out that it is very useful when writing a text syllabus.” and “It was interesting to know that creating a graphic syllabus visualized the flow and improvement points, which I couldn’t identify when writing a text syllabus.”

Here are words from a participant who finished taking DAY 4: “I found it interesting, profound, and difficult to create a syllabus. There are so many things that I can make use of in my own classes that I thought once again that I was glad I took this course. What impressed me in today’s class was the group activities. We refined syllabuses and examined their visualization twice constructively in a peaceful atmosphere. I think one of the charms of FFP is that you can realize how the interaction among students has a great impact by putting yourself in the students’ perspective.”

The 15th FFP will move on to the latter half of the program.

Shigekazu Kawasaki
Division for Quality Enhancement of Higher Education
Center for Research and Development of Higher Education

 

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[15th UTokyo FFP] Live Coverage of the Online Classes (DAY 1–3)

 

The UTokyo FFP started its 15th semester live online via Zoom, adhering to the COVID-19 safety protocols.

DAY 1 “Introduction” (April 16th–) involved icebreaker activities (e.g., letting the participants get to know each other and introduce another participant to the others) and a 1-min research presentation. An assignment was given to film and upload one’s research presentation, and participants peer-reviewed them.

DAY 2 “Class Design” (Motivation, Class Design, and Active Learning) was a session to learn about how to motivate students, the significance of class design, the ADDIE model, and active learning strategies. Within a limited time frame, participants were able to learn about various topics in effective ways. In terms of learning about motivation, participants discussed in groups in Zoom breakout rooms and organized their ideas on digital sticky notes by sharing a Google slide on their screens, which showed the distinctive quality of online classes.

In DAY 3 “Evaluation” participants shared their ideas through frequent use of Google Forms. (Letting everyone fill out the form and share their replies immediately are the advantage of online classes.)  Also, a gallery walk was conducted online when the participants practiced creating rubrics. The session actively integrated new tools into its class design to make optimal use of online settings.

As described above, the 15th UTokyo FFP started with mixed feelings of expectations and concerns, struggling to realize online what the programs have conducted in face-to-face classes. However, many participants gave us positive feedback on the online classes as follows: “It was my first time taking online classes, but I was surprised that the session proceeded just as smoothly as face-to-face classes,” “I enjoy taking online classes because I can learn through the interaction with other participants in breakout rooms,” and “The program so skillfully uses different apps such as Zoom, Sli.do, and Google Classroom, depending on their properties, that there were no differences with offline classes.”

Online courses may become more popular in the future. Some participants expressed their high expectations of our program, saying, “I first thought that it was unfortunate to take this course online, but considering the increasing significance of online courses from now on, it is a good opportunity to learn about online classes from the professionals who are the researchers of the latest trend of interactive teaching.”

The 15th UTokyo FFP has just finished DAY 3, and there are still more than half of the program left, but we will make further efforts to deliver and refine UTokyo FFP-like online classes to reach the goal (DAY 8).

Shigekazu Kawasaki
Division for Quality Enhancement of Higher Education
Center for Research and Development of Higher Education

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【Event report】PAGE Special Guest Workshop ④: Teaching Effectively in English

＜About＞
Saturday, February 1st, 2020, 10:00-17:00 @ Fukutake Learning Studio, B2, Fukutake Hall, Hongo Campus

Professional and Global Educators’ Community (PAGE) organized a workshop “Teaching Effectively in English.” We invited Mr. Masakuni Yoshinaka (Global Professional Development Consultant with ALC Inc) as an instructor. A total of 11 participants consisted of graduate students and faculty members at the University of Tokyo.

The workshop was intended for people with English language skills ranging from intermediate to advanced level who already had an experience of teaching in English or who were expecting to teach in English in the near future. They learned tips on designing a class and dealing with diverse students.

In the first half of the session, the participants practiced speaking English at a speed that was easy to hear for students. They also worked on the improvement of their self-introduction to make students familiar with them in the first class of a course and to motivate them to actively participate in the class. All the participants made a five-minute presentation to introduce themselves, and the instructor gave detailed feedback to each of them.


In the second half of the session, the participants discussed the reasons for the various behaviors of students with diverse values and backgrounds, and actively exchanged opinions in groups. They deepened their understanding of cultural differences and how to deal with them and also learned about high-context and low-context communication styles.

Here are some of the feedback we received from the participants after the workshop:
“Everyone had the opportunity to give a presentation. Good presentations given by other participants made me realize what I need to improve my own. Many of the things I learned here seem to be directly applicable to my usual classes, such as the simulation of the first class of a course.”

“I was attracted not only to the teaching method but also to the personality of the instructor. He always gave us feedback in a positive way. He is a good role model for me.”

“The session focusing on cross-cultural communication was particularly useful. I used to feel a little uncomfortable with some attitudes of international students, but I realized what they meant through the lecture.”

 

 

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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【Event report】PAGE Special Guest Workshop ③ Teaching in English

＜About＞
Friday, December 13th, 2019, 17:00-19:00 @Galllery 1, B1, Ito International Research Center, Hongo Campus

Professional and Global Educators’ Community (PAGE) organized a workshop “Teaching in English <Intermediate Level>.” We invited Dr. Michal Mazur (Assistant Professor, Nitobe College for Graduate Students, Institute for the Advancement of Higher Education, Hokkaido University) as an instructor. A total of 9 participants consisted of graduate students and faculty members at the University of Tokyo.

The workshop was intended for those who already had experience of teaching in English. The participants learned about the shift of universities in the age of globalization and a wide variety of elements they should take into account when teaching in English. There were tips on how to create an atmosphere of letting students speak out in the classroom and how to paraphrase your words to give positive feedback to them.


They also learned about Bloom’s taxonomy, discussed how to improve their own classes, and shared their good practices and opinions in groups.

 

 

Here are some of the feedback we received from the participants after the workshop:
“It was helpful for my future teaching in English.”

“I will be a better teacher! I am looking forward to my winter classes.”

“It would be more helpful if we could have time to do a teaching demonstration in English.”

 

 

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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【Event report】PAGE Special Guest Workshop ② Teaching in English

＜About＞
Friday, December 13th, 2019, 14:00-16:00 @Galllery 1, B1, Ito International Research Center, Hongo Campus

Professional and Global Educators’ Community (PAGE) organized a workshop “Teaching in English <Introductory Course>.” We invited Dr. Michal Mazur (Assistant Professor, Nitobe College for Graduate Students, Institute for the Advancement of Higher Education, Hokkaido University) as an instructor. A total of 12 participants consisted of graduate students and faculty members at the University of Tokyo.

The workshop was intended for those who were likely to or had just begun to teach in English.
It started with a lecture on the three elements of teaching in English: language skills, educational skills, and culture. The participants learned that instructors do not necessarily have to become a perfect English user.
They also learned simple English expressions which are easy to understand for students, and deepened their understanding of the differences in the way of thinking and studying caused by the variety of student background through case studies.

Here are some of the feedback we received from the participants after the workshop:
“It was very helpful and informative.”
“I noticed that there are many cultures of learning.”
“The part of Active Learning overlapped with the UTokyo Future Faculty Program.”

 

 

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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【Event report】PAGE Special Guest Workshop ① Workshop on International Communication in Educational Activities

＜About＞
Thursday, December 12th, 2019 @93B, 9F, Faculty of Engineering Building 2, Hongo Campus

Professional and Global Educators’ Community (PAGE) organized “Workshop on International Communication in Educational Activities.” We invited Dr. Michal Mazur (Assistant Professor, Nitobe College for Graduate Students, Institute for the Advancement of Higher Education, Hokkaido University) as an instructor. A total of 15 participants consisted of graduate students and faculty members at the University of Tokyo.

The workshop started with a talk on the culture unique to Japanese higher education, followed by tips on understanding cultural differences and dealing with typical issues students may encounter such as culture shock. In the last session, the participants actively exchanged opinions through group discussions and shared solutions to the problems that actually occurred in the classroom.

 

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

“I realized that I have always been communicating in a high-context Japanese style without noticing it.”

“It was useful that I could understand how we should perceive cultural differences. The discussion with the participants was also fun. However, I wanted to know more cases.”

“I learned about what kind of feedback should be given, especially for students, and I was able to know about misunderstandings and problems resulting from cultural differences.”

 

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/