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[10th UTokyo FFP] DAY 5 Exercise in Giving Feedback on Lectures & Summary (Experiencing the Strategy of “Poster Tour”)

DAY 5 sessions were held on November 30th and December 1st. This time, the topics were “Exercise in Giving Feedback on Lectures” and “Summary.”

Exercise in Giving Feedback on Lectures

Every UTokyo FFP participant conducted a 6-min lecture for microteaching, which did not end with just one trial. They conducted lectures according to the following schedule:

Examination of a lecture for microteaching (to find the viewpoints for designing “a good lecture for microteaching” and to practice giving feedback) (DAY 5)
Conducting a lecture for microteaching (1st trial) in small groups of 5–6 & thorough peer-reviewing (DAY 6)
Conducting a lecture for microteaching (2nd trial) (in groups of 12–13) (DAY 7)

This time, we went through the first step of the above three. Two participants with different research fields voluntarily conducted or were appointed to conduct lectures for microteaching, and the whole participants examined those lectures. This activity was intended to help the participants enhance the quality of their lectures for microteaching by sharing feedback from multiple perspectives.

Prior to the examination of the lectures for microteaching, participants were informed about the value of conducting lectures for microteaching (i.e., it is a precious opportunity), ground rules (i.e., to keep in mind the 3Ks: “Be respectful (敬意 Keii) to others,” “Speak without reserve (忌憚なく Kitan naku),” and “Be constructive (建設的 Kensetsuteki).”), and that they should find the viewpoints for designing their own lectures through the activity.

・A lecture for microteaching (6 min)
・Participants fill in the feedback sheets while the lecturer receives feedback from the instructor. (3 min)
・Group discussions on what was good about the lecture and what points needed improvement (12 min)
・Sharing and discussing the ideas in the whole classroom (12 min) (It actually took more than 12 minutes.)

Following the two lectures for microteaching, participants discussed and shared how to generalize the points that were good or that needed improvement they had found in those lectures. The generalization process was intended to help the participants acquire viewpoints for designing their lectures for microteaching and their regular classes in the future.

Summary (using “Poster Tour”)

Participants reviewed what they had learned so far, using a strategy called “Poster Tour.” The goals of this activity were not just to review the materials but also to experience the “Poster Tour,” one of the active learning strategies.

For more details on the “Poster Tour,” please click the following link: “Interactive Teaching” WEEK 2: Poster Tour

The assignment for reflection included the examination of the advantages and disadvantages of the strategy compared with the “Gallery Walk,” which was conducted in the previous session.

Active learning strategies seem difficult to be applied to practices just from the knowledge acquired through lectures. Experiencing such strategies by themselves allow learners to realize their effects and limits. It does not necessarily assure that you will “be able to use the strategies,” but at least it helps you imagine how to use them based on your own experience.

(Kurita)

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Event Information

The University of Tokyo Medical Education Basic Course (Part 6): “Active Learning”

We are sorry for the short notice. We are pleased to cooperate with the following course today.

Date/Time: November 28th (Tue), 2017, 18:00–19:30

Venue: Conference Room 333, 3F, Medical Library, Faculty of Medicine, The University of Tokyo

http://www.ircme.m.u-tokyo.ac.jp/archives/5865

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Information

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

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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[10th UTokyo FFP] DAY 4 Evaluation

DAY 4 sessions for the 10th UTokyo FFP were held on November 9th and 10th. This time, the sessions featured “Evaluation.”

The main topics were as follows:

・Significance of evaluation
・Methods and targets of evaluation
・Formative evaluation and summative evaluation
・Reliability, validity, and efficiency of evaluation
・Measures to take after evaluation
・Rubrics

This time, we introduced activities and Q&A sessions where the participants comprehended the materials on “formative evaluation” and “summative evaluation” and explained the graphs shown on the materials to each other instead of the instructor giving a lecture about them. We assured the knowledge acquisition by having one of the participants explain the topics in the end, but “comprehending and explaining the topics by themselves” by handing the learners appropriate materials seemed to work better.

The UTokyo FFP participants work on exercises in creating rubrics during the session on evaluation every semester. “Knowing about rubrics” is completely different from “being able to create rubrics.” We emphasize the activity of creating rubrics that let participants consider the value and limits of rubrics in their own context.

It is challenging to create a rubric from scratch. Having another rubric with similar goals as an example and customizing it into your own rubric is one of the effective ways to ease the workload. Such examples are available on the following website:

AAC&U VALUE Rubrics (English)
American Association of Colleges and Universities (AAC&U) offers what they call “VALUE rubrics.” They are templates of rubrics for various tasks, which you can use and customize. You have to go through the “shopping cart,” but they are available for free download.

This time, rubrics were created in groups. Participants shared their rubrics with a method called “Gallery Walk,” where they examined others’ rubrics freely. One of the group members remained to explain the rubric they made, and the rest looked around to see the other groups’ rubrics. Another sharing method called “Poster Tour” will be used in the next session, so we would like the participants to contrast it with “Gallery Walk.”

This was the last session for the “provision of knowledge.” From the next session onward, we will review what we have learned so far and move on to microteaching sessions. We are already halfway through the course.

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Information

[10th UTokyo FFP] DAY 3 Syllabus and Course Design

DAY 3 sessions for the 10th UTokyo FFP were held on October 26th and 27th. The main topics were as follows:

  • ・The roles of a syllabus
  • ・Setting goals and objectives of a syllabus
  • ・Course design (creating a graphic syllabus)
  • ・Improving a syllabus into one that promotes learning

 

A syllabus is not just a tool for students to choose which course to take but is also something that promotes their learning and a tool for instructors to design the course, which can be used as evidence for their achievement in teaching. Participants first learned such significance. In DAY 3 sessions, each participant brings a syllabus made by themselves or an existing syllabus of a course that is similar to his/her own and learns about the topic by improving it.

Firstly, participants made sure what the goals and objectives were, modified their own syllabuses, and further improved them in pairs. Then, the instructor explained “Backward Design,” followed by the course design activity through the creation of a graphic syllabus.

A graphic syllabus is, as it were, a structuralization of what you teach. You can build a 15-class course without giving it much thought, but creating a graphic syllabus enables you to specify that tacit structure, which helps you arrange the topics in an order that makes it easy for students to learn, and explain that arrangement to the students.

The participants were provided with handouts of the UTokyo FFP syllabus with annotations on each item. They compared the handout with the syllabus they brought and found out the points that needed improvement themselves. Then, they shared the points in groups. This activity was intended to help the participants acquire more viewpoints and make use of them to improve their syllabuses.

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【Event report】“Class Management: How to Solve Problems in Teaching”

＜About＞Thursday, November 2nd, 2017

Professional and Global Educators’ Community (PAGE) organized a workshop “Class Management: How to Solve Problems in Teaching.” In addition to research skills, faculty members are now required to have skills in education. Along with the increase of university enrollment rate and globalization, there is a growing demand for skills in delivering classes in English for students with various cultural backgrounds. In response to such demand, we invited Associate Professor Jan Sølberg from the University of Copenhagen, an expert in teacher development, as an instructor and organized a workshop to discuss how to manage classes in English based on the present situation of higher education in Europe.

It was held at the Ito International Research Center, Hongo Campus. A total of 26 participants consisted of graduate students, postdocs, and young researchers at the University of Tokyo. It was a three-hour-long workshop conducted in English, but we welcomed a lot of participants coming from diverse academic fields.

The instructor started the workshop by giving a lecture on the present situation regarding the globalization of higher education in Europe. A lot of participants seemed to be surprised at the fact that 35% of faculty members in science and 46% graduate students of master’s programs in science at the University of Copenhagen came from overseas. He then presented three cases that illustrated the problems faculty members were likely to encounter when teaching in English: how to conduct and evaluate examinations in English, how to organize group works in English, and how to deal with students’ needs who vary in cultural background and views in education. These are all serious issues that faculty members are required to solve. The participants listened attentively to the lecture.

Following the lecture was an activity with groups of four to five.
The participants engaged in a group work as shown below:

1. They listed up three important problems involved in EMI (English as a Medium of Instruction) and wrote them on large-sized Post-it Notes.

2. Each group’s Post-it Notes were handed on to the next one. The participants chose one of the three problems written on the Notes and discussed an effective solution to it in groups. They wrote the solution on a different Post-it Note and posted it on the wall together with the Note they chose.

3. The participants looked through the problems and solutions posted on the wall and exchanged ideas with other groups.
All the groups were actively engaged in the assignment and discussion.

Thanks to the diversity of their research fields, the participants seemed to be exchanging ideas from a wide variety of perspectives. Some of them actively moved around the venue to ask questions to other groups, and others discussed with the instructor.

The instructor gave a wrap-up lecture after the group work. He gave specific tips such as the points of preparing for classes conducted in English, how to communicate with lone-wolf students, and the points you should consider when presenting assignments to students.

The discussion never stopped throughout the three-hour-long workshop.
We received positive feedback from the participants as follows:
“It was a very fulfilling program, well-structured to enable active participation.”
“It was a good opportunity to discuss education with people from other fields.”
“It’s nice to have a lot of communication with people from different fields.”

PAGE will continue to hold workshops 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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Information

【Event report】“Improve your presentations in English! Remedies to your troubles”

＜About＞Saturday, September 30th & Sunday, October 1st, 2017

Professional and Global Educators’ Community (PAGE) organized a workshop “Improve your presentations in English! Remedies to your troubles.” We planned the event in response to the recent demand of outputting research in English along with the globalization of research environment. The purpose of the workshop was to let the participants improve their skills in making academic presentations in English.

It was held at the Faculty of Engineering Building 2, Hongo Campus. A total of 25 participants consisted of graduate students and postdocs at the University of Tokyo. They came from diverse academic fields such as the Graduate School of Humanities and Sociology, the Graduate School of Economics, the School of Science, the Graduate School of Medicine, and the School of Engineering. In addition to those who spoke English as their first language, professional English interpreters and bilinguals with a long experience of studying overseas served as instructors. The workshop was conducted in small groups.

The participants were divided into groups of two to five, and each of them made a presentation on their research and received feedback from the instructor and the other participants. The presentations covered a wide variety of themes of science (such as “carbohydrate metabolism” and “olfactory map”) and humanities (such as “gender division” and “rural development”). All the presentations were filmed and recorded with iPads and IC recorders, and the data were provided to the presenters who needed them.

Subsequently, the English instructors made sample presentations. As they say, “Seeing is believing.” The participants seemed to have learned a lot from the instructors’ performance with visually organized slides, effective gestures that attracted the eyes of the audience, and logically structured content without unnecessary things.

The participants then individually worked on improving their presentation materials and methods. They were able to consult the instructors at any time and also had an active discussion with other participants.

Finally, they gave a second try on making presentations and received feedback in groups. Some participants used a projector and a massive screen as if they were making presentations at a real academic conference. Through a half-day exercise, all the groups were able to improve their presentations from the first ones. The instructors commented on the presentations, and all the participants shared the points they should further improve.

We received positive feedback from the participants after the workshop as follows:
“With an opportunity to make a presentation and receive thorough feedback in such a small group, I sincerely feel that I’ve made a progress in just a half day.”
“It was valuable to receive thorough feedback from the instructor. Thanks to it, I gained a little confidence. The workshop was a precious time for me.”
“By immersing myself in an environment where I had to make a presentation without any script, I came to realize surprisingly that I was able to make it. I gained self-confidence.”

PAGE will continue to hold workshops 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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Information

The UTokyo FFP and “Interactive Teaching” Registered as Projects of the UTokyo Future Society Initiative (UTokyo FSI)

“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

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[10th UTokyo FFP] DAY 2 Class Design

DAY 2 sessions for the 10th UTokyo FFP were held on October 19th and 20th. The main topics were as follows:

  • ・Instructional design and the ADDIE model
  • ・Class design (How to design a class of 90 or 105 minutes)
  • ・Active learning strategies (Asking questions, Think-Pair-Share, and Peer Instruction)
  • ・Effects and limits of active learning
  • ・Motivation (Expectancy-value theory and environment)
  • ・Exercise in class design
We had a lot of topics to cover in a single session.
Essentially, each of them needs plenty of time to learn.
I showed the participants the following paper when explaining the effects of active learning:

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. science, 332(6031), 862-864.

According to the paper, the scores of the examination after the class were overwhelmingly higher for the students who took an interactive class conducted by an inexperienced postdoc than for those who took a one-way lecture conducted by an expert instructor with high ratings on his/her classes. The “interactive” here means that the Peer Instruction method was used.

Peer Instruction is a method developed by Dr. Eric Mazur at Harvard University. The instructor prepares a multiple-choice question that requires reflection, and prepared students tackle the question and have a debate with neighboring students on the choices they made. The debate is for sharing the reasons why they chose a certain answer and convincing others. Please refer to the following link for more details.

https://dev2.utokyofd.com/en/it/summary/#section02

The advantage of Peer Instruction is that students can remember what they learned regardless of whether they chose the right or wrong answer by getting involved in a discussion on the question. Even if they realized that they were wrong, they would never forget the concept they are supposed to learn with that question. Therefore, the important thing is to provide the students with an environment in which they can reveal their thoughts without hesitation even if they may be wrong. Otherwise, saying something wrong may equal being embarrassed, which makes them refrain from speaking.

Making the environment secure enough to let the participants “listen to others, give an opinion, and have a discussion” is important not only for Peer Instruction but also for group activities.