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
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://utokyofd.com/en/information/post-11714/ (Part 1: February 4th, 2017)
https://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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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.
DAY 3 sessions for the 10th UTokyo FFP were held on October 26th and 27th. The main topics were as follows:
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.
“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
DAY 2 sessions for the 10th UTokyo FFP were held on October 19th and 20th. The main topics were as follows:
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://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.
Friendship Luncheon was held at Faculty of Law & Letters Bldg. 2 on October 16th.
There were 11 participants including those without pre-registration.
Just like the past Luncheons, participants were divided into groups of about four and exchanged questions and others related to student life in Japan.
Every group consisted of both overseas students and Japanese. They seemed to be having a lively conversation in a friendly atmosphere over the above topic and others.
We are planning to continue holding this Luncheon event to help overseas and Japanese students, who have few opportunities to communicate in their daily lives, interact with each other.
The following is the overview of the next event (The 4th Luncheon). Please feel free to join us.
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・Date/Time (The 4th Luncheon): December 11th, 2017, 12:10–13:00
・Venue: 2201, 2F, Faculty of Law & Letters Bldg. 2
・Intended for: UTokyo members only with any position: Undergraduates, Graduates, or Faculty/Staff
・Language: Japanese
・Please bring your lunch and drink.
The 10th University of Tokyo Future Faculty Program (UTokyo FFP) started on October 5th and 6th! The classes are conducted through Periods 3–4 every other week of the A Term, in principle. UTokyo FFP offers four courses a year, and two of them in the A Term are both held at Fukutake Hall, Hongo Campus. We are planning to deliver the courses (titled with odd numbers) on Komaba Campus in the S Term.
The first session is, as always, focused on creating a “collaborative learning environment.”
The PAGE project is now holding a book fair with the cooperation of Asahi Press to celebrate the publication of the book “English Academia: Learning Academic English Communication through Stories.”
The book fair “Develop Your Academic English Skills!” has been held for about a month from early October 2017 on Hongo, Komaba, and Kashiwa campuses of the University of Tokyo.
The fair offers you a series of effective English learning materials for academic English. Please feel free to stop by.
Leaflets showing a brief summary of each book are available on the shelves of the book fair for free. We look forward to your visit.
