DAY 5 for exercise in giving feedback on lectures and summary was held on May 24th and 25th.
Exercise in Giving Feedback on Lectures
In the UTokyo FFP, every participant conducts a 6-min lecture for microteaching sessions. They conduct the lectures not only once; they follow the schedule as shown below:
- 1. Exercise in giving feedback on the two sample mini-lectures (DAY 5)
- 2. Conducting the mini-lecture in small groups of 5–6 and exchanging feedback by taking plenty of time (DAY 6)
- 3. Conducting the mini-lecture once more in groups of 12–13 (DAY 7)
This time, the participants worked on 1. (exercise in giving feedback). This is because it is no use giving feedback without having the viewpoints necessary for feedback. It was also intended to enhance the quality of their mini-lectures. Two participants first conducted their mini-lectures in front of everyone, and the rest of the participants examined them thoroughly.
Preceding the examination of mini-lectures, we conveyed the value of conducting a lecture for the microteaching session (e.g., “There are few opportunities like this.”), the ground rules of 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 why they had to acquire viewpoints to design their mini-lectures.
- ・The lecturer-participant gave a mini-lecture. (6 min)
- ・The student-participants filled out their feedback sheets. The lecturer-participant received feedback from the instructor. (3 min)
- ・Participants had a group discussion on what was good about the lecture and what points needed improvement. (12 min)
- ・Participants shared their ideas and had a discussion with everyone. (12 min)
(Sharing ideas took more time than had been scheduled.)
Following the two mini-lectures, participants discussed how to redefine points that were good or needed improvement into metacognitive ones and shared their ideas. This process was intended for acquiring viewpoints on designing their mini-lectures and future classes.
Summary (using the Poster Tour method)
Participants reviewed what they had learned so far by using a method called “Poster Tour.” The objectives of the activity were to experience the “Poster Tour,” one of the active learning strategies, as well as review the whole learning materials.
Participants of both Thursday and Friday classes had already been prepared to work on an assignment together regardless of the combination of group members. Every group created a poster on a given topic in an efficient manner, and every member was able to explain the topic.
The assignment for reflection included examining the advantages and disadvantages of the method compared to the “Gallery Walk,” which they had experienced in the previous class.
The classes made me realize again that you can boost the learning effects of these active learning strategies by letting the learners experience them. It does not necessarily mean that they come to be able to use those strategies immediately, but at least it helps them get the feel of them and use their imagination.