H24 年度報告書 - 大学教育センター
Contents
1. It was a bit long especially for those who were really busy due to their works I understand that it s up to the attendees to leave the seminar 11 necessary but it will be better if the seminar can be shorter somehow I feel that more discussions were necessary for better understanding 39 HERR BE E 1 8 1 1 1 I 1112. 2 4 60 0 7 58 0 x 56 05 d NS 2 52 0 50 05 7 5 PA 46 05 E 44 05 42 05 E A 40 05 I 1 1111111111 LU a 1 11 gr DADO BDO DD ODO EEE CEE H E e Ee IDH EB
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4. Eric Hauser 12 1 2 3 4
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11. c J AAN 54 4 a 0 UD ROSE RA
12. d S SIRISC 55 4 ii AB Diz
13. DL E DER 2 VIF 9050 FPA ORBEA OMIEICOVY CMD TT DIVE HUE 67 The 2012 UEC English faculty development FD conference was held on campus on November 24 in room 705 of the 7th floor of East Building 1 The half day conference started at 9 30 am and finished at 12 30 pm Following a vetting procedure conducted by the English department s CDC FD committee four 20 minute presentations were chosen based on this year s theme of Empowering UEC students through academic English The conference w
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17. 40 EC Littlewood 1999 proaciive reactive reactive autonomy proactive autonomy reactive autonomy proactive autonomy Paul McKenna
18. 1 _ EN 1 RSPEI ECES PRECO RRS OME
19. O In order to relax 11 For better FD activities in future please indicate the best aspects of today s seminar from your point of view A wide range of topics LEAD MC e Today s seminar covers almost all aspects the new member should know to enjoy the work here We could get useful advice based on presenter s experience 38 12 For better FD activities in future please indicate the weakest aspects of today s seminar from your point of view Little time for discussion
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21. Damian Lucantonio 1 2 Steven Taro Suzuki autonomy Autonomy
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32. 24 11 23 9 30 12 30 By 1 7 705 Empowering UEC Students through Academic English Program 9 30 9 35 Introduction and Welcome SHI Jie Chair of English Department 9 40 10 10 Empowering Students through Genre Damian Lucantonio 10 15 10 45 Empowering Students through Autonomy in Academic English Courses Steven Taro Suzuki 10 45 11 00 Break 11 00 11 30 Empowering Students through Peer Assessment of Presentations Paul McKenna 11 35 12 05 Who Decides Examples of Shared Decision Making in UEC English Classes Eric Hauser 12 10 12 30 General Discussion Abstracts Empowering Students Through Genre Damian Lucantonio The purpose of this presentation is to illustrate how a genre based approach to teaching and learning can empower students in English language education First a brief overview of genre theory will be presented within a systemic functional linguistic model of language Halliday 1985 2004 Martin 1985 Martin amp Rose 2003 Following this the presentation will focus on how students can be empowered in the following ways by constructing whole texts by making explicit the sociocultural genres required for educational success by making explicit the social purposes for which language is used and by making explicit the role of language in context The
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41. A Very useful E Useful C Somewhat D Not so useful useful 4 How do you rate the usefulness of administration related lectures J 0 A Very useful B Useful gt somewhat D Not so useful useful 36 5 What topics below do you want to listen to more given the chance 00000000 A Laboratory Management and Supervision of Student Research B Mental Health C Harassment D To achieve Autonomy as Technical Supporting Staff for Education and Research E Academic Affairs Office Administrative Procedures F Student Affairs Office Counseling Office for Students G Financial Affairs Office How to avoid abuses of public funds 6 If there are other topics than OS above that you think should be included in such a seminar for new teachers please add them below 1 would like to have a seminar on research about acquiring budgets export control etc 7 What do you think about the design of today s seminar Please circle as many as appropriate A Halfaday
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61. These examples include 1 asking students to generate and then decide on topics for discussion presentation and writing 2 involving students in the development of a customized class evaluation form 3 negotiating with students about how grades will be decided and 4 negotiating with students about what sort of in class and out of class activities will be used in order to learn academic English Through the presentation of these examples will show that students at UEC are capable of making responsible decisions and when given the chance can take control of their own English learning 72 100000 E ENEE EEE OO OO lILJLH EJE E OO OO E Es Ez mm E ENEE mn E OO Es ESEME E E E E E LIT Seele T LE EE j E ETS E EN n Besse e Em i ma EEE e ELE At ETEE a A Ei EEE ES EL CJ CI CO CI EEE Orr O GO GOG GOG O OOO OCI E E di LI rrt
62. for teachers If the presentations are not recorded the teacher must make an assessment as the student is speaking or shortly afterwards and the grade cannot be re checked against the performance at a latter stage Also it is very likely that the teacher s concentration levels will naturally wane over time with the latter presentations not receiving the same amount of concentration from the teacher Okuda amp Otsu p 42 A more fundamental issue is the problem of a single person evaluating presentation objectively Hughes reports that even with careful training a single scorer is unlikely to be as reliable as one would wish p 114 This presentation will explore the issue of objectivity and validity with student presentations Peer assessment is proposed as an additional means of assessing student presentations as well as having other advantages for both students and teachers Having been described as an arrangement for peers to consider the level value worth quality or successfulness of the product of outcomes of learning of others of similar status Topping et al p 150 peer assessment benefits students by encouraging them to take a more active role in listening to other presentations and helping them improve their own delivery through the insights learned by assessing their peers according to a set of well defined criteria Teachers can benefit from being relieved of some of the burden of assessing student presentations for grading
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71. HHHHHHHHHHHHHHHHHH2011H 0000 EE EESTI EET DUE E GR lt EE EE E Ee AAN AAA AA EE DOpo0000 1000000000000 000000004 0000000 2011000 p 2010 00D 000000000000 0000000000000 000040000 PASAN Eh HHHHHHL 66 2012 UEC English Faculty Development Conference Report 2012 FD Empowering UEC Students Through Academic English FD Damian Lucantonio 2012 EFD 11 24 9 12 1 705 FD FD 4 20 7 8 13 1745
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74. HHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHL sTAHHHHHHHHHHHHHHTAHHHHHHHHHHHHHHHHHHHHHHH HHHHHL 00000 0000 UUUUUUUUU HHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHUHHHHHHHHHHHHHHHUHHHHHHHHHHUHHHHL HDD EH 0 1111 111 SEDET EEE qipiq SEP 32 slHHHHHHHHHHHHUHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH 0000000000 syHHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHH scH TETEE Fenn 2008 0000000000000 HHHHHHHHHUHHHHHHHHUHHHHHHHHUHHHHHHHHHHHHL HHHHHHHHHUHHHHHHHHUHHHHHHHHUHHHHHHHHHHHHHL HHHHUHHHHHUHH syUHHHHHHHHUHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHH7HHHHHHHHHUHHHHHHHHUHHHHHHHHHHHHHHHHHL HHHHHHHHUHH HHHHHHHUHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHUHHHHHHHH HHHHHHHHUHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHHUH
75. HHHHHHL HHHHHHHHHHHHHHHHHHHHHHUUHHHHHHHHHHL 45 oS ERE EE 2006000 18HHHUHUHHHHHHHHHHHHHHL 1 1 1 1 1 8 1 Dd gb HHHHLH i opodd000 0000000000000 HHUHUUHHHHHHHHHHHHHHHHHHHHUHUHUUHHHHHHHHHHHHL HHHHHHHHHHHHHHHHHHHHHUUHUHHHHHHHHHHHHHHHHHHH HHUHUUHHHHHHHHHHHHHHHHHHHUHHUHHHHHHHHHHHHHHHLH HHHHHHHHHHUHHHHHHHHHHHUUHUHHHHHHHHHHHHHHHHHHH 1 h gg BO BO EEE EEE NE OE OD 200590000000 20109 2012 0000000000 HHUHUHHHHHHHHHHHHHHHHHHH
76. HHHHHHLH HHHHHBHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHUHHHH 000000000000K00000000000000000000000 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHUHHGPHHHHL EE E a St E 25 E HHHHHUHHHHHHHHHHHUHHHHHHHUHHHUHHHHHHHHHHHHHHLH 9 9 11 A KALA AA TAA II A A TLA da i 0 FD00000000000000000000000000000 1611111 EECH 20111 LH TEL D HE 2 01011 0120 HHHHHH2009HHHHH2UHHUHHHHHHHUHHHHHHHUHHHHHHHHHHHH IHC HEH HEN BEER ELE E hhi DOBOB DD ODO DO ODO ODO OOOO p Op BOO EE BI CI CT C road EET EET EIE 20 ETE 900 0200 HHHHHHHHHHHHHHUHHH
77. HHHHHHUHHHL HHHHHHHUHHHUHHHHHHHUHHHHHHHUHHHHHHHUHHHHHI HR HOER ECK AAA 891111 111 111 1 EL EE iB E EE E EI E TEIE EEEL 9 111 8 1 11 8 1 2000 1 1 111 1 1 ODO 19 1 1 1 e E a ae 1 111 HHHHHHHUHHUHHHHUHHHHHHHH2HHHHH25SHHHHHHHHHH HHHIHHHHHHHIHHHHHHHUHHHHHHUH10HHHHHH1IHHHHH HHHHHHUHHHHHHHUHH2UHHHUHHHH1HHHHHIHHHUHHHH HHHHHHHHHHUHHHHHHUHHUHHHHHHHUHHHUHHHHHHHHHL E UU HHHHHHHHHHUHHHHHHUHHUHHHHHHUHHHUHHHHHHHHHL HHHHHHHHUHHHHHHHHHHHHHUHHHHUHHFDHHHHHHHHHHH ae E a I lu st HHHHHHHHHHHHHHHHHHHHHHHHHHHLH BARE BER ER EMER E 7 WEE EEE SEE et
78. HHHHHHUHUHHHHHHHHUUHHHHHHHHHHHHL HLHIHHHHHHHHHHHHHHHHHHHUUHHHHHHHUHHHHHHHHHH syUHHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHUHUHHHHHHH HHHHHHHHHUHHHHL 33 400 FD Seminar for Faculity of Academic Institute of UEC 77 N o e gt a E M gt 2 EE 40 70 310000 13 00 20 30 1 0 E E E E Opening Speech 1 00pm 1 05pm 100 Prof Fukuda Trustee of UEC 2100 0 Introduction of Participants 1 05pm 1 15pm 3 E E ET ET E E E ET E E Lecture 1 1 15pm 1 45pm Laboratory Management and Supervision of Student Research Prof Yura 4 E E L E Mental Health Lecture 2 1 45 2 15 Prof Tanaka 5 4 E E E E Harassment Lecture 3 2 15pm_ 2 45pml 1000 Councelor Nagami 6 E E E LOU Free Discussion 2 45pm 3 00pm EL DD Break 3 00pm 3 30pm 7 Lecture 4 3 30pm_ 4 00pml President s speech The Visons of UEC SHHHHHHHHHHHHHH Lecture 5 4 00pm 4 30pm To Achieve Autonomy as Technical Supporting Staff for Education and Research OD 0000000000 Prof Asai Direc
79. HHHUHHUUHHHHHHHHHHHHHHL SHHHHHHHHHHHHHHHHH 50 2009 I 20100 20160 2012 1 20 O Spoken Witten 449 702 419 696 510 6 8 319 689 0000000 266 727 671 725 689 696 537 696 8 8 570 728 744 709 758 695 673 716 256 727 552 703 541 695 697 Acadennc Spoken Engl i sh 412 703 461 698 463 680 354 696 Academic Witten English 496 703 470 698 528 678 499 691 000000 581 728 649 726 700 696 642 716 0000000 429 727 633 718 621 696 609 697 0000000 519 728 675 703 662 695 647 717 Lu UL 643 220 LU LI UI 609 503 000060 558 371 601 716 625 696 652 717 uuu 637 715 595 718 642 69 663 716 642 389 650 357 619 347 575 358 578 338 577 360 629 348 569 360 522 727 635 717 528 696 635 717 3 000 615 pp09000 0008008000000 00000000 HHUHUHHHHHHHHHHHHHHHHHHHUHHHHHHHHHHHHHHHHLH alip hiii i hihi til
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83. The amount of class time given over to student presentations can also be reduced as students can be split into groups and presentations can be run concurrently between a number of groups at the same time Finally this presenter s own methodology for peer assessed student presentations will be described and discussed with regard to validity potential benefits and drawbacks and recommendations 71 Who Decides Examples of Shared Decision Making in UEC English Classes Eric Hauser Even in societies which claim to value democracy educational institutions and classrooms within those institutions are often organized in a non democratic manner This is especially clear when one looks at who makes decisions that impact students These decisions may be made by the teacher by those in charge of the curriculum by the institutional administration by government bureaucrats and politicians or even indirectly by the writers and publishers of textbooks Students though often have little or no control over these decisions In this presentation argue for the importance of involving students in classroom decision making in order to empower the students foster autonomy and build motivation to use the classroom for meaningful learning also present several examples of how have tried to involve UEC students in classroom decision making and how this can be accomplished while working within the framework of the genre based curriculum for UEC English classes
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85. as attended by 13 out of a total of 17 part time English teachers as well as 7 out of a total of 8 full time English teachers in addition to participants from outside of the UEC English faculty The conference opened with a brief introduction and welcome by Professor Shi the Head of the English faculty The first presentation was given by Dr Damian Lucantonio a full time associate professor of the English faculty The title of the presentation was Empowering students through genre The purpose was to illustrate how a genre based approach to teaching and learning could empower students in English language education by constructing whole texts by making explicit the sociocultural genres required for educational success by making explicit the social purposes for which language is used and by making explicit the role of language in context The paper argued that foreign language learners are largely unfamiliar with the sociocultural genres of academic language and therefore these need to be unpacked and made explicit to them in our teaching and learning practices in order for students to achieve their educational goals as well as to have access to social justice within the broader education system A general discussion followed focusing on ways the UEC genre based syllabus for Ist and 2nd year compulsory English courses can assist in empowering students in English language education The second presentation was given by Mr S
86. ence he suggests some of the tendencies that teachers might expect to find among these learners To avoid the dangers inherent in broad cultural generalizations he presents these tendencies in the form of a series of hypotheses and predictions This model enables teachers to consider what forms of autonomy might be rooted in East Asian contexts and how these forms might be developed for effective language learning The presentation will start with mainstream definitions of autonomy The focus will then shift to the work of Littlewood 1999 Following this a discussion will ensue on how his proposed two levels of autonomy proactive and reactive are implemented in EFL undergraduate academic English courses following a genre based curriculum and syllabus The results indicate that reactive autonomy may be very effective in teaching language within a genre based curriculum However proactive autonomy may also be cultivated within this educational context As well as fostering reactive autonomy in their courses teachers are encouraged to ascertain the extent to which promoting proactive autonomy would also be appropriate to the needs of their learners Empowering Students through Peer Assessment of Presentations Paul McKenna Student presentations contain a number of learning benefits for students not least of which 15 learning a practical skill that may come in useful in their later careers However evaluating such presentations can present problems
87. is B Halfadayis C Halfadayis One day plan E Others just right too short too long better 8 What do you think of the period of time when this seminar is held Please circle as many as appropriate A The end of Julyis The beginning of C The second D Other periods are approprlate the academic vearis semesteris better better better Others o May Whenever 37 9 What do you think about the design of today s seminar regarding the short lecture style Please circle as many as appropriate A Short lectures are B Longer lectures C Workshops D Others sood are better should be added Others short lecture 10 What do you think about the design of today s seminar regarding F amp D food and drinks Please circle as many as appropriate A FGD are E F amp D are C Dinner D Dinner Ei Today s x The H Others a must for not Konshinkai Konshinkai Konshinkai university such an important 06 1s not 1s too should pay event forsuch an idea necessary expensive Tor all the event cost of Konshinkai Why did you choose the above Could you give some explanation for the above choices you made e e
88. ment was proposed as an additional means of assessing student presentations as well as having other advantages for both students and teachers Having been described as an arrangement for peers to consider the level value worth quality or successfulness of the product of outcomes of learning of others of similar status Topping et al it was argued that peer assessment benefits students by encouraging them to take a more active role in listening to other presentations and helping them improve their own delivery through the insights learned by assessing their peers according to a set of well defined criteria Teachers could benefit from being relieved of some of the burden of assessing student presentations for grading The amount of class time given over to student presentations could also be reduced as students could be split into groups and presentations could be run concurrently between a number of groups at the same time Finally the presenter s own methodology for peer assessed student presentations was described and discussed with regard to validity potential benefits and drawbacks and recommendations The last presentation was given by Dr Eric Hauser a full time associate professor of the English faculty at UEC The title of the presentation was Who decides Examples of shared decision making UEC classes In this presentation the importance of involving students in classroom decision making was emphasized in order to empower s
89. paper argues that foreign language learners are largely unfamiliar with the sociocultural genres of academic language use and therefore these need to be unpacked and made explicit to them in our teaching and learning practices in order for students to achieve their educational goals Participants will get a greater understanding of how genre can assist in empowering students in English language education as well as a broader understanding of the UEC genre based syllabus in general 70 Empowering Students through Autonomy in Academic English Courses Steven Taro Suzuki Autonomy in language learning has established itself as an important factor in student achievement and performance However several autonomy proponents argue that as well as being a matter of degree autonomy is also contextually variable Benson 2006 This widely held view led to the creation of several models of the different degrees of autonomy to address on a global scale cultural variability in language education As a result some researchers argue that the effectiveness of a particular model of autonomy may largely be contextually dependent with sociocultural influence playing a major role This presentation promotes one particular model posited by Littlewood 1999 He reviews work on intercultural variation that suggests a range of underlying sociocultural factors which influence attitudes and behavior of EFL learners in East Asian contexts From these sources of influ
90. re presented both for and against this issue as well as how or when this should be carried out in the classroom The general consensus was that decision making by teachers to hand over greater responsibility to students for their own learning was a complex process and it should be done by degrees at the teacher s discretion at various stages within the teaching learning process 69 24 FD FD English FD Conference 2012 FD 4 BT 2 OEC FD
91. teven Taro Suzuki a part time English teacher at UEC The title of the presentation was Empowering students through autonomy in academic English courses The presentation started with definitions of autonomy Then the work on intercultural variation was reviewed that suggested a range of underlying sociocultural factors that influence attitudes and behavior of EFL learners in East Asian contexts From this some of the tendencies that teachers might expect to find among learners were suggested in the form of a series of hypotheses and predictions The focus then shifted to the work of Littlewood 1999 and how his proposed two levels of autonomy proactive and reactive could be implemented in EFL undergraduate academic English courses following a genre based syllabus The results indicated that reactive autonomy might be very effective in teaching language within a genre based syllabus However proactive autonomy might also be cultivated within this educational context As well as fostering reactive autonomy in their courses teachers were encouraged to ascertain the extent to which promoting proactive autonomy would also be appropriate to the needs of their learners The third presentation given was by Mr Paul McKenna a part time English teacher at UEC The presentation title was Empowering students through peer assessment of presentations This presentation explored the issue of objectivity and validity with student presentations Peer assess
92. tor of the Department of Technical Services 34 9 0 Introduction of the Administration systems of UEC 4 30pm 5 00pm 00006 Academic Affairs Office Administrative procedures 00000000 h Student Affairs Office Counseling Office for Students Financial Affairs Office How to avoid abuses of public funds 10 Free Discussion U U 5 00pm 5 15pm 1100000 Certificate Awarding Ceremony 5 15pm 5 30pm 00 Prof Abe Director of the Center for Education and Research of UEC 12 0 Dinner 5 45pm_ 7 30pml 13 0 Closing President Kajitani Prof Abe Director of the Center for Education and Research of UEC 35 4 Summary of the Feedback on FD Seminar for New Faculty Members of the academic Institute of UEC July 31 2012 1 How do you rate today s seminar in general A Excellent B Good 0 D Needs improvement 2 How do you rate the usefulness of teaching and research related lectures HHHHHHHHL Very useful B Useful C Somewhat D Not so useful uscful 3 How do you rate the usefulness of mental health and harassment lectures
93. tudents by fostering autonomy and building motivation to use the classroom for meaningful learning Several examples were given of how the presenter has tried to involve UEC students in classroom decision making and how this could be accomplished while working within the framework of the genre based syllabus for UEC English classes The examples included 1 asking students to generate and then decide on topics for discussion presentation and writing 2 involving students in the development of a customized class evaluation form 3 negotiating with students about how grades will be decided and 4 negotiating with students about what sort of in class and out of class activities will be used in order to learn academic English Through the presentation of these examples it was argued that students at 68 UEC are capable of making responsible decisions and when given the chance can take control of their own English learning The FD conference concluded with a general discussion which involved all of the participants This was chaired by Dr Lucantonio and focused on issues of empowerment raised in the conference presentations as well as additional issues raised by teachers that related to the empowerment of students in academic English classes The underlying theme of this discussion focused on empowering students by giving them a greater role in the decision making process which would result greater student autonomy Various arguments we
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