| 教育実践上の主な業績 |
年月(自) |
年月(至) |
概要 |
| １ 教育内容・方法の工夫(授業評価等を含む) |
| In my 3rd year zemi class I decided to get students to submit all of their final presentation work online instead of whole class presentations. |
2019/04 |
2019/12 |
This change allowed students to do their presentations to much smaller groups which allowed for much more student interaction while still allowing me to assess presentions fairly and throughly. Also videoing presentations allows students to self-assess their own performance. |
| For my 4th year zemi class I made all class materials available to students online to enable them to access class study materials even if they are absent due to job-hunting |
2019/04 |
2019/12 |
I all made class and homework materials available on Edmodo to enable students to keep up with their studies even if they are absent. It also enabled me to notify students of any upcoming deadlines and other class information |
| For my paragraph writing class I created new and adapted old, warm-up and review activities |
2019/04 |
2019/07 |
I improved on old games and activities and I created new review activities to help students with information retention |
| ２ 作成した教科書、教材、参考書 |
| Throughout the year I’ve been collaboratively writing an English conversation textbook for the 1st years of the English department |
2021/04 |
2022/04 |
The textbook is a scrapbook based English conversation book which students will use for the whole of their first year. The aim of the book is to encourage natural, fluent conversation about topics that the students are already familiar with. |
| In my 4th year conversation class I developed and created many new materials to keep class topics up^to-date and cutting edge |
2019/04 |
2019/12 |
New topics I developed materials about included job-hunting, language learning, inspiring people, a sense of purpose, same-sex marriage, culture shock, and immigration. |
| In my 4th year zemi class students had different editions of the same textbook so I had to develop a new way of teaching the textbook information. |
2019/04 |
2019/12 |
Instead of teaching directly from the books I produced new ’scavengerhunt’ worksheets where students had to find information from their textbooks in small groups independently. This method of working was highly communicative, collaborative and highly effective in helping students remember and understand new information. |
| In my advanced conversation class I developed and created many new materials to keep class topics up-to-date and cutting edge |
2019/04 |
2019/12 |
New topics I developed materials about included, high-tech lifestyles, the supernatural, near-death experiences, happiness, Amazon fires, drinking workers, secondhand smoke superstitions, the death penalty, Brexit, Japan the strange country. |
| The textbook for the Practical English class was updated so I was required to produce new lesson plans and supporting materials to match the new book contents |
2019/04 |
2019/07 |
I re-wrote all lesson plans and adapted all previous materials to suit the new contents of the textbook. |
| For my 3rd year zemi class I produced new materials on various topics to keep the class up-to-date and topical |
2019/04 |
2019/12 |
New topics I developed materials for included, the meat industry and the environment, cow farts, plastic pollution, plastics in Japan, terrorism, multiple intelligences, media bias, and research methods |
| ３ 教育方法・教育実践に関する発表、講演等 |
| ４ その他教育活動上特記すべき事項 |
| I took both my Nyumon zemi class and my 3rd year zemi class to JICA |
2019/04 |
2019/12 |
These trips enabled students to learn more about the world, especially about people in deloping countries and hoe organizations like JICA support and help the development of those coutries. |