国際FD研修2009報告
Amin, 川口
2009年度海外FD研修
• 2009年8月30日-9月13日(15日間)
– 1週目:Seminar on University Teaching & Learning (SUTL) 2009
– 2週目:Summer Institute on Teaching & Technology 2009
• UC Davis
• 参加者
– バイオ:出村、駒井
– 情報:Amin、川口
– 物質:上久保、黄
• Instructors
– Mikaela Huntzinger
– Andy Jones
– Leslie Madsen-Brooks
1週目:Seminar on University Teaching
& Learning (SUTL)
授業設計における主要構成要素
(Dr. L. Dee Fink)
Objectives
Contents
目的
内容
Teaching &
Learning
Activities
教育・学習活動
Assessment
評価
SUTL2009 program
• Aug 31: Develop and present individual course
maps (Video recording)---Contents
• Sep 1: Create objectives for your class--Objectives
• Sep 2: Bloom’s taxonomy of question types
• Sep 3: Write and present a mini-lesson from
your course (Video recording)---Teaching &
Learning Activities
Objectives
Contents
• Sep 4: Assessment
Teaching &
Learning
Activities
Assessment
Objectives
Contents
SUTL2009, Aug 31
Agenda
- Welcome!
- Intro to today’s activity
- Develop individual course maps
- Presentations
- Final announcements
Teaching &
Learning
Activities
Assessment
Concept map
•内容を書き出す
•概念ごとに整理する
•視覚的に表現する
Video recording & Follow-up
Think - Pair - Share
受講生同士で議論をさせる場合のテクニック
1. Think:
2. Pair:
3. Share:
まず個人個人で考える
(例えば)隣の席の学生とペアを作り,
意見交換
それぞれのペアの考えを発表する
• 個人で考えるだけ
よりも,より深い議論
が期待できる
• 学生同士が仲良く
なるきっかけ作り
“Trust Building”
Bloom’s taxonomy of question types
1.
2.
3.
4.
5.
6.
学生に投げかける質問は,以下の6種類に分類できる
Content
Knowledge 知識として知っている
Comprehensive コンセプトを理解している
Content
Application知識を応用できる
+
Skill
Analysis
ある事象を分析ができる
Synthesis
ある事象群から,議論を組み立てられる
Evaluation 総合的な評価ができる
• なるべく 4-6 の質問を投げかけて
学生に「考えさせる」ことが重要
• “地震”を題材に,各カテゴリの
質問を考える演習を実施
SUTL2009の特徴
• 余裕をもったプログラム
– 9 am - 12 noon: In-class activities
– 12 noon - 4 pm: Lunch & Out-of-class activities
– 4 pm - 5 pm: Movie segment & Discussion
• Declining by Degrees: Higher Education at Risk
• 受講者のレベルと要望に合わせた進行
• 少人数の受講者(6名)に3名のInstructors
川口の所感
• Active Learning - 実際に手を動かすことの重要性
– 学生をいかに講義に「参加」させるか
– Active Learning を構成するときのポリシーや,実施するさいに
留意すべきことなど,具体的な指針が多く,大変参考になった
– この研修自体も,いろいろ書いたり議論したりと,一種の Active
Learning の場であった
• 「考える力」の重視
– Content だけでなく,それを活用するための Skill の重要性が随
所で力説されていた印象
• 最新技術へのキャッチアップ,および教育への応用の素
早さ,感度の高さ,どん欲さ
– Youtube を使った映像共有,Twitter の講義への活用,etc.
etc…
2週目: Summer Institute on Teaching
and Technology (SITT) 2009
Wellman Hall
SITT 2009 Concepts
• opportunities to explore new approaches to
effective and thoughtful teaching
• demonstrations and presentations by fellow
faculty members
• panel discussions
• opportunities to try new tools and teaching
approaches in computer classrooms
• discussions about teaching challenges and
ideals
Several impressive talks
• Mind mapping (Susan Keen)
• Remote teaching and other faculty challenges
during a pandemic (Liz Gibson)
• Teaching and learning with a brewery
simulation (Bob Burnett and Paul Singh)
• The pleasures and pitfalls of Powerpoint (Andy
Jones)
• Evaluating Student Work in Science (Annaliese
Franz)
Using mind-maps in teaching
(Susan Keen)
• トニー・ブザン(Tony Buzan)が提唱した、図解表
現技法の一つ
(Wikipediaより)
Several impressive talks
• Mind mapping (Susan Keen)
• Remote teaching and other faculty challenges
during a pandemic (Liz Gibson)
• Teaching and learning with a brewery
simulation (Bob Burnett and Paul Singh)
• The pleasures and pitfalls of Powerpoint (Andy
Jones)
• Evaluating Student Work in Science (Annaliese
Franz)
Think how many people engage in graduate studies and how
many people play video games
brewery simulation
•Animation in food
processing
•Virtual
experiments in food
processing
Several impressive talks
• Mind mapping (Susan Keen)
• Remote teaching and other faculty challenges
during a pandemic (Liz Gibson)
• Teaching and learning with a brewery
simulation (Bob Burnett and Paul Singh)
• The pleasures and pitfalls of Powerpoint (Andy
Jones)
• Evaluating Student Work in Science (Annaliese
Franz)
Several impressive talks
• Mind mapping (Susan Keen)
• Remote teaching and other faculty challenges
during a pandemic (Liz Gibson)
• Teaching and learning with a brewery
simulation (Bob Burnett and Paul Singh)
• The pleasures and pitfalls of Powerpoint (Andy
Jones)
• Evaluating Student Work in Science (Annaliese
Franz)
Evaluating Student Work in Science (Annaliese Franz)
Summary: Important information
Objectives
Teaching & Learning
Content
Assesment
Extended L. Dee. Finks Triangle
Bloom’s Taxonomy (Two Versions)
Objectives, contents,
Teaching and Assessment all
can be designed in the
context of Bloom’s
Taxonomy
Summary: Some Teaching Tips and information
•Make teaching interactive (concept maps, Q&A, T-P-S
games...)
•Students learn more through some activities rather than
through lectures.
•A student can continue 10-15 minute to be attentive.
•Give less emphasis to complete the contents—teach less
but better.
•Use technology as much as possible to increase
interaction—in class and out of class.
•Be organized in the class.
•Create a comfortable environment in the class.
•Motivate and inspire students to learn (news, success
stories, personal experience…)
Summary: Challenge VS. Skill
When we assign a
job to a student we
keep in mind that it
falls in the top
right corner of the
skill-challenge
chart
Summary: Assessment
Objective of assessment can be
decided in the context of Bloom’s
taxonomy.
Multiple choice and simple questions
can be used to assess whether the
students remember, understand and
can apply what they have learnt.
To assess the skill of analyzing,
Bloom’s Taxonomy (Two Versions)
evaluating and creating, student
should present , write on some topic
or perform some project.
Rubric can be used for balanced
assessment of a presentation or a
writing or a project.
Summary: Rubric for Assessment
We were received on 31st August, 2009 in George Hart Hall
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