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

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目的

Contents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

• Sep 4: AssessmentObjectives Contents

Teaching & Learning Activities

Assessment

SUTL2009, Aug 31Agenda- Welcome!- Intro to today’s activity- Develop individual course maps- Presentations- Final announcements

Concept map

Objectives Contents

Teaching & Learning Activities

Assessment

•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: まず個人個人で考える2. Pair: （例えば）隣の席の学生とペアを作り，

意見交換3. Share: 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

学生に投げかける質問は，以下の 6 種類に分類できる1. Knowledge 知識として知っている2. Comprehensive コンセプトを理解している3. Application 知識を応用できる4. Analysis ある事象を分析ができる5. Synthesis ある事象群から，議論を組み立てら

れる6. 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

Content

Content+

Skill

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)

brewery simulation•Animation in food processing

•Virtual experiments in food processing

Think how many people engage in graduate studies and how many people play video games

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)

Teaching & Learning

Objectives

Assesment

Content

Extended L. Dee. Finks Triangle

Bloom’s Taxonomy (Two Versions)

Summary: Important information

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, 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.

Bloom’s Taxonomy (Two Versions)

Summary: Rubric for Assessment

We were received on 31st August, 2009 in George Hart Hall