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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