| 教 員 プ ロ フ ィ ー ル | |||||
|---|---|---|---|---|---|
| ﾌ ﾘ ｶﾞ ﾅ | ﾃｨﾓｼｰ ｼﾞｮﾝ ｳｰﾙｽﾃﾝｸﾛﾌﾄ | 職 位 | 准教授 | 所 属 | 環境社会学部 環境社会学科 |
| 氏 名 | Timothy J. Woolstencroft | ||||
| 主 な 学 歴 | |||||
|---|---|---|---|---|---|
| 年 月 | 事 項 | ||||
| 1981年09月 (昭和56年) | KNUTSFORD HIGH SCHOOL SIXTH FORM COLLEGE, ENGLAND (入学)(Enrollment) | ||||
| 1983年06月 (昭和58年) | KNUTSFORD HIGH SCHOOL SIXTH FORM COLLEGE, ENGLAND (卒業) | ||||
| 1983年09月 (昭和58年) | THE UNIVERSITY OF LEICESTER, ENGLAND (LL.B.-LAW) 大学 (入学)(Enrollment) | ||||
| 1986年07月 (昭和61年) | THE UNIVERSITY OF LEICESTER, ENGLAND (LL.B.-LAW) 大学 (卒業) | ||||
| 1986年09月 (昭和61年) | CHESTER COLLEGE OF LAW, ENGLAND (SOLICITORS’ FINAL EXAMINATIONS) (入学)(Enrollment) | ||||
| 1987年06月 (昭和62年) | CHESTER COLLEGE OF LAW, ENGLAND (SOLICITORS’ FINAL EXAMINATIONS) (卒業) | ||||
| 2001年09月 (平成13年) | THE UNIVERSITY OF MANCHESTER, ENGLAND (M.Ed.) 大学院 (入学) | ||||
| 2002年11月 (平成14年) | THE UNIVERSITY OF MANCHESTER, ENGLAND (M.Ed.) 大学院 (卒業) | ||||
| 主 な 職 歴 | |||||
| 年 月 | 事 項 | ||||
| 1988年09月 (昭和63年) | SLATER HEELIS SOLICITORS, MANCHESTER, ENGLAND (Trainee Solicitor) | ||||
| 1988年09月 (昭和63年) | SLATER HEELIS SOLICITORS, MANCHESTER, ENGLAND (Solicitor) | ||||
| 1993年04月 (平成5年) | DAVID ENGLISH HOUSE, HIROSHIMA, JAPAN (Teacher, Director of Studies, Director) | ||||
| 2002年10月 (平成14年) | THE UNIVERSITY OF MANCHESTER, ENGLAND (Research Assistant) | ||||
| 2003年04月 (平成15年) | 城西国際大学 語学教育センター研究員 | ||||
| 学会及び社会における活動等 | |||||
| 所属学会 | ◎JALT (Japan Association of Language Teachers) PRESIDENT OF JALT, CHIBA CHAPTER | ||||
| 年 月 | 事 項 | ||||
| 2003年04月 (平成15年) | JALT (Japan Association of Language Teachers) PRESIDENT OF JALT, CHIBA CHAPTER | ||||
| 賞 罰 | |||||
| 年 月 | 事 項 | ||||
| 特になし | |||||
| 主 な 資 格 ・ 特 許 | |||||
| 年 月 | 事 項 | ||||
| 1992年10月 (平成4年) | ST.GILES COLLEGE, LONDON, ENGLAND (CELTA) | ||||
| 教育研究業績書 | |
|---|---|
| 研究分野 | 研究内容のキーワード |
| | |
| 教育上の能力に関する事項 | ||
|---|---|---|
| 事 項 | 年 月 | 概要 |
| １．教育方法の実践例 | ||
| Fundamentals of English 2 | 2014年09月 (平成26年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. As I am the coordinator of the Fundamentals of English courses, I prepared the unit tests and final writing test for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the Department of International Exchange Studies |
| Oral Fluency 2 | 2014年09月 (平成26年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. As I am the coordinator of the Fundamentals of English courses, I also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the Department of International Exchange Studies |
| Oral Fluency 3 | 2014年09月 (平成26年) | This task-based, themed course uses a communicative approach to language learning. The course focuses on creating a "real-life" international company setting, helping students prepare for more formal business communication, presentations and interviews. Students work in small groups working on assignments and research projects as well as making written and spoken presentations. I prepared the syllabus for this course in order to build on the skills the students have gained in their previous English classes and to prepare the students for the skills they will need in their future courses, as well as the skills needed when seeking employment and in their working lives. The book “Widgets” was chosen as it provides the students with roleplays and situations they may encounter in a company setting. While the textbook does provide interesting, useful and relevant content, changes were made to the course, and additional resources prepared, in order to more fully meet the needs of the students. Following the web-based syllabus, students are expected to complete individual and group assignments. One of the course modules requires the students to design and undertake an original research assignment. As part of this assignment, groups collect and analyze data, and present their research findings in both written and spoken form. As well as setting homework activities, setting the grading criteria, giving and grading unit examinations and providing students additional support where necessary, I also prepared original handouts and assignments designed around the needs of the students in this particular class. Regular meetings were held with the other teachers on this course to ensure that the objectives of the course were being met and the materials being produced were adequate to prepare the students and help them meet the required standards of the course. Students were also required to use the ALC online software as part of this course. This course was taught in the Department of International Exchange Studies. |
| Intermediate Practical Discussion Skills | 2014年09月 (平成26年) | Teaching this course according to the web-based syllabus, focusing on giving students the tools and practice needed to confidently present and discuss their own ideas in a clear and effective manner. As the course progresses, students build their communicative skills and tools required to speak about discuss and a wide range of issues and topics. As well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary, I also prepared original handouts and assignments designed around the needs of the students in this particular class and designed to supplement material contained in the coursebook.. This course was taught in the Department of International Exchange Studies. |
| British Children's Literature | 2014年09月 (平成26年) | This course aims to improve the students' overall knowledge and understanding of children's literature in the U.K., as well as understanding the way in which British and European culture has influenced children's stories. A further aim of this course is to provide students with a deeper knowledge of the challenges native English speakers face when learning to read, and the way both children’s literature and the teaching of reading skills have developed in order to overcome these difficulties. I prepared original material covering various periods and styles of children’s literature, ranging from books native speakers use to teach children when they are beginning to read, through to adaptations of classic literature for children (Chaucer, Shakespeare, Dickens) and finishing with more modern children’s literature. Each assignment and class meeting was designed to give students a deeper understanding of certain aspects of children’s literature, in addition to a deeper understanding of the teaching techniques and activities used to help improve reading skills. |
| MA-Global Communication TESOL Practicum | 2014年09月 (平成26年) | Teaching this Master's course designed to prepare the students for their thesis writing, as well as giving them more practical teaching opportunities and lesson planning advice. |
| Fundamentals of English 1 | 2015年04月 (平成27年) | This four skills course aims to improve the student's general ability to use English. A thorough focus on basic grammar forms and how to use them in a communicative context enables the student to gain more confidence in the use of English and a greater understanding of how English works. Active participation is essential in this course with frequent use of pair-work and group-work activities, as well as regular homework assignments and feedback. There were three writing test during the semester, as well as continuous assessment based on class work, written assignments, TOEIC activities, and vocabulary journals. This constant review and consolidation, and preparation for the module tests themselves, ensured that the students had a solid grounding in all four English skills and a firm grasp of the grammar concepts and vocabulary introduced in this course. Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. I taught this course in the following departments: Social Work Studies, Media, International Culture, Social and Environmental Studies |
| Fundamentals of English 2 | 2015年04月 (平成27年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. As I am the coordinator of the Fundamentals of English courses, I prepared the unit tests and final writing test for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the Department of Pharmaceutical Sciences |
| Intermediate Writing Skills | 2015年04月 (平成27年) | Intermediate Writing Skills builds on Basic Writing Skills as a secondary level writing course, in which the student writes alone, writes in small groups, undertakes peer review activities, and reads on a regular basis to develop and review vocabulary as the course progresses. The Intermediate Writing Skills course uses the same textbook as the Intermediate Reading Skills course, and will develop the ideas and themes introduced in this course. This writing course aims to further improve the student's ability to write in English. The course reviews the English paragraph and teaches how to view writing as a process. By the end of the course, the student will have acquired the skills needed for good writing in paragraphs and will have become a more confident, independent writer in English. Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. I taught this course in the Department of International Exchange Studies |
| Oral Fluency 1 | 2015年04月 (平成27年) | This speaking course aims to improve the student's ability to use English primarily in a university context. By the end of the course the student will be able to make introductions and small talk, discuss class-related problems with an instructor, and ask questions about, and give opinions on, the weekend. Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. I taught this course in the Department of International Exchange Studies |
| MA-Global Communication English Language Structure Analysis | 2015年04月 (平成27年) | The objectives of this course are to give students a survey of the principles of linguistics; phonology, morphology, semantics, and syntax and pragmatics while focusing on the practical applications of these for effective teaching of English pronunciation, word formation and meaning, and grammar and discourse. Includes error analysis and sentence structure analysis. Portfolio contribution: analysis of errors and ambiguity in English found in the community. Students were asked to prepare for each class by reading assigned pages in the textbook. In class, students did exercises on the areas covered and discussed the main issues of each principle and how they relate to the teacher's work in the classroom. Outside of class, students were asked to examine the English around them and report on what was found in terms of speech or word formation error analysis, sentence structure analysis, ambiguity in meaning, and discourse analysis. There were three exams to test understanding of the concepts covered plus a final comprehensive exam. |
| MA-Global Communication Curriculum and Materials Design I | 2015年09月 (平成27年) | The objectives of this course are to give students a practical understanding of the teaching and learning of the four macroskills; reading, writing, listening and speaking. The course is designed to connect the learning context and learner needs with the communicative purpose of English. Areas covered in this course include the concepts and terminology relating to the teaching of the four skills, the purpose and features of the macroskills, features of written and spoken English, obstacles to learning and improvement, and the teaching of effective learning strategies. Students were asked to prepare for each class by reading assigned pages in the textbook and undertaking homework assignments. In class, students did exercises relating to the practical aspects of teaching the four macroskills and to curriculum and materials design. There were discussions of the main issues and principles highlighted in this course and students prepared teaching plans, activities and materials incorporating the principles and theories presented. Students were required to submit a comprehensive teaching plan and a teaching portfolio demonstrating their understanding of the concepts covered in this course and the practical applications of those concepts in a clearly defined teaching setting. |
| Oral Fluency 3 | 2015年09月 (平成27年) | This task-based, themed course uses a communicative approach to language learning. The course focuses on creating a "real-life" international company setting, helping students prepare for more formal business communication, presentations and interviews. Students work in small groups working on assignments and research projects as well as making written and spoken presentations. I prepared the syllabus for this course in order to build on the skills the students have gained in their previous English classes and to prepare the students for the skills they will need in their future courses, as well as the skills needed when seeking employment and in their working lives. The book “Widgets” was chosen as it provides the students with roleplays and situations they may encounter in a company setting. While the textbook does provide interesting, useful and relevant content, changes were made to the course, and additional resources prepared, in order to more fully meet the needs of the students. Following the web-based syllabus, students are expected to complete individual and group assignments. One of the course modules requires the students to design and undertake an original research assignment. As part of this assignment, groups collect and analyze data, and present their research findings in both written and spoken form. As well as setting homework activities, setting the grading criteria, giving and grading unit examinations and providing students additional support where necessary, I also prepared original handouts and assignments designed around the needs of the students in this particular class. Regular meetings were held with the other teachers on this course to ensure that the objectives of the course were being met and the materials being produced were adequate to prepare the students and help them meet the required standards of the course. Students were also required to use the ALC online software as part of this course. This course was taught in the Department of International Exchange Studies. |
| Intermediate Practical Discussion Skills | 2015年09月 (平成27年) | Teaching this course according to the web-based syllabus, focusing on giving students the tools and practice needed to confidently present and discuss their own ideas in a clear and effective manner. As the course progresses, students build their communicative skills and tools required to speak about discuss and a wide range of issues and topics. As well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary, I also prepared original handouts and assignments designed around the needs of the students in this particular class and designed to supplement material contained in the coursebook.. This course was taught in the Department of International Exchange Studies. |
| MA-Global Communication TESOL Practicum | 2015年09月 (平成27年) | Teaching this Master's course designed to prepare the students for their thesis writing, as well as giving them more practical teaching opportunities and lesson planning advice. |
| MA-Global Communication Curriculum and Materials Design I | 2015年09月 (平成27年) | The objectives of this course are to give students a practical understanding of the teaching and learning of the four macroskills; reading, writing, listening and speaking. The course is designed to connect the learning context and learner needs with the communicative purpose of English. Areas covered in this course include the concepts and terminology relating to the teaching of the four skills, the purpose and features of the macroskills, features of written and spoken English, obstacles to learning and improvement, and the teaching of effective learning strategies. Students were asked to prepare for each class by reading assigned pages in the textbook and undertaking homework assignments. In class, students did exercises relating to the practical aspects of teaching the four macroskills and to curriculum and materials design. There were discussions of the main issues and principles highlighted in this course and students prepared teaching plans, activities and materials incorporating the principles and theories presented. Students were required to submit a comprehensive teaching plan and a teaching portfolio demonstrating their understanding of the concepts covered in this course and the practical applications of those concepts in a clearly defined teaching setting. |
| Presentation Skills | 2015年09月 (平成27年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. I taught this course to students in the Department of International Exchange Studies This task-based course focused on giving students the tools and practice needed to confidently present their own ideas in a clear and effective manner. As the course progressed, students built the strategies and developed the skills necessary for a wide range of presentation purposes. The students had weekly assignments to prepare and present on a wide variety of topics using different presentation formats. Students were also required to submit written presentations. |
| Oral Fluency 2 | 2015年09月 (平成27年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. As I am the coordinator of the Fundamentals of English courses, I also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the Department of Business Management |
| Fundamentals of English 2 | 2015年09月 (平成27年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. As I am the coordinator of the Fundamentals of English courses, I prepared the unit tests and final writing test for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the Department of International Exchange Studies |
| Fundamentals of English 1 | 2016年04月 (平成28年) | This four skills course aims to improve the student's general ability to use English. A thorough focus on basic grammar forms and how to use them in a communicative context enables the student to gain more confidence in the use of English and a greater understanding of how English works. Active participation is essential in this course with frequent use of pair-work and group-work activities, as well as regular homework assignments and feedback. There were three writing test during the semester, as well as continuous assessment based on class work, written assignments, TOEIC activities, and vocabulary journals. This constant review and consolidation, and preparation for the module tests themselves, ensured that the students had a solid grounding in all four English skills and a firm grasp of the grammar concepts and vocabulary introduced in this course. Assigned text: World English 1 Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. I taught this course in the following departments: Business Management, Nursing |
| Fundamentals of English 2 | 2016年04月 (平成28年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. Assigned text: World English 1B As I am the coordinator of the Fundamentals of English courses, I prepared the unit tests and final writing test for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the following departments: International Culture, Pharmaceutical Sciences, Social and Environmental Studies |
| Intermediate Writing Skills | 2016年04月 (平成28年) | Intermediate Writing Skills builds on Basic Writing Skills as a secondary level writing course, in which the student writes alone, writes in small groups, undertakes peer review activities, and reads on a regular basis to develop and review vocabulary as the course progresses. This writing course aims to further improve the student's ability to write in English. The course reviews the English paragraph and teaches how to view writing as a process. By the end of the course, the student will have acquired the skills needed for good writing in paragraphs and will have become a more confident, independent writer in English. Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. I taught this course in the Department of International Exchange Studies |
| Intermediate Reading Skills | 2016年04月 (平成28年) | The goal of the Intermediate Reading Skills course is to improve reading skills by increasing vocabulary, learning how to recognize word parts and their meaning, understanding paragraph structure and patterns of thinking in English, and learning how to infer meaning in a text. In meeting this goal and by increasing speed of reading through extensive practice, it is also hoped that students will be able to improve their score on the reading section of the TOEIC Test. Throughout this course, students will be required to keep a log of new vocabulary words that are necessary to understand the reading passages in the textbook. There will be two tests during the semester. Students will be required to read no fewer than three graded readers and five newspaper articles outside of class. Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. I taught this course in the Department of International Exchange Studies |
| MA-Global Communication Curriculum and Materials Design I | 2016年04月 (平成28年) | The objectives of this course are to give students a practical understanding of the teaching and learning of the four macroskills; reading, writing, listening and speaking. The course is designed to connect the learning context and learner needs with the communicative purpose of English. Areas covered in this course include the concepts and terminology relating to the teaching of the four skills, the purpose and features of the macroskills, features of written and spoken English, obstacles to learning and improvement, and the teaching of effective learning strategies. Students were asked to prepare for each class by reading assigned pages in the textbook and undertaking homework assignments. In class, students did exercises relating to the practical aspects of teaching the four macroskills and to curriculum and materials design. There were discussions of the main issues and principles highlighted in this course and students prepared teaching plans, activities and materials incorporating the principles and theories presented. Students were required to submit a comprehensive teaching plan and a teaching portfolio demonstrating their understanding of the concepts covered in this course and the practical applications of those concepts in a clearly defined teaching setting. |
| Fundamentals of English 2 | 2016年10月 (平成28年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. Assigned text: World English 1B As I am the coordinator of the Fundamentals of English courses, I prepared the unit tests and final writing test for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses compliment each other. I taught this course in the following departments: Business Management |
| Oral Fluency 2 | 2016年10月 (平成28年) | This English course is designed to focus on the development of the students' oral communication competences and to improve students’ conversational English within the topic area of travel. This speaking course aims to improve the student's ability to use English in a practical communicative context. Active participation is essential in this course with frequent use of pair-work and group-work activities, as well as regular homework assignments. The course also includes role-play conversations and "small talk." The emphasis will be on building confidence to communicate in English, so exams will reward students who can communicate ideas in English, even if their English is not entirely accurate. Assigned text: Encounters Abroad eaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. I taught this course in the following departments: International Culture, Social and Environmental Studies |
| Oral Fluency 1 | 2016年10月 (平成28年) | This speaking course aims to improve the student's ability to use English primarily in a university context. By the end of the course the student will be able to make introductions and small talk, discuss class-related problems with an instructor, and ask questions about, and give opinions on, the weekend. Assigned text: Encounters 1 Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to attend the TOEIC lab as part of their course work, and I went through the lab sheets with them. While using the ALC online software was not a requirement for this course, I encouraged the students to use this resource and went through any problems with them. I taught this course in the Department of Pharmaceutical Sciences |
| Presentation Skills | 2016年10月 (平成28年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. I taught this course to students in the Department of International Exchange Studies This task-based course focused on giving students the tools and practice needed to confidently present their own ideas in a clear and effective manner. As the course progressed, students built the strategies and developed the skills necessary for a wide range of presentation purposes. The students had weekly assignments to prepare and present on a wide variety of topics using different presentation formats. Students were also required to submit written presentations. |
| MA-Global Communication Curriculum and Materials Design 2 | 2016年10月 (平成28年) | The objectives of this course are to give students a practical understanding of the teaching and learning of the four macroskills; reading, writing, listening and speaking. The course is designed to connect the learning context and learner needs with the communicative purpose of English. Areas covered in this course include the concepts and terminology relating to the teaching of the four skills, the purpose and features of the macroskills, features of written and spoken English, obstacles to learning and improvement, and the teaching of effective learning strategies. Students were asked to prepare for each class by reading assigned pages in the textbook and undertaking homework assignments. In class, students did exercises relating to the practical aspects of teaching the four macroskills and to curriculum and materials design. There were discussions of the main issues and principles highlighted in this course and students prepared teaching plans, activities and materials incorporating the principles and theories presented. Students were required to submit a comprehensive teaching plan and a teaching portfolio demonstrating their understanding of the concepts covered in this course and the practical applications of those concepts in a clearly defined teaching setting. |
| MA-Global Communication TESOL Practicum | 2016年10月 (平成28年) | Teaching this Master's course designed to prepare the students for their thesis writing, as well as giving them more practical teaching opportunities and lesson planning advice. |
| Oral Fluency 4 | 2016年10月 (平成28年) | Teaching this course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original handouts and assignments designed around the needs of the students in this particular class. Students also had to use the ALC online software as a requirement for this course, I encouraged the students to fully use this resource and went through any problems with them. Teaching materials: Original worksheets were prepared on a weekly basis covering current news topics. Discussion activities, as well as grammatical and lexical activities, were prepared to exploit the content of the newspaper articles and were designed to improve the students' fluency and accuracy skills. Activities were also aimed at improving students' communicative competences in all four language skills. I taught this course in the Department of International Exchange Studies |
| Fundamentals of English 2 | 2020年04月 (平成32年) | Teaching this online course according to the web-based syllabus, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original online handouts and assignments designed around the needs of the students in this particular class. Students also had to submit TOEIC assignments as part of their course work, and I ensured that original online TOEIC activities were available. Ensured consistency in the unit tests and final writing report for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses complement each other. I taught this course in the Faculty of Management and Information Sciences |
| Adapting CLE courses to online teaching | 2020年04月 (平成32年) | Ensuring that all language courses could be taught online during the Coronavirus pandemic. Preparing interactive on-demand materials and adapting the course curricula, so that all the CLE courses and assessment could be adequately completed using remote learning. Providing instruction for teachers in the CLE and assessment protocols. |
| MA-Global Communication Curriculum and Materials Design I | 2020年04月 (平成32年) | The objectives of this course are to give students a practical understanding of the teaching and learning of the four macro skills; reading, writing, listening and speaking. The course is designed to connect the learning context and learner needs with the communicative purpose of English. Areas covered in this course include the concepts and terminology relating to the teaching of the four skills, the purpose and features of the macro skills, features of written and spoken English, obstacles to learning and improvement, and the teaching of effective learning strategies. Students were asked to prepare for each class by reading assigned pages in the textbook and undertaking homework assignments. The content of the curriculum was adapted for online learning. In class, students did exercises relating to the practical aspects of teaching the four macro skills and to curriculum and materials design. There were discussions of the main issues and principles highlighted in this course and students prepared teaching plans, activities and materials incorporating the principles and theories presented. Students were required to submit a comprehensive teaching plan and a teaching portfolio demonstrating their understanding of the concepts covered in this course and the practical applications of those concepts in a clearly defined teaching setting. |
| Fundamentals of English 1 | 2020年04月 (平成32年) | Teaching this online course according to the web-based syllabus using a combination of online and on-demand class material, as well as setting additional homework activities, giving and grading unit examinations and providing students additional support where necessary. I also prepared original digital handouts and assignments designed around the needs of the students in this particular class. Students also had to submit TOEIC assignments as part of their course work, and I ensured that original online TOEIC activities were available. I ensured consistency in the unit tests and final writing report for this course also regularly discussed the aims of the compulsory English courses, what improvements could be made and how best to ensure that the courses complement each other. I taught this course in the Faculty of Management and Information Sciences, Faculty of Media Studies, and the Department of International Exchange Studies |
| ２．作成した教科書、教材 | ||
| Oral Fluency 2 | 2014年09月 (平成26年) | To supplement the material contained in the "Encounters 2" course book, I continued to use the additional materials I have developed over many years of teaching this course. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| Fundamentals of English 2 | 2014年09月 (平成26年) | I have written and prepared the course materials for the Fundamentals of English 2 course and I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have. |
| Intermediate Practical Discussion Skills | 2014年09月 (平成26年) | While the syllabus, text and general structure of this course remained the same as in previous years, the topics and the kinds of discussions were revised and updated based on discussions with teachers and students. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Oral Fluency 3 | 2014年09月 (平成26年) | While the coursebook used for this course remained the same as in previous years, the course content, assignments and materials used in this course continue to develop based on the feedback of the students and the perceived needs of the class being taught. Regular meetings were held with the other teachers on this course, and changes to the course materials and structure were made on the basis of these meetings. The original task-based materials were further developed to ensure that the tasks more accurately reflected real-life situations the students may find themselves in, and more effectively develop their transferable skills. |
| British Children's Literature | 2014年09月 (平成26年) | All the course materials used are original and are based on examples of children's literature in the UK. Materials are also used to introduce the students to teaching activities and methods of developing literacy for English learners. Although the syllabus, and the general aims and focus of this course remained the same as last year’s course, I was able to add further original content and respond to student’s requests of content to be studied. The background of the students studying this course is often very different from year to year, so I have to be ready to adapt to the students’ needs. With only 15 class meetings, time constraints meant that I wasn’t able to meet all the students’ requests, however I did alter order of some books studied and added other stories based on student feedback and what I perceived to be their needs. |
| Fundamentals of English 1 | 2015年04月 (平成27年) | To supplement the material contained in the "World English" course book, I developed additional materials designed to cater to the needs of the individual students in the different classes. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| Fundamentals of English 2 | 2015年04月 (平成27年) | I have written and prepared the course materials for the Fundamentals of English 2 course and I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have. |
| Oral Fluency 1 | 2015年04月 (平成27年) | To supplement the material contained in the "Encounters 1" course book, I continued to use the additional materials I have developed over many years of teaching this course. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| MA-Global Communication Curriculum and Materials Design I | 2015年04月 (平成27年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources. Assigned text: Learning Teaching (3rd Edition) - Jim Scrivener (Macmillan/2011) |
| MA-Global Communication English Language Structure Analysis | 2015年04月 (平成27年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources. Assigned text: [Introduction to English Linguistics: 2nd Revised Edition] Ingo Plag, Maria Braun, Sabine Lappe, Mareile Schramm (DeGruyter Mouton/2009) |
| Intermediate Writing Skills | 2015年04月 (平成27年) | The syllabus, text and general structure of this course were revised this year, and the topics and the kinds of writing the students were expected to produce were also revised and updated based on discussions with teachers and students and changes made to the Intermediate Reading Skills course. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Oral Fluency 2 | 2015年09月 (平成27年) | To supplement the material contained in the "World English" course book, I continued to use the additional materials I have developed over many years of teaching this and other courses. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have. |
| Fundamentals of English 2 | 2015年09月 (平成27年) | I have written and prepared the course materials for the Fundamentals of English 2 course and I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have. |
| Oral Fluency 3 | 2015年09月 (平成27年) | While the coursebook used for this course remained the same as in previous years, the course content, assignments and materials used in this course continue to develop based on the feedback of the students and the perceived needs of the class being taught. Regular meetings were held with the other teachers on this course, and changes to the course materials and structure were made on the basis of these meetings. The original task-based materials were further developed to ensure that the tasks more accurately reflected real-life situations the students may find themselves in, and more effectively develop their transferable skills. |
| MA-Global Communication Curriculum and Materials Design I | 2015年09月 (平成27年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources. Assigned text: Learning Teaching (3rd Edition) - Jim Scrivener (Macmillan/2011) |
| Intermediate Practical Discussion Skills | 2015年09月 (平成27年) | While the syllabus, text and general structure of this course remained the same as in previous years, the topics and the kinds of discussions were revised and updated based on discussions with teachers and students. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Presentation Skills | 2015年09月 (平成27年) | While the syllabus, text and general structure of this course remained the same as in previous years, the topics and the kinds of presentations were revised and updated based on discussions with teachers and students. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Fundamentals of English 1 | 2016年04月 (平成28年) | To supplement the material contained in the "World English" course book, I developed additional materials designed to cater to the needs of the individual students in the different classes. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| Fundamentals of English 2 | 2016年04月 (平成28年) | To supplement the material contained in the "World English" course book, I developed additional materials designed to cater to the needs of the individual students in the different classes. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| Intermediate Writing Skills | 2016年04月 (平成28年) | The syllabus, text and general structure of this course were revised again this year, and the topics and the kinds of writing the students were expected to produce were also further revised and updated based on discussions with teachers and students and changes made to the Intermediate Reading Skills course. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Intermediate Writing Skills | 2016年04月 (平成28年) | The syllabus, text and general structure of this course were revised again this year, and the topics and the kinds of writing the students were expected to produce were also furtherbrevised and updated based on discussions with teachers and students and changes made to the Intermediate Reading Skills course. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Intermediate Reading Skills | 2016年04月 (平成28年) | The syllabus, text and general structure of the Intermediate Reading Skills courses were revised this year, and the coursebooks were chosen according to each class level after discussions with teachers and students. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| MA-Global Communication Curriculum and Materials Design I | 2016年04月 (平成28年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources. Assigned text: Learning Teaching (3rd Edition) - Jim Scrivener (Macmillan/2011) |
| Oral Fluency 2 | 2016年10月 (平成28年) | To supplement the material contained in the "World English" course book, I continued to use the additional materials I have developed over many years of teaching this and other courses. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have. |
| Oral Fluency 1 | 2016年10月 (平成28年) | To supplement the material contained in the "Encounters 1" course book, I continued to use the additional materials I have developed over many years of teaching this course. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| Presentation Skills | 2016年10月 (平成28年) | While the syllabus, text and general structure of this course remained the same as in previous years, the topics and the kinds of presentations were revised and updated based on discussions with teachers and students. Particular needs and learning experiences of the students were taken into account. Original materials were used to supplement the coursebook. |
| Fundamentals of English 2 | 2016年10月 (平成28年) | To supplement the material contained in the "World English" course book, I developed additional materials designed to cater to the needs of the individual students in the different classes. I continue to revise and update these materials based on student feedback and my classroom experience. I also adapt materials based on the level of the students and individual difficulties and needs they may have |
| MA-Global Communication Curriculum and Materials Design 2 | 2016年10月 (平成28年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources. Assigned text: Learning Teaching (3rd Edition) - Jim Scrivener (Macmillan/2011) |
| MA-Global Communication TESOL Practicum | 2016年10月 (平成28年) | Discussing relevant research articles that may help the students' with their graduation thesis writing, as well as helping prepare original course materials and lessons plans. Students also taught and observes classes as part of their practical teacher training. |
| Oral Fluency 4 | 2016年10月 (平成28年) | The particular needs and learning experiences of the students were taken into account when choosing the original materials, activities and topic areas to be covered in this class. |
| Fundamentals Of English 2 | 2020年04月 (平成32年) | I have written and prepared the course materials for the Fundamentals of English 2 course and I continue to revise and update these materials based on student feedback and my classroom experience. I also adapted these materials based to be suitable for online teaching and on-demand lesson. These materials were further adapted to be better suited to the level of the students and individual difficulties and needs they may have. Adapting the web-based syllabus for this course to reflect the changes to the teaching methods required (from face-to-face classes to online/on-demand classes). |
| Digital teaching materials - CLE | 2020年04月 (平成32年) | Contacting publishers to ensure that all the materials for the CLE English language courses were available digitally and that providing course materials did not breach copyright. Adapting course materials and content to reflect the changes from face-to-face classes to online/on-demand classes, as well as preparing original digital TOEIC material to meet the requirements of the compulsory English courses. |
| MA-Global Communication Curriculum and Materials Design I | 2020年04月 (平成32年) | Developing original materials to supplement the content presented in the assigned text and adapting materials from a variety of other sources to be suitable for use in online classes. Assigned text: Learning Teaching (3rd Edition) - Jim Scrivener (Macmillan/2011) |
| Fundamentals of English 1 | 2020年04月 (平成32年) | I co-wrote the coursebook and for the Fundamentals of English 1 course and I revised and update these materials for online teaching purposes. I also adapted The web-based syllabus for this course was revised to reflect the changes to the teaching methods required (from face-to-face classes to online/on-demand classes). |
| ３．教育上の能力に関する大学等の評価 | ||
| Fundamentals of English 2 | 2014年09月 (平成26年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 2 | 2014年09月 (平成26年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 3 | 2014年09月 (平成26年) | The results of the questionnaire and the comments made by the students were positive. The students taking the OF3 course are second-year students, in the main, and have quite an in-depth knowledge of the English courses at JIU. They are able to provide very helpful insights into their experiences at JIU. I am always very eager to get feedback from the and the OF3 course has been adapted to better meet their needs. We were able to adapt some of the content of the course, as well as the order in which it was taught, based on these feedback sessions. |
| Intermediate Practical Discussion Skills | 2014年09月 (平成26年) | The comments contained in the end-of-year questionnaire were positive. I found the feedback invaluable and is of great help to me personally when coordinating courses and developing the Intermediate Practical Discussion Skills course in particular. I also hold discussions with the other teachers on this course and develop the course content and focus based on student feedback |
| British Children's Literature | 2014年09月 (平成26年) | The make-up of the students taking this course varies widely from year-to-year. This year the class was made up of exchange students from various institutions. The course content is adapted each year to best meet the individual needs of the students enrolled on the course. The feedback this year was extremely positive. |
| Fundamentals of English 2 | 2015年04月 (平成27年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am a co-coordinator of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Fundamentals of English 1 | 2015年04月 (平成27年) | I shared several of my Fundamentals of English 1 classes this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, iIn the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 1 | 2015年04月 (平成27年) | I shared this Oral Fluency 1 class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. It was noticeable that the evaluations for this class were generally lower than for previous classes of this type and for other classes this semester. In the main, however, the questionnaire scores were positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Intermediate Writing Skills | 2015年09月 (平成27年) | I shared this Intermediate Writing Skills class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, the main the questionnaire scores were generally positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. |
| Oral Fluency 2 | 2015年09月 (平成27年) | I shared this Oral Fluency 2 class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback are for and generally undermines the value of the student feedback. In the main the questionnaire scores were positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 3 | 2015年09月 (平成27年) | I shared this Oral Fluency 3 class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback are for and generally undermines the value of the student feedback. In the main the questionnaire scores were positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. The students taking the OF3 course are second-year students, in the main, and have quite an in-depth knowledge of the English courses at JIU. They are able to provide very helpful insights into their experiences at JIU. I am always very eager to get feedback from the and the OF3 course has been adapted to better meet their needs. We were able to further adapt some of the content of the course based on these feedback sessions. |
| Fundamentals Of English 2 | 2015年09月 (平成27年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Intermediate Practical Discussion Skills | 2015年09月 (平成27年) | The comments contained in the end-of-year questionnaire were positive. I found the feedback invaluable and is of great help to me personally when coordinating courses and developing the Intermediate Practical Discussion Skills course in particular. I also hold discussions with the other teachers on this course and develop the course content and focus based on student feedback |
| Presentaion Skills | 2015年09月 (平成27年) | The results of the questionnaire and the comments made by the students were very positive. The students taking the Presentation Skills course are third and fourth-year students, in the main, and have an in-depth knowledge of the English courses at JIU. They are able to provide very helpful insights into their experiences at JIU. I am always very eager to get feedback from them and this course has been adapted to better meet their needs. |
| Fundamentals of English 1 | 2016年04月 (平成28年) | I shared one of my Fundamentals of English 1 classes this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, iIn the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Fundamentals of English 2 | 2016年04月 (平成28年) | In the main the questionnaire scores were extremely positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Intermediate Writing Skills | 2016年04月 (平成28年) | I shared this Intermediate Writing Skills class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, the main the questionnaire scores were generally positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. |
| Intermediate Writing Skills | 2016年04月 (平成28年) | I shared this Intermediate Writing Skills class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, the main the questionnaire scores were generally positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. |
| Intermediate Writing Skills | 2016年04月 (平成28年) | I shared this Intermediate Writing Skills class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, the main the questionnaire scores were generally positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. |
| Intermediate Writing Skills | 2016年04月 (平成28年) | I shared this Intermediate Writing Skills class this semester and, unfortunately, there was only one questionnaire for both teachers. This makes it very difficult to know who the comments and feedback is for and generally undermines the value of the student feedback. Having said that, the main the questionnaire scores were generally positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. |
| Intermediate Reading Skills | 2016年04月 (平成28年) | The comments contained in the end-of-year questionnaire were positive. I found the feedback invaluable and is of great help to me personally when coordinating courses and developing the Intermediate Reading Skills course in particular. I also hold discussions with the other teachers on this course and develop the course content and focus based on student feedback |
| Fundamentals of English 2 | 2016年10月 (平成28年) | As in previous years, the questionnaire scores were very positive and the feedback I had from individual students was also positive. Unfortunately, as previously with shared classes, there was only one questionnaire for both teachers. This makes it very difficult to clearly understand the focus of the comments and feedback and generally undermines the value of the student feedback. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Presentation Skills | 2016年10月 (平成28年) | The results of the questionnaire and the comments made by the students were very positive. The students taking the Presentation Skills course are third and fourth-year students, in the main, and have an in-depth knowledge of the English courses at JIU. They are able to provide very helpful insights into their experiences at JIU. I am always very eager to get feedback from them and this course has been adapted to better meet their needs. |
| Oral Fluency 1 | 2016年10月 (平成28年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 2 | 2016年10月 (平成28年) | In the main the questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the co-coordinate of the compulsory English courses (FOE 1 & 2 and OF1 & 2), I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| Oral Fluency 4 | 2016年10月 (平成28年) | This was the first time I had taught Oral Fluency 4 using the new curriculum I had prepared, so I was particularly interested to receive feedback from the students. Although the number of students who completed the feedback questionnaire was fairly small, the feedback was extremely positive. I also discussed changes to the course content with students and received very positive and informative feedback. |
| Fundamentals of English 1 | 2020年04月 (平成32年) | In the main, the online questionnaire scores were very positive and the feedback I had from individual students was also positive. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. I am particularly keen to find out what changes the students think should be made to better facilitate their learning and try to reflect these changes in curricula design in the CLE. |
| Fundamentals of English 2 | 2020年04月 (平成32年) | As in previous years, the questionnaire scores were very positive and the feedback I had from individual students was also positive. Unfortunately, as previously with shared classes, there was only one questionnaire for both teachers. This makes it very difficult to clearly understand the focus of the comments and feedback and generally undermines the value of the student feedback. As well as paying attention to the results of the questionnaires, I also try to talk to individual students throughout the course to ascertain their needs and to get suggestions for ways to improve the courses. As I am the director of the CLE I am particularly keen to find out what changes the students think should be made to better facilitate their learning. |
| ４．実務の経験を有する者についての特記事項 特になし | ||
| 大学・地域への貢献に関する事項 | ||
| 事 項 | 年 月 | 概要 |
| １．地域への貢献 | ||
| Togane High School Summer Course | 2015年04月 (平成27年) | Coordinating this summer school program. Helping develop course materials, organizing course content, and teaching summer school classes |
| 単著共著の別 | 年 月 | 発行所、発行雑誌等 又は発行学会等の名称 | 備考 | |
| （著書） | ||||
| 1．『Framework English』 | Collaborative author | (平成32年) | Kinseido (ISBN 978-4-7647-4107-2) | Co-author |
| 研究助成金、ＧＰ等の採択実績 | ||||
|---|---|---|---|---|
| 研究テーマ | 区 分 | 年 月 | 助成機関・助成金等の名称 | 概 要 |
| 特になし | ||||
