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年度
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タイトル
Title
内容等
Content
活動期間
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2015  Student generated listening practice 

This presentation focused on the importance of listening practice in L2 classrooms. It admitted that while it is considered the most used of the four language skills it is also the most neglected in the classroom. The presenter discussed several reasons for this. Then the presenter explained three ways for students to create their own listening practice in the classroom and the benefits of this approach. 

2016/01/28 
2014  Preparing students for World Plaza visits 

This presentation explained the World Plaza at Nanzan University and what teachers can do to help students feel comfortable visiting the World Plaza and getting the most from that experience. The session also discussed guidelines for sending students to the World Plaza. 

2014/08 
2013  Debating in class 

This FD session was done during the Fall term FD session with full-time and part-time teachers. This session explained the benefits of having students practice debating skills but also the difficulties of practicing debating in class. It presented a step-by-step approach to introducing debating in an oral conversation class. 

2014/01/29 
2013  Using rubrics to improve assessment 

This was an internal FD session with full-time teachers on the benefits of rubric. It also gave advice on how to create better more useful rubric. 

2013/07/16 
2011  Providing more effective feedback 

This faculty development (FD) session focused on ways that teachers can give more effective feedback, so that students can better bridge the gap between actual performance and desired performance. The presenter presented models for writing and oral conversation classes. The audience asked questions related to when and how often feedback is given to students. 

2012 
2011  Why students plagiarize and what can be done about it 

At a faculty development (FD) this session examined the reasons why students plagiarize and tried to stress several points. One, that students have multiple reasons for plagiarizing, and that most of theses reasons concern a lack of knowledge about plagiarism, summarizing, paraphrasing or quoting from outside sources and/or lack an ability to summarize and document sources correctly. Two, there may be different cultural views toward plagiarism or even about what the purpose of higher education is which leads students to plagiarize. The second part of the session focused on encouraging teachers to spend considerable time in instructing students about plagiarism if they are to expect students to understand and follow concepts of common knowledge and intellectual property in their class work. In our discussion it became clear that teachers varied in their own standards of plagiarism, which highlights why students are so confused about what is or is not acceptable. Finally, a few sample handouts were given out to explore ways to instruct students about plagiarism and to reinforce the idea that as teachers we should focus on teaching our students how to avoid plagiarism, how to give respect to original authors, rather than focus on punishing students for plagiarism mistakes. 

2011 
2010  Evaluating the writing portfolios 

At a faculty development (FD) session in the Nanzan English Education Center, I introduced Hamp-Lyons and Condon's (1990) nine characteristics of writing portfolios. By using this list as a guide and integrating it with the NEEC writing course goals, a 15 point checklist was devised for reviewing sample portfolios for the General English writing courses taught at Nanzan University. 

2010 
2008  Timed Writing Do's and Don'ts 

In a joint poster presentation with Andrew McInulty, we discussed the benefits of regular timed writings in writing classrooms and follow up activities which create more interaction between students. 

2009 
2008  Presentation Projects: Personalizing the classroom 

In a joint poster presentation with Sarah Mulvey at the faculty development session open to full and part-time teachers, we presented ideas on incorporating presentations in oral communication classes, how to manage presentations in classrooms of 24+ students, and the benefits of having students use visual aids in presentations. 

2008 
2007  Improving feedback practices in writing classes 

This 20-minute faculty development presentation discussed ways to make teacher feedback on student written work more useful for students. The presentation discussed the differences between summative and formative feedback and stressed that formative feedback should be timely, clear, specific, and provide action. 

2007 

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