15 件中 1 - 10 件目
| 年度 Year |
タイトル Title |
内容等 Content |
活動期間 Period of Activities |
|---|---|---|---|
| 2022 | Integrating Extensive Reading into the Classroom |
This was a presentation on ways to integrate extensive reading into classroom activities to further engage students. |
2022/09/12 |
| 2019 | Gamifying Extensive Reading |
This factulty development session at FLEC focused on ways to incorporate gaming elements into extensive reading to further engage students and help them stay engaged over the course of the academic year. |
2019/09/13 |
| 2019 | Engage Students Online through Schoology |
This faculty development session focues on introducing learning management systems (LMS) to provide an online learning environment for students. The presentation introduced the LMS Schoology as an example, but equal attention was given to reasons why instructors should consider an online learning environment to supplement face-to-face classroom instruction. |
2019/02/01 |
| 2017 | Assigning Graphic Organizers in Reading/Literacy Courses |
This was a faculty development session at FLEC that introduced how to assign graphic organizers with reading assignments in textbooks to promote better reading comprehension and note-taking practices. |
2017/08/08 |
| 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 | Introducing Debate in Communication Classes |
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 |
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