Hayama Plenary Feedback Saturday July 10 2004

(1) Afternoon focus groups reported back to the whole group. Key points:

Speaking and Listening

· A request for one more set of graded readers for extensive reading with an Introduction to Communication Skills course (William);

· Brief descriptions of note-taking guidelines and using examples of notes from the Resources file for a Basic Discussion skills course (Mary-Jo), and using cue cards for functional discussion language (Jamelea);

· Some discussion of the benefits of using tapes with simplified readers for listening skills development (Ian). A limited number of books with tapes are available for students to use in the Resource Center, 2F Building 2.

Writing

· Brief report about changing writing classes from one-way textbook-based teacher-to-student instruction to a more guided and interactive set of learning procedures (Meg);

· Brief comments about re-writing texts in response to reading and discussing near-peer models of essays (Andy).

TOEFL

· Report on the coming introduction of “Next Generation TOEFL” by ETS in 2005, with no materials yet available from publishers specifically catering for the new TOEFL format – designed to be a test that one cannot study test-taking techniques for;

· Suitable practice for higher level students might include (i) lecture listening and note-taking (first semester), and (ii) academic reading and writing (second semester).

· Need for the English Department to decide the general profile of TOEFL/TOEIC classes for next year, perhaps best done with an emphasis on TOEIC preparation for the lower level classes;

· Potential of greater overlap with speaking and listening courses, as well as writing courses, in terms of the general development of academic literacy;

· Brief discussion of how TOEIC in turn may be re-developed, in response to the changed TOEFL format.

(2) Class placement by TOEIC

· Generally felt that this has been an effective way to create “classes more of the same level,” so class placement by TOEIC seen as a positive;

· Important to note that the TOEIC may have its class placement function, but there is no interest (or intention) to use TOEIC to measure proficiency gains – in contrast, Jie gave a brief report of TOEFL being used at her university to exempt students from taking English courses and to grant partial credits.

(3) Grading system

· Brief discussion of the new “A Control” grade system” in which only 20% of grades for any course will be allowed to be As. One purpose of the new A grade is to recognize better “only the very best” and to counter grade inflation. (See the Teachers’ 2004 Information Pack for a detailed explanation of the changes in the grading system).

· This new “A Control” system may be confusing, so Mike and Andy will prepare guidelines explaining in clearer detail how “A control” affects each type of class – to go out at the start of the second semester.)

(4) Discussion of resources

Requests for equipment/materials:

· video cameras (Mike and Andy to take action on this);

· wires to connect internet sockets in certain classrooms in Building 6 (Mike and Andy to check with the admin about this);

· laptops to be available for adjunct faculty to use for showing video clips and using Powerpoint (Mike and Andy extremely doubtful whether this is possible, but will keep knocking on the administrative and educational resources doors) – same story with LCD projectors unfortunately, unless teachers opt to use more modern-equipped classrooms in Building 2 for the whole of an academic year;

· multi-region DVD / VCR max systems at under 10,000 yen a shot according to some (Mike and Andy to check with the admin about this);

· content-based videos such as World Heritage and other suitable materials for academic literacy and content-based learning (Mike and Andy to check).

Other:

· overview of what seminars students take and can choose from (perhaps easiest to ask student directly?)

· teachers to be asked to nominate suitable “issues” for the guided research paper for Introduction to Academic Essay Writing course in the second semester (an email about this has gone to teachers concerned July 16^th).

(5) Feedback on resources

A: Resource files in Building 6 staffroom

· Generally positive in as far as they have been used;

· Request from Andy & Mike to let them know what further “paper resources” are/would be useful and helpful support for you and your students

B: Web-based resources

· The website is being fairly regularly updated and expanded – please check it out at http://c-faculty.chuo-u.ac.jp/~mikenix1/resources.html - it looks very different now from how it was in April;

· Please let Andy & Mike know what kind of web resources are/would be useful and helpful support for you and your students.

(6) Retreat format

· People were generally positive about the changed retreat format this time, and also said they would prefer it not be fixed as each permutation in retreat format brings different benefits and experiences;

· Some space and time early on for building trust and getting to know each other better would be appreciated;

· People also mentioned that it would be useful to work in groups of 3 or 4 for an extended period of time;

· Jie suggested that different individuals could present on specific teaching sequences and classroom procedures at future retreats – and this would need to be carefully prepared by the individuals concerned.

(7) Retreat location

· Some discussion of whether to keep to Hayama (it’s a beautiful place!), or to move to more functionally equipped seminar house, or hold the retreat in conference rooms at the downtown campus (which would save travel time and might lead into a “social” in Tokyo in the evening);

· Resolved that it would good to suggest a couple of options next time and go with what the majority prefers.

(8) Retreat frequency

· Possibility of holding a second retreat this autumn according to point mentioned in 7 – maybe in the university festival week when classes are cancelled at Chuo. However, different universities have different festival dates, so this may prove difficult to coordinate.

(9) Thanks

· Many thanks expressed to those attending the retreat for their hard work and dedication – thank you again.

(10) Swim

· Then off for a swim for the youngest participant at this retreat!