June 18, 2005 in Hayama
(Ellen, Dave, Greg Robert, Mary Jo, Milt & Suzanne)
Summarized by Ellen , with notes from Robert about the Self-study discussion
We met for about 45 minutes.
1. Ellen started the discussion by showing her self and peer assessment rubrics (see below). These were printed out on A5 size paper for the projects in both Global Issues and Basic Discussion (with a different topic). ÒCSÓ refers to communication strategies (which basically means peer-teaching vocabulary through use of visuals, giving examples, circumlocution, and other ways of getting meaning across). This led to questions about when to give the rubric (before or after the presentations) and the effect it has on studentsÕ active listening.
2. This also led to a brief discussion about the cultural implications of English teachers demanding that their students express their opinions. Greg talked about how one student mentioned that he remained quiet for Òfear of being attacked.Ó When Greg asked him what he meant, he replied, ÒSomeone might disagree with me or ask me a question.Ó We had a good jaded giggle about that one, and then talked a little about how much we should impose our own (Western?) values of Òproper ways of speaking.Ó The students need to know that itÕs expected of them in certain situations, but we need to empathize with them and be careful not to belittle their own culturally based ideas about communication.
3. Milt then gave us his ÒActive ListeningÓ sheet checklist, and we talked about how these skills need practice and constant reinforcement. The students know the jargon (what Òactive listeningÓ means) but they still have problems with presentation and discussion skills like eye contact. This returned us a bit to #2 and talking about cultural differences, but bringing it back to the topic of assessment, we agreed that in many companies, management expects both peer- and self-assessment in the form of reports.
4. We talked for a while about positive feedback (bringing us back to GregÕs student) and how we can guide students into doing constructive criticism (or just Òconstructive ideasÓ to get away from the word ÒcriticismÓ). Greg talked about one method in which he does his own Òconstructive ideasÓ when talking to his students about unexpected culturally based biases or stereotypes about communicating or interacting that pop up in everyday conversation (as IÕm sure it does with all expatriates), and to do this self-criticism (or just awareness raising process) with the students both for bonding purposes, to motivate them, and simply as examples of how itÕs done.
5. We talked about self-study as opposed to homework, and most of us described briefly how much and what we do (such as reading logs (summarizing and expressing opinions) for writing and discussion classes, and news articles (translating E to J) for translation classes). How much do we ask them to do? 12 articles in a year for one, 10 articles in a term for another (probably too much). One hour per week, in addition to the one hour spent for homework Ð is it too much to expect? The consensus was Òprobably.Ó
6. Self-reflection (our own self-assessment for the day): We sometimes make them do things we ourselves hate doing (like picking partners or choosing groups). ItÕs during retreats like this that we are able to reflect on ourselves as learners. We should probably get into the habit of doing that (reflecting) more often.
7. Quote of the day: ÒYouÕve got to pick your battles.Ó
Self-study Discussion (Ellen, Greg, Milt, Robert & Yamamoto-sensei)
Summarized by Robert
1. The majority of teachers set self study as an out of class activity separate from homework.
2. The most common method is to give a free choice of reading on a common topic and ask students to take notes and use them to discuss or present during the following class. Intensive reading can be set on articles decided by the teacher and these can be used for vocabulary and other language work during the following class. This point was mentioned in relation to English-Japanese translation classes (see EllenÕs #5 above).
3. About 45 minutes once every two weeks is a realistic amount to expect. Students have up to 15 classes, so this is NOT a light load. Some male students dropped out of a discussion class after deciding that one hour a week preparation was too much.
4. One way to do the self study follow up is to put students into groups of 6 and have them present to the group on a rotating basis, meaning that they have to take on a heavier self-study load one week in 6.
5. It is important to teach students the difference between plagiarizing and paraphrasing. Perhaps related to the point about cultural bias, students donÕt always clearly understand why they canÕt simply copy from their self-study reading, and, if they do understand, they may not have learned how to paraphrase effectively.
6. Internet Blogs are relatively easy to set up and can be used effectively to help with self study. Students have their own blogs which they can update and submit to a common site set up by the teacher. Students read an article each week and post a summary on the Blog together with the source and a brief opinion.
7. Self study listening is done by most teachers on a similar model to that used for reading. Sources include songs, television and internet radio and archives. Again free choice is usually given.
Peer Assessment for Project 1: Nobel & Ignobel Prizes
PresenterÕs Name _______________________________
Topic: _________________________________________
|
Volume, gestures, eye contact, rapport |
5 4 3 2 1 |
|
Visuals, sources, preparation |
5 4 3 2 1 |
|
Use of CS, easy to understand, checked understanding |
5 4 3 2 1 |
Comments to the speaker:
PresenterÕs Name _______________________________
Topic: _________________________________________
|
Volume, gestures, eye contact, rapport |
5 4 3 2 1 |
|
Visuals, sources, preparation |
5 4 3 2 1 |
|
Use of CS, easy to understand, checked understanding |
5 4 3 2 1 |
Comments about my presentation:
|
How actively did I listen to all the presentations? |
5 4 3 2 1 |
Comments about my active listening: