Students in this course learn how to conduct peer reading, group presentations, and self and peer assessment
Each segment of the course throughout the semester, students in the course conduct peer reading, group presentaiton, and self and peer assessment
Peer assessment by Google Forms
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Find out what kind of language is used on website/newsletter
Prior to opening the project, check what kinds of sentence patterns (e.g. formality, politeness, vocabulary) are used on Japanese websites and newsletters
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Watch film trailers and short video lectures and consider the issues related to recent immigrants in Japan
(1) Watch two film trailors:
(2) Watch two short video lectures by Professor J. Oba
Answer the questions on Project entry question sheet.
This task helps students understand the history and basic issues of so-called "new-comers" in Japan.
The task will help them prepare their meeting with Prof. Oba to find out more about Brazilians in Japan in the following class.
The short video lecturers will be prepared during the fall semester of 2015 and stored on Moodle.
Neither of the films are available in DVD format yet. Therefore, I chose their trailers.
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Ask questions to confirm your understanding of video lectures and film trailers
You will meet Prof. Oba, who gave you video lectures. She has been conducting research in the town in which the two film trailers that you just watched. (She watched both films too.) Prepare to ask her question in order to (1) confirm your understanding on the video lectures and film trailers; (2) find out more about the issues on recent immigrants in Japan.
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Find out what "Easy Japanese" is and whether you can contribute to the Easy Japanese project.
Choose one of the following articles:
Sato, K. (2008) Newspaper essay; Tanaka, H. et al. (2013) Academic essay; Ozaki, A. (2011) Academic article. (See Reading reference file)
Form a group with people who want to read the same article. Conduct peer reading with them and discuss whether/how Easy Japanese impact you and your learning of Japanese.
You will create a presentation to explain this article to your classmates who did not choose it to read together.
Each of the three groups will conduct a presentation about the article of their choice
I am preparing a video clip to show how to do peer reading
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Inform peers about what you found out from the article that your group selected and what your group discussed
You will conduct a seven (7)-minute presentation to inform your peer and Prof. Oba about Easy Japanese from the article that your group selected (, which the other students have not read) and what your group discussed about Easy Japanese. Prepare power point slides to aid your presentation.
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Write summary of your group presentation
You will write a summary essay of the article that your group presented with group members. Note that this will be a part of the website/newsletter that the class is building.
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Let people in Japan know how your community is dealing with similar situations
Does your county/community have similar issues with new immigrants? How are they dealing with the issues? Or what do you think will be the biggest issues if/when a large number immigrants come into your country/comminity?
Prepare three (3) minute presentation.
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Practice formal e-mail writing and how to conduct interviews
Practice writing formal e-mail messages.
Practice how to conduct interviews.
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Learn how to create group video messages and how to conduct on-line interviews
You will learn how to create video messages
You will learn what you have to be careful when you conduct interviews on-line
Use Video Thread or a similar product for video messages
Use Zoom for on-line interview
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You will create inquiry e-mail, or short-video to make contacts with people in Japan with group members
In order to find out more information about Easy Japanese and examine whether your thoughts and suggestions are valid ones, initiate a contact with a person/people whom your group selected. Ask questions in e-mail, video-mail, or set up an interview date.
You will conduct a group presentation later to share what you have found later.
Students will send e-mail, video messages to relevant party in Japan; they will read replies to their messages and report them in class.
Or conduct on-line interview and report the summary of it in class.
Due to large time difference between East Coast of the US and Japan, I selected video messages rather than on-line meeting with junior high students.
Currently looking for a partner class in Japan.
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Share what your group find out through inquiry activities
Conduct 10 minute group prensetation to discuss what you find out through inquiries and how the new knowledge reflects upon your thoughts and suggestions on Easy Japanese
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Write summary of what you found out via inquiries
Write a summary of what you found out via inquiries.
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Share your thoughts, suggestions, and proposals to Easy Japanese
Share your thoughts, suggestions, and proposals to Easy Japanese, after all the activities you have conducted.
Focus on whether/how your thoughts and suggestions have shifted as you find out more about the situations in Japan and your classmates' countries/communities.
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Look at each essay components for the final product and make suggestions
Each group put the latest essay draft for the final product on the wall.
Give comments to the other groups' essays individually by putting your comments, questions, and suggestions in post-it.
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Try out the design of website/draft by putting everything on it
Turn in each essay component to the group that is resposible to the whole design to see how the final product will look like.
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Look at the final product draft and make appropriate adjustments
Examine the draft of the final product. Look at the given assessment guidelines and discuss how you can improve the draft.
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Publish your website/newsletter
Open website/newsletter to public and send a link to appropriate people and organization.
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Make a group to conduct a presentation on the article and your thoughts on Easy Japanese.
Make a group with classmates who read the same article.
Discuss what to present to peer who did not select to read the article and share your thoughts on Easy Japanese.
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Select one of the given activities to contact people in Japan to find out more about Easy Japanese
You will learn more about Easy Japanese by contacting people in Japan. Choose one of the following activities. Form a group with classmates who selected the same activity.
Write e-mail inquiry to Ms. Shikama, who has been helping new immigrants from Brazil in Hamamatsu City, and ask questions (e.g. whether/how Easy Japanese is used in Hamamatsu, whether she think a strategy from their own community works in Japan) Or Write e-mail inquiry to or (On-line) Interview people (non-Japanese citizen) who experienced big disasters in Japan Or Communicate with junior high students who have learned about Easy Japanese (e.g. ask questions such as whether they were aware of the issues of immigrants, use of Easy Japanese in their communities, what they think they can do about the issues) |
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Discuss how we can build the final product (website/newsletter) to inform our opinions on Easy Japanese to Japanese people
Discuss what tasks there are to create a wesite/newsletter.
Divide into groups and assign each group necessary tasks.
Make the time line of the project.
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Give feedback to your own and your classmates' presentations
Using the assessment guidelines, give feedback to your own and your classmates' presentation.
Google forms
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How do you make your group essays be parts of one product together?
Read other groups' essays and give feedbacks, using the assessement guidelines . Consider how you make them to be parts of the final product together.
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Give feedback to your own and your classmates' group presentations
Use the assessment guidelines, give feedback to your own and your classmates' group presentations.
Google forms
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Read your classmates' essays and consider how you put them into the final product together with yours.
Assess your classmates' group essays according to the assessment guidelines.
Consider how you put all of the group essays into the final essay to be on the website/newsletter.
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Read your classmates' essay (Gallery Walk) and consider how they contribute to the final product
Assess your classmates' essays according to the assessment guidelines.
Consider what parts of each essay should be on the website/newsletter.
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Reflect what you just accomplished
Examine the final product with the assessment guidelines.
Reflect your project activities and discuss what went well and what was difficult and why.
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