Interactive Teaching
WorksheetWEEK 1 Letʼs Learn about Active Learning
Worksheet Contents
1. SESSION 1 What Is Active Learning?
2. SESSION 2 The Status of Active Learning
3. SESSION 3 How to Choose the Appropriate Active Learning Method
4. SESSION 4 Applying the Methods of Active Learning
5. SESSION D Self-Introduction
6. References

The Goal and Objectives of WEEK 1
Goal To promote a better understanding of active learning.
Objectives
１．

To be able to explain what active learning is.

２．

To be able to explain the present situation of active learning.

３．

To be able to explain how to apply active learning methods.

Interactive Teaching (2020) All Rights Reserved2

1. SESSION 1 What Is Active Learning?
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W1. S1. Question 1
What is “active learning” for you?
If you were asked “What is active learning?” how would you answer?
(Your Idea)

W1. S1. Question 2
Read the three definitions below and think about what they have in common.
“Instructional activities involving students in doing things and thinking about what
they are doing.” (Bonwell & Eison, 1991)“Anything course-related that all students in a class session are called upon to doother than watching, listening and taking notes.” (Felder & Brent, 2009)“A general term for teaching/learning methods adopting an active participation oflearners, which is different from the education carried out through unilateral
lectures by educators.” (MEXT, 2012)(Your Idea)

Interactive Teaching (2020) All Rights Reserved

32. SESSION 2 The Status of Active Learning
The following slides form the handout for this session. Please look at them while
watching the video.
W1. S2. Handout

Title: The Percentage (Converted to Points) of Humanities Students Registered in
Seminars and Problem-solving Classes (First Year to Fourth Year)

Interactive Teaching (2020) All Rights Reserved

4Interactive Teaching (2020) All Rights Reserved53. SESSION 3 How to Choose the Appropriate Active
Learning Method
The handout and questions for this session are as follows. Please look at them while
watching the video.
W1. S3. Handout Sample of a Minute Paper

Name

Date

What would you like to learn more about in todayʼs session?

W1. S3. Question 1
Think of the perspectives you should use for choosing a method from various kindsof active learning that suit your purpose other than “form,” “time,” “structure,” and“applicability to large lectures.”(Your Idea)

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6

4. SESSION 4 Applying the Methods of Active Learning
The handout and questions for this session are as follows. Please look at themwhile watching the video.
W1. S4. Handout

How to Dice Tofu

Dicing something involves cutting it into one-centimeter cubes.

First, you place the tofu on your palm.

Hold a kitchen knife flat and put two or three rifts into the tofu horizontally.

Then, cut the tofu vertically in two directions at right angles, and then itʼs done.

[CAUTION] You must not pull the knife when cutting tofu.

W1. S4. Question 1
What kind of methods would you use for teaching “how to dice tofu” instead of aone-way lecture when you cannot use a demonstration or hands-on learning?
(Your Idea)

Interactive Teaching (2020) All Rights Reserved

75. SESSION D Why is “Self-Introduction” Important?
In the Discussion Session, we recommend you work on this worksheet before watching
the video so that you can actually experience “interactive learning.” The discussion topic
for WEEK 1 is “self-introduction.” In the video, you will see the graduate students, whowill be your fellow learners over the next seven weeks, introducing themselves. Then,we will move on to discussing how an instructor uses self-introduction to promotestudentsʼ learning. Work on the task below and think about the role of self-introduction.

W1. D
How did the instructors introduce themselves in the classes you have had? Think about
the role of an instructorʼs self-introduction in terms of promoting studentsʼ learning andlist them below.

Interactive Teaching (2020) All Rights Reserved

86. References(Literature and Materials referred to in the sessions)
Bonwell, C. C. & Eison, J. A.

(1991). Active learning: Creating excitement in theclassroom. San Francisco, CA: Jossey-Bass.
Felder, R. M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher
Education Brief, 2(4).
Keizai-sangyō-shō (Ministry of Economy, Trade and Industry (METI)) (2006).
Shakaijin-kiso-ryoku (Basic skills for working adults). Retrieved Oct 1, 2014,
from http://www.meti.go.jp/policy/kisoryoku/
Lalley, J. P. & Miller, R. H. (2007). The learning pyramid: Does it point teachers in
the right direction? Education, 128(1), 64-79.
Monbu-kagaku-shō (Ministry of Education, Culture, Sports, Science and Technology(MEXT)) (2013). Dai2ki kyōiku shinkō kihon keikaku (The second basic plan forthepromotionofeducation).

Retrieved

Oct

1,

2014,

http://www.mext.go.jp/a_menu/keikaku/detail/1336379.htm
version).

Retrieved

May

22,

from

(Japanese

2019

from

http://www.mext.go.jp/en/policy/education/lawandplan/title01/detail01/137
3796.htm (English version).
Monbu-kagaku-shō (Ministry of Education, Culture, Sports, Science and Technology(MEXT)) (2014). Daigaku kyōiku saisei kasoku program (Acceleration programforuniversity

education

rebuilding).

Retrieved

Oct

1,

2014,

from

http://www.mext.go.jp/a_menu/koutou/kaikaku/ap/
Monbu-kagaku-shō Chuō-kyōiku-shingikai (Central Council for Education) (2008).
Gakushi katei kyōiku no kōchiku ni mukete (Towards the enhancement ofundergraduate

education).

Retrieved

Oct

1,

2014

from

http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/1217067.ht
mMonbu-kagaku-shō Chuō-kyōiku-shingikai (Central Council for Education) (2012).
Tōshin “aratana mirai wo kizuku tame no daigaku kyōiku no shitsuteki tenkan
ni mukete –Shōgai manabitsuzuke, shutaiteki ni kangaeru chikara wo ikusei
suru daigaku he–” (Towards a qualitative transformation of university education
for building a new future - Universities fostering lifelong learning and the ability
to think independently and proactively（report）). Retrieved Oct 1, 2014 fromhttp://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/1325047.ht
m(Japaneseversion).

Retrieved

May

22,

2019

from

http://www.mext.go.jp/en/publication/report/title01/detail01/1380275.htm(English version).

Interactive Teaching (2020) All Rights Reserved9

(Active Learning)
Kawai-Juku (2011). Active learning de naze gakusei ga seichō surunoka: Keizaikei,
kougakukei no zenkoku daigaku chōsa kara mietekita koto (Why does
active learning promote studentsʼ growth?: Results of nationwide survey
among universities of economics and engineering). Tokyo: Toshindo.
Kawai-Juku(2013). ”Fukai manabi” ni tsunagaru active learning: Zenkoku

daigaku no gakka chōsa hōkoku to curriculum sekkei no kadai (Active learningthat leads to “deep learning”: Report of nationwide survey on departments ofuniversities and issues on curriculum design). Tokyo: Toshindo.
Kawai-Juku(2014). “Manabi” no shitsu wo hoshō suru active learning: 3nenkanno zenkoku daigaku chōsa kara (Active learning that assures the quality of“learning”: From the results of three-year nationwide university survey).
Tokyo: Toshindo.
The results of the survey shown in Session 2 are put together in theabove three books.
Ikeda, T., Todayama, K., Chikada, M., & Nakai, T. (2001). Seichō suru Tips-sensei:
jugyō design no tame no hiketsushu (Growing Mr. Tips: Tips for class design).
Tokyo: Tamagawa University Press.
Arai, K. & Sakakura, K. (2013). Academic skills group gakushū nyūmon: Manabiau
badukuri no gihō (Academic skills introduction to group learning: Methods forcreating a space for mutual learning). Tokyo: Keio University Press.
These two books describe how to design interactive classes in plain
words.

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10

WEEK 2 Active Learning Methods
Worksheet Contents
1. SESSION 1 Think-Pair-Share
2. SESSION 2 The Jigsaw Method
3. SESSION 3 Poster Tour
4. SESSION 4 Peer Instruction
5. SESSION D Group Work: What Would You Do If…?
6. References

The Goal and Objectives of WEEK 2
Goal To understand the characteristics of various group work methods and acquire
their implementation methods.
Objectives
To be able to explain the characteristics and implementation methods of１．

Think-Pair-Share２．

The jigsaw method

３．

Poster tour

４．

Peer instruction

Interactive Teaching (2020) All Rights Reserved11

1. SESSION 1 Think-Pair-Share
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W2. S1. Question 1
What is the “Think-Pair-Share” method? Translate the term.

W2. S1. Question 2
Think about the Think-Pair-Share method from the perspectives of form, time,
structure, and applicability to large lectures.
Circle the appropriate item for each perspective.
[form] individually, in pairs, in groups, collectively by the class[time] less than five min., 15 min., 30 min., longer than 60 min.



[structure] simple, complicated[applicability to large lectures] ☆☆☆

W2. S1. Question 3
In group work, you would sometimes come across a situation as described below:“Students start chatting when I use the Think-Pair-Share method. To start with,they were serious-minded students who listened to me carefully, but they can getout of control…” What can you do to deal with this situation as regards asking
questions?
(Your Idea)

Interactive Teaching (2020) All Rights Reserved122. SESSION 2 The Jigsaw Method
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W2. S2. Question 1
Think about the jigsaw method from the perspectives of form, time, structure, andapplicability to large lectures.
Circle the appropriate item for each perspective.
[form] individually, in pairs, in groups, collectively by the class[time] less than five min., 15 min., 30 min., longer than 60 min.



[structure] simple, complicated[applicability to large lectures] ☆☆☆

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13

3. SESSION 3 Poster TourThe questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W2. S3. Question 1
What are the features of the poster tour method compared to an ordinary poster
presentation?
(Your Idea)

W2. S3. Question 2
Think about the poster tour method from the perspectives of form, time, structure,
and applicability to large lectures.
[form] individually, in pairs, in groups,Fcollectively by the class[time] less than five min., 15 min., 30 min., longer than 60 min.



[structure] simple, complicated[applicability to large lectures] ☆☆☆

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14

4. SESSION 4 Peer Instruction
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W2. S4. Question 1
When was peer instruction devised? Circle the correct answer.
1.

1995〜2000

2.

2001〜20103.

2011〜2014

W2. S4. Question 2
Think about the peer instruction method from the perspectives of form, time,
structure, and applicability to large lectures.
Circle the appropriate item for each perspective.
[form] individually, in pairs, in groups, collectively by the class[time] less than five min., 15 min., 30 min., longer than 60 min.



[structure] simple, complicated[applicability to large lectures] ☆☆☆

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15

5. SESSION D Group Work: What Would You Do If…?
We have learned about active learning over the last two weeks. It is crucial to designgroup work beforehand to make active learning successful. This weekʼs discussion topic
is about how to design group work to prevent difficult cases.

W2. D
Below are two difficult cases which could occur during group work in active learningclasses. Choose one of them and think of preventive measures and countermeasuresagainst those difficulties.
[TOPIC] The Solution to the Falling Birthrate in Japan[SITUATION] Groups are made of six students.
(A) There are students doing their own stuff and not getting involved in the discussion.
(B) A single student is dominating the discussion and others are unable to speak out.
His/her opinion alone seems to be adopted as the proposal of this group.
* [TOPIC] is changeable. [SITUATION] is unchangeable.

（Preventive Measures）（Countermeasures）

Interactive Teaching (2020) All Rights Reserved

166. References(References for the methods introduced in the sessions)
Mazur, M. (1997). Peer instruction: A user's manual. Upper Saddle River, NJ:
Prentice Hall.
This is a reference for more details of peer instruction method.
Sugie, S., Sekita, K., Yasunaga, S., & Miyake, N. (Eds.) (2004). Daigaku jugyō wokasseika suru hōhō (How to stimulate university classes). Tokyo: Tamagawa
University Press.
This is a reference for examples of using jigsaw method.
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques:
A handbook for college faculty. San Francisco, CA: Jossey-Bass.
30 methods including Think-Pair-Share are described here.
(References for general understandings of active learning)
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
It is not too much to say that this is a definitive book on how to deliver“good classes.”
Ikeda, T., Todayama, K., Chikada, M., & Nakai, T. (2001). Seichō suru Tips-sensei:
Jugyō design no tame no hiketsushu (Growing Mr. Tips: Tips for class design).
Tokyo: Tamagawa University Press.
Arai, K. & Sakakura, K. (2013). Academic skills group gakushū nyūmon: Manabiau
badukuri no gihō (Academic skills introduction to group learning: Methods forcreating a space for mutual learning). Tokyo: Keio University Press.
These two books describe how to design interactive classes in plain
words.

Interactive Teaching (2020) All Rights Reserved

17

WEEK 3 Learning Sciences
Worksheet Contents
1.

SESSION 1 Motivation (1)2.

SESSION 2 Motivation (2)3.

SESSION 3 The Road to Developing Mastery

4.

SESSION 4 Practice and Feedback

5.

SESSION D Breaking Down the Skills

6.

References

7.

SKILL SESSION Introductory Section 2: How to Speak to Make Yourself
Understood

The Goal and Objectives of WEEK 3
Goal To understand the factors related to the promotion of learning: motivation,
mastery, and practice and feedback.
Objectives
1.

To be able to explain respectively the keys to keeping and stimulating
motivation: value, expectancies, and the environment.

2.

To be able to explain the mastery of students and methods to support them.

3.

To be able to explain effective practice and feedback.

Interactive Teaching (2020) All Rights Reserved18

1. SESSION 1 Motivation (1)The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W3. S1. Question 1
What have you been most motivated to do recently?

W3. S1. Question 2
What values can you give someone who wishes to achieve the following objective?
[OBJECTIVE] To be able to ride a bicycle.

Interactive Teaching (2020) All Rights Reserved19

2. SESSION 2 Motivation (2)The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W3. S2. Question 1
What can you do to give someone a high “expectancy” to achieve the following
objective?
[OBJECTIVE] To be able to ride a bicycle.

W3. S2. Question 2
What can you do to make the learners feel that their environment is supportive
when they are trying to achieve the following objective?
[OBJECTIVE] To be able to ride a bicycle.

Interactive Teaching (2020) All Rights Reserved20

3. SESSION 3 The Road to Developing Mastery
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W3. S3. Question 1
Are experts good at teaching as well? Explain your opinion by giving reasons.

Interactive Teaching (2020) All Rights Reserved21

4. SESSION 4 Practice and Feedback
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W3. S4. Question 1
What are the features of the practices you thought were effective in acquiringknowledge or skills? Or think of practices that were not at all effective and consider
their characteristics. Make a list of either set of items.

W3. S4. Question 2
What characteristics did the effective feedback have in common for acquiringknowledge or skills? Or think of feedback that was not at all effective and consider
its characteristics. Make a list of either set of items.

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22

5. SESSION D Breaking Down the Skills
In this weekʼs sessions, we have learned that it is important to break down a complicatedtask into component skills in order to help learners develop mastery. Letʼs do an exercise
on breaking down skills using the example of riding a bicycle.

W3. D
Suppose that a schoolchild is learning to ride a bicycle. In order to help him/herdevelop all his/her skills, break down the complicated task of “riding a bicycle
independently” into its component skills.
Write down as many of the component skills as you can and list them in order
starting from “the first skill the learner needs to acquire.”Interactive Teaching (2020) All Rights Reserved23

6. References(References related to the topic that appeared in the sessions.)
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).
How learning works: Seven research-based principles for smart teaching. San
Francisco, CA: Jossey-Bass.
Refer to Chapters 3, 4, and 5 for more detail on this weekʼs topic.
(References as regards motivation)
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS
model approach. New York, NY: Springer.
Refer to this book for more detail on the ARC model that enhances
studentsʼ learning.
Pike, R. W. (2003). Creative training techniques handbook: Tips, tactics, and howto's for delivering effective training. 3rd ed. Amherst, MA: HRD press.
This book is intended for training, but it is useful for designing aparticipant-centered program.
Sugie, S., Sekita, K., Yasunaga, S., & Miyake, N. (Eds.) (2004). Daigaku jugyō wokasseika suru hōhō (How to stimulate university classes). Tokyo: Tamagawa
University Press.

7. SKILL SESSION Introductory Section 2: How to Speakto Make Yourself Understood
W3. Skill
Rewrite the following text from formal written language into simple spoken
language and make it a one-minute presentation.

A musical is a play style that integrates music, song, play, and dance. Combining
various emotional elements, such as humor, sadness, love, and anger, withnarratives, music, movement, and other entertainment. It is the integration of alltechniques.

Interactive Teaching (2020) All Rights Reserved

24

WEEK 4 Letʼs Design a 90–Minute Class
Worksheet Contents
1. SESSION 1 The Significance of Class Design and the ADDIE Model (1)2. SESSION 2 The Significance of Class Design and the ADDIE Model (2)3. SESSION 3 The Basic Structure of a Class
4. SESSION 4 How to Use Design Sheets
5. SESSION D Class Design Exercise
6. References

The Goal and Objectives of WEEK 4
Goal To understand the design, significance, and methods of implementing a classthat promotes learning.
Objectives
1. To be able to explain the significance of class design.
2. To be able to explain the workflow of design using the ADDIE model.
3. To be able to explain the basic structure of a class based on Gagnéʼs nine
events of instruction.
4. To be able to design a class using a design sheet.

Interactive Teaching (2020) All Rights Reserved25

1. SESSION 1 The Significance of Class Design and the
ADDIE Model (1)The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W4. S1. Question 1
What is the significance of designing a 90-minute class?

W4. S1. Question 2
What kind of information would you need to design a 90-minute class? For example,
if you were asked to teach a class in the next fiscal year, what kind of information
would you want beforehand?

W4. S1. Question 3
What are the specific components you have to consider in designing a 90-minuteclass?

Interactive Teaching (2020) All Rights Reserved26

2. SESSION 2 The Significance of Class Design and the
ADDIE Model (2)The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W4. S2. Question 1
What kind of “development” is required in a class in your field?

Interactive Teaching (2020) All Rights Reserved27

3. SESSION 3 The Basic Structure of a Class
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W4. S3. Question 1
Gagnéʼs nine events of instruction are shown below. How could you divide thesenine into an introductory section, a main section, and a concluding section?
Classify the events into three parts.
1. Gain attention of the students
2. Inform the students of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

Interactive Teaching (2020) All Rights Reserved28

4. SESSION 4 How to Use Design Sheets
The design sheets designated as W4. S4. Handout 1 and Handout 2 are shownon the following four pages (two pages for each Handout). Refer to these sheets
while learning.
We also offer you an Excel version of Handout 1, which is easier for you to fill in.
Check the announcement E-mail for details of how to download it.

Interactive Teaching (2020) All Rights Reserved

29

W4. S4. Handout 1

Name ()

Basic Information
Year

Course Title

Number of Students
Classroom
Class Title (Topic, Theme)
No. (

)

Class GoalClass Objectives

Corresponding Evaluation
Methods

Interactive Teaching (2020) All Rights Reserved30Schedule
Time

Duration

Structure

Content

DetailInstructional

Student

Materials andMethodActivity

OthersTOTAL

Interactive Teaching (2020) All Rights Reserved

31

W4. S4. Handout 2

Name ()

Basic Information
Undergraduate 3rd Year,

Year

Undergraduate 4th Year, Masterʼs

Course Title

Program, Doctoral Program
30

Number of Students
Classroom

Quantitative Data

School Style (Desk Aligned)

Analysis

Class Title (Topic, Theme)
No. () Partial Correlation and Multiple Regression Analysis:

Mechanism of Multiple Regression Analysis
Class Goal
To understand the mechanism of multiple regression analysis.
Class Objectives

Corresponding Evaluation
Methods

・ To understand and be able to explain

・ Completion of the model,

multiple regression with vectors.

confirmation by the quiz conducted・ To be able to explain the influence ofthe following week, and final exam.

the relation between dependent

・ Explain to other students by using

variables and independent variables

the model, confirmation by the quiz

upon multiple correlation coefficients.

conducted the following week, and・ To be able to explain the method offinding and solving multicollinearity.

final exam.
・ Confirmation by the quiz conducted
the following week, and final exam.

Interactive Teaching (2020) All Rights Reserved32Schedule
Time

Duration

Structure

Content

DetailInstructional

Student

Materials

MethodActivity

andOthers15

Before Class

Preparation

Prepare handouts.
Write theobjectives on theblackboard.
MTG with TA

0:00

5

Introductory

0:05

10

Section 1

0:15

2

Review

Explanation

about the last

Introductory

Agendasession.

Learn with

AnswerQuiz

Give quizzes.

each other.

checking in

sheetgroups of 2-3.

No.12

Explain todayʼs

Explanationtable of contents.

Section 2
0:17

Review by talking

Relate to the3contents in theprevious sessions.
0:20

15

Notebook

Objectives

Present objectives.

Explanation

Main

Multiple

Explain formula.

Explanation

Q1. Multiple

Section 1

Regression

and writing

regression

Analysison theformulablackboard

Q2.

Notebook

VectorExpand regression

AskingCharacteristics

Representation

formula to vector.

questionsof theexpression of
independent
variable
Q3. Multiple
correlation
coefficient

0:35

20

Main

Creation of theCreate the model

ExerciseCreateDry

Section 2

Model ofof multiple(creation ofmultiplenoodles,Multipleregression.

model)

regression

papier-model bymâché,

1. Make x_1, x_2,

using dry

braid,

y.

noodles,

and white

2. Put 1 on a white

papier-mâché,sheet.

sheet.

and braid.

Regression

3. Determine “e.”Interactive Teaching (2020) All Rights Reserved33

4. Determine“hat{y}.”5. Determine
b_1x_1, and
b_2x_2.
0:55

7

1:02

7

Main section

Characteristics

Correlation with

Explanation

Understand

Model

3

of multiple

dependent variable

using theby moving theandcorrelationand correlation

model,

model.

notebook.

coefficient

coefficient.

writing on

Correlation

theQ. Speculate

betweenblackboard,

how theindependentand asking

correlation

variables andquestions.

coefficientcorrelation

changes incoefficient.

each
situation.

1:09

16

Main

Multicollinearity

Section 4

About

Explanation

UnderstandModelmulticollinearity.

using theby moving theand・Characteristics

model,

model.

notebook.

・Measureswriting on
theblackboard,and asking
questions.

1:25

5

Concluding
SectionConclusion

Summarize todayʼs

Explanation

session.
Give instructions
for homework.
Preview the next
session.

1:30
TOTAL

90

Interactive Teaching (2020) All Rights Reserved34

5. SESSION D Class Design Exercise
In WEEK 4, we learned the significance of designing a class using the structure of an
introductory section, a main section, and a concluding section. In this session, letʼs
design an actual class by taking care of this structure.

W4. D
Suppose that you are going to design a class on the topic of the “jigsaw method” welearned in WEEK 2. Design a class that accomplishes the following goal and objectives.
Goal

To understand what the jigsaw method is and be able to use it.

Objectives

To be able to explain the characteristics of the jigsaw method
To be able to use the jigsaw method.

What kind of content would you incorporate in the introductory section, the main section,and the concluding section? Describe the content in each box below. Refer to Gagnéʼsnine events of instruction if necessary.
(ADVANCED TASK) In addition, complete the class design on the jigsaw method byusing the class design sheet.

（Introductory Section）（Main Section）（Concluding Section）

Interactive Teaching (2020) All Rights Reserved35

6. References(References related to the topic that appeared in the sessions.)Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of
instructional design. 5th ed. Belmont, CA: Wadsworth.
This is written by Gagné, who proposed nine events of instruction.
(Class Design)
Seichō suru Tips-sensei (Growing Mr. Tips) Chapter 4 “hibino jugyō wo kumitateru (Structuring
everyday classes).” Retrieved Oct 1, 2014 from http://www.cshe.nagoyau.ac.jp/tips/basics/design/index.html
There is a plain written explanation on the website.
Shimamune, S. (2004). Kyōshi no tame no rulebook: Instructional design (Rulebook
for educators: Instructional design). Tokyo: Yoneda Shuppan.
Each item on class design is briefly summarized in plain explanation.
Redish, E. F. (2003). Teaching physics with the physics suite. Hoboken, NJ: John
Wiley & Sons.
This book provides you with thorough explanations of the
instructional methods for scientific courses.
Natsume, T., Chikada, M., Nakai, T., & Saitoh, Y. (2010). Daigaku kyōin junbi kōza(Preparative lecture for becoming a faculty member). Tokyo: Tamagawa University
Press.
As it is entitled, preparative knowledge and skills for becoming afaculty member and delivering classes are explained in this book．

Interactive Teaching (2020) All Rights Reserved

36

WEEK 5 Letʼs Design a More Useful Syllabus
Worksheet Contents
1. SESSION 1 There is More to a Syllabus than Just That!
2. SESSION 2 Setting Goals and Objectives
3. SESSION 3 Designing a Course Schedule
4. SESSION 4 Visualizing the Structure of a Course
5. SESSION 5 How to Describe Evaluation Methods
6. SESSION D Letʼs Work on Setting Objectives
7. References

The Goal and Objectives of WEEK 5
Goal To acquire the skills to design a more useful syllabus to promote studentsʼ
learning.
Objectives
1. To be able to explain the definition and various roles of a syllabus.
2. To be able to set appropriate goals and objectives.
3. To be able to design an effective schedule.
4. To be able to explain the significance and the methods to utilize a graphic
syllabus.
5. To be able to write evaluation methods appropriately.

Interactive Teaching (2020) All Rights Reserved37

1. SESSION 1 There is More to a Syllabus than Just That!
This week, we are going to learn about syllabuses. Refer to the syllabuses you haveor find syllabuses in the field that you are likely to teach in the future on the internet.
For example, find syllabuses for undergraduates in their first or second year on thewebsites below.
 Waseda University https://www.wsl.waseda.jp/syllabus/JAA101.php
 Osaka University https://koan.osaka-u.ac.jp/syllabus_ex/campus
 Chuo University http://syllabus.chuo-u.ac.jp/syllabus/
 Chiba University http://www.chiba-u.ac.jp/student/syllabus/index.html
 Syllabus Database http://www.syllabus-db.com/index.html
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W5. S1. Question 1
How have you used syllabuses?

Interactive Teaching (2020) All Rights Reserved38

2. SESSION 2 Setting Goals and Objectives
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W5. S2. Question 1
Look at the objectives described in the syllabus you have. Which of the following
domains do they belong to: the cognitive domain, the psychomotor domain, orthe affective domain?

Interactive Teaching (2020) All Rights Reserved39

3. SESSION 3 Designing a Course Schedule
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W5. S3. Question 1
Look at the schedule described in the syllabus you have on the basis of what you
have learned in this session. Rewrite the schedule if necessary.

Interactive Teaching (2020) All Rights Reserved40

4. SESSION 4 Visualizing the Structure of a Course
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W5. S4. Question 1
Visualize the structure of the syllabus you have in the space below on the basis ofwhat you have learned in this session.

Interactive Teaching (2020) All Rights Reserved41

5. SESSION 5 How to Describe Evaluation Methods
The question and handouts for this session are as follows. Please look at them while
watching the video.
W5. S5. Question 1
Check the evaluation methods described in the syllabus you have on the basis ofwhat you have learned in this session. Rewrite the methods if necessary.

W5. S5. Handout 1(Translation)
4. Example of Information Related to Evaluation
Objectives①

To be able to explain the significance and procedure of self-enlightenment in the workplace.

②

To be able to explain the skills needed for on-the-job training in the workplace.

③

To be able to create an orientation program for new employees in the workplace.

④

To be able to create a manual to use in the workplace.

Information Related to Evaluation
Exam for Part 1 and Part 2: 15% (conducted on DATE)Exam for Part 3: 10% (conducted on DATE)
A whole set of orientation programs for new employees: 20% (submitted on DATE)Manual: 20% (submitted on DATE)
Participation attitude: 5%, Attendance: 30%

Interactive Teaching (2020) All Rights Reserved

42W5. S5. Handout 2(Translation)
Names of the Students
Items
Actions for

Seriousness

1. He/she was seriously involved with the
problem.

Achieving
Objectives

Evaluated

Accuracy

2. He/she understood the problem accurately.

Assertion

3. He/she expressed his/her opinion actively.

Role

4. He/she tried to fulfill his/her assigned role.

Main Issue

5. He/she tried to return to the main subject
when other members got off the track.

Satisfaction

6. He/she made efforts to reach a conclusion
without compromising.

Actions for

Attentive

7. He/she tried to understand othersʼ opinions

Maintaining

Listeningby listening attentively.

GroupsSocialization

8. He/she tried to adapt to the group.

Smile

9. He/she communicated with others, not witha bored face, but a smile.

Assistance

10. He/she was speaking to passive members.

Approval

11. He/she expressed his/her sympathy,
approval, and agreement with good opinions.

Encouragement

12. He/she livened up the atmosphere to
make the discussion pleasant.

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43

6. SESSION D Letʼs Work on Setting Objectives
This week, we learned about syllabuses and also how to set objectives. In thissession, letʼs learn about how to set objectives in a more practical way by working
on the improvement of “problematic objectives.”

W5. D
Here are two examples of “problematic objectives.”(A) “Basic Information Science”
Objective: To learn about information retrieval methods in libraries andcomprehend the basics of information literacy.
(B) “Introduction to Philosophy”
Objective: The instructor will give lectures on the joy of thinking through anexperience of immersing yourself in the world of philosophy.
How could you rewrite and improve these into “more useful objectives”? Choose either
objective and work on the following issues.


List the problems with the objective.



Make alternative objective(s) by analyzing the problems.

The objective you chose: (A) or (B)(Problems)(Alternative Objective(s))

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44

7. References(References related to the topic that appeared in the sessions.)
Grunert, J. (1997). The course syllabus. Bolton, MA: Anker Publishing.
This book provides you with thorough explanations of a syllabus.
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating
your course. San Francisco, CA: Jossey-Bass.
This book provides you with thorough explanations of a graphic
syllabus．
(References related to a syllabus)
Sato, H. (Ed.) (2010). Daigaku kyōin no tame no kugyō jōhō to design (Class
delivery method and design for faculty members). Tokyo: Tamagawa
University Press.

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45

WEEK 6 Evaluations to Promote Learning
Worksheet Contents
1. SESSION 1 The Purpose of Evaluation
2. SESSION 2 What to Look for When Designing an Evaluation
3. SESSION 3 Rubrics (1)4. SESSION 4 Rubrics (2)5. SESSION D The Use of Rubrics
6. References

The Goal and Objectives of WEEK 6
Goal To acquire the basic knowledge to evaluate studentsʼ learning, and tocomprehend the significance of evaluations and be able to make use ofthem.
Objectives
1. To be able to explain the significance of evaluations.
2. To be able to explain the characteristics of summative and formativeevaluations.
3. To be able to explain significant points in order to “evaluate” evaluations.
4. To be able to explain the basic structure of a rubric.
5. To be able to explain the procedure to design a rubric.

Interactive Teaching (2020) All Rights Reserved46

1. SESSION 1 The Purpose of Evaluation
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W6. S1. Question 1
1. Which is conducted at the end of a semester?

summative or formative

2. Which is not included in grades?

summative or formative

3. Which covers advanced tasks?

summative or formative

Interactive Teaching (2020) All Rights Reserved47

2. SESSION 2 What to Look for When Designing an
Evaluation
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W6. S2. Question 1
What are the methods for evaluation? Recall the evaluation methods used in theclasses you took in the past and make a list.

W6. S2. Question 3
Examine the National Center Test from the four perspectives of evaluation.

Interactive Teaching (2020) All Rights Reserved48

3. SESSION 3 Rubrics (1)The handout for this session is as follows. The video subtitles will show you when
to work on the handout.

Interactive Teaching (2020) All Rights Reserved49

W6. S3. Handout
A rubric for evaluating omnibus lecture-style microteaching sessions conducted in groups
Group ()

Date
Excellent

The

Structure

sessionGood

wasstructured

Developing

well

The instructor seems to

The

with

have made efforts to makeconsistency as a whole, andthe session consistent.

each topic seemed to beconsistency.

sessionlackeddifferent.
The

Level
Settings

Stimulus forcontent

was

The content was mostly set

Theappropriate as a whole inat the level “within oneʼs

advanced or too easy forthe sense that it was set atreach” for beginners, but

beginners.

thesome of the content waslevel“withinoneʼscontent

wastooreach” for beginners.

too advanced or too easy.

I was inclined to learn more

I was interested in the topic

I was not intrigued by theabout the session.

during the session and was

topic that appeared in thesatisfied with it, but I do notsession.

Learning

feel

like

learning

more

about the topic by myself.

Opportunities
forInteraction

The instructor succeeded inTheinvolvingsomestudents

provided

were

few

opportunities for interaction

providing rich opportunities

interaction such as asking

such as asking questions toforquestions to each student

each student or the wholeor the whole class.

class.

suchasasking questions to each

opportunities

There

for

interaction

byinstructor

student or the whole class.

Enthusiasm

I could feel the instructorʼsIlove and passion for the

instructorʼs

topic

passion for the topic.

passion for the topic.

The instructor made good

The instructor was not so

The

use

proficientproficientthroughout

the

could

partly

feel

love

the

I could not feel much of theandinstructorʼs

love

and

session.

Use of Media

of

the

blackboard,

in

using

the

PowerPoint, and handouts,

blackboard,and they were useful forandpromoting learning.

were generally useful forPowerPoint,

handouts, but they

instructor
inblackboard,

was

not

using

the

PowerPoint,and handouts, and theyhindered learning.

promoting learning.

Feasibility

Feasible without revision.

Feasible

with

some

Not feasible.

revision.

Comments

Interactive Teaching (2020) All Rights Reserved50

4. SESSION 4 Rubrics (2)The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W6. S4. Question 2
The description of dimensions amounts to the product of “the number of scale”
times “the number of dimensions.” In what order should you create the descriptionof dimensions?

Interactive Teaching (2020) All Rights Reserved51

5. SESSION D The Use of Rubrics
This week, we learned about evaluations. Before watching this session, give marks
to virtual writing assignments by using a rubric, and then consider the advantages
and disadvantages of rubrics.

W6. D
A writing assignment task on active learning, samples of the writing assignment,
and a rubric are described on the following pages. Make use of the rubric and give marks
to the writing assignments. More specifically, read the writing assignments and circle
the description of the dimension you think is appropriate for each one. Once you havefinished giving marks, consider the advantages and disadvantages of using rubrics byreflecting on what you felt during marking.
If you can propose alternative rubrics, share your ideas on the BBS.

(Advantages)(Disadvantages)

Interactive Teaching (2020) All Rights Reserved

52Give marks to the four writing assignments on the following issue.
Task: Are you for or against the following opinion: “Active learning should be
adopted in university classes.” Choose either position and discuss the issue by usingreferences and citations. Write between 75 and 150 words excluding references.

Writing Assignment 1

I am for the opinion: “Active learning should be adopted in university classes.”
The reason is that as Sato (2010) indicates, there are advantages of active learning suchas “It triggers students to think actively,” “It provides students with an opportunity toparticipate actively,” and “It induces students’ aggressiveness by stimulating competition”(p. 17). As for collaborative learning, which is one of the active learning methods
conducted in groups, Barkley, Cross, & Major (2005) indicate that there is a number ofdemonstrative pieces of research to show that it is highly effective in both learning
outcomes and student satisfaction (pp. 11-16).
References
Sato, H. (Ed.) (2010). Daigaku kyōin no tame no jugyō hōhō to design (Class delivery
method and design for faculty members). Tokyo: Tamagawa University Press.
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A
handbook for college faculty. San Francisco, CA: Jossey-Bass.

Writing Assignment 2

As Sato (2010) says, there are advantages such as “It triggers students to think
actively,” “It provides students with an opportunity to participate actively,” and “It
induces students’ aggressiveness by stimulating competition” (p. 17). So, I think you
should adopt active learning.
I was sleeping throughout the class when the teacher was talking all the time. I still
remember what I did in the group activity I joined when a student teacher conducted theclass, so I think active learning is effective.
References
Sato, H. (Ed.) (2010). Daigaku kyōin no tame no jugyō hōhō to design (Class delivery
method and design for faculty members). Tokyo: Tamagawa University Press.

Interactive Teaching (2020) All Rights Reserved

53

Writing Assignment 3

Active learning should be adopted in university classes.
This is because it is important to motivate students as is indicated by Ambrose et al.
(2014, Chapter 3). In order to enhance motivation, it is important to set an objective
where students could find a high “subjective value” or an objective that is significant forthe students themselves. It is also important to let the students hold expectancies thatthey could feel that they are capable of adding value by taking the course, and to createa cooperative environment. Instructors should motivate students in these ways.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).
How learning works: Seven research-based principles for smart teaching. San
Francisco, CA: Jossey-Bass.

Writing Assignment 4

I have never taken a class in active learning styles before. But I strongly feel that I
wanted to take such classes. I often slept during the class on educational thought I took
as an elective course in my first year, because I could not understand what the instructor
was saying at all. I did badly in my exams, and I failed to get credits. The problem withthat course was that it did not adopt active learning and much more so for elementaryand secondary education.
I would like to become a teacher at a junior high school. You need to develop classes
at junior high schools more than universities so as not to allow students to become bored.
So, I would like to learn more about active learning methods and how to improve classes.

Interactive Teaching (2020) All Rights Reserved54

Rubric for Giving Marks
Below is the rubric used for evaluation. Read each writing assignment and circle
the description of the dimension you think is appropriate for each one; forexample, regarding “Expression of Oneʼs Position” in the “Structure” section,choose from “ideal,” “standard,” and “improvement needed.” (There are no points
on the scales in this rubric, so your work is completed by circling the descriptions.)
Four rubrics, which match the number of assignments, are provided as follows.

Interactive Teaching (2020) All Rights Reserved55

Rubric for Writing Assignment 1

Are you for or against the following opinion: “Active learning shouldTask

be adopted in university classes.” Choose either position and discuss
the issue by using references and citations. Write between 75 and150 words excluding references.

Dimension

Ideal

Expression ofOneʼs
PositionOneʼsposition

Structure

is

Oneʼs

Neededpositionisdescribed

atthedescribed, but not at

There is no description

beginningorthethe beginning or theof oneʼs position.

end.

end.

Two

Evidence

Improvement

Standardor

morereferencesare

A reference is shownas evidence to supportshown as evidence

as evidence to support

oneʼs position or theretooneʼs position.

is no description of the

supportoneʼs

No reference is shown

position.

position.

Description

There

Irrelevant todescription

Supporting

irrelevant

to

Oneʼs

supportingoneʼsOpinionopinion.
There

is

are

no

no

Description irrelevant

Description irrelevanttotosupportingoneʼssupporting

opinion is less thanopinion20%

more of the

of

the

whole

is

oneʼs

20%

or

whole

volume.

volume.

There are one or two

There are three orMisspellings

misspellings,

misspellings, omitted

more

misspellings,

and Omitted

omitted letters, orletters,

omittedletters,

grammaticalgrammaticalgrammaticalmistakes.

mistakes.

mistakes.

Letters

It

Expression

oriswrittenconsistently
ineithercasual

Style

or

a

style

Both casual and polite(sentences end withstylesareda or dearu) or polite

throughout.

mixed

style (sentences end
with desu or masu).
Thebibliographic

Bibliographic

information

Information

cited

of

referencescomplete.

Interactive Teaching (2020) All Rights Reserved

the
is

The

bibliographic

information
cited

of

the

referencesiswritten in part or not
at all.

56

Rubric for Writing Assignment 2

Are you for or against the following opinion: “Active learning shouldTask

be adopted in university classes.” Choose either position and discuss
the issue by using references and citations. Write between 75 and150 words excluding references.

Dimension

Ideal

Expression ofOneʼs
PositionOneʼsposition

Structure

is

Oneʼs

Neededpositionisdescribed

atthedescribed, but not at

There is no description

beginningorthethe beginning or theof oneʼs position.

end.

end.

Two

Evidence

Improvement

Standardor

morereferencesare

A reference is shownas evidence to supportshown as evidence

as evidence to support

oneʼs position or theretooneʼs position.

is no description of the

supportoneʼs

No reference is shown

position.

position.

Description

There

Irrelevant todescription

Supporting

irrelevant

to

Oneʼs

supportingoneʼsOpinionopinion.
There

is

are

no

no

Description irrelevant

Description irrelevanttotosupportingoneʼssupporting

opinion is less thanopinion20%

more of the

of

the

whole

is

oneʼs

20%

or

whole

volume.

volume.

There are one or two

There are three orMisspellings

misspellings,

misspellings, omitted

more

misspellings,

and Omitted

omitted letters, orletters,

omittedletters,

grammaticalgrammaticalgrammaticalmistakes.

mistakes.

mistakes.

Letters

It

Expression

oriswrittenconsistently
ineithercasual

Style

or

a

style

Both casual and polite(sentences end withstylesareda or dearu) or polite

throughout.

mixed

style (sentences end
with desu or masu).
Thebibliographic

Bibliographic

information

Information

cited

of

referencescomplete.

Interactive Teaching (2020) All Rights Reserved

the
is

The

bibliographic

information
cited

of

the

referencesiswritten in part or not
at all.

57

Rubric for Writing Assignment 3

Are you for or against the following opinion: “Active learning shouldTask

be adopted in university classes.” Choose either position and discuss
the issue by using references and citations. Write between 75 and150 words excluding references.

Dimension

Ideal

Expression ofOneʼs
PositionOneʼsposition

Structure

is

Oneʼs

Neededpositionisdescribed

atthedescribed, but not at

There is no description

beginningorthethe beginning or theof oneʼs position.

end.

end.

Two

Evidence

Improvement

Standardor

morereferencesare

A reference is shownas evidence to supportshown as evidence

as evidence to support

oneʼs position or theretooneʼs position.

is no description of the

supportoneʼs

No reference is shown

position.

position.

Description

There

Irrelevant todescription

Supporting

irrelevant

to

Oneʼs

supportingoneʼsOpinionopinion.
There

is

are

no

no

Description irrelevant

Description irrelevanttotosupportingoneʼssupporting

opinion is less thanopinion20%

more of the

of

the

whole

is

oneʼs

20%

or

whole

volume.

volume.

There are one or two

There are three orMisspellings

misspellings,

misspellings, omitted

more

misspellings,

and Omitted

omitted letters, orletters,

omittedletters,

grammaticalgrammaticalgrammaticalmistakes.

mistakes.

mistakes.

Letters

It

Expression

oriswrittenconsistently
ineithercasual

Style

or

a

style

Both casual and polite(sentences end withstylesareda or dearu) or polite

throughout.

mixed

style (sentences end
with desu or masu).
Thebibliographic

Bibliographic

information

Information

cited

of

referencescomplete.

Interactive Teaching (2020) All Rights Reserved

the
is

The

bibliographic

information
cited

of

the

referencesiswritten in part or not
at all.

58

Rubric for Writing Assignment 4

Are you for or against the following opinion: “Active learning shouldTask

be adopted in university classes.” Choose either position and discuss
the issue by using references and citations. Write between 75 and150 words excluding references.

Dimension

Ideal

Expression ofOneʼs
PositionOneʼsposition

Structure

is

Oneʼs

Neededpositionisdescribed

atthedescribed, but not at

There is no description

beginningorthethe beginning or theof oneʼs position.

end.

end.

Two

Evidence

Improvement

Standardor

morereferencesare

A reference is shownas evidence to supportshown as evidence

as evidence to support

oneʼs position or theretooneʼs position.

is no description of the

supportoneʼs

No reference is shown

position.

position.

Description

There

Irrelevant todescription

Supporting

irrelevant

to

Oneʼs

supportingoneʼsOpinionopinion.
There

is

are

no

no

Description irrelevant

Description irrelevanttotosupportingoneʼssupporting

opinion is less thanopinion20%

more of the

of

the

whole

is

oneʼs

20%

or

whole

volume.

volume.

There are one or two

There are three orMisspellings

misspellings,

misspellings, omitted

more

misspellings,

and Omitted

omitted letters, orletters,

omittedletters,

grammaticalgrammaticalgrammaticalmistakes.

mistakes.

mistakes.

Letters

It

Expression

oriswrittenconsistently
ineithercasual

Style

or

a

style

Both casual and polite(sentences end withstylesareda or dearu) or polite

throughout.

mixed

style (sentences end
with desu or masu).
Thebibliographic

Bibliographic

information

Information

cited

of

referencescomplete.

Interactive Teaching (2020) All Rights Reserved

the
is

The

bibliographic

information
cited

of

the

referencesiswritten in part or not
at all.

59

6. References(References related to the topic that appeared in the sessions.)
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook
for college teachers. 2nd ed. San Francisco, CA: Jossey-Bass.
This book shows you a number of evaluation method mainly used in
the classroom.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool tosave grading time, convey effective feedback, and promote student learning.
Sterling, VA: Stylus.
This book gives you an explanation of rubrics in plain words.
Natsume, T., Chikada, M., Nakai, T., & Saitoh, Y. (2010). Daigaku kyōin junbi kōza(Preparative lecture for becoming a faculty member). Tokyo: Tamagawa
University Press.
Evaluation is briefly organized in this book.
Sato, H. (Ed.) (2010). Daigaku kyōin no tame no jugyō hōhō to design (Class
delivery method and design for faculty members). Tokyo: Tamagawa
University Press.
Evaluation is briefly organized in plain words in this book.

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60

WEEK 7 Letʼs Think about Career Paths PART 1:
Reflection as a Professor
Worksheet Contents
1. SESSION 1 Universities Changing with the Times
2. SESSION 2 What Faculty Members Should Be
3. SESSION 3 Letʼs Think about the Ideal Image of a Faculty Member
4. SESSION D The Ideal Image of Being a Faculty Member
5. References

The Goal and Objectives of WEEK 7
Goal To comprehend what is required of faculty members today, and be able tothink about what they should be.
Objectives
1. To be able to give a general overview of Japanese higher education.
2. To be able to list and explain four types of duties assigned to faculty members.
3. To be able to explain the characteristics of a portfolio as a tool that presents ageneral overview of your present activity and what future measures need tobe taken.

Interactive Teaching (2020) All Rights Reserved61

1. SESSION 1 Universities Changing with the Times
The questions asked in the session are described below. The video subtitles willshow you when to work on each question.
W7. S1. Question 1
What categories of institutions exist in higher education? Write them down in a list.

W7. S1. Question 2
How many universities are there in Japan?
1. approx. 300
2. approx. 800
3. approx. 1,500

W7. S1. Question 3
What situation does the phrase “zennyu jidai” (the age when everyone is able toenter university) mean?
1. The population of 18-year-olds is the same as the quota.
2. The total number of those who wish to enter university is the same as the total
quota.
W7. S1. Question 4
What is the percentage of students enrolling in universities in Japan today?
1. approx. 25%
2. approx. 50%
3. approx. 75%

Interactive Teaching (2020) All Rights Reserved62

2. SESSION 2 What Faculty Members Should Be
The question asked in the session is described below. The video subtitles will show
you when to work on the question.
W7. S2. Question 1
List the different types of jobs of faculty members. What kind of activities are thefaculty members around you, such as your mentors, engaged in daily?

Interactive Teaching (2020) All Rights Reserved63

3. SESSION 3 Letʼs Think about the Ideal Image of a
Faculty Member
There are no questions asked in the session. Please use the space below for taking
notes.

Interactive Teaching (2020) All Rights Reserved64

4. SESSION D The Ideal Image of Being a Faculty Member
Based on what you learned about the faculty duties in this weekʼs sessions, examine
your ideal balance between education and research. How do you consider the
relationship between the two?

W7. D
Draw an “education” circle and a “research” circle at the bottom of this page. Express
your ideal relationship between the two as a faculty member by size and the amount ofoverlap.

Interactive Teaching (2020) All Rights Reserved65

5. References
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.
Cases of faculty members who are excellent educators are collected.
Seldin, P. & Miller, J. E. (2009). The academic portfolio: A practical guide to
documenting teaching, research, and service. San Francisco, CA: JosseyBass.
This is a book written by the developers of academic portfolio.
Seldin, P. (2004). The teaching portfolio: A practical guide to improved
performance and promotion/tenure decisions. 3rd ed. Bolton, MA: Anker
Publishing.
This is a book written by the developer of teaching portfolio whichemphasizes self-reflection.
Sugihara, K. (2012). Daigaku kyōju to iu shigoto (Profession of university
professors). Tokyo: Suiyosha Publishing.
The author himself explains the job of faculty members in Japan．
Debowski, S. (2012). The new academic: A strategic handbook. Maidenhead,
Berkshire: Open University Press.
This is a reference for more detail on the duties of faculty members
and what they should be．

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WEEK8 Letʼs Think about Career Paths PART 2: Useof Portfolios
Worksheet Contents
1. SESSION 1 Structured Academic Portfolios
2. References
This weekʼs sessions are conducted using only the Handout for Session 1. There areno other Questions.

The Goal and Objectives of WEEK 8
Goal To give a general overview of the activities in education and research, andenvision a career path to become a faculty member.
Objectives
1. To be able to explain the significance of creating a structured portfolio.
2. To be able to explain the significance of a SAP and its overall structure.
3. To be able to create your own SAP chart by following a specific procedure.

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1. SESSION 1 Structured Academic Portfolios
The Handout for this session is shown on the next page. You will use this Handout
throughout the sessions, so print it before watching the sessions. The Handout isA4 sized here, but we recommend you enlarge it to A3 size when printing.
W8. S1. Handout (See the next page.)

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2. References
Debowski, S. (2012). The New Academic: A strategic handbook. Maidenhead,
Berkshire: Open University Press.
Please refer to this book for more details on the duties of faculty
members and what they should be.
Yoshida L, & Kurita K. (2014). Development of structured academic portfolio.
Research Report of Japan Society for Educational Technology Conferences,
14(4), 15-21.
This paper gives you an explanation of a SAP chart.

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